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Innovative vs. Traditional Education

This document summarizes key aspects of Botkin's innovative education model compared to traditional education. Botkin views knowledge as a means to develop students' personalities rather than an end goal. His model aims to create an environment where students set their own goals and self-regulate their learning. Additionally, Botkin sees the education system as dynamic and ever-changing unlike traditional education. Finally, innovative education focuses on creative problem solving through independent thinking rather than memorization and reproduction of information.

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Rafena Mustapha
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81 views1 page

Innovative vs. Traditional Education

This document summarizes key aspects of Botkin's innovative education model compared to traditional education. Botkin views knowledge as a means to develop students' personalities rather than an end goal. His model aims to create an environment where students set their own goals and self-regulate their learning. Additionally, Botkin sees the education system as dynamic and ever-changing unlike traditional education. Finally, innovative education focuses on creative problem solving through independent thinking rather than memorization and reproduction of information.

Uploaded by

Rafena Mustapha
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOC, PDF, TXT or read online on Scribd
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Expository Education Essay

To begin with, while traditional education considers the main value of educational process to be the
knowledge transferred to the student, Botkin’s innovative education presents the knowledge as a means
rather than an end, at the same time orienting at the development of the student’s personality through
knowledge. It is less concerned with controlling the educational process, trying to create circumstances in
which the student would establish his or her own goals and achieve them, while transforming his or her own
self and self-regulating the studying process.

Traditional education represents in itself more or less stable structure, without undergoing dramatic
differences in the course of years. The accumulation of knowledge goes on, of course, but only in the
subjects where it is impossible to avoid, for example, history and literature, which are being expanded all the
time. Curriculum for exact sciences, like physics or mathematics may not change for decades. Botkin offers
another decision, which presupposes that educational system is dynamic, ever-changing structure that is
being regrouped and renewed constantly, with new programs and educational disciplines appearing all the
time.

As opposed to reproductive nature of traditional education (the student perceives information and reproduces
it), innovative education is supposed to be only and specifically creative process. It should teach students to
create text irrespectively of its subject, understand information even if it has never been perceived by the
student yet, solve any problems by means of independent thinking rather than applying pre-existing,
memorized solutions.

It also cancels the long-lasting tradition of relationship “teacher-student” as “superior-inferior”, making both
the teacher and the student equal participants of educational process, who work on one and the same task in
cooperation, rather than submission. Any kind of outside control is supposed to be harmful for the process
and, therefore, abolished, with its place taken by self-control, mutual control and coordination.

Of course, the self-sufficient system of education based on equality of teacher and student may look really
alluring, but all the same, it is more of a utopia than reality. Botkin idealizes children and thinks that it is
possible to create such system; reality would most likely say “no”.

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