Social
Democracy
Characterized by an
egalitarian value- position and a focus
on the potential of education as
an instrument of gradual social change. That is , placing
the role of the school as an essential
agency in the creation of a fairer society- this was the prevalent ideology of the post war years.
Liberal
Romanticism: A
view which values diversity and
individual differences.
Characterized by
a individualistic child centered view of science
education focusing on the unique
development of each child – prevalent in the later
sixties and early seventies and
underpinned the free school movement
in the USA (the
ideology arose out of a radical
disenchantment with American society, technocratic values, oppressive economic institutions,
and major political parties dominated
by the wealthy)
Traditional
Conservatism Of Science Education: A perspective that emphasizes the transmission of established social
values, knowledge and culture through a subject –oriented approach with a
particular emphasis on upholding ‘standards’
ultimately led to the Education
Reform Act (1988), the national curriculum and new forms of assessment and testing.
Economic
pragmaticism: An instrumental approach focusing on the
individuals acquisition of useful
skills. The approach is evident
in debates on vocational education and the national literacy and numeracy strategies
Social
Radicalism: An approach
which is based on a commitment to developed education as a means of combating inequalities in society and promoting social
justice. Proponents support positive
action regarding such issues as racism, sexism, homophobia, disability and human rights.
Neo Liberal Conservatism of Science Education: A set of beliefs,
going back to Adam Smith, about the efficiency of free market forces in
allocating resources and raising standards in the provisions of
goods and services. The state takes a
more hands off approach especially when
education’s main goals is in some
form of training rather than developing citizenship.