Teacher trainers cry, “Don’t tell me about the mounting evidence. I don’t want to see it. I don’t want to acknowledge it. I’ll just stick to my mantra, There are 3 cuing systems of which learning the code is the least important.”
My copy of the book – Reading in the Brain by Stanislav Dehaene – is dog-eared and littered with colour sticky notes. With the kind of physical evidence produced I am dumbfounded that so many university professors persist in clinging to a theory that is so clearly wrong. Not only is it wrong, it is robbing our children of the success they are capable and deserving of.
These professors are choosing ideology over evidence – and, in itself, that is nothing new. However, they are then freely spreading their own misconceptions into the minds of trainee teachers & that is irresponsible in the extreme.
We teach kindergarten children that it’s OK to err, it’s part of the learning process. We tell them that we learn by our errors. As we get a little older we then learn to modify our perceptions and conceptions according to new input.
It’s strange that a 6 year old manages this concept but so many university professors involved in education seem incapable of even spotting the errors let alone modifying their ideas in the light of new & compelling evidence.