Linear or nonlinear? A metacognitive analysis of educational assumptions and reform efforts

Abstract

Addresses the lack of success in educational reform efforts by utilizing a metacognitive analysis of the base assumption of most, if not all, current reform efforts. Suggests a different theoretical orientation and perspective for understanding education and attempts to improve it. By contrasting the common orientation of today and the one proposed, the paper applies this new perspective to two examples. Examines educational reform in light of the orientation proposed.