Tom Bennett’s new book, Teacher Proof: Why Research in Education Doesn’t Always Mean What it Claims, and What You Can Do about It, is the work of “one pissed off teacher,” writes cognitive scientist Daniel Willingham.
Bennett, who’s taught in Britain for 10 years, feels cheated of the time he’s spent in training sessions urged to adopt some “evidence-free theory” and cheated of respect as “researchers with no classroom experience presume to tell him his job, and blame him (or his students) if their magic beans don’t grow a beanstalk.” Researchers are actively getting in his way, to the extent “their cockamamie ideas infect districts and schools,” Bennett believes.
Social sciences aspire to the precision of the “hard” sciences but are just “walking around in mother’s heels and pearls,” he charges.
His advice: “Researchers need to take a good long look in the mirror; media outlets need to be less gullible and teachers should appear to comply with the district’s latest lunacy, but once the door closes stick to the basics.”
This section offers a merciless, overdue, and often funny skewering of speculative ideas in education: multiple intelligences, Brain Gym, group work, emotional intelligence, 21st century skills, technology in education, learning styles, learning through games. Bennett has a unerring eye for the two key problems in these fads: in some cases, the proposed “solutions” are pure theory, sprouting from bad (or absent) science (eg., learning styles, Brain Gym); others are perfectly sensible ideas transmogrified into terrible practice when people become too dogmatic about their application (group learning, technology).
In addition, schools of education should raise their standards for education research, writes Willingham.
Another new book, The Anti-education Era: Creating Smarter Students through Digital Learning by Arizona State Professor James Paul Gee is disappointing, writes Willingham. “There is very little solid advice here about how to change education.”