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INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT International Peer Reviewed & Refereed Journals, Open Access Journal ISSN Approved Journal No: 2456-4184 | Impact factor: 8.76 | ESTD Year: 2016 Scholarly open access journals, Peer-reviewed, and Refereed Journals, Impact factor 8.76 (Calculate by google scholar and Semantic Scholar | AI-Powered Research Tool) , Multidisciplinary, Monthly, Indexing in all major database & Metadata, Citation Generator, Digital Object Identifier(DOI) |
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| Paper Title: | Shakespeare’s dramaturgy: a question of pedagogy and its relevance in Cameroon secondary schools |
| Authors Name: | Mbeh Adolf Tanyi |
| Download E-Certificate: | Download |
| Author Reg. ID: |
IJNRD_217735
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| Published Paper Id: | IJNRD2404572 |
| Published In: | Volume 9 Issue 4, April-2024 |
| DOI: | |
| Abstract: | Schooling being the sustained effort to advance the frontiers of knowledge, behaviourists were documenting human susceptibility to conditioning and encouraged approaches which attempted to facilitate better learning through manipulating behavioural responses; constructivists were exploring how context affects learning and recognising that teaching should support students to synthesise new knowledge with old. The intention of this paper is a holistic approach of what Guy Claxton call ‘’epistemic apprenticeship ‘’, where ‘school is a protracted training in particular ways of thinking, learning and knowing’ rather than merely accumulating knowledge. This is equally known as transformative education. This has built on proposals by Bruner, among others, for a broader, culturally conscious approach to education which acknowledges that ‘knowing is a process, not a product. The curriculum for England reflects this more holistic approach with a requirement for improving the ‘spiritual, moral, social and cultural development’ of pupils. The paper posits that Shakespeare seems to hint to the fact that, the child is the father of a man, according to William Wordsworth. In this dispensation, however, our educational system pays more attention on results of examinations which largely test students ‘retention of received knowledge which is relatively easy to test. Other aspects of ‘’an epistemic apprenticeship ‘’ are more difficult to assess, leaving us with an accountability paradox: how can we know education is successful without a system of tests, but how can we test everything that is successful? |
| Keywords: | accountability paradox, epistemic apprenticeship, transformative education, pedagogical. |
| Cite Article: | "Shakespeare’s dramaturgy: a question of pedagogy and its relevance in Cameroon secondary schools", International Journal of Novel Research and Development (www.ijnrd.org), ISSN:2456-4184, Vol.9, Issue 4, page no.f587-f593, April-2024, Available :http://www.ijnrd.org/papers/IJNRD2404572.pdf |
| Downloads: | 00028 |
| ISSN: |
2456-4184 | IMPACT FACTOR: 8.76 Calculated By Google Scholar| ESTD YEAR: 2016 An International Scholarly Open Access Journal, Peer-Reviewed, Refereed Journal Impact Factor 8.76 Calculate by Google Scholar and Semantic Scholar | AI-Powered Research Tool, Multidisciplinary, Monthly, Multilanguage Journal Indexing in All Major Database & Metadata, Citation Generator |
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Published Paper ID:IJNRD2404572 Registration ID: 217735 Published In: Volume 9 Issue 4, April-2024 DOI (Digital Object Identifier): Page No: f587-f593 Country: Yaounde , Yaounde , Cameroon Research Area: Social Science and Humanities Publisher : IJ Publication Published Paper URL : https://www.ijnrd.org/viewpaperforall?paper=IJNRD2404572 Published Paper PDF: https://www.ijnrd.org/papers/IJNRD2404572 |
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