[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-593398-105":59,"doc-detail-593398-en":131},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":124,"head_meta":126,"extra_data":128,"updated_unix":130},105,"en","the-radford-lecture-mary-kalantzis-elements-of-a-science-of-education","The Radford Lecture - Mary Kalantzis - Elements of a Science of Education","","A scholarly lecture by Mary Kalantzis reflecting on education’s ideological divisions and shifting public rhetoric. Presented at the Radford Lecture for AARE, 2005, it situates contemporary debates within longer historical change, then examines protagonists’ epistemological assumptions. Three paradigms—didactic, authentic, and transformative—are outlined, with didactic schooling traced to explicit transmission, while transformative education is argued to enable learners and teachers to actively design new social futures.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/the-radford-lecture-mary-kalantzis-elements-of-a-science-of-education/593398/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/the-radford-lecture-mary-kalantzis-elements-of-a-science-of-education/593398.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-08","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What are the three paradigmatic approaches to education described in the lecture?","Question",{"text":113,"@type":114},"The lecture describes three paradigmatic approaches: didactic, authentic, and transformative education.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the lecture characterize didactic education?",{"text":118,"@type":114},"Didactic education emphasizes explicit transmission by the teacher, with agency concentrated on the teacher and learners positioned as passive recipients.",{"name":120,"@type":111,"acceptedAnswer":121},"Why does the lecture argue that new approaches such as transformative education are needed?",{"text":122,"@type":114},"It argues that contemporary social conditions demand education that helps learners live successful lives in dramatically changed circumstances and that supports learners and teachers as active designers of the emerging social world.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},593398,1792164740,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":145,"read_time":146,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","The Radford Lecture, AARE, 2005 Elements of a Science of Education  \nMary Kalantzis  \nUniversity of Illinois  \nIntroduction  \nThis conference is being held in the old electoral territory of Gough Whitlam at the thirtieth anniversary of the fall of his government. At the rhetorical heart of his primeministership were the beliefs that education could be a modernising force and that it could be a means to achieve a just and equitable society. The Whitlam era was also a high point in the push to ‘progressivist’approaches to schooling and pedagogy, as exemplified by the work of the Australian Schools Commission.  \nOver the decades that have since elapsed, the public rhetoric around education has shifted considerably. Today the mantra is freedom and choice, and these articles of neoliberal faith have been translated into a market-oriented view of education. In these decades, some aspects of progressivism have been developed and extended, in the form, for example of a broader and more flexible curriculum and a more learnercentred approach to teaching and learning. However, in the same time we have also witnessed a contrary push ‘back to the basics’. This has manifest itself in a focus on high stakes standardised tests, curriculum to fit, and the re-emergence of preprogressivist conceptions of what constitutes worthwhile knowledge and good schooling.  \nEducation has become a domain of considerable ideological division. I want to trace the contours of this division by taking two steps back from the contemporary fray. One step is to situate present day discussions in a larger historical context. In this context, today’s points of debate and disagreement are not so new. The other step is to interrogate the protagonists’ underlying understanding of the nature of knowledge, in other words their epistemological assumptions.  \nThe Australian Educational Researcher, Volume 33, Number 2, August 2006 •15  \nMARY KALANTZIS  \nWho, then, are the protagonists? I am going to describe three paradigmatic approaches to education: ‘didactic’, ‘authentic’ and ‘transformative’. Each has a history. Each has an underlying epistemology.  \nThe earliest forms of modern institutionalised education were ‘didactic’. Far from being a thing of the past, however, the didactic is well and truly alive today. I want to use the word ‘authentic’ – or a certain trueness to real learners and their actual lives – to describe the response to didactic education of a progressivism that is now a century old. Whitlam’s educational initiatives in Australia were one instance of that progressivism. And then thirdly, I think we are now standing at a profound turning point in social life in which authentic education is at best partial and at worst inappropriate to contemporary social conditions. This turning point demands that we consider new approaches to education which I will call ‘transformative’ – transformative in the sense, first, of enabling learners to live successful lives in dramatically changed social conditions and second, in the sense in which both learners and teachers can assume an active role as designers of the newly emerging social world.  \nThis turning point may prove to be hugely significant in social terms and in the impact of social changes on education. So finally, I also want to reflect on the nature of the discipline of education. What is the nature of our discipline? What shape are we in as a discipline? How do we develop the intellectual fortitude we are going to require, not just to face the challenges of the near future, but to take an active role in the social transformations we are facing? To conclude, I will argue that education should conceive itself as a science, and suggest the constituent elements of a science of education. The time is ripe to open out the intellectual scope and ambition of education as a field of intellectual endeavour and social invention.  \nDidactic Education  \nThe word ‘didactic’ finds its way into English from the Greek ‘to te","cbCaiqIcMMykYt9s","https://ap.wps.com/l/cbCaiqIcMMykYt9s","pdf",187797,28,"English","# Introduction\n## Didactic Education\n## Authentic and Transformative Approaches","[{\"question\":\"What are the three paradigmatic approaches to education described in the lecture?\",\"answer\":\"The lecture describes three paradigmatic approaches: didactic, authentic, and transformative education.\"},{\"question\":\"How does the lecture characterize didactic education?\",\"answer\":\"Didactic education emphasizes explicit transmission by the teacher, with agency concentrated on the teacher and learners positioned as passive recipients.\"},{\"question\":\"Why does the lecture argue that new approaches such as transformative education are needed?\",\"answer\":\"It argues that contemporary social conditions demand education that helps learners live successful lives in dramatically changed circumstances and that supports learners and teachers as active designers of the emerging social world.\"}]","The Radford Lecture - Mary Kalantzis - Elements of a Science of Education | PDF",1792077186,71]