Eliminating the 'dunce' : challenging a teaching myth

McKenzie-Mavinga, Isha (2008) Eliminating the 'dunce' : challenging a teaching myth. Investigations in university teaching and learning, 5 (1). pp. 13-16. ISSN 1740-5106

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Abstract / Description

This paper explores the idea that given the right circumstances anyone can learn. Historically in child education the label 'Dunce' was applied to students who did not conform or who had difficulty learning. The term ‘Dunce’ was derived from John Duns Scotus (1256/66-1308), a master philosopher from Scotland. His ideas about cognition and existence were popular in late medieval Europe until the Humanist reform of the Renaissance (Stanford Encyclopaedia of Philosophy, 2001/7). During that period his ideas were rejected. His followers, the 'Dunsmen', rallied against the attack on his work and were consequently regarded as idiots. It is therefore not difficult to see how the notion of the 'Dunce' became associated with diversity. For the purpose of this paper I shall use the term 'Dunce myth' to indicate negative attitudes towards learners' experience of failure.

Item Type:	Article
Uncontrolled Keywords:	Investigations in university teaching and learning; diversity; student-centred teaching; black students; dunce myth
Subjects:	300 Social sciences > 370 Education
Department:	School of Social Professions (to June 2021) Centre for Professional Education and Development (CPED) School of Social Sciences and Professions
Depositing User:	Mary Burslem
Date Deposited:	09 Apr 2015 13:59
Last Modified:	19 Jul 2021 16:03
URI:	https://repository.londonmet.ac.uk/id/eprint/232

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