John Locke, a prominent figure in educational theory, viewed a child’s mind as a blank slate ready to absorb knowledge. This concept of a blank slate contrasts with the idea of a child’s mind as a seed poised to develop. The decline in verbal SAT scores in the 1960s and 70s can be attributed to a shift away from shared knowledge in elementary and middle school classrooms. This decline was not solely due to a more diverse group of students taking the test, as confirmed by psychometrician Dan Koretz in 1992.
Prior to the drop in SAT scores, changes were occurring in the educational landscape. Whole-class instruction was being replaced by individual and small-group instruction, and reading texts transitioned from communal anthologies to child-selected booklets. This shift to individualized learning neglected the importance of shared background knowledge in literacy, a critical component of reading comprehension.
The move towards child-centered education, influenced by Romanticism, emphasized the natural development of a child’s abilities through personal interests. This approach, rooted in the belief of progress and growth akin to the natural world, led to the individualized selection of reading materials in classrooms.
However, current evolutionary psychologists challenge this notion of natural development, emphasizing the importance of cultural influence on education. Human culture and shared knowledge are seen as social constructs designed to preserve and enhance cognitive gains. This perspective aligns with the educational philosophies of early American leaders like Benjamin Franklin and Noah Webster, who were influenced by John Locke’s idea of the mind as a blank slate.
In contrast to Romantic ideals, contemporary cognitive science recognizes the role of society in shaping a child’s core knowledge. This view highlights the adaptability of human culture and education to local circumstances, leading to diverse cultural practices worldwide. Human schools, supported by shared knowledge and cultural ratchets, contribute to human flourishing through innovative educational practices tailored to specific needs.
Elizabeth Spelke’s research on infant core knowledge underscores the impact of society on shaping individual understanding. This research challenges the notion of natural development, emphasizing the role of caregivers in imparting shared knowledge to children. By recognizing the importance of shared cultural practices in education, we can better understand the complexities of human learning and cognitive development.
