Critiques of learner-centered teaching

Abstract

The discourse surrounding learner-centered teaching has been a focal point since the 1980s, with particular intensity during the 1990s. Following this period, dissent emerged from some educational theorists who criticized learner-centered teaching from various angles. One faction argued that learner-centered teaching disproportionately emphasizes the learner, thereby diminishing the role of the teacher, while another group contended that the model's focus on the learner's interests and needs comes at the expense of the content's importance. Many educators advocate for a teacher-centered, formalistic approach, positing that it is more effective in environments where resources are ample and the professional capabilities of teachers are exceptionally high. These divergent viewpoints have led to significant uncertainty among policymakers, curriculum developers, and educators regarding the implementation of educational strategies. Consequently, the ambiguity surrounding learner-centered teaching poses substantial challenges in its practical application within the classroom setting. Thus, how can these contradictions in the curriculum be effectively resolved? How can a lay parent, who may struggle to grasp these conflicting viewpoints, actively engage in their child's education? Additionally, how can a primary school teacher, who may lack sufficient qualifications, comprehend these concepts and deliver instruction effectively? It is urgent solve these problems. Therefore, the major intention of the present study is to revisit these major criticisms associated with learner-centered teaching. This study entirely based on the analysis and examination of the existing literature. This study has focused on nine criticisms of learner centered teaching to examine its deficiencies and weaknesses. These nine criticisms are- extreme contradiction in ideologies; legitimacy of learner centred teaching; more emphasis on the need, interest, freedom of learner; excessive attention on the learner; developmentally appropriate practice; practicality of learner centered teaching; individual and society; teacher's roles and responsibilities; and natural sequence of child development. An effort has been made to delve deeply into each criticism to reveal its underlying reality. The study concludes that while learner centered teaching is appealing in theory, its implementation is notably challenging. This difficulty is particularly pronounced in both developed and developing countries where there is a significant lack of resources and infrastructure, making the adoption of this pedagogy quite arduous.