Can we really trust educational research?

I recently came across an article by Elizabeth Gilbert of the University of West Virginia and Nina Strohminger of Yale University presenting their findings that only a third of published psychology research is reliable.

Another article confirms that in the field of biomedicine (the basis of so much news coverage of medical advances) less than 50% of research proves reliable when the “reproducibility factor” is applied.

And astonishingly, we read elsewhere that “just 11% of preclinical cancer research studies could be confirmed”.

We might well speculate as to why such a body of inaccurate “research” is being published; certainly there are important questions here. And let’s be clear that it is academics themselves who are drawing attention to the problem, and expressing frustration.

If psychological and medical research are this unreliable, shouldn’t we also be concerned about the “research” that underpins educational theories and methods?

Continue reading Can we really trust educational research?

The Art of Piano Pedagogy

The great Russian pedagogue Heinrich Neuhaus (who taught such legendary classical pianists as Radu Lupu, Sviatoslav Richter and Emil Gilels) wrote:

“I consider that one of the main tasks of a teacher is to ensure as quickly and as thoroughly as possible that he is no longer necessary to the pupil; to eliminate himself, to leave the stage in time, in other words to inculcate in the pupil that independent thinking, that method of work, that knowledge of self and ability to reach his goal which we term ‘maturity’, the threshold beyond which begins mastery.”

Heinrich Neuhaus
‘The Art of Piano Playing’,
trans. K.A. Leibovitch, London 1973

Continue reading The Art of Piano Pedagogy