e. reading, writing, and mathematics). The other fundamental difference between the traditional model and the Knowledge Age model of education pertains to the actual learning environment and modalities that are most beneficial to individual learners. It rejects the assumptions that all students learn optimally in the same ways and that curricula should be substantially uniform for all learners.
Relative Openness to Change
In my experience, educators are more open to recognizing the value of incorporating some types of the multiple intelligences into the learning model than they are to others. For example, it is one thing to tell educators that some substantive lessons should emphasize musical or interpersonal aptitude but quite another to receive the same support for the proposition that bodily kinesthetic abilities are as important. Likewise, many more educators are open to changes incorporating cognitive behavioral issues in the design of teaching...
Another useful mechanism would involve acknowledging the concerns of educators in relation to their reason for opposition and collaborating to design a system that incorporated new models while guaranteeing to embrace the specific objectives or concerns that underlie the opposition to such changes.
Reference
Duffy, F.M. "Paradigms, Mental Models, and Mindsets: Triple Barriers to Transformational Change in School Systems: PART 1." International Journal of Educational Leadership Preparation, Vol. 4, No. 3 (July - September, 2009).
