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There is a plethora of studies, both new and archaic, that explore the most efficient models of education. There are structures contained within development research that share similarities, allowing scientists to attempt to congregate the existing information into a single framework (Liben, 2008). However, this notion has a questionable purpose in real-world applications. In this paper, the benefits and disadvantages of a unified theory on human development will be discussed.
It might be reasonable to have such a tool in scientists access, yet its feasibility in practice may be questionable. The existence of a unified framework will resolve the current issues scientists have with contextualizing theoretical data (Liben, 2008). At the same time, individual cases may be more difficult to analyze due to broad definitions of the subject. Moreover, such a theory will accommodate the fact that early childhood development occurs through a single, shared mechanism, which can be extended to other stages of life (Liben, 2008). This notion can erase the need to review differences among children, causing the lack of innovative thoughts among researchers. I agree with Libens point regarding the impossibility of a unified theory on such a topic. Searching for such a flexible approach may reveal new ideas and similarities in the current body of research. However, it is pointless to erase the contextualization of knowledge, as it allows the development of specific approaches for highly individualized cases.
In conclusion, the creation of a unified theory is not possible or feasible in the current state of educational systems across the globe. It is necessary to keep students individual needs accommodated, which a universal solution can not provide. While there are possible benefits from streamlining educational processes, they are unachievable and non-essential. A unified framework can cause culture-specific systems to erode, deteriorate the quality of education, and slow down innovations.
Reference
Liben, L. S. (2008). Continuities and discontinuities in children and scholarship. Child Development, 79(6), 1600-1605. Web.
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