The Blind Spots of Visible Learning. Critical comments to the ‘Hattie revolution’

This article poses a number of critical questions to John Hattie’s work about visible learning and the so-called 'Hattie revolution', which presently dominates Danish educational debate. This article analyzes and discusses Hattie’s methodological presupposition and a number of the theoretical assumptions on which Hattie’s work is founded. It is argued that the large number of meta-analyses which Hattie uses in his work do not only function as scientific documentation, but also as rhetorical components in discussions about what the problems and the solutions might be in today’s educational system. A central aim in Hattie’s work is to develop a theory about what constitutes good learning and good teaching based on the evidence-based measures from a large number of meta-analyses. In the paper, however, we question if this aim is realized in Hattie’s own work.

 

Nøkkelord: Hattie, Method, Visible Learning, Teaching