In the historical approach, education is delivered on conservative grounds. Everything that forms part of education follows set rules and precedence derived from rational theories, experiences, ideas, and beliefs, which become standardized over time.
Historically, the educational system constitutes a school with a number of classrooms of varied age groups learning at asymmetrical ascending levels where the teacher delivers the knowledge to the student, who listens carefully and takes notes from the teacher’s presentation.
Imitation used to play an important role in attaining standardized knowledge, as advocated by Piaget (1962). Bruner, Ross, and Wood (1979) also term action, leading to constructive learning, and rated it as an important tool for learning.
Many technical tools have replaced the action previously been conceptualized in the contemporary educational scene through teachers’ actions, observations, and experiences.
These tools have taken an important place in present learning environments in the shape of computers, videos, overhead projectors, multimedia, mobile, and tablet, thus presenting a virtual reality of all one can learn.
On the other hand, the actual movement by the recipient of knowledge has been curtailed, which used to provide physical evidence of all that was learned. Virtual simulators replace even scientific models.
Resultantly, the learning through very quickly but is not beyond the scope of eyes and diminishes as the screen is switched off and fades away with the passage of time.
However, besides the induction of modern and post-modern tools, the actual conception of learning and the educational system as a whole remains historical in most institutions.
The teacher still holds the central place in the educational system, at least at the primary and secondary level. Traditionally the books were prescribed for each stage of learning. The learner was bound to adhere to the contents of the prescribed books for each discipline.