Chapter 11: Educational Theory in American Schools: Philosophy in Action

EDUC 2112 Foundations of Education
Chapter 11: Educational Philosophy Provides the Foundation

Theory in American Schools: for Educational Theories
Philosophy in Action
Dr. Stewart
Fall 2006 EDUC 2112 Foundations of Education 2
Philosophy -- Theory
z Educational theory is the application of
philosophy to the classroom.
z Organization of Curriculum
z Manner of Instruction
z Character of school environment
z Grading and testing (assessment)
z Varies from school to school and state to state
Fall 2006 EDUC 2112 Foundations of Education 3 Fall 2006 EDUC 2112 Foundations of Education 4
Authoritarian / Nonauthoritarian Convergent / Divergent Thinking
z Idealism /
Realism z One Possible Answer
z Pragmatism / Existentialism z Possibility of Many Answers
1
Authoritarian Authoritarian
z Purpose of education is to train pupil’s z Attention to test scores
minds so they can deal with intellectual z Grade level achievement
concepts of life. z P.A.S.S
z Mastery of facts and information
z Accountability
z Any child can learn any subject at any level
z More traditional teaching strategies
if the subject matter is properly presented
z Convergent Thinking—One answer to
z “Mastery Teaching”
question, and the teacher has it!
Authoritarian--Idealism Authoritarian--Realism
z Learning Focus—subject matter of physical
z Learning Focus—subject matter of the world: math, science
mind: literature, history, philosophy, z Curriculum goal—Mastery of laws of the
religion universe
z Curriculum goal—same education for all z Teaching method—mastery of information
z Teaching method—lecture, discussion and skills: lecture, recitation, demonstration
z Character development—imitation z Character development—rules of conduct
z Aesthetic development—study of z Aesthetic development—study of design in
masterworks, values of past heritage nature
Nonauthoritarian Nonauthoritarian--Pragmatism
z Mind is not just a muscle to be developed z Learning Focus—social experience
(John Dewey) z Curriculum goal—creation of new social
z Human beings are problem solvers who order
profit from experience z Teaching method—problem solving, project
z Importance of the individual and personal method and development
awareness z Character development—group decision
z Interest aroused through student inquiry making in light of consequences
z Divergent thinking—possibility of multiple z Aesthetic development—participation in art
answers to question project based on cross-culture and universal
values
2
Nonauthoritarian--Existentialism Eight Educational Theories

z Learning Focus—subject matter of personal z Perennialism
choice z Essentialism
z Curriculum goal—personal freedom and z Behaviorism
development
z Positivism
z Teaching method—Individual exploration:
discovery method z Progressivism
z Character development—development of z Reconstructionism

individual responsibility z Humanism
z Aesthetic development—personal view of z Constructivism
the world, self-initiated activities
Relationship of Philosophies
to Educational Theories Perennialism--
Perennialism--(Idealism)
(Idealism)--
--Basic
Basic View
z Idealism z Principles of knowledge are enduring --

– Perennialism & Essentialism
“Everlasting”
z Stress the time-honored ideas, the “Great
z Realism
Works”, and the ability to reason
– Behaviorism & Positivism
z The intellect must be nourished by contact
z Pragmatism
with ideas
– Progressivism & Reconstructionism
z Truth resides in the nature of the things
z Existentialism
rather than n the sensory aspects of things.
– Humanism & Constructivism
Perennialism--Focus of Learning Perennialism--Curriculum

z Early schooling best directed toward
z Discipline the mind
preparing children for maturity--3Rs
z Learner assumed to be rational and
z Secondary school level directed more
spiritual person toward “intellectually elite”
z Reading, Writing, Recitation, z Vocational training for less gifted
Computation are considered important z Strong use of Great Books Program
z Stress “Higher-Order Thinking Skills” – Hutchins and Adler
– Studying the works of the leading scholars of
history is the best way to a general education
3
Essentialism--
Essentialism--(Idealism)
(Idealism)--
--Basic
Basic View Essentialism--Basic View
z Formulated by William C. Bagley--1938 z “Back to the Basics”

z Common Core of information and skills z Not so intent on transmitting underlying
needed basic truths
z Three basic principles of Essentialism z Advocate teaching that will help a person
– Core of information live a productive life today
– Hard work z Therefore this “core” of information can
– Teacher-centered instruction and will change
Essentialism--Focus of Learning Essentialism--Focus of Learning

z Transmit cultural heritage
z Develop good citizens z School is a place where children come to
learn what they need to know, and the
z How?--
teacher is the person who can best instruct
z emphasize core of fundamental students in essential matters
knowledge and skills
z Role of teacher is “imparter of knowledge”
z develop sound habits of mental discipline
z Role of student is “learner”
z demand respect for authority in a
structured learning situation
Essentialism--Curriculum Essentialism--Curriculum
z Subject matter of symbol and content z Truth is defined as observable fact,

(Idealism)—laws of nature and universal therefore field trips, laboratories, A/V
truths of the physical world materials and nature studies
z Literature, history, foreign language, z Subject matter is the core of education
religion z School is the curator of knowledge
z Lecture, required reading, memorization,
recitation, examinations
4
Essential Schools Movement Behaviorism--

Behaviorism--(Realism)
(Realism)--
--Basic
Basic View
z Theodore Sizer
z Strip away the nonessentials z “Control the environment and you will
z Focus on students “using their minds well” control the individual’s behavior”
z Does not specify what specific content is z B.F. Skinner (1904-1990)
essential z followed Pavlov
z Essential schools required to analyze what z suggested that human behavior also could
curriculum should be and change the be explained as responses to external
curriculum to emphasize this core. stimuli
Behaviorism--Basic View
Behaviorism--Focus of Learning
z Share common belief that a student’s
misbehavior can be changed and reshaped z Behavior is determined by environment,
in a socially acceptable manner by directly not heredity
changing the student’s environment. z School environment highly structured
z All people will attempt to avoid z Curriculum based on behavioral
experiences and stimuli that are not objectives
pleasing and will seek experiences that are z Knowledge is best described as behaviors
pleasing and rewarding. that are observable
Behaviorism--Curriculum Behaviorism--Reinforcement
z Mastery of Facts
z Positive reinforcement
z Empirical evidence is essential--Scientific
z Negative reinforcement
methodology
z Some believe negative reinforcement is
z Develop learning environments that lead
ineffective
to desired behaviors in students for which
they are rewarded and will be motivated z Punishment
to continue z “Extinguished”
5
Behaviorism--Reinforcement Positivism (Realism)

z Auguste Comte (kont) (1798-1857)
z Not concerned about the cause of z Divided thinking of humankind into three
student’s problems historical periods—each characterized by
distinct way of thinking
z Discover what is happening in the
z Theological era—people explained things
classroom environment and change it to
by reference to spirits and gods
allow student’s behavior to change
z Metaphysical era—explained by causes,
essences, and inner principles
z Positive period—do not attempt to go
beyond observable, measurable facts
Positivism—Focus of Learning Progressivism--

Progressivism--(Pragmatism)
(Pragmatism)--
--Basic
Basic Views
z Acquisition of facts based on empirical
observation
z Pierce(1839-1914) founded Pragmatism-
z Schools must develop content standards that
--1800s
represent understandings of experts
z Need for people to be able to adjust to
z Students are encouraged to master these
change
understandings and to develop their own
skills of observation, classification, and z Alvin Toffler--”Future Shock”
logical analysis – First wave--agriculture
z Objective testing—all tested with same – Second wave--industry
objective set of criteria – Third wave--information
Progressivism--Focus of
Progressivism--Basic Views Learning
z William James (1842-1914)--Pragmatism-- z Educational theory that emphasizes that
theory of truth ideas should be tested by experimentation
– Meaning and value of ideas only found in z Learning is rooted in questions developed
practical results by the learners
– Satisfactory working of an idea constitutes
z Progressivists favor human experience as
its whole truth
basis for knowledge
z John Dewey (1859-1952)--founder of
Progressivism
– Ideas must always be tested by experiment
6
Progressivism--Focus of
Learning Progressivism--Curriculum
z Encourages divergent thinking
z Emphasize learning how to think rather
than what to think z Experience-centered curricula stresses
process of learning rather than the results
z Should actively prepare students for
change z Interest in an intellectual activity will
generate the practice needed for learning.
z Flexibility is important in curriculum
design
z Life experience determines content
Progressivism
Progressivism
z Sees the learner as an experiencing,
thinking, exploring individual z when studied, by the scientific method, will
z Goal is to expose the learner to the subject result in functional knowledge from all
matter of: subjects.
z social experiences,
z Books are tools of learning—not a source of
z social studies, indisputable knowledge.
z projects,
z problems, and
z experiments that…..
Reconstructionism--Basic
Reconstructionism--
Reconstructionism--(Pragmatism
(Pragmatism
& Existentialism)--
Existentialism)--Basic
Basic Views Views
z Founded by Counts, Rugg, and Brameld z Calls for new social order that will fulfill
z Recognized that Progressivism had made basic democratic ideals
advances beyond Essentialism in the area
of teacher-pupil relations and teaching z People should control institutions and
methodology resources
z However--Progressivism fixated too z This can happen if international
heavily on needs of the child and failed to democracy of world government
develop long-range goals for society
7
Reconstructivism--Focus of
Learning Reconstructivism--Curriculum
z Critically
analyze world events z Critical Pedagogy
z Explore controversial issues – Unites theory and practice
– Provides students with critical thinking tools
z Develop vision for new and better world
z Public Education should be the direct
z Promote programs of cultural renewal
instrument of world reformation
z Use moral dilemmas to direct attention
toward social and world reform
Humanism--(Existentialism)--
Basic Views Humanism--Basic Views
z Based on the writings of Jean Jacques z Concerned with enhancing the innate
Rousseau (1712-1778) goodness of the individual
z In “Émile,” Rousseau states “God makes z Rejects group-oriented educational
all things good; man meddles with them system
and they become evil.” z Believe that most schools de-emphasize
z Humans are born free and “good” at birth the individual and the relationship
z Become enslaved by institutions between the teacher and the student.
Humanism--Focus of Learning Humanism--Curriculum
z Education should be a process of z Goal--complete autonomous person

developing a free, self-actualizing person, z Education should be without coercion or
centered on the feelings of the student. prescription
z Education does not start with great ideas, z Students should be active and encouraged
the world, or humankind, but with the to make their own choices
individual self.
8
Humanism School
Humanism--Curriculum Environments
z Instruction based on student interest, z “We are people, not numbers!”
abilities, and needs z Nel Noddings—”an environment of
z Students determine rules, books, and caring”
exercises z A.S. Neil--Summerhill
z Divergent thinking is completely z Block Scheduling
honored z Open classrooms
z Area Vocational Centers
Constructivism Constructivism
(Existentialism) (Existentialism)
z Hands-on, activity-based teaching & learning z Encourage development of critical thinking
z Considers students as “active” learners who z Understanding of big ideas rather than
should be given opportunities to construct mastery of factual information
their own frames of thought. z Teach “how to learn” rather than facts
z “True” learning is the active framing of z Students learn by shaping their own
personal meaning rather that the framing of understandings about their world
someone else’s meaning. z This does not “fit” with current school
structure.
9
The End
10

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EDUC 2112 Foundations of Education

Chapter 11: Educational Philosophy Provides the Foundation

EDUC 2112 Foundations of Education

Fall 2006 EDUC 2112 Foundations of Education 2

Authoritarian / Nonauthoritarian Convergent / Divergent Thinking

Nonauthoritarian--Existentialism Eight Educational Theories

z Character development—development of z Reconstructionism

z Idealism z Principles of knowledge are enduring --

Perennialism--Focus of Learning Perennialism--Curriculum

z Formulated by William C. Bagley--1938 z “Back to the Basics”

Essentialism--Focus of Learning Essentialism--Focus of Learning

z Subject matter of symbol and content z Truth is defined as observable fact,

Essential Schools Movement Behaviorism--

Behaviorism--Reinforcement Positivism (Realism)

Positivism—Focus of Learning Progressivism--

Humanism--Focus of Learning Humanism--Curriculum

z Education should be a process of z Goal--complete autonomous person

Fall 2006 EDUC 2112 Foundations of Education 55

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