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Chapter 1 - Eisner Where are we heading?. The educational imagination  The process of education always occurs within a context and decisions about educational.

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Presentation on theme: "Chapter 1 - Eisner Where are we heading?. The educational imagination  The process of education always occurs within a context and decisions about educational."— Presentation transcript:

1 Chapter 1 - Eisner Where are we heading?

2 The educational imagination  The process of education always occurs within a context and decisions about educational practices need to be sensitive to that context.

3 Some items to ponder  How does one make valid comparisons among students in programs that differ in content and in aims?  Is a common standardized curriculum appropriate for a nation with 45 million students attending 110,000 schools in which 2 ½ million teachers work?  Is it fair to hold teachers and students accountable for achieving common outcomes in the face of such ‘savage inequalities’?

4 Policy  Policymakers themselves often do not see and therefore do not know the people their policies affect.

5 Thorndike  His work represented a vision of what he believed a science of behavior could do for the realization of social ambitions.  Behavior is controllable  Behavior can be shaped by method  Philosophically compatible with the scientific management of human behavior

6 Dewey  Growth was not the result of a set of externally reinforcing agents that Thorndike had described, but rather the outcome of an effort by the child to convert what Dewey called an indeterminate situation into a determinate one.  Considering ‘recipes’ for the classroom – If students were uniform in background, desires, and aptitudes, recipes might be useful.

7 Tyler  Tyler’s Basic Principles of Curriculum and Instruction published in 1949  Tyler’s 4 ?s are fundamental to the concept of schooling:  What educational purposes should the school seek to attain?  What educational experiences can be provided that are likely to attain these purposes?  How can these educational experiences be effectively organized?  How can we determine whether these purposes are being attained?

8 An examination of 3 beliefs  American education costs too much. We spend more on our schools than any other country.  American students are not doing as well as they once did in school; in fact, they know far less than their parents did at the same age.  Our educational position among nations lags far behind our economic competitors.

9 The goal  To complicate, not simplify…  Bring an appropriate uncertainty to mind as you think about the functions of education and the forms it can take


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