Historical Theories Non-experimental

Philosophical in Nature ► Mental discipline ► Self-actualization ► Apperception

Mental Discipline ► Memory, will, reason and perserverance are like “muscles of the mind” – strengthened the same (p.21) ► What is purpose of education?

► “harmonious development of the mind, the will and the conscience….” (Perennialist connection) ► Neutral-active person is the rational animal (22) “within limits free to act in light of what one understands” (24) ► Education develops the mind substance (the stuff of “mind over matter”)

Cultivate ► Imagination ► Memory ► Will ► Thought ► Through process of mental discipline

Humanism ► Classical (Plato, Adler) ► Existential (Rogers, Maslow) ► Scientific (Kohler, Vygotsky) ► All centered in human interests and values (23)

Study the Great Books ► To learn the “great truths” ► Still believe the mind must be developed ► “Skull full of mush….” from “Paper Chase”

Christian Wolff ► Studied Confucius ► Believed “human reason could attain moral truth by its own efforts” (encarta) ► Banished as a result of this comment – considered atheistic ► Later became a chancellor of University of Marburg

General Faculties acc. To Wolff ► Knowing (perception, imaginaiton, memory, reason which was draw distinctions and form judegments) ► Feeling (affective) ► Willing (ability to implement..see a decision through) ► Teachers here are interested in training these faculties….(24-25, encarta)

Plato ► Training…”best preparation for participation in the conduct of public affairs” ► “..ready to solve problems of all kinds.” ► We are like animals ….except we have ability to REASON (disputed later as many think animals do this as well) (25)

Classical Humanism ► Neutral-active animal ► Self-directed ► Self-discipline ► Socratic method ….to help students recognize what already was in their minds (25) ► Controversial idea: see quote on bottom of 25

19 th Century – Mental Discipline ► Laborious (15 hour days) ► Austere and harsh (Tom Brown, Dickens) ► Teachers – “Goodbye, Mr. Chips” ► Essentialists

20 th Century – Classical Humanists ► Didactic teaching (power point can help!) ► Coaching (your teaching!) ► Socratic questioning (your facilitation) ► Current Renaissance Schools – see ►

Faculty Psych & Classical Humanism ► Train minds….through content of Latin and Greek, Shakespeare, philosophy, etc. ► A classical education….has fallen out of favor..why?

Remember…. ► E.L. Throndike proved that “drill and practice” though mental discipline did not improve general faculties ► NO transfer ► Good students do well in any content area, thus all content areas can improve general faculties ► Today mental discipline (MRF) is “out”! (28- 30)

The GOOD Guys! come along ► Froebel ► Pestalozzi ► Rousseau ► Maslow ► Neill ► (modern Paul Goodman and John Holt) ► Emphasis on “..natural, active self- deternmination” (30-32)

Big Question ► Can the environment create a “bad person”? ► What did Rousseau think?

Apperception ► Idea centered learning ► Links old ideas to new ones through associations

Aristotle ► Contiguity of ideas ► Succession of ideas (series, states and capitals) ► Similarity of ideas ► Contrast of ideas (33-34) ► All ideas comes through senses (Locke’s empiricism)

Nature v. nurture’s beginnings ► Mind developed compare impressions, generalizes them, discriminate between them ► All associations through compare and contrast, contiguity (34-35)

Johann Friedrich Herbart ► Father of Teacher Education… ► Morality was objective of education ► …start with prior experience then enlarge and enrich….these experiences (35-38) ► Not advocated today…but……check this out!

Lesson Plan according to JFH (39-42) ► Preparation ► Presentation ► Comparison ► Generalization ► Application ► + take interests and prior learning into account ► - little active participation and critical thinking

Your turn…..now ► Mode 2 of the 4MAT is alive and working in all high schools in this area…. ► Develop a Power Point slide presentation to continue our study…. ► You can be aware of your own “mental discipline” tools as you “unfold” in developing some aspects of “apperception” in your teaching

Choices…see text in Chapt 3-4 ► ► 49 (bottom)-52 ► 52 (top)-55 ► ► 61 (bottom) –65 ► ► ► 77 (bottom)-82 ► ► 86-92

Theodore Roosevelt ► It is better to dare mighty things and fail than to live in a gray twilight where there is neither victory nor defeat.