Two Philosophies of Education

Historical Perspectives Plato – Education is aimed at the good of society Plato – Education is aimed at the good of society

Historical Perspectives Plato –Believed that individuals were born with different temperaments, capacities, and intellectual endowments. All were to work toward the well-ordered, well-balanced society Plato –Believed that individuals were born with different temperaments, capacities, and intellectual endowments. All were to work toward the well-ordered, well-balanced society

Historical Perspectives Rousseau – believed education was for the good of the individual Rousseau – believed education was for the good of the individual

Historical Perspectives Rousseau – Basic tenet is that the young child should learn freely and naturally Rousseau – Basic tenet is that the young child should learn freely and naturally Rousseau’s vision was the unique worth of each individual and the need for freedom in education to achieve individuality and personhood Rousseau’s vision was the unique worth of each individual and the need for freedom in education to achieve individuality and personhood

So Major Question – Is education to promote society or the individual?

Historical Perspectives Dewey – believed that both aims were achievable Dewey – believed that both aims were achievable

Historical Perspectives Dewey – At the heart of his view was the idea of learning from experience Dewey – At the heart of his view was the idea of learning from experience

Historical Perspectives Dewey – believed that we learn: Dewey – believed that we learn: By doing and from experiences By doing and from experiences This became the slogan of progressive educators This became the slogan of progressive educators

Two Views of Education ProgressivesTraditionalists

Look at the school as society’s agency for guiding individuals from unsocial modes f behavior Look at the school as society’s agency for guiding individuals from unsocial modes f behavior Believes in the importance of basic subjects – language arts, math, science, history Believes in the importance of basic subjects – language arts, math, science, history

Traditionalists Civilization is a social product Civilization is a social product Traditionalists are suspicious of change as our knowledge and culture are too precious to change Traditionalists are suspicious of change as our knowledge and culture are too precious to change

Traditionalists The traditionalists see the adult as the mature and wise judge of what the young should learn. The traditionalists see the adult as the mature and wise judge of what the young should learn.

Traditionalists Traditionalists emphasize academic standards Traditionalists emphasize academic standards The classroom should be teacher- centered The classroom should be teacher- centered The curriculum is content based The curriculum is content based

Traditionalists Emphasize structure and discipline Emphasize structure and discipline Rely on grading, tracking, and grouping children by ability Rely on grading, tracking, and grouping children by ability

Traditionalists See value of rote memorization and drill See value of rote memorization and drill See purpose of education is to pass on a body of knowledge (factual and cultural) See purpose of education is to pass on a body of knowledge (factual and cultural)

Traditionalists Must learn basic skills before they can solve problems Must learn basic skills before they can solve problems The teacher’s role is to transmit meanings and truths The teacher’s role is to transmit meanings and truths

Traditionalists See knowledge systems that contain meanings and truths independent of what individuals think See knowledge systems that contain meanings and truths independent of what individuals think

Traditionalists Subject Matter Reading. Reliance on a phonics approach. Mathematics. Reliance on direct instruction; drill, computation skills.

Traditionalists Subject Matter Social studies focus on civics, history, geography, the American heritage, and cross- cultural studies.

Traditionalists Grades are assigned by comparing performance with age/grade peers.

Progressives Progressive education began to take shape in 1875 and formally ended in the 1950’s Progressive education began to take shape in 1875 and formally ended in the 1950’s

Progressives However, progressive movements still are exists – today the most obvious is constructivists However, progressive movements still are exists – today the most obvious is constructivists

Progressives Oppose rote memorization, drill, stern discipline, and the learning of fixed subject matter defined in adult terms with little relation to the child. Oppose rote memorization, drill, stern discipline, and the learning of fixed subject matter defined in adult terms with little relation to the child.

Progressives Real life-experiences is the most valuable teaching Real life-experiences is the most valuable teaching

Progressives Progressives favor change Progressives favor change Progressives see history as dynamic – changing Progressives see history as dynamic – changing

Progressives Experimentation is the test of any idea or action Experimentation is the test of any idea or action The goal is that students learn to think for themselves The goal is that students learn to think for themselves

Progressives Promotes developmentally appropriate practices Promotes developmentally appropriate practices Focus on problem solving Focus on problem solving

Progressives Use context cues to learn to read Use context cues to learn to read The teachers role is to help students construct meaning and truths The teachers role is to help students construct meaning and truths

Progressives Subject Matter Subject Matter  Reading. Reliance on a whole-word approach.  Mathematics. Reliance on discovery and student- initiated learning.

Progressives Subject Matter Subject Matter  Social studies focus is on diversity, multiculturalism, social concerns and social responsibilities.

Progressives Grades are downplayed in favor of teacher comments on progress. Grades are downplayed in favor of teacher comments on progress.

Every decision made in education is made based from a traditionalist or progressivist point of view.