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EDUC 5020. January 29, 2013. Plans for this Class. Discuss and feedback on how things went during the online class; your suggestions about how to make the discussions even better (from the perspective of organization , timing , questions, etc.).
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EDUC 5020 January 29, 2013
Plans for this Class • Discuss and feedback on how things went during the online class; your suggestions about how to make the discussions even better (from the perspective of organization, timing, questions, etc.). • Review of course so far: Dewey, Armstrong, movie • Watch and discuss the short documentary film “Anything can Happen” (http://vimeo.com/37451466) • Compare the young boy’s thoughts and hopes in this movie with what we learned about Ugna’s life in the Weeping Camel film.
Online Class • Did you get the 2 emails I sent? • I liked that you each posted a longer answer more carefully. • The more informal “dialogue” was great! I would like to encourage more of this! • Grading: refer to the rubric in course outline
Louis Hu, January 21 • “Furthermore, when Ugna visits the school in the Aimak Center, he spends a lot of time in the music lessons. I would like to relate it to Dewey’s saying ‘education, therefore, must begin with a psychological insight into the child's capacities, interests, and habits.’ I believe Ugna will be a famous musician in future.” (Louis)
GaderBindeajem, January 22 • Great post, thank you for your insight. Unga isn't taught directly; however, he learns from his observation. We could have the same example in our own lives. For example, when a telephone rings in the classroom, students can learn indirectly that this is bad. Some instructors may give "harsh" looks to show disapproval. The student learns from this indrect way of "teaching" that it is not allowed or bad to have phones in class. (Gader)
James Shawana, January 23 • I think that Ugna was taught but using a different pedagogy that we might be used to in Canada. As we are used to being in a classroom between a set time period during the day. With desks in neat rows and subjects learned at precise times of the day. When we learn about a river, we read about in a book.
Rebecca Li, January 21 • John Dewey believes that the true center of correlation of …school subjects is the child’s own social activities. From this point of view, the teaching methods in Ugna’s family are successful. After returning home, Ugna could tell his grandfather his experience in his way to travel for miles across the desert and the journey to the village. As mentioned in Armstrong article, practices play an important role in indigenous group to make [sure] it functions well within its own cultural definition.
John Dewey: 1859 –1952 Progressivism: human are good, and this will be realized in the future • Learning that is: hands-on, social,experiential, project-based, bydoing, politically liberal Pragmatism: Use & Optimism • Knowledge and “truth” is shaped byneeds, by what is practical. • This “shaping” happens in & throughthe development of society & self
Zeng Lu, January 22 • First of all, Ugna’s learning is through the activity of everyday living… through practice and observation in daily experience. • Secondly, the ritual and songs play an important role in the culture of Ugna’sfamily • Thirdly, the elders have vital impact on the learning and teaching of Ugna’s family. It is observed that the elders always are around to give advice and instruction for the younger generation. (Zheng)
Margaret Mead (1901-1978) In its broadest sense, education is the cultural process, the way in which each new-born human infant, born with a potentiality for learning greater than that of any other mammal, is transformed into a full member of a specific human society, sharing with the other members a specific human culture.
Studying Samoan Youth There are several striking differences between our concept of education to-day and that of …the South Sea people… …but perhaps the most important one is the shift from the need for an individual to learn something which everyone agrees he would wish to know, to the will of some individual to teach something which it is not agreed that anyone has any desire to know. [curriculum]
More from Margaret Mead …the master did not go seeking pupils; the pupils and their parents went to seek the master and with proper gifts of fish or octopus…. persuaded him to teach the [learner] …with the appearance of religions which held this belief in their own infallible superiority, education becomes a concern of those who teach rather than of those who learn
Jerome Bruner (1915 -) “the social sphere of adult and child is unitary and undivided.” “In our own society, the child's feeling and thinking and acting takes place largely in relation to a reality-to aims, responsibilities, compulsions, material objects and persons, and so forth-which differs completely from that of the adult, though sometimes overlapping it.”
Jerome Bruner (1915 -) “Note first that when a society grows more complex in its technology and division of labor, there are two deep changes that must necessarily occur. First, the knowledge and skill within the culture comes increasingly to exceed the amount that any one individual can know.”
Jerome Bruner (1915 -) Almost inevitably, then, there develops a sharp disjunction between the worlds of the child and of the adult. The unity of the Tale[nsi]world becomes impossible in more complex societies. Increasingly, then, there develops a new and moderately effective technique of instructing the young based heavily on telling out of context rather than on showing in context.
A “technique of instructing the young based heavily on telling out of context rather than showing in context.” Learning become[s] an act in itself, freed from the immediate ends of action, preparing the learner for that form of reckoning that is remote from payoff and conducive to reflectiveness. In school, moreover, one must "follow the lesson" which means one must learn to follow either the abstraction of written speech … out of the context of an on-going action. Both of these are highly abstract uses of language. • JEROME BRUNER
Klaus Mollenhauer • That of choosing material to represent the world to the child. A society’s educational tradition must come to terms with teaching using the available curricular “storehouse.” This means that in addition to the “presentation” of a particular way of life to children, the social and historical aspects of the culture that are hidden from the child must be made accessible to him or her.
This in turn means that adults must select from a vast array of material and convey it to the young person in an understandable form. Educational institutions, which specialize in this selective representation, are central to this process. But through this process, relationships between adults change, just as those among a family or household and between adults and children are transformed: Representation of ways of life now becomes the most important problem for upbringing and development…
Thus, one could say that for the past three centuries, education has been a matter of “reproducing” the world in stylized images and that schooling as we know it today is a massively …symbolic undertaking. It is an enormous collage that has spread throughout the world as curriculum designers have made inroads into developing countries.
