Philosophical & Historical Influences on Education

1. Philosophical & Historical Influences on Education Chapters 9, 10 Big Ideas: How we got where we are today Who/what influenced(s) education as we know it and why does it matter? What influences you as you develop your own educational philosophy?

2. Controversies in Education Today • Kansas: • Funding • Common Core (Kansas College & Career Ready Standards) • National • Common Core • NCLB • How US students do compared to the rest of the world in math and science • School Choice – allowing students to us public money to attend private schools How does one’s philosophy (beliefs) determine which “side” you are on?

3. Philosophy: Influencing Education & Educators • Philosophy: Love of Wisdom – how we make sense of what we don’t understand: we seek to find answers • What Factors influence your philosophy? • Future? • What do I want to do? • Meaning? • What is it I value and/or believe in? • What do I stand for? • Questioning & Reasoning– the process of philosophy • Thought – the product of philosophy

4. Developing Philosophy: Influences • Our life experiences • Determining the sources of our reactions to our experiences (internal or externally motivated) • Determining meaning (interpretation) • Religious views • Belief in a higher power? To what degree? • Practice of religious (or lack of religious) beliefs • Reading of literature, history & current events • The more you know, the more influence • How do some people view outside influences? • Our culture • Helps shape values, behaviors, sense of right and wrong • Interpret and define based on how/where we live

5. Philosophy and Thinking Philosophy Metacognition Thinking about thinking Concerned with the process of thinking, not the result Emphasis is on processing thoughts and improving one’s thinking ability • Concerned with the meaning of things • Interpretations of those meanings • Clear, precise language is important to determining meaning

6. Determining YOUR Philosophy Using the worksheet…. Jot down responses to the following questions: • What is most important to you right now? • What are you most uncertain about/what questions arise from that concern? • What are your life goals? • What do you value in terms of beliefs and behaviors? Beginning the process of developing your teaching or education philosophy.

7. Progressivism Romanticism Essentialism Perennialism branches of philosophy And How They Relate to Education Frayer Model

8. Branches of Philosophy: Subject Perennialism (Plato) Educational Views: Rigorous education crucial to developing a person’s mental discipline & rationality; prepare for life Schools should offer core subjects & the arts to conserve best thought from the past Emphasis on humanities (literature) to discover timeless wisdom Issue: content is narrow • Truth and nature *particularly human nature) are constant, objective, and unchanging. • Purpose of Life is to search for the constant, never changing truths • Achieved through debate (Socratic Dialogue)

9. Branches of Philosophy: Subject Essentialism Educational Views: Practical view of education Goal of education to teach students the essentials needed to live in the modern world Electives are frills Make room for new ideas/skills Focus on what is to be learned not how it’s learned Issue: Who determines what is essential? • Combination of Plato’s idealism and Aristotle’s realism – a 20th century philosophy • Critical core of information and skills to be learned • Value the past but not living in the past • Must observe reality & use reasoning to gain new knowledge.

10. Branches of Philosophy: Child Romanticism Educational Views: Purpose of education is individual self-fulfillment Individuals develop physically, intellectually, socially and morally Teachers job – respond to child’s questions; not impose learning Student’s job to remain curious & take responsibility for learning Often seen applied at elementary (primary or pre-school) level. • Children born good and pure. Must isolate them from society for as long as possible • Learning is guided by child’s curiosity • Individual is more important than the needs of society

11. Branches of Philosophy: Child Progressivism (John Dewey) Educational Views: Purpose of education is to develop problem solving ability & make society better. Education begins with the student (not subject) Teacher as a facilitator Subject matter is not as important as processing (methods vs. knowledge) Teaching students HOW to think instead of WHAT to think. Democratic school to teach democratic societal ways • Nature is ever changing • Knowledge must continually be re-defined (updated) • People as problem solvers (using natural curiosity & inquiry to find answers)

12. What Do these Views Look Like in the Classroom? Read Scenarios • P. 301-2 - Perennial Teacher • P. 304-5 - Essentialist Teacher • P. 307 - Romantic Teacher • P. 311-12 – Progressive Teacher As you read: • Identify the thoughts and/or behaviors that support the viewpoint. • Consider the questions at the end of each scenario. • What similarities or stark differences do you see between the example teachers? Instead of a quiz next week: This is your assignment! Due at class time 11/6

13. Theory of Behaviorism Theory of Constructivism Influence of psychology

14. Influence of Psychological Theories • Behaviorism – BF Skinner • Reinforce desired behavior so that it will recur • Reinforcement tells a person what TO do • Punishment only tells a person what NOT to do • Behavior modification • What Does a Behaviorist Classroom Look like? • Clear expectations (goals) • Learning environment that reinforces desired expectations • Provides feedback on progress toward the goal • Issues: • Teacher dominated; students don’t develop intrinsic motivation • Too often students don’t assume responsibility for learning or behavior

15. Influence of Psychological Theories • Constructivism • Knowledge (understanding) cannot be transmitted from teacher to student • We all must make sense of what goes on around us • At School • Students must “construct” knowledge (understanding) by • Making connections to prior knowledge • Creating meaning so knowledge can be accessed and used • Being actively engaged with the learning or assessment of situation • Applying knowledge and skills appropriately • Teacher: • provides support (scaffolding) • Creates learning environments that allow students to create their own meaning (less “sit and get”)

16. Sum It Up: Review & Reflect • Write down 3 numbers between 1-25 • Determine the Letters you will have using the following code: 13 = M 14 = N 15 = O 16 = P 17 = Q 18 = R 19 = S 20 = T 21 = U 22 = V 23 = W 24 = eX 25 = Y 1 = A 2 = B 3 = C 4 = D 5 = E 6 = F 7 = G 8 = H 9 = I 10 = J 11 = K 12 = L

17. Checking for Understanding • Summarize each of your Frayer Models to make connections to your notes. • A-Z Summaries • Each person gets 3 letters (as determined from previous slide) • Write 3 statements about what you have learned; connections made, most important concepts, etc. • Explain in a 2nd sentence (if needed) why this is important • Discussion Aerobics: to discuss and extend your understanding.

18. Education or Teaching Philosophy • Why do I need one?Education or Teaching Philosophy • What do you believe to be true? – Self Inventory p. 298-299 • All students can learn • All students learn with different styles and at different rates • The teacher is the most important factor in learning. • Students are responsible for their own learning. • Education should prepare students to live productive lives in society. • Samples (on Wiki) • What should it include? • (see next slide)

19. Teaching or Education Philosophy • Why do I teach? • What does good teaching mean to me as a teacher? • What does effective learning mean to me as a teacher? • Do I have a particular teaching style or approach? If so, how would I describe it? • What makes me unique as a teacher? • What do I expect from my students? • What can my students expect from me? • What do I do to continue to improve? • Why do teachers teach? • What does good teaching mean? • What does effective learning mean? • What teaching styles are most effective? Describe them. • What qualities/skills make a teacher great? • What should we expect from students? • What should students expect from teachers/school? • Why is it important to continue to improve as educators?

20. Wrap Up • No Quiz Next Week: Assignmentdue instead – 2 pm 11/6. • Slide 12: Reading Teacher Examples of Philosophical Views • Writing based on the slide questions to consider. • Email or hard copy • Reflection: This week’s learning on Education philosophy and historical influences on education – Due Monday 11/4/13 at 11:59 pm. • Class begins at 2 pm. next Wednesday – November 6, 2013 • Begin to think about what your Philosophy of Education is. We will start class with that next time. Consider the questions on slide 17 and the handout (thought organizer). • STOP HERE FOR OCT. 30th LEARNING

21. Philosophy of Education/Teaching Begin here 11/7/13 • Starting Point: • 5 key beliefs (words or phrases) about education or teaching. • Expand on this for your project. Kid President

22. Chapter 10 Historical Influences →The past gives us insight into the present and the future of education in the United States. →American Education has been plagued with struggles for equal opportunities →Global economy & technology advances have opened up the need for changes in education once again.

23. What Do You Think? • Which of the following ideas or cultural changes had the most significant impact on education as we know it today? • The Common Schooling/Universal Education • European Ideas for Educating the Whole Child and Early Education including the views of Progressive Educators • Equal Opportunities to minorities/ethnic groups and women

24. We’ve come a long way baby! • Limited schooling in terms of • Who was permitted to be educated • Length of time • What was learned • Reformers broadened the scope of education and who can be educated • Purpose of education • Equal opportunities • Global Economy (competition) sparked need for better prepared workers with a different knowledge and skill set • Technology has opened new educational opportunities

25. In the Beginning…. 1600’s • In General: Common School – available to the average person • Both girls & boys received early training but only boys received formal education in the middle & upper levels • Dame schools – for girls to learn household skills and some reading, writing and religious training • Apprenticeships: Learn a trade or skill • Formal/college for upper class • Regional Differences in Educational Opportunities • New England – town & district schools; mostly for boys; very strict learning environment; believed everyone should learn • South – Plantation owners (upper class); tutors for their children but others (poor) went without education; led to a disparity and lag in southern education compared to the rest of the country. • Middle Colonies – private schools because of religious differences; shared beliefs with New England schools but also offered practical skills too.

26. Universal Education – late 1700’s • Began as free elementary education for all • Constitution provided for state control over education (not federal) – How does that work today? • Common schooling seen as a way to strengthen the new nation and would Americanize and stabilize the society. • Universal education seen as a way to • Equalize economic and social opportunities • Better educated people increase productivity (enhance everyone’s prosperity) • Diminish crime by reducing poverty • Opposition to common schooling • Why should the “haves” pay for the “have nots” to go to school? • Religious groups should be responsible for education • Diminished cultural heritage if ethnic groups mingled

27. European Influences • Kindergarten • Emphasis on the whole child in elementary school – head, heart, hands • Inclusion of moral development followed • Physical education was added not to train technical workers but to round out intellectual instruction. • Maria Montessori developed curriculum that emphasized learning through the senses (Montessori schools today) • Progressive educators embrace many of these ideas in elementary schools today.

28. 20th Century • Move from 1 room schoolhouses to consolidated districts(Kansas did this in the 60’s) • Progressive Education Movement gained steam (p. 334) • Extreme advocates of progressivism wanted students to have total freedom to do/learn whatever they wanted to • Others felt this would lead to a break between society & the child • RESULT: conservative reaction in 1940’s to tone down the progressivism of the day • Progressive ideas that carried over to today: • Project based learning, field trips, non-lecture instructional methods

29. Since WWII • US Role in the world expanded dramatically • Rapid growth of kindergarten and special education programs • Gifted & disabled • Civil and human rights gained momentum • Led to recognition of culturally disadvantaged as “at risk students” • Led to more equal opportunities in education for ethnic minorities and women • More government money spent on programs to help students with learning or cultural issues. • Head Start • Title I • Elementary and Secondary Education Act (ESEA) • Test scores declined in 1970’s starting a back to basics movement

30. Secondary Schools • Movedfrom private academies to Public High Schools • High School Curriculum: eventual goal to bridge the gap between elementary school and higher education • Teach students vocational and technical training • Moved to a comprehensive curriculum to include math, science, literature, foreign languages, physical education and social studies (history – European History was initially more prevalent than US History) • High Schools have not changed as much as society has over the same length of time. • Junior High (7-8) – mini high school • Middle School (6-7-8) – attention focused on student needs instead of making them mini-high schoolers.

31. Other School Options • Private schools • Home schooling • Charter Schools • Virtual Schools See Wiki for examples and more information

32. Equal Educational Opportunities • Late 1800’s saw the first federal government attempts to provide education for the American Indians • 1954 – Ended Segregation – Brown v Board of Education • Segregation – separate schools for blacks and whites • Separate but Equal (Plessyvs Ferguson) - 1896 • Segregation was not always a law (like in the south) but often occurred because of schools being located where people lived (residential patterns) • Desegregation – (don’t confuse with integration) • Problem: Bussing to uphold court rulings • Eventually reduced to practical limits in the 1990’s • Resegregation is increasing due to residential patterns and the fact that desegregation was relaxed.

33. Equal Educational Opportunities • Native Americans • 10% of Native Americans attend Tribal Schools • Serious issues still exist: higher drop out rate; underachievement; high absenteeism; dialect issues (to translate tests); disconnect between teaching NA culture and what is required by NCLB • Hispanics • Fastest growing youth population in the US • Language barriers (25% speak mostly Spanish at home); less educated parents; ELL programs are increasing as the need increases; Need more connections between home and school • Immersion is the method used to teach English • Asian Americans • Discrimination was high during and after WWII (west) • Why are they called the “Model Minority?” Is this a fair assessment?

34. Equal Opportunities: Women • Throughout history, women have been pushed aside or to the back. • Last to receive the right to vote • Last to receive equal opportunity in education • Why? • Men received the education • Men made the laws • Religious beliefs kept women at a lower level • Childrearing was often left to the mother • Even the textbook barely mentions Title IX – the 1972 law that gave women equal opportunities in school (end rant! )

35. Checking for Understanding • Considering the Historical Influences, write 3 “From To” statements that reflect what you understand about how education was early in our US History and what it is now. • From __________________ to ____________________ • From __________________ to ____________________ • From __________________ to ____________________

36. What Do You Think? Save the Last Word For Me • With a Partner: Take one of the following ideas or cultural changes and convince us that it had the most significant impact on education as we know it today. • The Common Schooling/Universal Education • European Ideas for Educating the Whole Child and Early Education including the views of Progressive Educators • Equal Opportunities to minorities/ethnic groups and women Provide evidence of the impact and why you think this to be true.

37. Improving education is an ongoing process… While everyone agrees education is important, there are many viewpoints on how education is best provided. Educators often feel reforms are done to them instead of with them in a cooperative, collaborative effort. Recent & Current reform efforts

38. By the Year 2000… • All children in America will start school ready to learn. • HS graduation rate will increase to at least 90 percent. • All students will leave grades 4, 8, and 12 • having demonstrated competency over challenging subject matter including English, mathematics, science, foreign languages, civics an government, economics, the arts, history, and geography, and • every school in America will ensure that all students learn to use their minds well, • so they may be prepared for responsible citizenship, further learning, and productive employment in our nation's modern economy. • US students will be first in the world in mathematics and science achievement.

39. By the Year 2000… • Every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities of citizenship. • Every school in the United States will be free of drugs, violence, and the unauthorized presence of firearms and alcohol and will offer a disciplined environment conducive to learning. • The nation's teaching force will have access to programs for the continued improvement of their professional skills and the opportunity to acquire the knowledge and skills needed to instruct and prepare all American students for the next century. • Every school will promote partnerships that will increase parental involvement and participation in promoting the social, emotional, and academic growth of children."

40. Many kinds of reforms!!

41. 10 Key Issues/Reforms • 21st Century Skills • Charter Schools/School Choice • Common Core State Standards • Elementary and Secondary Education Act (ESEA) • Florida Model • Goals 2000 • Local Control • Nation At Risk • No Child Left Behind • Race to the Top

42. Standardized Testing: Why? • As a result of NCLB: • State Assessments • AYP (Adequate Yearly Progress) • Standard of Excellence • Positives: • Comparable data • Accountability for student achievement goals • Testing what is taught (Standards)

43. Standardized Testing: Why Not?

44. Wrap Up – Week 8 • Assignment (no quiz) – due beginning of class 11/13/13 • Using Slide 41: 10 Key Issues/Reforms • Create a visual that addresses the meaning, sequence, and relationship between the issues/reforms. • Reflection: over the history and reforms of education (this week’s learning) ************** • Next Week: • How schools are organized and financed (1st hour) • Final Project (last 2 hours) – setting expectations; clarifying; beginning