Curricular Controversies Of The 1950’s Dominant Themes and Interpretations Progressivism and Essentialism

1. Curricular Controversies Of The 1950’sDominant Themes and InterpretationsProgressivism and Essentialism Presented to:Dr.Agostino and ILEAD5 From:Gita Maharaja Course: Historical and Philosophical Foundations of Education (Fall 2006)

2. Progressivism (1) • Progressivists: Johann Comenius, Jean Jacques Rousseau, Johann Pestalozzi • They all lived in poverty, they had dramatic life experiences, and they traveled in many countries in Europe

3. Progressivism (2) • John Dewey(1859-1952) - leading philosopher and educational theorist • Constructivist Learning environment • Child-centered education: The child and the curriculum is one • Meet the needs and interests of the child

4. Progressivism in Today’s Schoolhouse (3) The principles and practices of progressive education applied today: • Lesson plans arouse curiosity and push students to a higher level of knowledge • Fieldtrips • Physical Layout: classrooms, laboratories, auditoriums, art room, gym, music room, language room, playground, shops • Cooperative groups • Integrated studies approach

5. Progressivism in Today’s Schoolhouse (4) • Students exposed to scientific, technological and social developments • Students are exposed to a democratic curriculum that recognizes diversity and minorities. • Develop problem-solving skills • Inquiry/discovery • Developmentally Appropriate practice

6. Progressivism in Today’s Schoolhouse (5) • Learner-centered or child-centered curriculum - Students has the freedom and opportunity to achieve their goal (self-actualization according to Maslow) -Teacher is a facilitator, an organizer of the learning environment, assessor of children’s thinking, and initiator of group activities. - “The student should study what he wants to study, but he should want to study what the teacher wants him to study.” Rousseau - Let students learn on their own with little direct adult intervention (Jean Piaget)

7. Critics of Progressivism(6) • In the 1970’s , open education (allowing students to choose their own course of study and pursue their interests) was criticized • Fred Hechinger, columnist for New York Times, suggested that open schools were mainly places where students learned little of lasting importance • Are students, especially the young ones, capable of knowing what they need and want to learn? • How can the teacher facilitate the learner’s growth?

8. Critics of Progressivism • Diane Ravitch’s book, “Left Back: A Century of Failed School Reforms”, wrote: ”As the academic curriculum lost its importance as the central focus of the public school system, the schools lost their anchor , their sense of mission and their intense moral commitment to the intellectual development to each child.” • High-level thinking at the cost of low-quality education

9. Essentialism(8) • William Bagley(1874-1946)- dominant essentialist • “Traditional” and “Back to the Basics (math, natural science, history, geography, the arts and literature) • Knowledge-centered • Teacher-centered • Core Curriculum - shared knowledge to be “culturally literate (E.D. Hirsch, Jr)

10. Essentialism(9) • Indicators of Nation at Risk (Prepared by National Commission on Excellence in Education in 1983) -About 23 million American adults were functionally illiterate -Average achievement of high school students was lower than when Sputnik was launched -Half of the population of gifted students did not match their tested ability with comparable achievement in school -Decline in science achievement scores -Average tested achievement of students graduating from college was also lover -Business and military leaders complained about costly remedial education in basic skills

11. Essentialism(10) Recommendations of “ Nation at Risk” Report (1983) - more rigorous program for both slow and fast learners - more core requirements - longer school day and academic year - more challenging textbooks - heavier emphasis on achievement test scores as a means of evaluating progress - all high school students complete at least one semester of computer science (technological literacy) -”back-to-basics”

12. ESSENTIALISM IN TODAY’S SCHOOLHOUSE(11) • Textbook Orientation • Focus on Content • Direct Instruction • Teacher as authority • Knowledge-centered • Traditional discipline • Standard Tests • Letter grades

13. CRITICS OF ESSENTIALISM(12) • Core Knowledge - Elitist and Eurocentric Curriculum • At what age level is it appropriate to teach children to attend separate classes taught by specialists? • Bland and uninteresting ways in which knowledge and skills are presented in textbooks.

14. Combined Principles of Essentialism and Progressivism in our curriculum (13) - Learning involves hard work and often unwilling application • Assimilation of prescribed subject matter • Initiative in education lies with the teacher rather than the student • Mental Discipline • Elementary Science Study (ESS) • Experiential Learning • Integrated learning • Service Learning • Cooperative Learning • Meeting the needs of a democratic culture • Focus on Standardized test and grades as means of assessment • Core Curriculum

15. Essentialism and Progressivism in our current educational system(14) QUESTIONS 1 Does teacher-centered and child-centered curriculum complement each other to prepare “culturally literate” students? 2 Does a combined educational system of essentialism and progressivism prepare our students to adjust to changes in our global economy?

16. REFERENCES • (1983). "A Nation at Risk." Retrieved 10/02/2006, 2006, from http://www.ed.gov/pubs/NatAtRisk/risk.html. • Bloom, A. (1991). Introduction to Rousseau, J-J (1762) Emile. London, UK, Penguin. • Darling, J. (1994). Child-Centered Education and Its Critics. London, UK, Paul Chapman. • Dykhuizen, G. (1973). The Life and Mind of John Dewey. Carbondale, IL, Southern Illinois University Press • Ellis, A. K. (2004). Exemplars of Curriculum Theory. Larchmont, NY, Eye on Education, Inc. • Jervis, K., Montag, C (Editors) (1991). Progressive Education for the1990s: Transforming Practice. • Kantrowitz, B., et al (1993). "A Nation Still at Risk." Newsweek: 46-49 • (Null 2003)D.ykhuizen, G. (1973). The Life and Mind of John Dewey. Carbondale, IL, Southern Illinois University Press • Kantrowitz, B., et al (1993). "A Nation Still at Risk." Newsweek: 46-49. • Null, J. w. (2003). A disciplined Progressive Educator: The Life and Career of William Chandler Bagley. New York, NY, Peter Lang Publishing. • Ravitch, D. (2000). A Century of Failed School Reforms. New York, Simon & Schuster. • Westbrook, R. B. (1991). John Dewey and American Democracy. Ithaca, NY, Cornell University Press.