Unit 1 1776-1830 Post Revolution Jefferson No system of public schools

1. EPS 210/202 TimelineThe Development of Public SchoolingSpecial Announcement: Next Week’s Readings-Read Federal Policies and Berliner & Biddle article (skip 2 readings by Spring for now) Unit 1 • 1776-1830 Post Revolution Jefferson • No system of public schools • Identified need to educate for a stable republic • 1830-1890 Common School Model Horace Mann • Common curriculum, six to eight years of basic education, character training was crucial, seeking social stability. • 1890-1950 Progressive Era-- 2 perspectives • Social Efficiency (Elliot and Cubberly) Dominant view, what is its legacy? • Developmental Democracy (Dewey) Experimental schools • Dewey’s Planned School Reform

2. What would you guess to be the primary aim of this school? What is your evidence? First Floor Why do you think community elements are listed? Second Floor

3. The views by Social Efficiency Progressive Educators dominated 20th century schooling. This era began the Sorting Machine Model. • Schools should prepare students for their future life • Class, gender, and race/ethnicity determined FUNCTION in society different schooling for different functions--curricular differentiation–college preparation, vocational, and general curriculum. • Schools had to run more efficiently (increased numbers of students) • Schools should be run by experts-superintendents, curricular specialists. • Rise of centralization and bureaucracy (large school districts, teachers at the bottom of the hierarchy, less parental input on school boards, large schools) • Knowledge as static, could just be “learned”, training for skills • Some groups not capable of learning academic subjects • Testing assisted in proper placement • Racial/ethic, gender, and class discrimination How could social efficiency progressives believe they were acting in the name of democracy? (Tozer, 145) They were responding to new social, economic and political conditions, changing ideology, and the “failure” of traditional schools.

4. Philosopher John DeweyOne of the main leaders Developmental Democracy Progressives disagreed with social efficiency progressives’ views. • Dewey did not support: • Differentiated curriculum (supported a unified curriculum) • Vocational training in schools (manual training, occupations of life, but not training for specific jobs) • Limited view of human capacity (tremendous potential if proper education provided)

5. 1940 Progressive Education Google Video Film for Project Method • Project method approach is inspired by Dewey. • Film is WRONG about its growing impact. • http://video.google.com/videoplay?docid=-6731251300828424957&q=Progressive+education+1940&total=5&start=0&num=10&so=0&type=search&plindex=0 Dewey’s Approach was applied in experimental schools and a few public schools. But the film states: • Tens of thousands of schools--(slight exaggeration) • Overwhelming majority of teachers agree?

6. 1940 Progressive Education Google YouTube Video Progressive Education 1940 “Time Marches On” • http://video.google.com/videoplay?docid=-6731251300828424957&q=Progressive+education+1940&total=5&start=0&num=10&so=0&type=search&plindex=0 THIS IS AN ADVERTISMENT FOR PROGRESSIVE SCHOOLS INSPIRED BY THEORIES OF JOHN DEWEY it exaggerates! • Opens with criticism of traditional schools —RIGID, UNCHANGING, MEMORIZATION and students hate school. • Professor William Heard Kilpatrick (Columbia University), one of Dewey’s students, talks about the “project method” (activities, school store, trips) UNDERSTANDING • Opposed by Professor William Bagley (Columbia), society in danger when rigorous academic study is weakened by practical activities (fall of Greece) • Dewey advocates learning for a changing future, but to use experiences as the foundation of schooling learning.

8. Talk this over for 2 minutes.Could these subjects form an adequate curriculum for today’s students? What age groups might be the most appropriate for this curriculum? Cooking, Weaving, Timekeeping, Black Smithing, Combustible Engines and Computers Elementary? Secondary? College?

9. Illinois Math and Science Academy Message From the Principal Dr. Eric McLaren http://www.imsa.edu/learning/principal.php • An education at IMSA offers far more than conventional honors courses. We foster a collaborative learning environment that develops students as bold inquirers, problem solvers and ethical leaders. • Our talented faculty members, who are among the nation's best, guide students to engage in exploration, think critically and creatively, and apply their cross-discipline knowledge to address significant, real-world issues. • The Academy's curriculum includes the major disciplines of mathematics, science, English, history and social sciences, world languages, fine arts and wellness.

10. http://www.imsa.edu/learning/inquiry/ConductingSIR/index.phpStudent Initiated Research SIR IMSA Captures Dewey’s Interest/Curriculum Integration • The student investigation is conducted as an interactive partnership with an advisor to pursue a question or topic about which the student is keenly interested. • While pursuing this investigation, using inquiry standards and with the support of the advisor, the student acquires further knowledge and a deeper understanding of the topic, and further develops skills in planning, investigating, analyzing, and communicating results of the investigation. .

11. Today, we want to answer three questions about Dewey’s theory of learning. 1. What is Dewey’s theory of learning? 2. How much influence did Dewey have on public education from 1900 to 1950? 3. Most importantly, are there elements of Dewey’s theory of learning that can be relevant to the aims of schooling today? Grounded in a developmental democracy model.

12. Aims are critical. Aims: Inquiry (skills), Heritage, Democratic community in school Dewey’s School Plan 1900 1st Floor Tap Nature of Child: Social, Constructive Expressive, Curious Experience and Learning 2nd Floor Build on experience of familiar activities

13. Dewey’s Philosophy of Learning. Emphasized experience, non-authoritarian teaching approaches, active learning, the learning environment, and connecting to life. • Dewey’s PSYCHOLOGY • Tap the child’s nature (curious, social, expressive, and constructive) • Growth is a product of the transaction between child and the environment (teacher is crucial). • A free person could frame and execute purposes of his or her own. (Tozer)

14. DEWEY’S DEVELOPMENTAL DEMOCRACY Aim to improve democracy DEVELOPMENTAL DEMOCRACY • Democracy in all aspects of life, not just in politics, but in every part of life. “For education to be most successful, it is necessary that people participate in democratic forms of life.” • Institutions need to contribute to the all round growth of every member of society. SCHOOLS AS KEY SOCIAL INSTITUTIONS • Schools are laboratories for democracy • Schools need to develop programs and teaching approaches based on the special nature of child    

15. Progressive meant for Dewey, activities grow progressively out of student interests and past experiences, where new experiences build upon the each other. (Tozer) DEVELOPMENTAL DEMOCRACY • Democracy in all aspects of life, not just in politics, but in every part of life. “For education to be most successful, it is necessary that people participate in democratic forms of life.” • Institutions need to contribute to the all round growth of every member of society. SCHOOLS • Schools are laboratories for democracy • Schools need to develop programs and teaching approaches based on the special nature of child     • GROWTH (developmental) Bring each person to an ever widening set of experiences in a positive direction, changes that open up more experiences • OPTIMISM Faith in the possibilities of democratic society, faith in ordinary people • EXPERIENCE Link thinking and doing, thought and feeling, reason and imagination • COOPERATION Cooperative use of intelligence • Education individuals for a changing future

16. The aim of education is the development of individuals to the utmost of their potentialities. Progressive meant for Dewey, activities grow progressively out of student interests and past experiences, where new experiences build upon the each other. (Tozer) I believe the only way to make a child conscious of his social heritage is to enable him to perform those fundamental types of activities which make civilization what it is.” Dewey

17. What would be learned?Dewey expected more advanced knowledge to be learned through experiences. For example, in the kitchen connect with study of: • Soil, light, water, climate, plant science, measurement, chemistry, physics, energy

18. John DeweyAmerican Philosopher of Pragmatism1859-1952 Professor at University of Michigan, University of Chicago, and Columbia University University of Chicago Laboratory School 1896-1904 Very elite school, children of professors at Chicago. Low student/teacher ratio. Experimental school.

19. Dewey cautions: “Reading is a harmful substitute for experience, it is all important in interpreting and expanding experience.” (Dewey, School and Society, 85). Explain what Dewey means.

20. LIBRARY

21. Overview of Dewey’s view of knowledge An educated person has the power to gain more education 5. GROWTH 1.EXPERIENCE (past/present) 4. REFLECTION 2. PROBLEM? 3. INQUIRY Use scientific methods

22. Core of Dewey’s learning theory.Experience makes learning meaningful, integrates learning into student’s habits of life.Seeks intelligent, reflective, critical thinking. Knowledge gained through experience is best understood, more useful, and retained longer.

23. Dewey’s PhilosophyRole of Teacher Teachers must encourage students to find genuine problems which excite their interest, problems which can be explored and solved by engagement with the curriculum. Interest and effort leads to the student-curriculum integration that Dewey desires.

24. JOHN DEWEY 1859-1952Developmental DemocracyDecision making, participation in allaspects of life. • DEMOCRACY Practice democracy, not just in politics, but in every part of life. “For education to be most successful, it is necessary that people participate in democratic forms of life.” • SCHOOLS AS DEMOCRATIC COMMUNITIES • GROWTH (developmental) Bring each person to an ever widening set of experiences in a positive direction, changes that open up more experiences. • OPTIMISM Faith in the possibilities of democratic society, faith in ordinary people • SCIENCE AND DEMOCRACY Link technology and science with communal and egalitarian values • EXPERIENCE Link thinking and doing, thought and feeling, reason and imagination, Experience makes learning meaningful, integrates learning into student’s habits of life.Seeks intelligent, reflective, critical thinking. • COOPERATION Cooperative use of intelligence

25. Urban Academy, New York CityCentral Park East Secondary, New York CitySecond chance school—students failing in other schools—must sign a contract and be accepted. See quick time video of this school on our homepage.

26. Who attends UrbanAcademy?”* 35:30 120 students • 39% African American, • 28% Hispanic, • 30% White, 3% Asian, • 60% eligible for free or reduced lunch, • SAT above national average of 1071 composite, • 96% of graduates attend 4 year colleges

27. Is Dewey relevant today?Two theories that he combines… • PSYCHOLOGY Dewey’s theory of learning is similar to learning theories studied today. • Active learning • Learning to learn • Inquiry based learning • SOCIAL THEORY Dewey’s view that democracy should be infused in all aspects of life aligns with today’s concerns about teaching to improve our democratic society.

28. What are some weaknesses in Dewey’s philosophy of education? Does not articulate clearly or anticipate: • How OCCUPATIONS will be misused as “vocational education”. • How broader educational aims get lost and activity becomes an end in itself. (projects for what end?) • How to make study of subject matter interdisciplinary, so much more demanding and challenging to organize. • How to create a highly trained teacher • How to challenge the powerful social efficiency movement.

29. Knowing how to learn through inquiry is necessary in the modern world. What cannot anticipate the future.

30. Frame: Democracy Collective or Individual • Schools have SOCIAL OUTCOMES – by instilling knowledge, teaching skills, AND reinforcing attitudes and values – these influence students to live a certain kind of life. So what kind of democratic society do schools prepare students for? Are you satisfied? • Democratic life implies that individuals can remake the social life to make it better, yet there is much concern about the society remaining stable. These positions create a tension.

31. Quotes “only true education comes through the stimulation of the child’s powers by the demands of the social situation” “the child’s own instincts and powers furnish the material and give the starting point for all education” “The educational center of gravity has been too long in the teacher, the textbook, anywhere and everywhere you please except in the immediate instincts and activities of the child himself.” John Dewey