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

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

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

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