1 / 9

Chapter 1 - Eisner

Chapter 1 - Eisner. Where are we heading?. The educational imagination. The process of education always occurs within a context and decisions about educational practices need to be sensitive to that context. Some items to ponder.

rance
Download Presentation

Chapter 1 - Eisner

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Chapter 1 - Eisner Where are we heading?

  2. The educational imagination • The process of education always occurs within a context and decisions about educational practices need to be sensitive to that context.

  3. Some items to ponder • How does one make valid comparisons among students in programs that differ in content and in aims? • Is a common standardized curriculum appropriate for a nation with 45 million students attending 110,000 schools in which 2 ½ million teachers work? • Is it fair to hold teachers and students accountable for achieving common outcomes in the face of such ‘savage inequalities’?

  4. Policy • Policymakers themselves often do not see and therefore do not know the people their policies affect.

  5. Thorndike • His work represented a vision of what he believed a science of behavior could do for the realization of social ambitions. • Behavior is controllable • Behavior can be shaped by method • Philosophically compatible with the scientific management of human behavior

  6. Dewey • Growth was not the result of a set of externally reinforcing agents that Thorndike had described, but rather the outcome of an effort by the child to convert what Dewey called an indeterminate situation into a determinate one. • Considering ‘recipes’ for the classroom – If students were uniform in background, desires, and aptitudes, recipes might be useful.

  7. Tyler • Tyler’s Basic Principles of Curriculum and Instruction published in 1949 • Tyler’s 4 ?s are fundamental to the concept of schooling: • What educational purposes should the school seek to attain? • What educational experiences can be provided that are likely to attain these purposes? • How can these educational experiences be effectively organized? • How can we determine whether these purposes are being attained?

  8. An examination of 3 beliefs • American education costs too much. We spend more on our schools than any other country. • American students are not doing as well as they once did in school; in fact, they know far less than their parents did at the same age. • Our educational position among nations lags far behind our economic competitors.

  9. The goal • To complicate, not simplify… • Bring an appropriate uncertainty to mind as you think about the functions of education and the forms it can take

More Related