EDTHP /30/02 Today we’ll discuss: Educational Philosophies and Pioneers Schooling After the Common School Era, 1860s-1890s Education During the Progressive Era, 1890s-1940s

Philosophies of Education Idealism —the belief that, since the physical world is constantly changing, ideas are the only reliable form of reality Realism —the features of the universe exist whether or not a human being is there to perceive them

Philosophies, con’t. Pragmatism —shares some ideas with realism, but less rigid. It rejects the idea of absolute, unchanging truth. Instead, truth is what works, hence the term: pragmatism Existentialism —a philosophical view suggesting that humanity is not part of an orderly universe; rather, individuals create their own existence in their own unique way.

Theories of Education Progressivism Social Reconstructionism Critical Theory Perennialism Essentialism

Key Accomplishments of Educational Pioneers (Part 1) [Note: we hadn’t finished this in the previous class, so we discussed and reviewed this] Comenius: First picture book for learning, the Orbis Sensualum Pictus, or The Visible World in Pictures John Locke: Introduced the concept of a child’s mind as a tabula rasa, or blank slate

Key Accomplishments of Educational Pioneers (Part 2) Jean-Jacques Rousseau: Revolted against the theory of child depravity, that children are inherently bad. Contended in Emile, that children, instead, are ‘noble savages,’ until corrupted by society. Johann Heinrich Pestalozzi: The object lesson, a way to encourage Rousseau’s “natural education” for children in groups.

Key Accomplishments of Educational Pioneers (Part 3) Friedrich Froebel: Kindergarten Herbert Spencer: Utilitarian education, emphasizing practical outcomes John Dewey: Progressive education, emphasizing problem solving Jane Addams: Socialized education, with emphasis on responding to student diversity

Key Accomplishments of Educational Pioneers (Part 4) Maria Montessori: Montessori education, structuring the environment to accommodate children’s natural desire to work at learning Piaget: Developmentally-appropriate education, based on children’s stage of cognitive development

Common Schools, 1820s-1880s Where we left off Standardization –Curriculum –Teaching –Teacher Training –School Buildings

New Textbooks

New Buildings and Blueprints

School Buildings

Education in the Progressive Era, 1890s-1950s Major Changes in American Life –Urbanization –Industrialization –Immigration

Social and Educational Concerns Health and Well Being of Students Overly Rigid, Mechanized, “Lock-Step” Instruction Meet the Needs of Individual Students