Philosophical Foundations of U.S. Schools Chapter 4 Philosophical Foundations of U.S. Schools Developed by: Don Finn Regent University

Beliefs and Your Philsophy

The Five Modern Philosophical Orientations to Teaching Perennialism Knowledge of unchanging principles or great ideas Essentialism Knowledge of core subjects “Back to Basics” & High-Stakes Testing Progressivism Knowledge from student’s interest

The Five Modern Philosophical Orientations to Teaching Existentialism Knowledge of what is important to the individual student Social Reconstructionism Knowledge about changing the social order and conditions of society

5 Modern Philosophies of Teaching

The Perennialist Teacher Perennialsm Truth as Constant Purpose of Schooling Teach Eternal Truths – Ideas that are Everlasting Acquire knowledge of the great ideas of Western Civilization. Nature of Learner Rational Being with a Soul Curriculum Liberal Arts Philosophy, Mathematics, History, Geography, Political Science, Sociology, Theology, Foreign Language, Science Fine Arts, Great Books, Character Training Instructional Method Didactic Instruction, Coaching, Socratic Method, Critical thinking, Discussion, Lecture Classroom Management Train the will, Time on Task, Precision, Order, structure, Regularity, Prayer Assessment Objective and Essay Exam The Perennialist Teacher Educated in Liberal Arts Authority Figure Disseminator of “Truth” Intellectual Coach Logical, Well Versed in classics, Scholar Perennialist You should know Robert Hutchins, Mortimer Adler Paideia Proposal – University of Chicago

The Dominant Philosophy in Today’s Schools Purpose of Schooling Essentialism (1930’s) The Dominant Philosophy in Today’s Schools Purpose of Schooling Train the Intellect and teach students the culture and traditions of the past. Provide students the knowledge and skills to participate in a democratic society Nature of Learner Capable of becoming culturally literate and to develop a disciplined mind. Rigorous academic and Moral training required to overcome students’ natural tendencies. Curriculum Return to the Basics No frivolous subjects Moral Literacy (William Bennett, 1993) A common core of knowledge that needs to be transmitted to students in a systematic and disciplined way. Essential Knowledge/Skills and Academic Rigor Critical Core (Body) of Knowledge that all students should possess. *Unlike the Perennialist, the core may change. Subjects should be practical. Prepare student to become valuable members of society. Reading, Writing, Mathematics (Primary Level) History, Geography, Natural Science, Foreign Language( Upper Elementary) 4 Yr. English, 3 Yr. Math, 3 Yr. Science, 3 Yr. Social Studies, (Secondary Level) +Foreign Language

The Essentialist Teacher Essentialist You should know Essentialism (1930’s) Instructional Method Lecture, recitation, discussion, and Socratic Dialogue, Prefer instructional materials that are Paced and Sequential, lesson plans, Learning by Objective Classroom Management Regularity and Uniformity and reverence for what is morally right. Emphasis on discipline and Character Training with a clear expectation for Behavior and respect for others. Assessment Reflects the “Testing Movement” IQ Test, Standardized Achievement tests, diagnostic test, *High-Stakes Testing mandated by NCLB The Essentialist Teacher Major in a subject-matter discipline Well versed in Liberal Arts and Sciences Essentialist You should know William Bagley (Critics of Dewey) Admiral Human Rickover (Concern of Water-down Curriculum, Fads) Back to Basics Movement (1970s) – A Nation at Risk E.D. Hirsch, Jr. (1987: Cultural Literacy: What Every American Needs to Know) 5,000 Facts, dates, concepts, names Diane Ravitch – A body of knowledge so important every American should know (1987, What do our 17 Year olds know) William Bennett (Sec. of Education)

Curriculum- Child Centered Progressivism Real-World, Problem Solving in a democratic and cooperative learning environment Purpose of Schooling School should model life, especially a democratic society. School encourage Cooperation not competition Nature of Learner Learning by Doing, Child sets objectives for own learning , work together to solve common problems Curriculum- Child Centered Experience Centered, Relevant, & Reflective, Consists of a series of experiences to be gained. Responsive to student’s interests and needs Child Centered, Growth Centered, Action Centered, Process Centered, Equality Centered, Community Centered Instructional Method Provide experiences so that children learn by DOING. Group Activities, Project Method, Critical Thinking, Decision Making, Cooperative Learning, Problem Solving Books are tools – rather than authority.

The Progressivist Teacher Progressivism Real-World, Problem Solving in a democratic and cooperative learning environment Classroom Management Democratic & Participatory (invites participation) Self- Directed, Educate the Whole Child Open-Classroom (Learn outside of classroom Active Classroom – Parental Involvement Assessment Formative Evaluation, Process Orientated & Ongoing Feedback, Monitoring Student Progress, Appraising Skills, Demonstrate Mastery through Exhibition The Progressivist Teacher Teacher As Facilitator, Guide, Collaboratstudent as worker, teacher as coach)ive Partner Progressivist You should know Francis W. Parker (Father of Progressive Education) John Dewey, William H. Kilpatrick, Coalition of Essential Schools

Existentialism Purpose of Schooling Nature of Learner Curriculum Discovery of the self Self- actualization Personal Quest for Meaning Education of the Whole Person, Not Just the Mind Nature of Learner Focus is on individual freedom. Each student has the free will to develop as he/she choose. Curriculum Environment where students are encouraged to express themselves through discussion, creative projects, and choice of study area. Provide student with extensive individual freedom. Students ask their own questions, conduct their own inquiries, and come to their own conclusions. Primary importance is helping the student to understand and appreciate themselves as unique individuals. Specific subject matter, in and of itself is not important. Instructional Method Focus on the individual Constructivism Learning is self paced and Self Directed Great deal of individual contact with each student

The Existentialist Teacher Existentialism Classroom Management Self-Discipline, Individual is responsible for their own thoughts, feelings, and actions. Individual Choice, Individual Responsibility Nonthreatening, Supportive Freedom has rules – respect for the freedom of others Assessment Real answers come from within the individual and not from outside authority. Authentic Assessment (Journals, Narratives, Portfolios, Writing Samples) Student Self- Evaluation Opposed to measure, tracking or standardized tests. The Existentialist Teacher Provide student with pathways for students to explore their own values, meaning, and choices. Help students define their own essence Create an environment in which individuals freely choose their own preferred way. Respect student’s right to disagree. Sensitive to their influence on students Summerhill School Existentialist You should know Soren Kierkegaard (1813-1855) Danish Minister Founder of Existentialism Jean Paul Sarte (French Philosopher)

Social Reconstructionism (1920-1930) Improve, change, or reform Society Frontier Thinkers Purpose of Schooling Social Reform is the aim of educaiton. Emphasis on addressing social questions and a quest to create a better society. Prepare students to become agents of change Critical Examination of all cultural and educational institutions to reform as needed. Not to settle for what is.. To dream about what might be. Nature of Learner Capable of initiating and adapting to change Curriculum Democratic ideas and civic Education. Emphasis on Critical Thinking Skills Gain 1st hand experience in studying real social problems or controversial issues. (Ex. Biomedical ethics) Instructional Method Cooperative Learning, Problem solving, and critical Thinking. Active Learning and activities outside of school (Community Service Learning)

Social Reconstructionism (1920-1930) Improve, change, or reform Society Frontier Thinkers Classroom Management Climate of Inquiry in which teacher and Student question the assumptions of the status quo. Classless, nonsexist, nonracist Focus on Community Building Promote Action Research Assessment Students test ideas by active experimentation. Authentic Assessment / Formative Assessment, oppose standardized testing The Social Reconstructionist Teacher Change Agent Tolerant of Change, Educational Reformer Reflective Thinkers Engage in community groups, social movements Social Reconstructionist You should know Theodore Brameld (Reaction to WWII) George S. Counts (1932) “Dare the School Build a New Social Order” Post Great-Depression Ivan Illich (Deschooling Society, 1974) Paulo Freire (Pedagogy of the Oppressed, 1973) Education from everyday life experiences

www.teacherweb.com/MS/MVSU/teached Teaching Channel Video Teaching Hurricanes : A Hands-on Project View Video In Class (10/1-Thursday) Identify what each of the 5 Philosophy would Like/Dislike about the Hurricane Lesson Study for Mid Term: Review and be able to provide examples from Video for Mid-Term Exam

Perrenialism View of Hurricane Lesson Dislike Like Students did not take an exam or test to assess their knowledge. The teacher did not give the answers. Students had to think critically to discover information/ answers. The activities were hands on. The Ideas were Everlasting Students used critical thinking to build the house. Student were learning about science. Students used books for researching project.

Essentialism Views of Hurricane Lesson Dislike Like Students not given an exam or test to assess knowledge. Allowing students to talk and excessively active (out of Seats) during the House Construction Project. Allowed students to be actively involved in learning. Did not like the Leaf blowing activity. Students enjoyed and had fun while learning. Teacher was not the authority figure and primary disseminator of information Classroom Management: Daily Schedule (Pledge of Allegiance), Students Raise Hand to answer Academic Rigor-students were going to learn a lot of information about Hurricanes Teacher knew the science content about Hurricanes Students learning to respect each other.

Progressivism Views of Hurricane Lesson Like Dislike Connection to a Real-World Problem Hurricanes were relevant to the students own recent experience with a hurricane. Responsive to Students interest and Needs Meteorologist met with students and was an outside expert speaker Teacher was a FACILIATOR Students Learn By doing Student active engagement and hands-on learning Project Method to Construct House. Group and Cooperative learning Students demonstrate mastery through exhibition (Power Point) Books were tools and not the authority No specific dislikes

Existentialism Views of Hurricane Lesson Like Dislike Students were Self-Disciplined Individual students were able to develop their own thoughts within the project. The students’ made their own choices when constructing the house. Student projects were evaluated instead of being given a test. The students did not have full authority over their choices in the project. The limitation of the materials allowed to construct the project house.

Social Reconstructivism Views of Hurricane Lesson Like Dislike Students had opportunity to inquire and explore own questions about hurricanes. Students tested ideas through active experimentation by constructing the homes. The topic and study of hurricanes was important to the community as a whole and not limited to the students. Problem solving Civic Education – provide student with an opportunity to practice learning and working together cooperatively. Students are capable of adapting to change. Did not engage students in a project that would create a change in the community preparedness for Hurricanes Preferred that the home construction involved an authentic home construction site in the community. Extend students’ learning that included an invitation to involvement of the whole community.

Eclectic Philosophy of Education Eclectic Philosophy is a blending of two or more philosophies