Voices of Educational Pioneers

Reading through The History and Philosophy of Education, Voices of Educational Pioneers, I had a bit of trouble narrowing my preferential philosophers to just a few, because the majority of them aligned with at least part of my philosophy, and below I have outlined these.
Overall, I did not wholly support the view of Quintilian. But, one thing I did appreciate from his philosophy is that although he thought of the teacher as the expert, he thought it was important for he or she to consider the developmental level and needs of the students, and to use methods that would motivate and stimulate students to learn. I like this idea because he realized that it was important to know not just that the teacher was the all-knowing expert, but that she or he should really take into account each student and what they need to be successful.
Jesus was another educator who I had shared beliefs with. Although I do not think religion should be so highly involved in the classroom, I agree with the idea of using storytelling, illustration, repetition, and silence, for didactic methods, and using conversation, discussion, question-answer and answer-question as interactive methods in the classroom. I think, as he did, that it is beneficial for the students to become involved in the application of both types of teaching methods.
I did not really find myself supporting the beliefs of Augustine, but one thing I did appreciate was that he thought that effective teaching meant that a teacher spoke with enthusiasm and motivated students to want to learn. I think it is really important for teachers to show enthusiasm while teaching, especially within his or her specific content area, and I think this is motivating to students in and of itself.
Erasmus is a philosopher who I thought had one important perspective on education. He believed that the teacher should gently instruct students using many examples to vividly explain concepts. I found this to be a valuable point because students learn in different ways, and having various examples can help ensure that all learners are capable of understanding the concept.
Comenius had a lot of ideas on education that I think are valuable. Comenius believed in the idea of universal education for everyone, despite social background, religion, sex, or intellectual ability. This is really important to me because I feel that everyone is capable of learning, and I believe that I will be able to teach each student that enters my classroom. He thought that teachers should encourage, be kind, give individual attention to students, and be open-minded to all types of learners. The subject matter should be taught with variety and practicality. He also thought that teachers should be paid more than they are, which I agree with because the job they do is so valuable to society and it is very demanding and involves extensive time in and out of the school, off and on the clock.
One element of Rousseau's philosophy that I appreciated was that he thought that instead of education being centered on the subject matter that is taught, it should be centered on the student who is being taught. I think this is an important distinction for the teacher to make, as lessons should be tailored to the students.
Pestalozzi had a lot of beliefs that are aligned with mine. He was an advocate for the idea that learning had to be stimulated by the interests and motivation of the child, instead of punishment and fear. He thought that no one, not even girls or the poor, should be denied education. Pestalozzi also said that teachers needed to take into consideration students' emotional and social needs while trying to teach to them. There should be a loving and caring student-teacher relationship, and the teacher should respect the child. He thought that the school should be a good home and the teacher should be like a good parent. I like this idea because for some students school is the closest they may come to a safe, caring home-like environment, with the teacher being as close as they get to a real parental figure in their lives, sadly.
In regards to Jefferson, I really liked how he believed in the equality of men, (and women, I would hope) despite race, religion, or habitat. He had a lot of confidence that higher education was capable of bring the lower class up to a higher class. I support this idea and think that education may be some people's best and only hope of moving out of poverty.
I enjoyed reading DuBois' philosophy because he was such an advocate for desegregation and equality among varying races, especially promoting equality for African Americans. I don't think race should have any matter in education, except for the teacher knowing the race each student identifies with and incorporating it into the classroom.
I liked Dewey's idea of the activity or hands-on method of educating students because I know that this can help reach many learners. Dewey favored the idea of democracy in the classroom and letting students make their own choices and have a say in their education. He acknowledged the multicultural world and saw education as a way to foster mutual respect among the diverse cultures, which I think is so important. School is a great way for students to learn about different cultures and be able to come to respect them and one another. He was a proponent for cooperative learning, which is most certainly something I will implement in my own classroom.'
Tyler's philosophy also aligned quite nicely with my own. He thought that the purpose of life was learning, and that the purpose of school was to help children learn and develop the problem-solving skills that would assist them in becoming actively engaged citizens in the work of a democratic society. Tyler encouraged teachers to introduce new experiences to their students, which makes me think of an example of how we will be teaching the technology-age students and it would be good for me to be able to show them different types of technology or resources on the web that they can use and I can use to teach them something. He valued cooperative learning, which, as aforementioned, I feel is very important and valuable. I also liked how he said, "Before I go to sleep I always ask myself three things: one, what did I learn; two, what did it mean; and three, how can I use it?" I really liked this quote and I think it is something worth reflecting on.
The final philosophical view that I appreciated was that of Piaget. He thought that teachers needed to understand the way that children understand things and this understanding must guide their teaching practice and evaluation. Instruction needs to be individualized in order to accommodate each learner. The purpose of school, according to Piaget, was to help children learn to think, discover, and create. He also supported the idea of cooperative learning.
So many philosophies of education and schools of thought I found valuable in learning and reflecting on in regards to my own philosophy.

The 1st Annual 402 TechCon

So, yeah, this was an awesome conference that I attended today. It was totally applicable for educators with resources that could be used in any classroom in relation to every content area. I found the conference to be very engaging and informational. I learned about the history of technology and how much it has progressed in a short span of time. I appreciated the videos that were used and each of the workshops. The Content, Teacher-Tech and Must-Have workshops each provided me information on different sites and allowed me time to explore them, and I would say there are definitely several sites and programs I would use in my future classroom to help me and my students. Overall, my thoughts on the conference are that it was organized and spot-on with the information I need in order to successfully, appropriately, and efficiently use technology in the classroom.
Muchas Gracias Señoritas!

Oh, and thanks for the certificate-definitely going in my portfolio!

Eight Philosophical Theories

There are eight theories of educational philosophies; these theories are: perennialism, essentialism, behaviorism, positivism, progressivism, reconstructionism, humanism, and constructivism.
Essentialism centers on the core of information, hard work and mental discipline, and teacher-centered instruction. The role of the student is to be the learner, with the teacher as the person to instruct the child on what he or she needs to know. There is a common core of information and skills that an educated person needs to have, and schools are to transmit this core of material.
Behaviorism states that behaviors are representative of a person's essence and all behaviors can be explained as responses to stimuli; behavior is determined by environment. Reinforcement, both positive and negative, are critical to this theory.
Positivism limits the truth and knowledge to what is observable and measurable. Direct instruction should be used by the teacher to teach specific content and this should be done in a variety of ways. Repetition of the ideas of instruction should be enforced by using different teaching strategies.
Progressivism is a philosophy that stresses that ideas should be tested by experimentation and learning is rooted in questions developed by the learner. Life experience determines curriculum and thus all types of content are allowed. This experience-centered curricula emphasizes the process of learning instead of the result.
The philosophy of humanism asserts that all people are born good and free but become enslaved by institutions. Education should be a process of developing free and self-actualizing individuals, centered on student's feelings. The curriculum is found more so in the subject matter which is taught rather than within the subject matter.
Constructivism stresses hands-on, activity-based teaching and learning in which students develop their own frames of thought. It focuses on problem-based learning, which centers student activities on tackling authentic contemporary problems.
Perennialism asserts that the curriculum should focus on the intellect by teaching the classic subjects. It is important to teach the everlasting ideas and seek constant, not changing, truths.
Recontructionism has its focus on society, as it asserts that the curriculum should be a method of change and social reform for society, and schools are the solution to various social crises. There's an emphasis on addressing the social questions and the goal is to create a better society and democracy around the world.

Overall, I would have to say that the one that speaks most truly to what I believe in is constructivism. I think that student-centered teaching and learning is crucial and problem-based learning is a good way to turn the learning over to the students on an individual basis, letting them answer and solve questions in their own personal ways. Students will be hands-on, involved in their own education, and the teacher encourages students to explore and find their own meanings, as opposed to lecturing and instilling a sense of what should be their meanings. I think it is important for students to join hands with the teacher and step up in making their educational experience about them personally.

Reflection-Educational Issue: Discipline/Classroom Management

This presentation on discipline and classroom management was useful and informative. It covered the basics of the different ways to manage and discipline within the classroom and each member of the team contributed in a helpful and individual way. The presentation started out with the history of education in regards to discipline. One thing that struck me about what was said concerned physical violence as punishment in general, and more specifically use of physical punishment through bureaucratic classroom management. Under this, physical punishment is used only in extreme circumstances, but my question is, what entails an "extreme" situation where physical violence in the only means to a solution to the problem? Can any situation really be deemed "extreme" enough to warrant physical punishment? I have a problem with this especially because this method of discipline is still used today.
I liked that the presentation included the definition and examples of "withitness" something I had most certainly heard of but never quite understood. Now I see that I do not have this yet within the classroom, but it is something to strive for. Also, this made me think of Mad-Eye Moody, (from Harry Potter, obviously) as he is able to see things all around him and he is totally with it! You can't pull a fast one on him, (well, unless you are able to somehow take on his identity) but yes, one should strive to be a teacher as with it as he is!
One of the most valuable parts of this presentation was that of the distribution of scenarios to the class for us to do as small groups and later to report out on. I thought this was a nice way to reflect on what we know about discipline and classroom management, but also a way to think further of our own philosophies and what we would do, but generating ideas by collaborating with others. Nicely done.

Oh, yes, and I appreciated Jason's use of "scuttlebutt" and "scull diggery"(sp.?)!

Chip, chip! Well done lad and lasses!

Empowerment

"The Last Melon."

Admittedly, I am sad to see this book come to a close. I have gained extensive insight into the world of education, and what it means to be a successful teacher who makes a difference in his or her students' lives. This last section "Empowerment" truly details stories in which teachers are able to empower their students and help them see their true potential and that they can be successful. So many of these stories instilled in me a sense of empowerment with my future as an educator because I feel like I am capable of being the positive, caring, respectful and understanding teacher as so many of them were. For many students all it took was for a teacher to exemplify these traits for them to be able to succeed and no that a positive future was a strong possibility for them. I feel confident, after reading Teaching Hope, that I will be able to uphold these traits and what it really means to be a teacher.

The Four Philosophies

There are four schools of philosophical thought, and these are Idealism, Realism, Pragmatism, and Existentialism.
Idealism can be traced back to Plato's writings. Within this philosophy, ideas or concepts are the essence of everything that is worth knowing. The spiritual world is the perfect version of the physical world in which everything lasts forever and is not subject to change. People who follow this philosophy believe in the power of reasoning and assert that the rational mind has the ability to reason to the ideas that support the physical world. Idealists believe that universal or absolute truths and ideas that remain constant over time are of the greatest value. Within education, idealism is idea-centered as opposed to subject or child-centered; the idea is the foundation of everything. Educators who are idealists emphasize the study of ideas or works that have lasted over time, as well as encouraging the imitation of great leaders. Idealist educators teach mainly through lecture, discussion and imitation.
Realism came from the thinking of Aristotle and says that reality, knowledge, and value exist independently in the mind. People who follow this school of thought assert that the sense and scientific investigations are the best way to find truth in the physical world. Knowing involves sensation and abstraction, and one is able to classify things into different groups. Contemporary realists put an emphasis on the significance of scientific research and development. Realist educators assert that the ultimate goal of education is advancement in rationality. The realist curriculum would be subject-centered. Realists consider the role of the teacher to be of the utmost importance in the educational process.
Pragmatism dates back to the thinking of nineteenth-century American philosophers such as Charles S. Peirce, William James, and John Dewey. It stresses becoming rather than being. It is separate from idealism and realism in that it focuses on a belief in an open universe that is dynamic and in a state of becoming. Pragmatists put a lot of emphasis on the importance of understanding what it means to know, and they believe that we learn best through experience and experience changes both the knower and the world. They emphasize applying knowledge. Educators who are pragmatists present concepts as they relate to contemporary problems and questions. The most important thing for pragmatists to know is how to question what we know and how to reconstruct it to match the ever-changing world. They view the school as a community of learners. These teachers use learner-centered problems as a teaching focus.
The final of the four philosophies is that of existentialism. Existentialists focus on the importance of the individual rather than on external standards. Nothing is absolute and there is no ultimate principle or meaning. Every individual is the creator of his or her own essence, and the creator of her or his meaning. Existentialists believe that the most significant knowledge is personal and nonscientific. Existentialist educators encourage students to discuss their lives and the choices that they make. The highest goal in education is to search for oneself.


I feel like the philosophy that most represents me is that of pragmatism. I believe on an emphasis on becoming and how the way of reaching the state of being is just as important, if not more so, than the final result. I like the idea of an interdisciplinary approach, however I have yet to really see it implemented or thing of ways to do so consistently and frequently in my classroom. I see significance such aspects as learner-centered problems as the main focus and encouraging students to collaborate.
I also, however, can relate to the school of philosophical thought that existentialists follow. This is in the sense of how human beings are free to make choices and that we define ourselves. I believe that we are what and who we choose to be. I, like an existentialist educator, feel that we should not predict the behaviors of our students. I feel that existentialism represents me as I want to encourage students to be who they want to be and strive to become who they choose, not who society wants for them.

"The Story of Schools" 1980-present

The main point of this video on schools it that people in the United States were ultimately trying to better public education, and they attempted to do so in a myriad of ways. This era seemed to start out with a bad reputation for public schools as the poor quality of schools was thought to be putting the nation at risk. There were two different widespread opinions about school, with some people saying the nation was at risk and schools were doing poorly, blaming the poor economy on schools, while others were saying that assessment was showing a steady rise, and the U.S. had made significant strides in areas like racial segregation, gender issues, and handicap accessibility and participation in schools. The Nation at Risk suggested things like the study of subjects like computer science, more homework, longer school days, and more requirements for graduation. Schools were getting tougher about grades, instilling policies where students had to have certain grades to be able to continue in such activities like sports and chorus. Some people, contrastingly, thought that school reform was not needed.
In 1974 the choice experiment began. The place this really seemed to start was in East Harlem, where small alternative schools were created within existing buildings. These alternative schools ranged from maritime and performing arts to sports schools. The idea was to try to raise academic achievement within each school, with different ways to go about it. Choice brought out competition, as schools were shut down it they didn’t work and students could choose one school over another. Choice and competition drove reform throughout the 1980s.
In some cities students could also choose to attend magnet schools. These were intended for high caliber students and tended to receive extra funding. When George Bush was president he called for vouchers, saying that the goal was to make American schools the best in the world. These allowed low-income students the opportunity to attend private schools, supported by state taxes. Poor students were receiving the same opportunities as richer students, which seemed like a great way to create more choice and equality among students.
It eventually became legal to teach children at home, and by 2001 about 2.5% of children were home schooled. Another type of schooling that arose was that of charter schools. These were like the traditional public schools, as they were open to everyone, and did not cost money. Teachers often ran charter schools and parents were heavily involved. These schools focused on different things like manners. There also came a time when there was a focus on high academic standards, and it came to hold the most importance in schools. Every state was supposed to aim for high national standards, and curricula emerged that aimed at raising achievement levels. Core knowledge schools were started, which were aiming to offer students the same academic content across the country, for instance all third graders were immersed in the history of ancient Rome and all eighth graders were studying Shakespearean sonnets. All students were expected to master the same exact content at the same time.
Progressive schools were also created. These were student-centered and they were trying to get students to master critical thinking skills instead of a set body of knowledge. Teachers were not teachers but coaches, and students learned by doing. Progressive schools showed positive results in achievement and test scores.
As far as schools in the United States are concerned today, public education still needs the support of all citizens in order to be successful. We need to help give students what they need in order to ensure the success of our citizens and the United States as a whole.

Rejuvenation

This section of Teaching Hope was an interesting one in the sense that some stories really illuminated the "aha" moments that I hope to have in my classroom someday, while others described the challenging scenarios I know I will have to confront. I enjoyed reading many of the stories, like the one about pen pals and how they were successful in having students engage in intimate story-telling and secret sharing with people via letters that they had never met before. I also appreciated reading about the accomplished field trips that the teachers and their students were able to participate in.
The story of Manie and how he changed his previously set views on the Holocaust after winning the opportunity to visit the Holocaust Memorial Museum with his teacher. He grew up listening to his family say things about how they supported what Hitler "accomplished." I know that I will have to face students who grew up in families where things like this are said, or discriminatory behaviors are the norm. I worry about how I will be able to handle situations when students bring these views into the classroom, and I hope I will be able to create opportunities to enlighten students and educate them on history and the importance of not allowing the past to repeat itself.
One quote that I really liked from one of the teachers was that the job of every teacher is "to make every student feel welcome, to make every student feel she or he belongs, and to give every student a voice to be heard". I appreciated this perspective on the job of teaching because it speaks to my philosophy and how I feel about what I want to accomplish in my classroom.

Nation at Risk

The article "Nation at Risk" is speaking to the growing concern that while the Nation had once been one that led the way in technological and scientific innovations, commerce and industry around the world, we are now being surpassed by other Nations, and our the success of the education system has been declining.
Some of the indicators of risk include that about 23 million adults in America are functionally illiterate; the average achievement of high school students on most standardized tests is now lower than it was when Sputnik was launched 26 years ago;
and the average tested achievement of students graduating from college is also lower. One useful quote from the article was one connecting what needs to happen in order to change the current situation: "Learning is the indispensable investment required for success in the "information age" we are entering." By educating the citizens and increasing such aspects like literacy, we can increase our success in schools, industry, and all other elements of the American life. The second article mostly talks about how to convey this message, and whether or not "Nation at Risk" was the best way to go about it. Maybe it was considered an overstatement, maybe we needed to make the changes it suggested, but ultimately it was deemed appropriate.

When reading about some of the indicators of risk, particularly with the tested achievement of students graduating from college being lower, I couldn't help but be reminded of my past experiences with high school graduates when I was younger. They all seemed so smart, so much more intelligent and scholarly than I ever was, and now I feel like I wasn't too far off. Graduating from college this year seems kind of scary to me in the sense that I don't feel excessively prepared for the world outside of college. On the subject of achievement tests, I have never quite excelled at these, and I have certainly not gotten better since being at college.
However, back to the main point of the article, I think that "Nation at Risk" said what needed to be said. Perhaps a different tone could have been used, but based on factual evidence and a base interpretation of it, this article simply showed people the problem and provided ways to assess it and alter its course.

"The Story of Schools" 1800-1900

Someone who really stuck out in my mind while watching this episode was Horace Mann. He has been considered as the paragon for the promotion of public schools. Horace Mann was the Secretary of the Board of Education, and he took it upon himself to travel on horseback to visit schools in various towns. He accomplished the visitation of 1000 schools in about six years time, writing reports on each school's physical condition. What he came to find and write about was that the conditions varied by school, but at most materials were inadequate and teachers had no training at all in many of the schools. On average about forty to sixty children were crowded into little school buildings, and Horace Mann remarked that livestock was treated better than children were in schools. Many children were leaving these public schools to go to private schools, and Mann, knowing this, wanted public schools to be funded by the government. He made reports recommending things like chairs with backs, blackboards, and standardized textbooks. He had a lot of ideas on school reform, and eventually started the concept of Common Schools. Common Schools were open to all white children, did not charge tuition, were governed by local school committees and were somewhat regulated and overseen by the state. It wasn't so much what Horace actively did but what he expressively and earnestly wrote and reported to all who would listen.