EPS 210/202 Timeline
The Development of Public Schooling
Special Announcement: Next Week’s Readings-Read Federal Policies
and Berliner & Biddle article (skip 2 readings by Spring for now)
Unit 1
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1776-1830 Post Revolution Jefferson
 No system of public schools
 Identified need to educate for a stable republic
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1830-1890 Common School Model Horace Mann
 Common curriculum, six to eight years of basic education, character
training was crucial, seeking social stability.
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1890-1950 Progressive Era-- 2 perspectives
 Social Efficiency (Elliot and Cubberly) Dominant view, what is its legacy?
 Developmental Democracy (Dewey)
Experimental schools
 Dewey’s Planned School Reform
What would you guess
to be the primary aim of
this school? What is your
evidence?
First Floor
Why do you think
community elements
are listed?
Second Floor
The views by Social Efficiency Progressive
Educators dominated 20th century schooling.
This era began the Sorting Machine Model.
Schools should prepare students for their future life
 Class, gender, and race/ethnicity determined FUNCTION in society
different schooling for different functions--curricular differentiation–
college preparation, vocational, and general curriculum.
 Schools had to run more efficiently (increased numbers of students)
 Schools should be run by experts-superintendents, curricular specialists.
 Rise of centralization and bureaucracy (large school districts, teachers at
the bottom of the hierarchy, less parental input on school boards, large
schools)
 Knowledge as static, could just be “learned”, training for skills
 Some groups not capable of learning academic subjects
 Testing assisted in proper placement
 Racial/ethic, gender, and class discrimination
How could social efficiency progressives believe they were acting in the name of
democracy? (Tozer, 145) They were responding to new social, economic
and political conditions, changing ideology, and the “failure” of traditional
schools.
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Philosopher John Dewey
One of the main leaders
Developmental Democracy Progressives disagreed with
social efficiency progressives’ views.
 Dewey did not support:
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Differentiated curriculum (supported a unified
curriculum)
Vocational training in schools (manual training,
occupations of life, but not training for specific jobs)
Limited view of human capacity (tremendous potential if
proper education provided)
1940 Progressive Education
Google Video Film for Project Method
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Project method approach is inspired by Dewey.
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Film is WRONG about its growing impact.
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http://video.google.com/videoplay?docid=6731251300828424957&q=Progressive+education+1940&total=5&start=0&num=10&so=0&type=search&plindex=0
Dewey’s Approach was applied in experimental
schools and a few public schools. But the film
states:
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Tens of thousands of schools--(slight
exaggeration)
Overwhelming majority of teachers agree?
1940 Progressive Education
Google YouTube Video Progressive Education 1940
“Time Marches On”
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http://video.google.com/videoplay?docid=-6731251300828424957&q=Progressive+education+1940&total=5&start=0&num=10&so=0&type=search&plindex=0
THIS IS AN ADVERTISMENT FOR PROGRESSIVE SCHOOLS INSPIRED
BY THEORIES OF JOHN DEWEY
it exaggerates!
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Opens with criticism of traditional schools —RIGID, UNCHANGING,
MEMORIZATION and students hate school.
Professor William Heard Kilpatrick (Columbia University), one of Dewey’s
students, talks about the “project method” (activities, school store, trips)
UNDERSTANDING
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Opposed by Professor William Bagley (Columbia), society in danger when
rigorous academic study is weakened by practical activities (fall of Greece)
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Dewey advocates learning for a changing future, but to use experiences as
the foundation of schooling learning.
Talk this over for 2 minutes.
Could these subjects form an adequate curriculum
for today’s students? What age groups might be the
most appropriate for this curriculum?
Cooking, Weaving,
Timekeeping,
Black Smithing,
Combustible
Engines and
Computers
Elementary?
Secondary?
College?
Illinois Math and Science Academy
Message From the Principal
Dr. Eric McLaren http://www.imsa.edu/learning/principal.php
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An education at IMSA offers far more than conventional
honors courses. We foster a collaborative learning
environment that develops students as bold inquirers,
problem solvers and ethical leaders.
Our talented faculty members, who are among the nation's
best, guide students to engage in exploration, think
critically and creatively, and apply their cross-discipline
knowledge to address significant, real-world issues.
The Academy's curriculum includes the major disciplines
of mathematics, science, English, history and social
sciences, world languages, fine arts and wellness.
http://www.imsa.edu/learning/inquiry/ConductingSIR/index.php
Student Initiated Research SIR IMSA
Captures Dewey’s Interest/Curriculum Integration
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The student investigation is conducted as an interactive
partnership with an advisor to pursue a question or topic
about which the student is keenly interested.
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While pursuing this investigation, using inquiry standards and
with the support of the advisor, the student acquires further
knowledge and a deeper understanding of the topic, and
further develops skills in planning, investigating, analyzing,
and communicating results of the investigation.
.
Today, we want to answer
three questions about
Dewey’s theory of learning.
1. What is Dewey’s theory of learning?
2. How much influence did Dewey have on public
education from 1900 to 1950?
3. Most importantly, are there elements of Dewey’s
theory of learning that can be relevant to the aims of
schooling today?
Grounded in a developmental democracy model.
Aims are critical.
Aims:
Inquiry (skills),
Heritage,
Democratic
community in
school
Dewey’s School
Plan 1900
1st Floor
Experience and Learning
2nd Floor
Build on experience
of familiar activities
Tap Nature of Child:
Social, Constructive
Expressive, Curious
Dewey’s Philosophy of Learning. Emphasized experience,
non-authoritarian teaching approaches, active learning,
the learning environment, and connecting to life.
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Dewey’s PSYCHOLOGY
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Tap the child’s nature (curious, social,
expressive, and constructive)
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Growth is a product of the transaction
between child and the environment
(teacher is crucial).
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A free person could frame and execute
purposes of his or her own. (Tozer)
DEWEY’S DEVELOPMENTAL
DEMOCRACY Aim to improve democracy
DEVELOPMENTAL DEMOCRACY
 Democracy in all aspects of life, not just in politics, but in
every part of life. “For education to be most successful, it is
necessary that people participate in democratic forms of life.”
 Institutions need to contribute to the all round growth of every
member of society.
SCHOOLS AS KEY SOCIAL INSTITUTIONS
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Schools are laboratories for democracy
Schools need to develop programs and teaching approaches
based on the special nature of child
Progressive meant for Dewey, activities grow progressively out of
student interests and past experiences, where new experiences build
upon the each other. (Tozer)
DEVELOPMENTAL DEMOCRACY
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Democracy in all aspects of life, not just in politics, but in every part of life. “For
education to be most successful, it is necessary that people participate in democratic
forms of life.”
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Institutions need to contribute to the all round growth of every member of society.
SCHOOLS
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Schools are laboratories for democracy
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Schools need to develop programs and teaching approaches based on the special
nature of child
 GROWTH (developmental) Bring each person to an ever widening set of
experiences in a positive direction, changes that open up more experiences
 OPTIMISM Faith in the possibilities of democratic society, faith in ordinary
people
 EXPERIENCE Link thinking and doing, thought and feeling, reason and
imagination
 COOPERATION Cooperative use of intelligence
 Education individuals for a changing future
The aim of education is the development of
individuals to the utmost of their potentialities.
Progressive meant for Dewey, activities grow
progressively out of student interests and past
experiences, where new experiences build upon
the each other. (Tozer)
I believe the only way to make a child conscious of
his social heritage is to enable him to perform
those fundamental types of activities which make
civilization what it is.” Dewey
What would be learned?
Dewey expected more advanced knowledge to be
learned through experiences.
For example, in the kitchen connect
with study of:
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Soil, light, water, climate, plant
science, measurement,
chemistry, physics, energy
John Dewey
American Philosopher of Pragmatism
1859-1952
Professor at University of Michigan,
University of Chicago, and
Columbia University
University of Chicago Laboratory
School 1896-1904
Very elite school, children of
professors at Chicago. Low
student/teacher ratio.
Experimental school.
Dewey cautions: “Reading is a harmful substitute for
experience, it is all important in interpreting and
expanding experience.”
(Dewey, School and Society, 85).
Explain what Dewey means.
LIBRARY
Overview of
Dewey’s view
of knowledge
An educated
5. GROWTH
person has the
power to gain
more education
1.EXPERIENCE (past/present) 4. REFLECTION
2. PROBLEM?
3. INQUIRY
Use scientific
methods
Core of Dewey’s learning theory.
Experience makes learning meaningful, integrates
learning into student’s habits of life.
Seeks intelligent, reflective, critical thinking.
Knowledge gained through experience is best
understood, more useful, and retained longer.
Dewey’s Philosophy
Role of Teacher
Teachers must encourage
students to find genuine
problems which excite their
interest, problems which
can be explored and solved
by engagement with the
curriculum. Interest and
effort leads to the studentcurriculum integration that
Dewey desires.
JOHN DEWEY 1859-1952
Developmental Democracy
Decision making, participation in all
aspects of life.
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DEMOCRACY Practice democracy, not just in politics,
but in every part of life. “For education to be most
successful, it is necessary that people participate in
democratic forms of life.”
SCHOOLS AS DEMOCRATIC COMMUNITIES
GROWTH (developmental) Bring each person to an ever
widening set of experiences in a positive direction, changes
that open up more experiences.
OPTIMISM Faith in the possibilities of democratic society,
faith in ordinary people
SCIENCE AND DEMOCRACY Link technology and
science with communal and egalitarian values
EXPERIENCE Link thinking and doing, thought and
feeling, reason and imagination, Experience makes learning
meaningful, integrates learning into student’s habits of life.
Seeks intelligent, reflective, critical thinking.
COOPERATION Cooperative use of intelligence
Urban Academy, New York City
Central Park East Secondary, New York City
Second chance school—students failing in other
schools—must sign a contract and be accepted.
See quick time
video of this
school on our
homepage.
Who attends Urban
Academy?”* 35:30
120 students
 39% African American,
 28% Hispanic,
 30% White, 3% Asian,
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60% eligible for free or reduced lunch,
SAT above national average of 1071 composite,
96% of graduates attend 4 year colleges
Is Dewey relevant today?
Two theories that he combines…
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PSYCHOLOGY Dewey’s theory of learning is
similar to learning theories studied today.
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Active learning
Learning to learn
Inquiry based learning
SOCIAL THEORY Dewey’s view that democracy
should be infused in all aspects of life aligns with
today’s concerns about teaching to improve our
democratic society.
What are some weaknesses in
Dewey’s philosophy of education?
Does not articulate clearly or anticipate:
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How OCCUPATIONS will be misused as
“vocational education”.
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How broader educational aims get lost and activity
becomes an end in itself. (projects for what end?)
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How to make study of subject matter interdisciplinary, so
much more demanding and challenging to organize.
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How to create a highly trained teacher
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How to challenge the powerful social efficiency movement.
Knowing how to learn through inquiry is
necessary in the modern world.
What cannot anticipate the future.
Frame: Democracy
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Collective
or
Individual
Schools have SOCIAL OUTCOMES – by instilling
knowledge, teaching skills, AND reinforcing attitudes and
values – these influence students to live a certain kind of life.
So what kind of democratic society do schools prepare
students for? Are you satisfied?
Democratic life implies that individuals can remake the
social life to make it better, yet there is much concern about
the society remaining stable. These positions create a
tension.
Quotes
“only true education comes through the stimulation of the
child’s powers by the demands of the social situation”
“the child’s own instincts and powers furnish the material and
give the starting point for all education”
“The educational center of gravity has been too long in the
teacher, the textbook, anywhere and everywhere you please
except in the immediate instincts and activities of the child
himself.”
John Dewey