Knapp 1
Aaron Knapp
Educational Leadership 714
Cramer
Response Paper One
The Purpose of Education
Education has been an ever evolving phenomenon throughout time. Many
different educational philosophies have developed with different emphases on what
education is good for and what its purpose actually is. Rothstein and Jacobsen (2006)
state that traditionally, the “Founders” of the United States endorsement for public
education were “mostly political” (p. 267). According to the Founders, “learning to read
was less important than, and only a means toward, helping citizens make wise political
decisions,” and “history instruction was thought to teach students good judgment,
enabling them to learn from prior generations’ mistakes and successes and inspiring
them to develop such character traits as honesty, integrity, and compassion” (Rothstein
& Jacobsen, 2006, p. 267). Kober (2007) states that “In addition to preparing young
people for productive work and fulfilling lives, public education has also been expected
to accomplish certain collective missions aimed at promoting the common good” and
include “preparing youth to become responsible citizens, forging a common culture from
a nation of immigrants, and reducing inequalities in American society” (p. 1).
Additionally, Kober (2007) states that the public missions of public education are
characterized by six main themes that are “to provide universal access to free
education,” “to guarantee equal opportunities for all children,” “to unify a diverse
population,” “to prepare people for citizenship in a democratic society,” “to prepare
people to become economically self-sufficient,” and “to improve social conditions” (p. 7).
The six themes described by Kober are themes that still exist today. Even more so, the
themes of “to inform and educate those about technological advancement” and “to
prepare for a world and workforce that is considerably globalized” could also be
included, as well. The missions that Kober speaks of are ones that have been integral to
the advancement of a number of lower socioeconomic classes in the United States. By
providing universal access to free education and providing equal opportunities for all
children, the United States Education System has set students up for success in the
United States. However, there are certainly problems regarding these ideas, but in
theory, the aspects described have helped to advance many individuals that would
otherwise not readily have the chance to advance themselves. Furthermore, preparing
individuals for how to be effective citizens is another aspect that has helped to advance
the society of the United States and has continued to preach civic duty consistently.
One considerable aspect that has hurt the pk-12 education system in the United States
is that it is now seen as a stepping stone for college. It seems that students can no
longer bank on a free high school diploma as a means of advancement or a means to a
better life. Rather, advancement seems designed and reserved for those attend some
sort of post-secondary education.
Traditionally, post-secondary education institution, that being the Medieval
University, seemed to be designed towards advancing society through the advancement
and education of individuals, as “the universal Roman church, secular governments,
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and municipalities required educated priests, administrators, lawyers, physicians, and
clerks for business” as the universities were “clearly oriented toward teaching and the
learned professions” (Scott, 2006, p. 6). Years later, in the postmodern era, in does not
seem that a lot has essentially changed for the post-secondary education. While
education has changed for the varying occupations that are essential to the
advancement and enhancement of society, the mission and general ideal of the
institution seems to have remained the same. However, in the postmodern era,
“’information age’ and ‘knowledge society’ are terms used to describe this emerging
civilization,” with knowledge being the “basic resource of postcapitalist society” (Scott,
2006, p. 30). Additionally, the “university is the pivotal institution in the rapidly
globalizing, postmodern environment because it produces (research mission) and
transmits (teaching and public service missions) the bulk of society’s new information”
(Scott, 2006, p. 30). Indeed, the basic ideals of post-secondary education, including
research, teaching, and public/civic service, are still included in the post-secondary
institution mission, but aspects of it are drastically changing. The modern postsecondary institution is seen as the best catalyst of for societal change through the
advancement of knowledge and skills used in occupations essential and integral to this
very change. In addition to this, the post-secondary institution has provided the most
relevant knowledge and skills available occupations that for an increasingly globalized
world. Along with this concept, there is the belief that a “’postinstitutional’ society is
inevitable, as ‘thick’ medieval institutions such as the university, [will be] replaced by
‘thin’ modern or postmodern structures that resemble flexible, global networks.
Education will continue to be essential in the United States and throughout the
world, as it is a tool for individuals to seek personal and professional advancement
through a series of classes, courses, and the like, as well as a means of advancing the
larger society through the transformative content, themes, and ideas that are expressed
in public education. Education, historically and current, helps to progress individuals and
society by molding minds to be advocates for the themes that are demonstrated in
formal education and to constantly move society forward in a manner that is seemingly
productive and benign.
The Look and Feel of Education
Education, in both classrooms and offices, traditionally has a formal look to it, but
it appears as though this notion is shifting, changing, and adapting. It could be said that
learning used to be done solely by a group of individuals who would sit and listen to one
individual lecture about a particular topic. Learning and education in these environments
seems to be changing to individuals working cohesively with each other revolving
around a particular program and/or curriculum. Learning in these environments is not
always formal, as incidental learning happens in classrooms and offices often, but
curriculums and programs are both used to teach individuals in these environments
through a variety of ways, by both formal and informal education, as well as planned
and unplanned events and experiences that will help give more of a holistic experience
for all individuals. With the induction of technology to the education scene in the past 15
years, education could take a drastic change at the way it looks and feels, as it has
already changed quite extensively. No longer do individuals have to meet in a physical
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place to learn, with the internet creating a multitude of ways in which individuals can
convey information and knowledge to each other, through social media sites such as
Facebook and Twitter, through online forums and blogs, to video conferencing using
things such as Skype, the possibilities are endless. Education continues to advance and
expand its reaches past state and national borders to all parts of the world. The world
has become a smaller place due to technology, which has created many different
opportunities for individuals in pk-12 and higher education.
Currently, there are a number of educational philosophies that seem to be
displayed in classrooms and offices. As time progresses, it seems as though some
“new” philosophies may start to be demonstrated in both the classroom and the office.
The most prominent of these educational philosophies is that of progressivism.
Progressivists “center the curriculum around the experiences, interests, and abilities of
students,” as they believe that “people learn best from what they consider most relevant
to their lives” (Hobbs, 2011, p. 6). Additionally, “teachers plan lessons that arouse
curiosity and push the students to a higher level of knowledge,” with students learning
by doing (Hobbs, 2011, p. 6). This philosophy of education has begun to be displayed in
classrooms and offices more recently, as educational leaders and administrators strive
to provide a holistic experience of education for students through this very philosophy.
In addition to the Progressivist philosophy, the philosophy of existentialism seems to be
very prevalent in today’s classrooms and offices. The idea of “helping [workers and]
students understand and appreciate themselves as unique individuals who accept
responsibility for their thoughts, feelings, and actions” is one that is being explored more
and more (Hobbs, 2011, p. 8). Under the ideas of this philosophy of education, the
humanities are given “tremendous emphasis,” as they are a “means of providing
[workers and] students with vicarious experiences that will help unleash their own
creativity and self-expression” (Hobbs, 2011, p. 9). Both educational institutions and
companies have employed these ideas abundantly more in the last decade as a means
of helping individuals understand themselves and also as a means of helping cultivate a
culture of creativity that will help to benefit the individual and institution/company,
respectfully. The last (but certainly not least) educational philosophy is that of
reconstruction. The belief of the reconstructionist is that “everything in the world is
relative and that human beings process that world in order to understand and change it”
(Hobbs, 2011, p. 9). Reconstructionists are viewed as social activists, conveying the
idea or belief that “it is the responsibility of the school [or workplace] to provide [these
individuals] with the tools that will enable them to transform the contemporary world”
(Hobbs, 2011, p. 9). This educational philosophy has become increasingly prominent in
both the classroom and the workplace, with institutions and companies striving to make
a bigger difference in larger society by pushing social agendas, and as quoted, giving
individuals the tools to make these changes necessary. These educational philosophies
are the most prevalent in this day and age and seem to be picking up steam, becoming
more integral to the mission and/or vision of both the classroom and the office.
Extra Inclusions of Education
Education should be transformative for the individual who is engaged in a
particular program and/or curriculum. Using the educational philosophy of
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progressivism, which believes that “people learn best from what they consider most
relevant to their lives” and that the curriculum centers around “experiences, interests,
and abilities of students,” and the educational philosophy of reconstruction, which
believes that “that the world is relative and that human beings process that world in
order to understand and change it,” a number of extras should be included in the
educational curriculum that holistically help the individual to become well rounded
(Hobbs, 2011, p. 6 &9). A number of different practical experiences, clubs, and
volunteer services that are relatable to specific students should all be included in the
curriculum to help students gain the best understanding that they can about the very
world they live in to not only understand and determine that it is indeed relevant to them,
but also so that students can help make progress in these practical experiences, clubs,
and volunteer services in order to enhance the world. As a graduate assistant for the
Reading Education Department, I have seen a number of students spend time doing
“volunteer” activities for the Imagination Library program at the Oshkosh Public Library.
In addition to this, I have personally witnessed a number of students spend time outside
of class in volunteer opportunities throughout the city of Oshkosh, may it be in a formal
setting, like a classroom, or a more informal setting, such as that of an education
program or conference being displayed on campus. Regarding my work at the Office of
Graduate Studies, I have been given a multitude of different activities that have helped
shape me into a well-rounded individual. Coupled with my experience in the Educational
Leadership program, my time in the Office of Graduate Studies has given me the
chance to gain valuable insight into the concepts and ideas of student recruitment,
marketing, and program development. While these have been extremely beneficial
experiences for me, I believe that there can and should be additional formal
experiences that will help students to develop themselves extensively and give students
a holistic experience. These experiences could include a variety of clubs, internships,
and volunteer opportunities that revolve around specific content areas. These areas
would include globalization, professional development, civic engagement, and
technological advancement. While there would be a number of different opportunities
that could satisfy each one of these categories, students would be required to have
membership in each of these groups. The main purpose of this concept is to help each
student gain better understanding regarding each of these areas to make them more
ready for the eventual workplace and more understanding of the world around them.
Students would be better prepared to address all of these areas in the future and would
be advancing themselves so they are more competitive for the job market and
analytical, knowledgeable, and savvy regarding these areas. Depending on what the
student is in, one globalization club, internship, or opportunity, for example, may be
different than another, but the concept of globalization would still be integrated within
the club, internship, or volunteer opportunity to give a student real life experience about
the concept of globalization. It would absolutely essential that students engage in a
globalization, professional development, civic engagement, and technological
advancement area in one way, shape, or fashion. For example, each area wouldn’t
necessarily have to be addressed by having a specific internship. Rather, it seems more
beneficial to have the four areas discussed satisfied by a combination of club
memberships, internships, and volunteer opportunities. These experiences are crucial
for all students, as they allow students to apply theoretical framework and
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understanding to practical situations. The practical experiences could include a number
of new, progressive ideas and offerings that help students get acquainted with these
transformative beliefs and style, such as new ways of doing things, progressive
workforce ideas, and a variety of new technologies that can enhance the message and
belief of not only the student, but by extension, the very curriculum and/or program he
or she is engaged in. By doing this, a holistic program/curriculum can be developed for
each student which will truly give students the most out of their education.
Curriculum Definitions
There are many different curriculums that can be described and defined. Some of
them include the written curriculum, planned curriculum, experienced curriculum,
mastery curriculum, team planned curriculum, organic curriculum, and student
determined curriculum. The written curriculum is the curriculum that is written for
specific individuals as what should and needs to be taught to individuals. It can be
looked at as the broad themes, concepts, and ideas that should be conveyed. The
planned curriculum, on the other hand, is the written curriculum narrowed down that
gets into more specifics of the written curriculum. An example of these could be that a
teacher might be teaching the idea of volleyball, which is part of the written curriculum
and a very broad sport to cover, while the planned curriculum has designated spots to
center around bumping and spiking, more specific ideas. The experienced curriculum is
what students take in while they are in a learner situation and/or environment. The
mastery curriculum is the very basics that someone needs to know. The team planned
curriculum is structured and designed around enriching the lives of individuals through
knowledge that is good to know, but not necessary. Organic curriculum is something
that everyone needs to know but the learning just happens. Student determined
curriculum is information that is not necessarily needed, but again, very nice to know
and is focused on what students find as important.
Personal Beliefs on Education
My personal beliefs on the matter of what education is good for revolves around
the ideas of progressivism and reconstruction education philosophies. I believe that
education is used to transform individuals not only at the personal and professional
level, but to help mold individuals into good citizens that can contribute to society in
manner that is benign and forward-looking, creating individuals that are advocates for
populations who may not be able to represent themselves and constantly changing the
system to be more fair and just for all those who are situated and affected by it.
Education is meant to empower individuals and give them the means and knowledge
needed to make education decisions and changes that will positively and profoundly
impact all of those in society. Generally, the mood in the classrooms and work
environment that I have the privilege of being situated in, have very positive vibes that
allow for new, progressive thoughts to be elicited and conveyed with a mindset of
always making positive progress that will affect the very institution, and by extension,
society that we live in. My personal beliefs and philosophy are the very foundation and
structure that help me to constantly look forward in both the classroom and my work
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environment to make beneficial, progressive decisions that will affect the institution and
society in a benign manner.
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References
Hobbs, S. F. (2011). Introduction to educational philosophy. Retrieved from
http://www.msubillings.edu/COEFaculty/Hobbs/Perspectives.htm
Kober, N. (2007). Why we still need public schools: Public education for the common
good. 1-18.
Rothstein, R., & Jacobsen, R. (2006, December). The goals of education. Phi Delta
Kappan, 88(4), 264-272.
Scott, J. C. (2006). The mission of the university: Medieval to postmodern
transformations. The Journal of Higher Education, 77(1), 2-39.