Devin Collins
Due: 11/15/12
Education 101
Reaction Paper #3
I thought chapter 6, “Philosophical Roots of Education” was one of the most
interesting parts of this section of the semester (Orstein, Levine & Gutek, 2011). I found
it interesting to learn about the different approaches to education theorists developed
from all over the world. I also found it very interesting that a lot of these philosophies
and the theorists behind them directly influenced the types of schools the world has
today. This became more evident in the group powerpoint presentations. So far, each
group has discussed how their school was established based on the foundation of
philosophies like idealism, realism, pragmatism, postmodernism, and existentialism
(Orstein, Levine & Gutek, 2011). Even further, these philosophies relate to theories such
as perennialism, essentialism, progressivism, and critical theory that influenced schools
today as well (Orstein, Levine & Gutek, 2011). Since I am so intrigued by the influence
past educational philosophies and theories have on schools today, I will explore two
progressive schools, Waldorf schools and Montessori schools, through their connection to
these philosophies and theories.
I was extremely surprised when I found out Waldorf schools did not use any
technology. I feel like in my generation especially, we were raised on how to use
technology in general and how to use technology to enhance our learning experiences. I
can’t imagine going to school without a computer especially. I mean imagine what
would we do for papers like this one or what would we do for our presentations if we
couldn’t use powerpoints? While I understand that computers can sometimes be
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distracting, I think learning how to use them in schools is actually very helpful to do
things faster, have better records of papers and assesments, and teach students skills for
the workforce.
How do Waldorf schools relate to the philosophies and theories? Since Waldorf
schools don’t use technology, they focus more on nature and art that coincides with the
philosophy of idealism, and the theory of perennialism (Orstein, Levine & Gutek, 2011).
Both of these put a high focus on the arts, creativity, and classic art and literature. The
idea of the imagination goes along with the connection of these two also, because to be
creative and artistic, one must use his/her imagination. Another trait of idealism that
Waldorf schools focus on through lessons on nature is the Socratic method (Orstein,
Levine & Gutek, 2011). This method focuses on the learner’s awareness of ideas by
having them ask leading questions (Orstein, Levine & Gutek, 2011). The idea of leading
questions connects Waldorf schools also to the philosophy of realism (Orstein, Levine &
Gutek, 2011). Realism embodies the ideals of object lessons and connections to nature,
both of which Waldorf schools stress (Orstein, Levine & Gutek, 2011).
Waldorf schools are considered to be less rigid schools because they promote a
non-discriminatory approach to learning. This is directly connected to post-modernism
(Orstein, Levine & Gutek, 2011). Waldorf schools try to eliminate inequalities within the
school through the post-modernist approach. Similarly to that, critical theory comes into
play here. Waldorf schools embody the influence of critical theory by evening out these
inequalities with well-planned groups (Orstein, Levine & Gutek, 2011).
Lastly, Waldorf schools are considered to be progressive schools. They use the
idea of progressivism, like Montessori schools, to focus on the needs of the student
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(Orstein, Levine & Gutek, 2011). Through group activities and projects, Waldorf schools
hope to center learning around the student, with the student being the focus of the
curriculum (Orstein, Levine & Gutek, 2011). They also teach the ideals of inquiry
learning through these group activities. Like Waldorf schools, Montessori schools also
are considered progressive schools.
What initially surprised me about Montessori schools was how the schools are so
focused around the students. I actually really like this because I think it is important for
schools to be more focused on the students, rather than things like state tests. This idea
directly relates Montessori schools to pragmatism (Orstein, Levine & Gutek, 2011).
Pragmatism is based around educating individuals based on their needs, using the
scientific method in the classroom, group work and solving problems, and the school
representing a community of learners (Orstein, Levine & Gutek, 2011). Pragmatism is
very closely tied to the theory of progressivism (Orstein, Levine & Gutek, 2011). Again,
the idea of progressivism touches upon children learning most successfully by actively
exploring their environment and constructing their own opinions based on their
experiences (Orstein, Levine & Gutek, 2011). Teachers at Montessori schools also
inhabit a very progressivist trait of developing sincere affection and interest towards their
students. Montessori schools differ from some of the more subject-based schools
because they have looser, student-based curriculums that are centered on the children’s
readiness and interests. Laslty, Montessori schools could be connected to the philosophy
of existentialism because existentialist teachers encourage students to question and
discuss their emotions, like Montessori teachers do (Orstein, Levine & Gutek, 2011).
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My high school experience was definitely more a subject-based school experience
than a student-based school experience (Orstein, Levine & Gutek, 2011). So
unfortunately, I did not get to experience anything like the Waldorf or Montessori
schools. While in a way I like the structure that my public high school provided for me
in terms of classes, I do wish that I could have a little more choice in my classes, instead
of just being put into a class. I got a little more choice than usual senior year in terms of
being able to take extra classes like econ, psychology and certain science electives, but I
still had to have certain grades to be allowed to take those classes. What I love about
college is that it is based around students taking classes that interest them. Although
there are some course requirements, I can still take pretty much whatever I want to take.
When I become a teacher, I hope I get the chance to work at a more progressive
school, so that I know what I am teaching the kids is something they are interested in. Or
if I do work at a public school that has a more rigid curriculum, maybe I could try to take
some steps to make it a little more progressive. I think it would be ideal to have a mix
between student-centered and subject-centered curriculum (Orstein, Levine & Gutek,
2011). It would also be ideal to have a school based off of a mix between realism, and
progressivism and pragmatism. That way there would be some structure for classes and
teachers in certain areas of education, but there would also be some opportunity for the
students to have the ability to choose some classes that interest them.
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Works Cited
Ornstein, A.C., Levine, D.U., & Gutek, G.L. (2011). Foundations of education. (11th
edition). Belmont, CA: Wadsworth
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