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Educational Foundations & Teaching Philosophies (Perennialism…

- - - - "The superior purpose of this education is to liberate in a person his rational I, to bring him to the maximum potential of his freedom" (Kostylo 2014, p. 24)
        
        CONNECTION: Perennialism is focused on teaching, while Progressivism is focused on active learning.
- - - - “Values in progressivism, unlike their understanding in the previous two currents, are recognized as dynamic, temporary and changeable” (Kostylo, 2014, p. 27).
        
        Dewey, J. (1897). My pedagogic creed. Pp. 1-11
        
        What The School Is
        
        “I believe that the school is primarily a social institution. Education being a social process, the school is simply that form of community life in which all those agencies are concentrated that will be most effective in bringing the child to share in the inherited resources of the race, and to use his own powers for social ends” (Dewey, p. 79)
        
        “I believe that education, therefore, is a process of living and not a preparation for future living” (Dewey, p. 79) Dissatisfaction: This actually is satisfaction item because I think that education is something that is apart of life. Education is something that we carry with us each and everyday we are learning. It should not be just categorized or portrayed as preparation for future living.
        
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        The Subject Matter of Education
        
        " I believe finally, that education must be conceived as a continuing reconstruction of experience; that the process and the goal of education are one and the same thing (Dewey, 1897, p. 7).
        
        " I believe accordingly that the primary basis of education is in the child's powers at work along the same general constructive lines as those which have brought civilization into being (Dewey, 1897, p. 6).
        
        " I believe that the subject-matter of the school curriculum should mark a gradual differentiation out of the primitive unconscious unity of social life (Dewey, 1897, p. 5). Fruitfulness: This makes me think differently because I believe in democratic equality and public schooling but under democratic equality everyone is given the same opportunities and taught under the same curriculum without regard to their own culture and instincts.
        
        " I believe that we violate the child's nature and render difficult the best ethical results, by introducing the child too abruptly to a number of special studies, of reading, writing, geography, etc., out of relation to this social life (Dewey, 1897, p. 5).
        
        What Education Is
        
        "Education therefore must begin with a psychological insight into the child's capacities, interests, and habits." (Dewey 1897 p.3) Intelligibility: This makes sense because we should be teaching children by accommodating to their culture and not ignore or dismiss their own instincts, backgrounds, and beliefs. *
        
        "To prepare him for the future life means to give him command of himself; it means so to train him that he will have the full and ready to use of all capacities; that his eye and ear and hand may be tools ready to command, that his judgement may be capable of grasping the conditions under which it has to work, and the executive forces to be trained to act economically efficiently." (Dewey 1897 p.2)
        
        "I believe that this educational process has two sides - one psychological and one sociological; and that neither can be subordinated to the other or neglected without evil results following (Dewey, 1897, p. 1).
        
        The Nature Of Method
        
        “1. I believe that the active side precedes the passive in the development of the child nature; that expression comes before conscious impression; that the muscular development precedes the sensory; that movements come before conscious sensations; I believe that consciousness is essentially motor or impulsive; that conscious states tend to project themselves in action (p. 7-8).”
        
        “2. I believe that the image is the great instrument of instruction. What a child gets out of any subject presented to him is simply the images which he himself forms with regard to it (p. 8).”
        
        “3. I believe that interests are the signs and symptoms of growing power. I believe that they represent dawning capacities. Accordingly the constant and careful observation of interests is of the utmost importance for the educator (p. 8).”
        
        “4. I believe that the emotions are the reflex of actions (p. 9).”
        
        “I believe that to endeavor to stimulate or arouse the emotions apart from their corresponding activities, is to introduce an unhealthy and morbid state of mind (p. 9).”
        
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        CONNECTION: Both essentialism and progressivism are competing philosophies in schooling and education today.
        
        CONNECTION: The curriculum is composed of the same ideas. The three R's: Reading, Writing, Arithmetic
        
        The School and Social Progress
        
        a. “I believe that every teacher should realize the dignity of his calling; that he is a social servant set apart for the maintenance of proper social order and the securing of the right social growth. I believe that in this way the teacher always is the prophet of the true God and the usherer in of the true kingdom of God.” (Dewey, 1897, 11).
        
        • “I believe, finally, that the teacher is engaged, not simply in the training of individuals, but in the formation of the proper social life.” (Dewey, 1897, 11).
        
        a. “I believe that this conception has due regard for both the individualistic and socialistic ideals. It is duly individual because it recognizes the formation of a certain character as the only genuine basis of right living. It is socialistic because it recognizes that this right character is not to be formed by merely individual precept, example, or exhortation, but rather by the influence of a certain form of institutional or community life upon the individual, and that the social organism through the school, as its organ, may determine ethical results.” (Dewey, 1897, 10).
- - - - “A second way in which earlier learning renders later performance more efficient is through what is conveniently called nonspecific transfer or, more accurately, the transfer of principles and attitudes” (Bruner, 1977, p. 17).
      - "One is through its specific applicability to tasks that are highly similar to those we originally learned to perform” (Bruner, 1977, p. 17).
    - - “The first is that understanding fundamentals makes a subject more comprehensible.” (Bruner, 1977, p. 23)
      - “The second point relates to human memory. Perhaps the most basic thing that can be said about human memory, after a century of intensive research, is that unless detail is placed into a structured pattern, it is rapidly forgotten.” (Bruner, 1977, p. 24)
      - “Third, an understanding of fundamental principles and ideas, as noted earlier, appears to be the main road to adequate "transfer of training." To understand something as a specific instance of a more general case-which is what understanding a more fundamental principle or structure means-is to have learned not only a specific thing but also a model for understanding other things like it that one may encounter.” (Bruner, 1977, p. 25)
      - CONNECTION: Despite both systems "working", both are searching for changes to the program.
      - “The fourth claim for emphasis on structure and principles in teaching is that by constantly reexamining material taught in elementary and secondary schools for its fundamental character, one is able to narrow the gap between "advanced" knowledge and "elementary" knowledge” (Bruner, 1977, p. 25-26)