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Freire (Social Reconstruction) (The "Banking" Concept (Why It Is…

- - - - Bruner
        
        o “To instill such attitudes by teaching requires something more than the mere presentation of fundamental ideas (Bruner, 1977, p. 20).”
        
        We remember a formula, a vivid detail that carries the meaning of an event, an average that stands for a range of events, a caricature or picture that preserves an essence-all of them techniques of condensation and representation. (Bruner, 1960,24-25)
        
        “Learning in school undoubtedly creates skills of a kind that transfers to activities encountered later, either in school or after.”
        
        Indeed, it may well be that there are certain general attitudes or approaches toward science or literature that can be taught in the earlier grades that would have considerable relevance for later learning. (Bruner, 1960,27)
        
        • “We remember a formula, a vivid detail that carries the meaning of an event, an average that stands for a range of events, a caricature or picture that preserves an essence-all of them techniques of condensation and representation (Bruner, 1977, p. 25).”
        
        “It is simple enough to proclaim, of course, that school curricula and methods of teaching should be geared to the teaching of fundamental ideas in whatever subject is being taught. But as soon as one makes such a statement a host of problems arise, many of which can be solved only with the aid of considerably more research. We turn to some of these now.”
        
        There are many problems of how to teach general principles in a way that will be both effective and interesting, and several of the key issues have been passed in review. What is abundantly clear is that much work remains to be done by way of examining currently effective practices, fashioning curricula that may be tried out on an experimental basis and carrying out the kinds of research that can give support and guidance to the general effort at improving teaching. (Bruner, 1960,32)
        
        “In essence, it consists of learning initially not a skill but a general idea, which can then be used as a basis for recognizing subsequent problems as special cases of the idea originally mastered. This type of transfer is at the heart of the educational process-the continual broadening and deepening of knowledge in terms of basic and general ideas.”
        
        • “Designing curricula in a way that reflects the basic structure of a field of knowledge requires the most fundamental understanding of that field (Bruner, 1977, p. 32).”
        
        That is to say, in order for a person to be able to recognize the applicability or inapplicability of an idea to a new situation and to broaden his learning thereby, he must have clearly in mind the general nature of the phenomenon with which he is dealing. (Bruner, 1960,18)
        
        It is that the best minds in any particular discipline must be put to work on the task. The decision as to what should be taught in American history to elementary school children or what should be taught in arithmetic is a decision that can best be reached with the aid of those with a high degree of vision and competence in each of these fields. (Bruner, 1960,19)
        
        “Just what it takes to bring off such teaching is something on which a great deal of research is needed, but it would seem that an important ingredient is a sense of excitement about discovery-discovery of regularities of previously unrecognized relations and similarities between ideas, with a resulting sense of self-confidence in one's abilities.”
        
        “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. Detailed material is conserved in memory by the use of simplified ways of representing it. These simplified representations have what may be called a "regenerative" character.”
        
        5 Educational Foundations and Teaching Philosophies
        
        Adler
        
        Two Essays on Docility
        
        Docility and Authority
        
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        Docility and HIstory
        
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        Invitation to the pain of learning
        
        “One of the reasons why the education given by our schools is so frothy and vapid is that the American people generally—the parent even more than the teacher—wish childhood to be unspoiled by pain" (Adler, 1989, p.34).
        
        “Those who do not enter the professions find out what working at anything really means only when they start to earn a living—that is, if four years of college has not softened them to the point which makes them unemployable.” (Adler, 1989, p.34)
        
        “Anyone who has done any thinking, even a little bit, knows that it is painful. It is hard work—in fact the very hardest that human beings are ever called upon to do. It is fatiguing, not refreshing.” (Adler, 1989, p.35)
        
        “Teachers of every sort can help, but they can only help in the process of learning that must be dominated at every moment by the activity of the learner. And the fundamental activity that is involved in every kind of genuine learning is intellectual activity, the activity generally known as thinking.” (Adler, 1989, p.35)
        
        "Any learning which takes place without thinking is necessarily of the sort I have called external and additive—learning passively acquired, for which the common name is "information." Without thinking, the kind of learning which transforms a mind, gives it new insights, enlightens it, deepens understanding, elevates the spirit simply cannot occur” (Adler, 1989, p.35).
- - - - What Education Is
        
        “In sum, I believe that the individual who is to be educated is a social individual and that society is an organic union of individuals.” (Dewey 1897, p3)
        
        “I believe that the only true education comes through the stimulation of the child's powers by the demands of the social situations in which he finds himself.” (Dewey 1897, p1)
        
        “I believe that all education proceeds by the participation of the individual in the social consciousness of the race.” (Dewey 1897, p1)
        “The most formal and technical education in the world cannot safely depart from this general process. It can only organize it; or differentiate it in some particular direction.” (Dewey 1897, p1)
      - The school and social progress
        
        “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.” (Dewey 1897, pg. 11)
      - The Nature of Method
      - The subject-matter of education
        
        “I believe, therefore, that the true centre of correlation of the school subjects is not science, nor literature, nor history, nor geography, but the child's own social activities.” (Dewey 1897, p5)
    - - 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 1897, p3)
      - “The teacher is not in the school to impose certain ideas or to form certain habits in the child, but is there as a member of the community to select the influences which shall affect the child and to assist him in properly responding to these influences.” (Dewey 1897, p5)
        
        “I believe that the teacher's business is simply to determine on the basis of larger experience and riper wisdom, how the discipline of life shall come to the child.’ (Dewey 1897, p5)
        
        “Examinations are of use only so far as they test the child's fitness for social life and reveal the place in which he can be of most service and where he can receive the most help.” (Dewey 1897, p5)