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Bruner- The Importance of Structure (Fundamentals (“Mastery of the…

- - - - Banking Theory
        
        “Education thus becomes an act of depositing, in which the students are the depositories and the teacher is the depositor. Instead of communicating, the teacher issues communiques and makes de- posits which the students patiently receive, memorize, and repeat.” (Freire, pg.72)
        
        fails to acknowledge men and women as historical beings
        
        “Banking education treats students as objects of assistance; problem-posing education makes them critical thinkers. Banking education inhibits creativity and domesticates (although it cannot completely destroy) the intentionality of consciousness by isolating consciousness from the world, thereby denying people their ontological and historical vocation of becoming more fully human.” (Freire, 2005, p. 83-84)
        
        This form of education is dehumanizing in a sense
        
        “The educated individual is the adapted person, because she or he is better "fit" for the world.” (Freire, 2005, p. 76)
        
        An educated individual is one that is able to adjust to their surroundings and events that are occurring during their lifetime. The way in which this happens will depend upon how one’s teacher chooses to organize the information that the student will learn and what they will learn. The better the teacher is at his or her job, the more a student will be prepared to “fit” into their environment as they are equipped with knowledge.
        
        Focuses on more on mythicizing reality and concealing certain facts as to why humans exist in the world.
        
        “banking education maintains and even stimulates the contradiction through the following attitudes and practices, which mirror oppressive society as a whole:
        
        (a) the teacher teaches and the students are taught;
        
        (b) the teacher knows everything and the students know nothing;
        
        (c) the teacher thinks and the students are thought about;
        
        (d) the teacher talks and the students listen—meekly;
        
        (e) the teacher disciplines and the students are disciplined;
        
        (f) the teacher chooses and enforces his choice, and the students comply;
        
        (g) the teacher acts and the students have the illusion of acting through the action of the teacher;
        
        (h) the teacher chooses the program content, and the students (who were not consulted) adapt to it;
        
        (i) the teacher confuses the authority of knowledge with his or her own professional authority, which she and he sets in opposition to the freedom of the students;
        
        (j) the teacher is the Subject of the learning process, while the pupils are mere objects.” (Freire, 2005, p. 73)
        
        Banking education inhibits creativity and domesticates (although it cannot completely destroy) the intentionality of consciousness by isolating consciousness from the world, thereby denying people their ontological and historical vocation of becoming more fully human. (Freire, 2005, p. 83-84)
      - Goals
        
        They wanted to make the relationship between students more equal to one another and not authoritative by explaining how the teachers are both teachers and learners and so are the students
      - Problem-Posing
        
        Problem-posing education bases itself on creativity and stimulates true reflection and action upon reality, thereby responding to the vocation of persons as beings who are authentic only when engaged in inquiry and creative transformation. (Freire, 2005, p. 84)
        
        "Problem-posing" education, responding to the essence of consciousness—intentionality—rejects communiques and embodies communication.” (Freire, pg.79)
        
        The role of the problem-posing educator is to create; together with the students, the conditions under which knowledge at the level of the doxa is superseded by true knowledge, at the level of the logos. (Freire, 2005, p. 81)
        
        “Problem-posing education, as a humanist and liberating praxis, posits as fundamental that the people subjected to domination must fight for their emancipation.” (Freire, pg.86)
        
        take the people's historicity as their starting point
        
        Connects to Kostylo with this because of idealistic and realistic in that article. With this they want students to see real world things and see how they can implement this in their real life and use it in the real world further than just schooling
        
        There is a focus on adapting to society as it changes and using applicable knowledge in the real world that holds meaning for the student
- - - - Kostylo & Teaching
        Philosophies
        
        “In order to summarize the basic assumptions of progressivism, one must say that its purpose is to prepare people to develop in themselves a feature of continuous rational adjustment to the social environment that surrounds them.” (Kostylo, 2014, p.27)
        
        “progressivism situates itself, along with reconstructionism, definitely on the side of change and emancipation, and not of adaptation and adjustment, where perennialism and essentialism can be found.” (Kostylo, 2014, p.27)
        
        Four philosophies of education distinguished by the American author Theodore Brameld, i.e. perenializm, essentialism, progressivism and reconstructionism, are a subject of an analysis.
        
        "Taking into consideration Brameld's division of all educational concepts into four groups, progressivism is undoubtedly the philosophy which is the best-known and most accurately recognized, even by persons not professionally engaged in pedagogy.” (Kostylo, 2014, p.27)
      - The School and Social Progress
        
        I believe that with the growth of psychological science, giving added insight into individual structure and laws of growth; and with growth of social science, adding to our knowledge of the right organization of individuals, all scientific resources can be utilized for the purposes of education. (Dewey, J. 1897, p. 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, J. 1897, p. 11)
        
        “it is the business of every one interested in education to insist upon the school as the primary and most effective instrument of social progress and reform in order that society may be awakened to realize what the school stands for, and aroused to the necessity of endowing the educator with sufficient equipment properly to perform his task.” (Dewey, 1897, p. 86)
        
        • I believe that when society once recognizes the possibilities in this direction, and the obligations which these possibilities impose, it is impossible to conceive of the resources of time, attention, and money which will be put at the disposal of the educator. (Dewey, J. 1897, p. 10)
        
        ”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. Page 11
      - What Education Is
        
        • 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 use of all his capacities; that his eye and ear and hand may be tools ready to command, that his judgment may be capable of grasping the conditions under which it has to work, and the executive forces be trained to act economically and efficiently. (Dewey, J. 1897, p. 3)
        
        “I believe that all education proceeds by the participation of the individual in the social consciousness of the race. This process begins unconsciously almost at birth, and is continually shaping the individual's powers, saturating his consciousness, forming his habits, training his ideas, and arousing his feelings and emotions. Through this unconscious education the individual gradually comes to share in the intellectual and moral resources which humanity has succeeded in getting together.” (Dewey, 1897, p.1)
        
        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, J. 1897, p. 1)
      - The Nature of Method
        
        “I believe that the question of method is ultimately reducible to the question of the order of development of the child's powers and interests.” (Dewey, 1897, p.7)
        
        “I believe that much of the time and attention now given to the preparation and presentation of lessons might be more wisely and profitably expended in training the child's power of imagery and in seeing to it that he was continually forming definite…” (Dewey, 1897, p.8)
        
        “I believe that if nine-tenths of the energy at present directed towards making the child learn certain things, were spent in seeing to it that the child was forming proper images, the work of instruction would be indefinitely facilitated.” (Dewey, 1897, p.8)
        
        “I believe that the emotions are the reflex of actions” page 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. (Dewey, J. 1897, p. 9)
      - The Subject-Matter of Education
        
        “I believe once more that history is of educative value in so far as it presents phases of social life and growth. It must be controlled by reference to social life. When taken simply as history it is thrown into the distant past and becomes dead and inert. Taken as the record of man's social life and progress it becomes full of meaning. I believe, however, that it cannot be so taken excepting as the child is also introduced directly into social life.” Pg.6
        
        “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.” Pg. 7
        
        "I believe that they are not special studies which are to be introduced over and above a lot of others in the way of relaxation or relief, or as additional accomplishments. I believe rather that they represent, as types, fundamental forms of social activity; and that it is possible and desirable that the child's introduction into the more formal subjects of the curriculum be through the medium of these activities. (Dewey, 1897, p. 6).
        
        "If education is life, all life has, from the outset, a scientific aspect; an aspect of art and culture and an aspect of communication. It cannot, therefore, be true that the proper studies for one grade are mere reading and writing, and that at a later grade, reading, or literature, or science, may be introduced" (Democratic, 1897, p. 7).
        
        "I believe, therefore, that the true centre of correlation of the school subjects" (Dewey, 1897, p. 5).
      - What the School Is
        
        • Existing life is so complex that the child cannot be brought into contact with it without either confusion or distraction; he is either overwhelmed by multiplicity of activities which are going on, so that he loses his own power of orderly reaction, or he is so stimulated by these various activities that his powers are prematurely called into play and he becomes either unduly specialized or else disintegrated. (Dewey, J. 1897, p. 3-4)
        
        “I believe that education, therefore, is a process of living and not a preparation for future living.” (Dewey, 1897, p.3)
        
        “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, 1897, p.3)
        
        • The value of these is conceived as lying largely in the remote future; the child must do these things for the sake of something else he is to do; they are mere preparation. As a result, they do not become a part of the life experience of the child and so are not truly educative. (Dewey, J. 1897, p. 4)
- - - - “What learning general or fundamental principles does is to ensure that memory loss will not mean total loss, that what remains will permit us to reconstruct the details when needed.” (Bruner, 1977, p.25)
        
        progressivism (Chase)
        
        What Education is
        
        I believe that all education proceeds by the participation of the individual in the social consciousness of the race. This process begins unconsciously almost at birth, and is continually shaping the individual's powers, saturating his consciousness, forming his habits, training his ideas, and arousing his feelings and emotions.
        
        Dewey says student participation is key to the development of children's social consciousness.
        
        Through this unconscious education the individual gradually comes to share in the intellectual and moral resources which humanity has succeeded in getting together. He becomes an inheritor of the funded capital of civilization. The most formal and technical education in the world cannot safely depart from this general process. “
        
        When children gradually come to share moral and intellectual resources they gain capital.
        
        The subject matter of education
        
        I believe once more that history is of educative value in so far as it presents phases of social life and growth. It must be controlled by reference to social life. When taken simply as history it is thrown into the distant past and becomes dead and inert. Taken as the record of man's social life and progress it becomes full of meaning. I believe, however, that it cannot be so taken excepting as the child is also introduced directly into social life.( Dewey pg.6)
        
        Dewey says to add more meaning behind the history of educative value. such as taking a look at the records of a mans social life and progress
        
        Dewey thinks the history of educative value shows the different phases of how these children grow in their social life.
        
        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.
        
        I think its a good idea that Dewey supports the children in sharing their experiences and growing and using their different types of powers for their social needs.
        
        I somewhat agree with Dewey that schools are/ should be very focused on becoming more of a social institution.
        
        The nature of method
        
        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.”
        
        What Dewey is saying here is that once children begin to notice interests and symptoms of their growing power, the children need to be constantly and carefully observed by the educator.
- - - - “Various teachers and scientists have raised the question whether these basic ideas should not be "isolated," so to speak, and taught more explicitly in a manner that frees them from specific areas of science.” (Bruner, 1977, p. 26).
- - - - Cultural history is an effort to reach a decision about the singular mind of a particular man in terms of such contingent and inadequate data (Adler, 1989, pg.31)
      - The living teacher must not only be a disciplinarian of the liberal arts: he must also argue for the truths against the errors that he himself has found, or finds in the books he reads with his students. (Adler, 1989, pg.30)
      - We are supposed to learn from our ancestors and the mistakes they made.
      - “The modern student should be able to attain a greater docility precisely because he has better historical perspective and orientation.”
    - - Teachers must docile, but also maintain their status as the authority
      - • “There is also an element of gratitude in docility, responsive to the charity of teaching; and an element of humility, because through docility we are rightly ordered to our superiors. We cannot be instructed by our peers, or at least not in the respects in which there is peerage or equality in knowledge. Unless the teacher has an authority which comes from greater knowledge or skill, he cannot justly be our master, nor need we be docile as his students.” (Adler, 1995, p. 24)
      - Docility is grouped in virtues annexed to justice. It also consists of explaining to teachers what their duty is as educators.
        
        "As we owe piety to God as the source of our being, and to our parents as the source of our becoming, so docility is a kind of piety toward teachers as among the sources of our learning. There is also an element of gratitude in docility, responsive to the charity of teaching; and an element of humility because through docility we are rightly ordered to our superiors." Page 24
        
        "The need for docility arises from the supposition that a student lacks knowledge or the skill to get it and that a teacher, having what the student lacks, can help him. Although the student must never accept what the teacher says simply because he says it, neither can he reject it on that ground. In the field of natural knowledge, the student must ultimately make up his own mind in the light of natural reason, but until he is able to do that finally he should try to get all the help he can from those who offer to teach him." Page 25
    - - “In one view, education is something externally added to a person, as his clothing and other accoutrements.”(Alder, 1989, pg. 35)
      - “Most college students get their first taste of studying as really hard work, requiring mental strain and continual labor, only when they enter law school or medical school.”(Alder, 1989, pg. 34)
      - “In the other view, education is an interior transformation of a person's mind and character.”(Alder, 1989, pg. 35)
      - “To make boys and girls, or men and women, think—and through thinking really undergo the transformation of learning—educational agencies of every sort must work against the grain, not with it.”(Alder, 1989, pg. 35)