“A progressivist school is an institution different from a traditional school, because all experience is the subject of curricula in progressivism. Curricula are of a laboratory nature, constantly open to experimentation, and therefore, fairly unstable and unpredictable. But their function is to stimulate interest and the effective use of thinking” (27).

“Reconstruction of societies is a cure for a diagnosed crisis. Brameld believed that it is possible through proper education. Its first goal should be to convince the members of society of the need to take action for social change. Reconstructionism assumes a possibility of effective change.” (Kostylo, 2014, 28)

“Effective cultural change through education is possible only while observing democratic procedures” (27).

“Reconstructionism does not propose any final goal to achieve, nor does it impose any specific solutions to the problems recognized” (29).

"Perennialism focuses the hope for proper educations and, indeed, also for a healthy culture in returning to the idea of the MIddle Ages, to the eternal principles of truth, good and beauty" (Kostylo, 2014, p.24).

Social reconstructionism- “a philosophy that emphasizes the addressing of social questions and a quest to create a better society and worldwide democracy. Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education” (Cohen).

“Oppression—overwhelming control—is necrophilic; it is nourished by love of death, not life. The banking concept of education, which serves the interests of oppression, is also necrophilic. Based on a mechanistic, static, naturalistic, spatialized view of consciousness, it transforms students into receiving objects.” (Freire, 77, 2005)

"Narration (with the teacher as narrator) leads the students to memorize mechanically the narrated content” (71-72).

“The teacher cannot think for her students, nor can she impose her thought on them” (77).

“In sum: banking theory and practice, as immobilizing and fixating forces, fail to acknowledge men and women as historical beings; problem-posing theory and practice take the peoples historicity as their starting point” (84).

the view that all children should be taught on traditional lines the ideas and methods regarded as essential to the prevalent culture.

Students can only receive an education. The educator is the depositor and they deposit the information to the students.

“A characteristic feature of the philosophy of perennialism, which is fully revealed in school curricula at primary and secondary levels, is the assumption that the period of education is just a preparation for future life and maturation” (Kostylo, 2014, pp. 24).

believe that one should teach the things that are of everlasting pertinence to all people everywhere, and that the emphasis should be on principles, not facts.

the support for or advocacy of improvement of society by reform

Cultural Transmission: the process of learning new information through socialization and engagement with those around you

"Authentic thinking, thinking that is concerned about reality, does not take place in ivory tower isolation, but only in communication. If it is true that thought has meaning only when generated by action upon the world, the subordination of students to teachers becomes impossible.” (Freire, 2005, p. 77)