Please enable JavaScript.

Coggle requires JavaScript to display documents.

KOSTYLO (BRUNER ESSENTIALISM (Four General Claims for teaching fundamental…

- - - - Books were the "Great Teachers"
        
        • “The living teachers—the local embodiments of learning—are seldom the great teachers. The great teachers are usually dead, though, in another sense, they are eminently alive for us as teachers through their books. Books are instruments of instruction, and obviously call for docility in those who would learn from them, as much as living teachers do” (Adler, 1941, p.25).
  - - - “Docility is the virtue which regulates a man's will with respect to learning from a teacher.” (Adler, 1989, p. 24)
    - - 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.
  - - - “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)
    - - Talked about how technology helped to soften and distract us from the education system. “It may be that the radio and television cannot be expected to take a sounder view of education and to undertake more substantial programs than now prevail among the country's official leaders in education—the heads of our school system, of our colleges, of our adult education associations"
        
        also talked about how technology could be used to help the education system by using as a tool to learn
- - - - Curriculum Study have indeed been enlisting the aid of eminent men in their various fields, doing so by means of summer projects, supplemented in pan by year-long leaves of absence for certain key people involved. They have been aided in these projects by outstanding elementary and secondary school teachers and, for special purposes, by professional writers, filmmakers, designers, and others required in such a complex enterprise. “ (Bruner, 2009, p.19-20).
  - - - Learning in school creates skills of a kind that transfers to activities encountered later, either in school or after
    - - "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." (p.17).
  - - - “The first is that understanding fundamentals makes a subject more comprehensible. This is true not only in physics and mathematics, where we have principally illustrated the point, but equally in the social studies and literature." (Bruner, 1960, 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. Detailed material is conserved in memory by the use of simplified ways of representing it. These simplified representations have what may be called a "re- generative" character.” (Bruner, 1960, p. 24).
    - - Attitude
        
        “As for "attitude" teaching or even the teaching of heuristic in mathematics, the argument runs that if the learner becomes too aware of his own attitudes or approach, he may become mechanical or trick-oriented in his work." (Bruner, 2009, p.29).
    - - “Third, an understanding of fundamental principles and ideas, as noted earlier, appears to be the main road to adequate "transfer of training." To understand some- thing 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, 1960, p. 25).
    - - “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, 1960, p. 25-26).
- - - - “In order to be able to function in a democratic society, people must have knowledge, skills and social competences. They need to learn appropriate behaviour assimilate standards, adapt to procedures, and recognize the primacy of the universal law over particularistic morality” (Kostylo, 2014, pp. 21-22).
    - - “The essence of essentialism is to strive to maintain the legacy of past cultural patterns” (Kostyło, 2014, p. 25).
        
        “However, the adopted assumptions of this model make the understanding of democracy inflexible and closed” (Kostyło, 2014, p. 26).
    - - “Perennialists recognize as the main purpose of education today the training of intellectual leaders, who would be equipped with such developed intuitive abilities that would allow fundamental and eternal principles to be recognized” (Kostyło, 2014, p. 24).
        
        “The ultimate point of thinking is full intuition, which gives us a sense of absolute freedom” (Kostyło, 2014, p. 24).
    - - “Democracy understood in this way is an ideal. It is an expression of people's permanent aspirations to dignity, respect, bonds and responsibility, to the height of their potential at all times” (Kostylo, 2014, p. 28).
        
        “Progressivism evolved under the influence of four factors: the industrial revolution, modern science, the development of democracy and the favorable cultural environment in the United States” (Kostyło, 2014, p. 27).
    - - “Brameld admits that „the most important task of our times is to build a sufficiently broad and flexible world civilization, in order to ensure the possibility of expression and satisfaction for the rich diversity of human needs” (Kostylo, 2014, p. 30).
      - “It makes us realize that culture is a bedrock, a foundation of our life, and that without „practising” it we stop taking care of ourselves” (Kostylo, 2014, p. 29).
  - - - “I believe that much of present education fails because it neglects this fundamental principle of the school as a form of community life. It conceives the school as a place where certain information is to be given, where certain lessons are to be learned, or where certain habits are to be formed.” (Dewey, 4)
        
        "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, 2013, 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.” (Dewey, 1)
      - “I believe that the psychological and social sides are organically related and that education cannot be regarded as a compromise between the two, or a superimposition of one upon the other.” (Dewey, 2)
      - “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, p. 1).
      - “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, 1897, pp. 2-3).
    - - “The progress is not in the succession of studies but in the development of new attitudes towards, and new interests in, experience” (Dewey, 1897, p. 7).
    - - “I believe that only through the continual and sympathetic observation of childhood's interests can the adult enter into the child's life and see what it is ready for, and upon what material it could work most readily and fruitfully” (Dewey, 1897, p. 8).
      - “I believe that the image is the great instrument of instruction” (Dewey, 1897, p. 8).
    - - “I believe that this conception has due regard for both the individualistic and socialistic ideals” (Dewey, 1897, p. 10).
        
        “It is duly individual because it recognizes the formation of a certain character as the only genuine basis of right living” (Dewey, 1897, p. 10).
        
        “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, 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” (Dewey, 1897, p. 11).