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Jigsaw Group Reading #5 (Social Reconstructionism (“Respect for the…

- - - - “I believe that at present we lose much of the value of literature and language studies because of our elimination of the social element. Language is almost always treated in the books of pedagogy simply as the expression of thought. It is true that language is a logical instrument, but it is fundamentally and primarily a social instrument. Language is the device for communication; it is the tool through which one individual comes to share the ideas and feelings of others. When treated simply as a way of getting individual information, or as a means of showing off what one has learned, it loses its social motive and end” (Dewey 1897 p.7).
      - 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
      - “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. We are told that the psychological definition of education is barren and formal that it gives us only the idea of a development of all the mental powers without giving us any idea of the use to which these powers are put.” (Dewey, 1897, p. 2).
      - “Language is almost always treated in the books of pedagogy simply as the expression of thought. It is true that language is a logical instrument, but it is fundamentally and primarily a social instrument” (Dewey, 1897, pp. 7).
        
        “Language is the device for communication; it is the tool through which one individual comes to share the ideas and feelings of others” (Dewey, 1897, pp. 7).
      - “The social life of the child is the basis of concentration, or correlation, in all his training or growth” (Dewey, 1897, pp. 5).
        
        “The social life gives the unconscious unity and the background of all his efforts and of all his attainments” (Dewey, 1897, pp. 5).
    - - “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, pp. 3).
      - “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.”
      - “I believe that the only way to make the child conscious of his social heritage is to enable him to perform those fundamental types of activity which makes civilization what it is.”
      - “I believe that the social life of the child is the basis of concentration, or correlation, in all his training or growth. The social life gives the unconscious unity and the background of all his efforts and of all his attainments.”
    - - “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. The law for presenting and treating material is the law implicit within the child's own nature."
        
        “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.”
        
        “I believe that if we can only secure right habits of action and thought, with reference to the good, the true, and the beautiful, the emotions will for the most part take care of themselves. I believe that next to deadness and dullness, formalism and routine, our education is threatened with no greater evil than sentimentalism. I believe that this sentimentalism is the necessary result of the attempt to divorce feeling from action.” (Dewey 2014. P. 9)
    - - 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
      - "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 p.10).
    - - “We are told that the psychological definition of education is barren and formal that it gives us only the idea of a development of all the mental powers without giving us any idea of the use to which these powers are put” (Dewey, 1897, pp. 2).
      - “The child's own instincts and powers furnish the material and give the starting point for all education.” (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
- - - - “Perennialist philosophy recognizes the authority of reason as the source of freedom. Therefore, the main task of education is to maximize the development of reason."
    - - Although there are fundamental differences as to the interpretation of the nature of the object of knowledge between idealism and realism, accordingto Brameld the verification process of ideas in both cases is the same.
        
        The idealistic approach to learning assumes that you first learn about the structures of our mind, the microcosm. However, since the mind as a microcosm is a part of the universe as the macrocosm, the knowledge acquired is always objective and always goes beyond the subjective self.
        
        The realistic approach to learning is mainly connected with the name of Burrhus Frederic Skinner, who believed that humans can be conditioned and determined in such a way so as to create such a world that they want and deserve.
      - Simplifying the rules of developing an essentialist curriculum, one can say that it should be based on the irreducible body of knowledge, skills, and attitudes that are shared in a democratic culture. The curriculum in essentialism is a miniature of the world (Kostylo 2014, pg. 26).
      - “The expectation that the pupil will be closely watching and „absorbing” what reality brings is a consequence of such a theory of truth. The role of the teacher in this process is to select the material to be „absorbed” by the pupil, as well as to organize educational situations in a way that favors the transmission of selected elements of knowledge."
    - - “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. The main purpose of education does not even mention the transmission of large amounts of content regarding the external world.”
      - Progressivist schools differ from traditional schools in ways such as the curriculum is highly based on experience. With experimentation comes unpredictability. The main goal is to trigger an effective use of thinking (Kostylo 2014, pg. 27).
    - - “Reconstructed education must emphasize the shared responsibility of all of us for the current form of culture, and the need to focus not on individuality and privacy, but on thinking and acting in the dimension of a broader community."
- - - - “One is through its specific applicability to tasks that are highly similar to those we originally learned to perform.” (Bruner,1977, pg 17)
      - “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, pg 17)
        
        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.” (Bruner, p.17)
    - - “In the first place, such teaching makes it exceedingly difficult for the student to generalize from what he has learned to what he will encounter later.” (Bruner,1977, pg 31)
      - “In the second place, learning that has fallen shon of a grasp of general principles has little reward in terms of intellectual excitement” (Bruner,1977, pg 31)
      - “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, pg 32)
- - - - “This historical sense is not simply a sense of the past. It is even more a sense of the future, and an awareness of the present as a point in motion between past and future.” (Adler, 1989, p. 33)
      - Students are responsible for the way that they learn and should look back at how things were in the past in order to decide how they should be in the current.
      - “The attainment of docility is, as we have seen, a personal problem which each of us must solve in his private life of learning. But there is also an institutional problem of docility, involving the curriculum and administration of studies in an educational system.” (Adler, 1989, p. 29)
    - - Docility means to respect teachers and be open to learning. One problem with this is that people mistake for being subservient, which means to obey a master.
      - Think about what you are choosing to judge before you decide to judge it. Decide if it is emotional or intellectual and then decide if you should disagree or not disagree