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Theories in Education (1859 (John Dewey 1859 – 1952 ("to prepare him…

- - - - American Philosopher who works resembled that of John Dewey and his philosophy of pragmatism. From 1900-1909 he professed at the University of Illinois. He supported progressive education, but criticized its excesses and opposed educational theories that he thought were undemocratic. Bode began his teaching career as a philosophical idealist and a critic of the American philosophy of pragmatism, but gradually he became persuaded that pragmatism was the philosophy of America's future. The pragmatic view that truth comes out of human experience rather than through revelation and contemplation appealed to him. Bode believed that the American experiment of democratic rule was the hope of the future. He advocated "Americanization" not only of the immigrants but of other Americans, too. Democracy became Bode's philosophical and educational theme. Thus, democracy and intelligence went hand in hand, and science and philosophy had major roles in helping achieve greater democracy and intelligence. He became a nationally prominent leader in the field of philosophy of education and one of the recognized thinkers associated with progressive education. Bode expressed strong convictions about the need for democracy and the power of proper education to enable people to think more clearly. Throughout his life as a philosopher and educator, Bode exhibited a sturdy faith in democracy, human intelligence, and the power of education. His belief in the connection between these three things is his legacy to the contemporary world.
      - "The school is, par excellence, the institution to which a democratic society is entitled to look for clarification of the meaning of democracy. In other words, the school is peculiarly the institution in which democracy becomes conscious of itself."
      - "Progressive education must either become a challenge to all the basic beliefs and attitudes which have been dominant for so long in every important domain of human interest or else retreat to the nursery."
      - "Form follows function, or outcomes follow action, and so the results that flow from sound thinking cannot be pre-established in any exact sense."
    - - 1896
        
        Jean Piaget
        1896 - 1980
        
        "This means that no single logic is strong enough to support the total construction of human knowledge."
        
        "The goal of education is not to increase the amount of knowledge but to create the possibilities for a child to invent and discover, to create men who are capable of doing new things."
        
        Jean Piaget was a Swiss psychologist and genetic epistemologist most famously known for his pioneering work on child development. His contributions include the ideology that child cognitive development occurs in distinct stages (sensorimotor, preoperation, concrete operation, and formal operation), detailed observational studies of cognition in children, and the development of innovative cognitive tests to assess cognitive abilities. Piaget was also involved in the transformation of educational practices as he inspired and encouraged child-centered approaches.
        
        "Logical reasoning is an argument which we have with ourselves and which reproduces internally the features of a real argument."
        
        1907
        
        1921
        
        Paulo Freire 1921 - 1997
        
        “Washing one's hands of the conflict between the powerful and the powerless means to side with the powerful, not to be neutral. ”
        
        “Leaders who do not act dialogically, but insist on imposing their decisions, do not organize the people--they manipulate them. They do not liberate, nor are they liberated: they oppress.”
        ― Paulo Freire, Pedagogy of the Oppressed
        
        He is known for his work on Pedagogy of the Oppressed (1970)
        
        Freire served as the honorary president of the International Council for Adult Education.
        
        “If the structure does not permit dialogue the structure must be changed”
        
        1929
        
        1942
        
        Michael Apple
        1942-present
        
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        1943
        
        2 more items...
        
        Nel Noddings 1929 - Present
        
        Maria Montessori 1907 - 1952
        
        the key principles are Independence, Observation, Following the Child, Correcting the Child, Prepared Environment and Absorbent Mind.
        "Imagination does not become great until human beings, given the courage and the strength, use it to create"
        
        Lev Vygotsky
        1896-1980
        
        "A word devoid of thought is a dead thing and a thought unembodied in words remains a shadow."
        
        "The teacher must adopt the role of facilitator not content provider"
        
        Known widely for constructivist theory stating knowledge is co-constructed with others as a social act. Also known for the theory Zone of proximal development (ZPD) which is the difference between what a learner can do without help and what they can do with help. The person who helps facilitate is considered the more knowledgeable other (MKO).
        
        "Through others we become ourselves "
      - Franklin Bobbitt 1876 - 1956
        
        Franklin Bobbitt was a Professor of educational administration at the University of Chicago and is best known for his written works The Curriculum (1918) and How to Make a Curriculum (1924). Franklin believed that curriculum would prepare students for their future careers in the new industrial society. He argued that classical subjects should be replaced with curriculum that corresponded to societal needs. As such, Bobbitt felt that any curriculum that did not teach skills relevant to the industrial movement should not be taught. He also felt that girls and boys should be taught differently as their future contributions to society would be distinct.
        
        "Education is a shaping process as much as the manufacture of steel rails."
        
        “Education is for the social purpose of elevating the character of human conduct above what it would otherwise be.”
        
        “Instead of knowledge of textbook sort, as we have conceived it there should be subjective activities which are continuous, vigorous, diversified, abundant, and fruitful. They should be the constituents of high-grade intellectual living. Intellectual life of proper type is not an engulfing and a nursing within one’s self of inert unassimilated bodies of knowledge.”