Foundations of American Education

Hebraic Education

primary goal of education was to learn scriptures and to learn how special one is to God

Hebraic Education

monotheisim: \n - belief in one god \n -brought to Arabia and Western Cultures through this

Hebraic Education

american education is rooted in this

Hebraic Education

the Torah/Bible were revealed by God to the prophets

Hebraic Education

emphasize literacy to read holy book with education to understand and application to everyday life

Hebraic Education

God's chosen people and he revealed his truth and law to them

Hebraic Education

Moses received divine revelations on Mt. Sinai (appear in Torah)

Hebraic Education

emphasize teaching children through cultural traditions and passing down belies and rituals

Hebraic Education

like other countries, parents are first responsible for education lean how to honor their parents according to the laws given by God

Hebraic Education

by the 17th century, rabbis began to be primary teachers in Israel and Babylonia

Hebraic Education

main modes of teaching: \n 1.) reading \n 2.) listening \n 3.) memorizing \n 4.) recitation

Hebraic Education

primary goal of education was to learn scriptures and to learn how special one is to God

Hebraic Education

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sought to answer the questions: \n 1.) what is beautiful? \n 2.) what is true? \n 3.) what is good? \n 4.) what models should be used? \n 5.) how should education respond to social, economic and political change?

Hebraic Education

Homer's Iliad and Odyssey helped them define themselves (Trojans): \n 1.) preserve culture by sharing from old to young \n 2.) cultural identity via mythical and historical origins \n 3.) shape civic and ethical character of young

Greek and Roman Education

only boys went to school, girls learned household things, slaves were taught nothing

Greek and Roman Education

emphasized importance of immersion in culture with formal education

Sophists

way to power comes from The ability to speak effectively and persuasively

Plato

student of Socrates

Plato

founded the philosophical school, the academy and wrote philosophical statements about truth, virtue, justice and then politics, law, and education

Plato

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believed that reality exists in an unchanging world of perfect ideas (truth, goodness, justice and beauty are universal)

Plato

genuine knowledge is universal, intellectual, changeless and eternal (education should be universal and unchanging also)

Rousseau

Parisian intellectual who questioned authority o church and absolute monarchy leading to questioning schools and education

Rousseau

argued that a child's instincts and need are good and should be satisfied rather than dominated

Mann

he was denied an education although able and gifted forcing him to lean on his own and was eventually admitted to Brown University

Mann

educator and member of the Massachusetts house, and worked to improve quality of education (corporal punishment, floggings and unsafe and unsanitary buildings denounced because of his lobbying and going before congress)

Mann

most remembered for his leadership in the school movement. free and supported school for all Americans.

Dewey

1896 he established the Laboratory School at the University of Chicago

Dewey

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"hands-on" teaching and learning (scientific method) - inquiry based science

Piaget

Stages of life/development: \n 1.) sensorimotor (birth-2): learn by exploration of immediate environment (mouth, eyes, hands, nose) \n 2.) preoperational (2-7): reconstruct concepts by grouping and naming (signs and signals) \n 3.) concrete operational (7-11): thinking logically, recognize size, length and weight, reasoning skills and deal with clock, calendar and geographical info, cause and effect \n 4.) formal operational (11-early adult): logical propositions, interpret space, historical time and multiple cause and effect relationships, plans of action, scientific method, complex math, linguistic and mechanical processes

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Pestalozzi

nurture the holistic development of child

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Pestalozzi

humans are naturally good, society is the problem

Froebel

child's spirituality could be actualized activity

Montessori

believed a child's early life experiences had an informative and continuing influence on their lives

Montessori

developed a prepared environment that presented various methods, materials, activities based on children's academic needsdeveloped a prepared environment that presented various methods, materials, activities based on children's academic needs

Montessori

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believed children's ability to learn led them to begin to read and write on their own initiative (children will learn when they are developmentally ready)

Locke

emphasized that knowledge taught during younger years are more influential

Kant

German thinker (1724-1804) who advocated public education and training

Adler

believed one should teach principles, not facts since details of facts change constantly

Bruner

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purpose of education is not to push knowledge but instead to facilitate a child's thinking and problem-solving skills which can then be transferred to a range of situations. (develop symbolic thinking)

Hebraic Education

for the children the basic purpose of education is to learn how to: \n 1.) pray \n 2.) observe commandments \n 3.) identify with their people's special place in history

Hebraic Education

elders, priests and scribes eventually step in to help educate but not take primary role from parents

Greek and Roman Education

most slaves were domestic, agricultural or commercial workers but there were some slave laborers that helped educate wealthy children

Sophists

new wealth brought to Athens via colonial expansion created social and educational change from what it had been for years

Sophists

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purpose of education was to develop students communication skills to become successful advocates and legislators (grammar and rhetoric -> liberal arts)

Socrates

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knowledge is based on what is true universally at all places and all times

Socrates

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defended academic freedom to think, question and teach

Socrates

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stressed ethical principles that a person should strive for moral excellence, live wisely and act rationally (more than just speaking well)

Socrates

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didn't believe that knowledge or wisdom could be transferred from teacher to student because student already has knowledge it is just up to the teacher to pull it out

Plato

reminiscence: theory of knowledge where individuals can recall the ideas already present in them

Plato

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believed the human soul, before birth existed in a world of pure ideas and at birth the innate ideas are represented in the mind.

Hebraic Education

Torah: \n - 5 books of Moses (Genesis, Exodus, Leviticus, Numbers and Deuteronomy) \n -sacred scripture taught and studied by Jews their entire life

Hebraic Education

focus on recitations and commentaries of sacred texts as well as study of laws

Hebraic Education

focus on commandments and following traditions and prayers

Hebraic Education

teaching and learning are valuable because they concern God's covenant with the people and for shaping cultural norms

Hebraic Education

for the children the basic purpose of education is to learn how to: \n 1.) pray \n 2.) observe commandments \n 3.) identify with their people's special place in history

Hebraic Education

elders, priests and scribes eventually step in to help educate but not take primary role from parents

Sophists

purpose of education was to develop students communication skills to become successful advocates and legislators (grammar and rhetoric -> liberal arts)

Comenius

rejected the belief that children were inherently bad and teachers needed corporal punishment -> instead be caring, creating engaging and pleasant classrooms

Comenius

warned against pressuring children

Comenius

believed children learned when they were developmentally ready

Comenius

preparation of teachers: \n 1.) use visual or kinesthetic strategies \n 2.) lessons organized around student experiences \n 3.) emphasize general concepts not specifics \n 4.) expand on children's horizons \n 5.) lessons in sequence \n 6.) continue to teach until grasped

Rousseau

while he championed children's rights, he abandoned his own children in orphanages

Rousseau

his book Emile rejected belief that education should socialize a child

Rousseau

believed in using sensations more than words

Rousseau

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emphasized stages of human development: \n 1.) infancy (birth-5): impressions of reality and use senses \n 2.) childhood (5-12): constructs personal self identity \n 3.) boyhood (12-15): learns science through plants and animals, geography directly instead of through maps and carpentry \n 4.) adolescence (15-18): society, politics, art, commerce, museums, theaters, libraries \n 5.) youth (18-20): broaden cultural awareness, meets wife, educates children the same way

Mann

a career in law and politics and worked to ensure that others would not be denied the same way he was

Mann

most violently denounced from efforts to remove religious instruction from schools, lengthen school term, increase salaries

Mann

established first public school (to equip teachers) and first school board which he was secretary of

Mann

viewed education as a passport to a promising future, social mobility could also be attainable

Dewey

philosophy of education focused around social, political, scientific and technological changes (embraced progressive reforms)

Dewey

curriculum organization: \n 1.) develop child's sensory and physical coordination \n 2.) provide opportunities for child to do things that interest them \n 3.) encourage child to formulate, examine and test ideas by putting to practice (scientific method)

Piaget

constructivism: children learn from environment, creative process, centers \n 1.) encourage students to explore and experiment \n 2.) differentiate instruction to learn at own readiness \n 3.) design classroom with materials to touch and use

Pestalozzi

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reorganized schools: \n 1.) preservice education programs \n 2.) safe environments (differentiated) \n 3.) object centered instruction

Pestalozzi

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methods: \n 1.) general: creating. great environment \n 2.) special: direct sensory learning

Gardner

multiple intelligence and differentiated instruction (diverse needs of students): \n 1.) body-kinesthetic \n 2.) interpersonal (others) \n 3.) intrapersonal (self) \n 4.) linguistic \n 5.) logical (mathematical) \n 6.) musical \n 7.) naturalist \n 8.) spatial (mathematical)

Froebel

"kindergarten" = children's garden

Froebel

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fun, playful, safe learning environment

Froebel

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emphasize country's story, songs and fables

Montessori

Italian educator who developed internationally popular method of educating

Montessori

challenged sexist stereotyping and fought for the rights of women to be included in professional education

Montessori

admitted to the University of Rome and was the first female in Italy to receive a Doctor of Medicine degree

Montessori

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established a school (Casa Dei Bambini) for poor children from the slums of Rome

Montessori

believed children possess a need to work at what interests them without influence, rewards or punishments

Locke

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1632-1704: English philosopher and physician proposed that the mind was a blank slate (tabula rasa) - knowledge comes from experience and perception

Locke

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stressed that punishments are unhealthy and educators should teach by example not rules

Kant

obedience is an essential feature in the character of a child, transgressions should be dealt with punishment to enforce obedience

Kant

man has a radical evil in their nature and learning and duty can erase this

Adler

1902-2001: americal philosopher and educator (educational perennialism)

Bruner

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1960: the process of education was published. students are active learners who construct their own knowledge