Ed 230 2011_lecture_5_slides-13
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The document provides an overview of the history of education, discussing various influential thinkers and educational approaches. It mentions Rousseau's view that fables teach children the wrong lessons. It describes the Dickensian characterization of Gradgrind and the strict discipline approach of the Squeers archetype. John Dewey advocated for a child-centered approach with experiential learning at his experimental Dewey School. The document questions whether schools should aim to transform society as Dewey believed.
Ed 230 2011_lecture_5_slides-13
- 1. Education 230 Slides February 1, 2011
- 2. Apologies… A small reaction paper marking delay.
- 3. The principle of utility “ As soon as we have managed to give our pupil some idea of what the word ‘utility’ means, we have another strong hold on him. The word makes a deep impression on him, provided it has meaning for him on his own age level and he can see it bearing on his present well being. ‘What is the good of that?’ Henceforth this is the standard question, the decisive question between him and me.” (99R, 81ROU) Is this potentially problematic?
- 4. The Principle of Utility, ctd. Why do some children hate school so much? The conscripted clientele Teaching Emile to read
- 5. The one key book Is it Aristotle? Is it Buffon? No, it’s…
- 7. Why Robinson Crusoe? The ideal of the rugged individual An idealized state of nature
- 8. Rousseau on Fables Rousseau’s diagnosis of the problem with fables. Children take away the wrong message. Plato agrees. What do you think about this? Think about modern equivalents…
- 9. The rest of the book Eventual integration into society Sophie
- 10. Dickens A difficult early life What insights does Hard Times offer?
- 11. Mr. Gradgrind Does Gradgrind have any basis in fact? Does Gradgrind have any basis in theory?
- 12. The District School as it Was A fictionalized account The abs and the ebs, the “Easy Lessons,” and the “Moral Tales.” The students’ problems with writing.
- 13. The Squeers archetype The Squeers archetype has an unfortunate basis in fact. Boys won’t larn ‘less you thrash ‘em, says I. Leastways, mine won’t. Lay it on good, is what I says to a master. Lay it on good. Don’t do no harm. Lickin’ and larnin’ goes together. No lickin’, no larnin’, says I. Lickin’ and larnin’, lickin’ and larnin’, is the good ole way.
- 14. Strong discipline--The J. Homer French method of seating
- 15. Anti-Catholicism
- 16. Other trends School was still mostly rural The vast majority did not attend high school.
- 17. What about Qu ébec? A slow start in public education Tension between French and English, Protestant and Catholic A unique system of education
- 19. John Dewey’s early life Born in Burlington, VT Had a strict mother Attended the University of Vermont Teaching experiences
- 20. Dewey’s early life, ctd. Went to graduate school at Johns Hopkins Became a professor at the University of Michigan Eventually became interested in education
- 21. Life at the Dewey School An emphasis on child-centered education Cooperative learning An focus on the experimental method/discovery learning Few tests A structured environment
- 22. The Dewey School: Building a smelter
- 23. The Dewey School: Children Gardening
- 24. The Dewey School: Designing Farm Tools
- 25. My Pedagogic Creed Dewey’s most important goal The school/life division The relationship to the experiences of children A “guide on the side”?
- 26. The school as an instrument of social reform What are Dewey’s views on this matter? An exalted role for the teacher Should the school be used to transform society? Can it be used in this way?
- 27. A Difficult Reading Take extra time to read Freire—it is a relatively long and difficult reading.