Week 3 Chapter 2 Group Presentation (1).pdf
- 1. PHILOSOPHICAL FOUNDATIONS OF CURRICULUM BY: IRIS RAMEY & KIMBERLY NEAL
- 2. Overview • Learning Outcomes • Describe how philosophy influences curriculum workers • Identify and differentiate the four major philosophies that influences U.S. education • Idealism • Realism • Pragmatism • Existentialism • Discuss how the four philosophies of education differ from each other and influenced education over time • Perennialism • Essentialism • Progressivism • Reconstructionism • Final Thoughts & Reflections
- 3. Describe how philosophy influences curriculum workers • As educators, we have learned about the philosophies and beliefs of others throughout history and the importance of them. We've learned to identify our own philosophy on various levels in education and in our personal lives. • In reading about curriculum workers and philosophy, we note that it is weaved into each decision and topic within a school system whether it is done consciously or subconsciously. • We each develop our own philosophies throughout life and it's those philosophies that build and run our schools. • As curriculum workers, we must learn to be open and understanding of the philosophies of ourselves and others. If we aren't, the health of the curriculum and the school is what suffers. • I'm reminded of one person I've worked with who was not open to the philosophies of others. The motto of this person was, "I'll show him/her whose names on that door". Meaning, I'm in charge. Many educators left the school and many students suffered because of the philosophies and unopen minded way of doing things this person had. The school went from an above average school to a below average school in just a few years. • Knowing your own ideals and philosophies is important, but being open to others in education and in decision making is even more important.
- 4. Identify and differentiate the four major philosophies that influenced U.S. education • Traditional philosophies • Idealism • Realism • Contemporary philosophies • Pragmatism • Existentialism (Ornstein & Huskins, 2017, p. 31)
- 5. Idealism • Well-known names are noted with this philosophy. Plato for example is credited with formulating this idea. Ralph Waldo Emerson and Henry Thoreau are both proponents of it. The founder of kindergarten, Fredrich Froebel was a proponent of it along with others like William Harris, J. Donald Butler and William Bennett. • These men believed learning is intellectual and involves recall and practice with ideas. • Idealistic educators relate ideas and concepts. They organize subjects into a hierarchy where subjects like literature and history rank higher than science because morals and cultural models are found within literature and history. (Ornstein & Huskins, 2017, p. 31).
- 6. Realism • We can't speak about philosophy without mentioning Plato and Aristotle. While Plato was more of an idealist, Aristotle was the realist. • Like idealism, many names are credited to the philosophy or realism. Thomas Aquina for example developed Thomism which combines realism Christian doctrine. Johann Pestalozzi's philosophies were based in realism. Leaders in education today: Harry Broudy and John Wild are realists. (Ornstein & Huskins, 2017, p. 31). • Realists believe we learn through the natural world. Realists rank the most general and abstract subjects at the top of the educational hierarchy. (Ornstein & Huskins, 2017, p. 31)
- 7. Pragmatism or Experimentalism • Pragmatism is a contemporary philosophy. John Dewey is noted as, "the great educational pragmatist". (Ornstein & Huskins, 2017, p. 33). • Charles Pierce and William James developed principles for it. • Pragmatists believe education is to prepare the learner for life in the real world. • In studying this philosophy, we're reminded of inquiry and cooperative learning where the learner is doing the investigating and learning, and the teacher is facilitating learning.
- 8. Existentialism • Well-known names in this philosophy include Maxine Greene, George Kneller, and Van Cleve Morris. (Ornstein & Huskins, 2017, p. 33). • The belief in this contemporary philosophy is that students learn through choice. Existentialists believe mostly in self- awareness. • This philosophy is eminent in schools today with choice boards, open electives, free choice, and extracurricular activities that promote self-awareness even within the school environment.
- 9. How do the four philosophies of education differ from each other and have influenced education over time? • Perennialism • Essentialism • Progressivism • Reconstructionism
- 10. Perennialism • This is the oldest and most conservative philosophy and it's rooted in realism. • Robert Hutchins is an advocate for perennialism and believes that education is the same for everyone in every society. (Ornstein & Huskins, 2017, p. 34). • The focus in curriculum is on core subjects. • Teachers are not facilitating learning, rather lecturing in most cases and students are listening, learning and practicing.
- 11. Permanent Studies • Perennialists believe that students should be educated on the past to be prepared for the future. Being educated on the past means studying ideas and views of past philosophers and/or cultures. • They also believe that education should prepare learners for basic jobs and how to cope with their life in the future. • Literature and History class instructors unknowingly use this philosophy at times, I think. We pull in these real life or fictional characters and compare them to ourselves and/or our students in educational conversations. • Even when we don't, young people will subconsciously say, "What would I do?", or "I would have..."
- 12. The Paideia Proposal • Mortimer Adler wrote The Paideia Proposal that revived perennialism. • His beliefs were that broad education was best delivered the same way to everyone in the same manner. • He believed that academics were more important than vocational trainings so that students would be prepared for more job opportunities. • Perennialists focus on core subjects such as, Science, Math, Literature and History. They lecture rather than encourage learning through investigation or inquiry.
- 13. RETURNING TO THE LIBERAL ARTS Allan Bloom wrote, The Closing of the American Mind. • Argued for universal standards and subjects • Warns that schools aren't offering critical thinking opportunities for students • Wants to reestablish reading classics and an education that challenges the learner. Charles Murray wrote Coming Apart • Argued that America has moved away from its foundational values. • Believes that the upper class holds higher values and keeps relationships with those who do the same. This has created a problem in society.
- 14. Essentialism • Essentialists do not teach the whole child as so many educators do these days. • The philosophy holds high standards. • As a nation, policies have been built around this philosophy. One major policy is the No Child Left Behind Act. • This philosophy puts the teacher in control in the classroom and give students little to no choice in their own learning. • Teachers are viewed as the experts in their fields.
- 15. Emphasizing Content, Deemphasizing Process • E.D. Hirsch authored Cultural Literacy. In this book he points out things/events from history, geography, literature, science, and technology that he calls "essential". (Ornstein & Huskins, 2017, p. 34) • He is not a proponent of child centered learning and feels that students should learn basic things in each core area rather than delving deeper into them. • He also believes that lower class and minority families have suffered the most from child centered learning practices.
- 16. Excellence in Education • We are competitive beings. As a nation, we compete to be the best at everything. Our education system is no different. • Students and teachers are pushed to be better, do better and try harder. This push demands more testing, harder classes, and longer hours. • In being pushed, students and teachers are also being rewarded for their achievements. Top students are recognized in various ways while teachers are rewarded through recognition and monetarily. • Some say that the higher demand and added workload is too much for students and will drive the dropout numbers up.
- 17. Progressivism Considered a contemporary reform movement in educational, social, and political affairs Contrasts perennialist philosophy Focus is "how to think" not "what to think"
- 18. Conflicting Progressivism Ideals John Dewey • Teachers guide students in problem solving • Teachers are the "leader of group activities" • Teachers and students work together but the teacher is still "the authority" • Organized subjects based on children's experiences (Ornstein & Hunkins, 2017) William Kilpatrick • Students played a larger role in curriculum making • Encouraged teachers to plan around social constructs • Wanted students to speak their minds and openly share ideas • Did not feel a fixed curriculum contributed to a child's interests (unknown at the time)
- 19. Progressivism • Most progressivists were united in opposing • Authoritarian teaching • Overreliance on textbook methods • Memorization of factual data by constant drill • Static aims and materials that fail to take account of a changing world • Intimidation or corporal punishment as a form of discipline • Attempts to separate education from individual experiences and social reality • According to Lawrence Cremin, the movement's inability to reach a consensus on the purpose of schooling, or even establish a set of pedagogical principles, led to its downfall. (Ornstein & Hunkins, 2017, pg. 40)
- 20. Contemporary Progressivism • Relevant Curriculum • Progressive and student-centered • Humanistic Curriculum • Self-concept and intrinsic motivation • Radical School Reform • Complete revamp of the public school system
- 21. Relevant Curriculum • In the mid to late 1960s, students demanded the following • Individualized instruction • Revised and new courses of interest to students • Educational alternatives • Extension of the curriculum beyond the classroom • Relaxation of academic standards and admission standards to schools and colleges (Ornstein & Hunkins, 2017, pg. 41) Students wanted a curriculum that made sense to them then that was inventive and versatile. That ideal is also very relevant in today's public institutions as the ways of learning are constantly shifting.
- 22. Humanistic Curriculum • Teachers actively engage with students and show that they care • Happiness, affirming nature, and empathy are key components • "The humanistic teacher is someone who highlights the personal and social dimension in teaching and learning, as opposed to the behavioral, scientific, or technological aspects." (Ornstein & Hunkins, 2017, pg. 42)
- 23. Radical School Reform • Radical romanticists (neoprogressives) are highly critical of today's educational practices and institutions • Schools are seen as prisons, teachers are in authority positions that are comparable to prison guards, and the lack of equitable practices • Radicals such as Ivan Illich "argued for a new society that could emerge only after deschooling" (Ornstein & Hunkins, 2017, pg. 44) • In the 21st century, we must develop students into global thinkers. Radical school reform may not be the most popular concept of progressivism, however, the benefits of students thinking for themselves and teachers relinquishing some responsibility/control could lead to a new way of developing curriculums of the future.
- 24. Reconstructionism • Based on socialistic and utopian ideas of the late 19th and early 20th centuries • Society-centered education that addressed the needs of all social classes • Teachers are change agents within schools • "Curriculum must be transformed in keeping with a new social-economic- political education; it must incorporate reform strategies." "...students and teachers must effect change." (Ornstein & Hunkins, 2017, pg. 44-45) • Reconstructionists are divided into three types of curriculum: • Globalists-Understanding of other nations, cultures, and worldwide systems • Reconceptualists- Emphasizes communication skills, introspection, and personal expression • Equal Educational Opportunity- creative a "level-playing field" for all students Pre-K to college (Ornstein & Hunkins, 2017, pg. 49)
- 25. Reflection- Kim Neal While reading about the different philosophical foundations of curriculum, I found myself reflecting on the different English Language Arts curriculums I have taught over the course of 15 years. From 2008-2011, I used a type of Houghton Mifflin Harcourt curriculum. This curriculum was broken into units, provided formative and summative assessments, was culturally responsive, and (at the time) seemed to be quite progressive. From 2011-2014, I taught a curriculum named Journeys. This curriculum was an ideal tool for direct instruction and rote learning. From 2015-2021 I used a curriculum created by The American Reading Company (ARC). This curriculum was a very pragmatic approach to learning as students were given choices in the books they wanted to read, and all the books were culturally relevant to produce buy in from both the teacher and the student. Now, as for the 2022-2023 school year, I have come full circle and am currently co- teaching using the Houghton Mifflin Harcourt (HMH) English Language Arts curriculum which falls under the Progressive & Reconstructionism label. This curriculum provides essential questions that are relevant to today's society and offers students a way to connect to their learning in a humanistic approach, while also utilizing formative (guiding questions while reading) and summative assessments (unit tests).
- 26. Reflection Continued- Kim Neal In my opinion, a strong, solid curriculum harnesses pieces from each philosophical approach. The basics of the three R's (reading, writing, arithmetic) are essential foundations necessary to build on student knowledge. For students to become the types of thinkers society needs, we must go back to the basics. I want to cultivate minds that become free thinkers and reshape society into something that we all can learn and benefit from. How does that happen? We as educators must encourage reading research, writing and sharing opinions, and making connections from past histories to today's 21st century ideals. Looking back, all the types of curriculum that I have taught offers public education so many options to choose from to fit the type of student they want to cultivate. Today's society is not the same as the 1900s. Diversity, equity, and empathy must be part of a successful curriculum.
- 27. Reflection- Iris Ramey My own philosophies in education are everchanging. I get new groups of students every year and they are so different. I do note however that many of my views are unchanged. I am not an essentialist in terms of academic assessing. While I do think that testing is a necessary evil, the amount of testing we are forced to impose on our students is a bit much. We do district tests one week to see where students are compared to where they were last time, then we do state tests the next week, then we do iReady tests the following week. That's three weeks of testing and several hours of lost instruction. Students are exhausted and are not putting in the effort that they could be by the end of the testing days. I've worked with many educators and experienced people who hold beliefs in each of the philosophies I've read about this week. Some of them are more difficult to work with than other, but the fact that I know my own philosophies and I am understanding of theirs makes a lot of difference in my work relationships and in my professional wellbeing. Being a reflective practitioner is my main goal as an eductor. Having good work relationships is important for the academic success of our students no matter what our individual philosophies are.
- 28. Reference List Books: Ornstein, A. C., & Hunkins, F. P. (2017). The Field of Curriculum . In Curriculum Foundations, Principles, and Issues. essay.
- 29. Reference List Images: Imbernon, F. I. (2018). Progressivism Philosophers . 1918-2018. One hundred years of project methodology. Plural Journalism Foundation . Retrieved January 29, 2023, from https://eldiariodelaeducacion.com/2018/04/04/1918-2018-cien-anos-de-la-metodologia-de- proyectos/. Education Summary. (2023). Characteristics of HumanisticApproach. Characteristics of Human Approach to Learning in the Classroom. Retrieved January 29, 2023, from https://educationsummary.com/lesson/meaning-and-definition-of-learning/.
- 30. Reference List Images: Reed, A. (2011). Theories of Education: Progressivism . Education 101 Intro to Teaching. Retrieved January 29, 2023, from http://education101intrototeaching.pbworks.com/w/page/100770 81/Theories%20of%20Education%3A%20%20Progressivism.