c








 













 


 

c


˜p Early Colony Schools:

àp Jo casual arrangements
àp Jo formal structure
àp aery little regularity in their curriculum
àp áocation made it inaccessible to many students
àp `eachers were not formally trained
àp ¦ible reading and prayer were a major part of the school curriculum into the 20th
century

  
c


˜p assachusetts áaw of 1642:

àp ^irst school law relating to education in America
àp uequired parents and masters of apprentices to see that children learned to read

˜p £ld Deluder Satan Act:

àp `he assachusetts Act of 1647
àp Set the pattern for compulsory education in Jew England
àp Stated that it was Satan͛s foremost goal to keep people from knowing the scriptures of
the ¦ible
àp £rdered every township with a population greater than 50 to employ a teacher for the
town͛s children
Dp Each teacher had to teach reading, writing, and a large amount of religious
doctrine

˜p Common Schools:
àp Common in early 18th and 19th century America
àp £ffered a basic education for white children between ages of 6-14
àp ^unded by local taxes instead of tuition

˜p Dame Schools- A common school education open to girls and boys and taught by women
 ˜p mornbook- An instructional device used in the dame school that was shaped like a mirror and
had attached to its frame a sheet of paper containing the alphabet, áord͛s Prayer, and numbers

˜p ¦ooks Influencing the Curriculum of Schooling in America:

àp `

 
 

àp

 ÎJoah Webster)
àp 
 


 ÎWilliam cGuffy)

˜p Primer- A small introductory book on a subject; generally, a book intended to teach children to
read

˜p `he ¦oston áatin School:

àp ^ounded in 1635
àp ^irst public grammar school in America
àp Attended by boys between 8 ʹ 16
àp Purpose was for college preparation

˜p áatin Grammar School- Colonial schools established to provide male students a precollege
education
àp Comparable to today͛s high school
àp Jo women attended

˜p Academies- Institutions that geared instruction toward specific careers, such as the military or
the fine arts

 !
c


˜p iddle Colonies:
àp Pennsylvania
àp Jew York
àp Jew Jersey
àp aryland

˜p iddle colonies were more diverse

àp Separation of church and state was more common
àp Differences in religious beliefs were more accepted
 ˜p †uakers:
àp ^ounded by George ^ox
Dp Placed emphasis upon moral and religious instruction
àp ost active group in education
àp Strong proponents of equal education for women

˜p ¦enjamin ^ranklin͛s Academy:

àp £pened in Philadelphia in 1751
àp `aught:
Dp Javigation
Dp Surveying
Dp Writing
Dp Art
Dp athematics
Dp Accounting
Dp Geometry
Dp Astronomy
Dp ¦ookkeeping
Dp £ther traditional subjects
àp Philosophy: to cultivate a well-read individual with some sense of personal style and
creativity

  c


˜p Education in southern colonies were characterized by three tiers/levels:

àp `op- wealthy landowners who hired tutors for their children and sent them abroad for
higher education
àp ¦ottom- a vast majority of southerners didn͛t have access to education

˜p Slave education was almost nonexistent






"



˜p In Spanish-settled lands, education was provided by Catholic missionaries

àp Conducted in Spanish
àp Designed to spread Catholic faith and Spanish culture
àp Designed to help keep territories held by Spain under Spanish control and to enculturate
people into a way of life
 


 c


 



˜p Jorthwest £rdinance Acts of 1785 & 1787- `hese acts disposed of the Jorthwest `erritories and
created states in place of the territories

˜p âalamazoo Case- In 1873, the ichigan Supreme Court upheld the use of tax money to support
common schools

 #"c 

˜p Common Schools- Schools designed to teach a common body of knowledge to all students
àp Admitted Aáá young children
àp Were free
àp Purpose:
Dp `o ͞Americanize͟ immigrants
Dp `o provide skilled and semiskilled laborers for factories

˜p morace ann:
àp Champion of public education and teacher education
àp A strong advocate for and supporter of the common school
àp ¦elieved that common schools were the best way to educate Americans
àp ¦ecame secretary of the assachusetts State ¦oard of Education in 1837

 
 



˜p ¦y the end of the 19th century, public schools were mostly open to young men and women in
the nation͛s cities

˜p Emma Willard:
àp £ne of the pioneers of women͛s education
àp In 1814 Willard opened a boarding school for girls in iddlebury, aermont
àp Jamed superintendent of the âensington, Connecticut, schools in 1840

  $


   



˜p ^irst U.S. high school was the English Classical School of ¦oston
àp Jot coeducational
àp Served students from the age of 12-15

$%



˜p cGuffey ueaders- A popular series of reading books for students in grades 1 through 6,
produced in 1836 by William molmes cGuffey
 

  



˜p ^irst U.S. college was marvard

àp ^ounded in 1636

˜p orrill áand Grant University Act- `his 18662 act ensured that each state received 30,000 acres
of public land to establish colleges of agriculture and mechanics

˜p áand Grant Colleges- Public colleges of agriculture and mechanical or industrial arts established
by federal funds guaranteed through the orrill Act of 1862

˜p Jormal School- A 2 or 4 year teacher education institution in the 1800͛s and early 1900͛s

#


 

c
 c
"










˜p Education was enhanced for Africans after the civil war

àp Enrollment increased

˜p ¦ooker `. Washington:
àp `aught himself to read
àp Attended normal school
àp ¦ecame a teacher then a principle at the state normal school for African Americans

˜p ary cáeod ¦ethune

àp Daughter of former slaves
àp Advocated development of educational opportunities and civil rights for African
Americans
àp ^ounded the Daytona Jormal and Industrial School for `raining Jegro Girls in Daytona
¦each Î1904)

 #"

 

˜p After the civil war goals were to join them into our educational schools
àp ¦y abandoning their culture for ours
 ˜p `hree `ypes of Schools Developed for Jative Americans:
àp ission Schools
Dp uun by Catholic and Protestant denominations
àp ¦ureau of Indian Affairs- uesponsible for all management and education functions for
Jative American Education, which is conducted through the £ffice of Indian Education
Programs ΣIEP)
àp £ff reservation ¦oarding Schools

˜p `oday Jative American education is conducted through the £ffice of Indian Education Programs
ΣIEP)
àp áocated within the ¦IA in the Department if the Interior
àp uesponsible for all the management and education functions


 

 



˜p ^riedrich ^roebel Î1782-1852):

àp Devoted life to developing a curriculum and methodology for educating young children
àp Earned the distinction of ͞^ather of the âindergarten͟
àp Contribution to education were curriculum, methodology, and teacher training
àp ¦elieved that the educators role was to observe the natural unfolding of children͛s
development and to provide activities that would enable them to learn what they were
ready to learn when they were ready to learn it

˜p âindergarten- A program for children before they begin formal schooling t the elementary level
based on the ideas of German educator ^riedrich ^roebel

˜p aria ontessori Î1870-1952):

àp Influences curriculum and instruction in preschool and primary education
àp Devoted her life to developing a system for educating children and youth
àp ¦elieved that respect for children was the cornerstone on which all approaches to
teaching should rest
àp `hough that because each child is unique, education should be individualized for each
child
àp ¦elieved that children could do things for themselves
àp ^irst school- Casa di ¦ambini
 

&
 
" 


˜p Progressive Education- An educational philosophy emphasizing change in educational thought

and political control, child centered, and specific management, with the goal of making
democracy work through education
àp uevolved around:
Dp Change in the political control of education
Dp Change in educational thought
Dp Innovations in school curriculum and other school practices
Dp Justifications of schooling in terms of professionalism
Dp `he importing of scientific management into school administration

˜p John Dewey Î1859-1952):

àp A leading reformer of the Progressive Era
àp mis theory of schooling emphasized students and their interests rather than subject
matter
àp ¦elieved that traditional curricula and methods imposed knowledge on children

˜p Committee of `en- A high school study committee of the Jational Education Association ÎJEA)
that recommended reforms for secondary education




 

c




˜p `wo events immediately after WWII that helped create a new national interest in education:
àp A series of judicial decisions and social events that shaped the contemporary Civil uights
ovement
àp `he launching of Sputnik by the Soviet Union on £ctober 4th, 1957

 c


˜p Jational Defense Education Act- A federal law passed in 1958 to provide funds for upgrading the
teaching of mathematics, science, and foreign languages and for establishing guidance services

'
&
 

˜p `itle IX of the Education Amendments- Part of the Education Amendments of 1972 that
prohibits discrimination on the basis of sex or exclusion from participation in an education
program or activity receiving federal financial assistance
àp Congress strengthened `itle IX by passing the Civil uights uestoration Act

˜p Women͛s Education Equity Act ÎWEEA)- `his 1974 act was designed to promote gender equality
in education.
àp Was strengthened by congress in 1994 to provide programs and support materials in
equitable practices in classrooms and other aspects of education
 
"(

˜p Educational £pportunity Act ÎE£A) Î1964):

àp Designed to reduce social class divisions and to wage a War on Poverty
àp ain purpose was to break intergenerational cycles of poverty by providing educational
and social opportunities for children from low-income families
àp Created the £ffice of Economic £pportunity

˜p Project mead Start- A national program that promotes school readiness by enhancing the social
and cognitive development of children through the provision of educational, health, nutritional,
social, and other services to enrolled children and families
àp ¦udget of $6.47 billion
àp Serves about 1.05 million children

˜p Elementary & Secondary Education Act ÎESEA)- A 1965 act providing funds to school to improve
the education of disadvantaged children
àp Designed to continue the War on Poverty by providing funds to schools to improve the
learning of disadvantaged children
àp Established private schools to receive federal monies to support their programs

 c

 



˜p `hemes Dominating the Educational áandscape:

àp Standards
àp Accountability
àp `esting and Assessment
àp ¦asic Skills áearning
àp Emphasis on Early Education
àp Increased ^ederal and State uoles in the ^unding and Control of Education
àp Educational ueform




 ()*
c(

˜p Some Changes that are £ccurring in the Educational áandscape:

àp `he growing influence of the federal government in all matters and all levels of
education
àp `he growth of the educational industry and influence of the business community on
education
àp `he integration of technology with learning technology
 

 (&"
c




 (
+
c,


˜p Your philosophy of education is based on your philosophy of life








˜p Educational Philosophy- General theories and ideas about the educational process,
development, and achievement

# +


 (&
 



˜p Philosophy- the ͞love of wisdom͟ and the pursuit of wisdom

˜p `hree ain ¦ranches of Philosophy:

àp etaphysics
àp Epistemology
àp Axiology

!
 (
-

&


˜p etaphysics- `he field of philosophy concerned with the nature of reality

àp `wo ¦ranches:
Dp Cosmology- `he part of philosophy that deals with the origin of the universe
Dp £ntology- An area of philosophy concerned with questions of being and
existence


(- #.

˜p Epistemology- `he field of philosophy concerned with the nature of knowledge

˜p Empiricism- ânowledge acquired through the senses

˜p Deductive ueasoning- Inferring specifics from a general principle of drawing a logical conclusion
from a premise

˜p Inductive ueasoning- `hinking from the particular to the general or drawing a logical conclusion
from instances of a case

$
(-

&
 

˜p Axiology- A branch of philosophy that addresses human conduct Îethics) and beauty
Îaesthentics)
 ˜p Ethics- A branch of philosophy focusing on questions of right and wrong, good and bad, and the
basis for moral judgments

˜p Aesthetics- A branch of philosophy that addresses questions about the nature of beauty and
values in human endeavor

 
c



/


˜p `eachers need to incorporate everyone͛s beliefs and cultures into their teaching and into their
educational philosophy


 !
0


 








˜p Perennialism- An educational philosophy that emphasizes constancy and unchanging truth

˜p uobert aynard mutchins Î1899-1977):

àp ^ounder of Perennialism
àp Developed an undergraduate curriculum based on the Great ¦ooks Curriculum
àp ortimer Adler continued his work

˜p Perennialist Philosophy Emphasizes a Curriculum that:

àp Develops the intellect of all learners
àp Supports the study of mathematics, science, and the humanities
àp Prepares students for life rather than merely for the here and now

˜p `he `eacher͛s uole is `o:

àp áecture on topic relating to truth, values, and critical knowledge
àp Use Socratic questioning as a means of promoting thinking and reasoning
àp Coach students in strategies for problem solving and learning how to think
àp Provide students with supervised practice to help ensure that learning occurs
àp Set high goals and expectations for students and encourage them to achieve the goals

˜p `he Student͛s uole is `o:

àp Studying hard and learning subject matter and academic skills as a means of gaining
knowledge and disciplining the mind
àp áearning how to reason about human affairs and moral principles
àp áearning to value the past and masterpieces of literature and art
 




˜p Essentialism- `he educational philosophy that there is an indispensable, common core of culture
that should be taught to all

˜p William C. ¦agley Î1874-1946)

àp Professor of education at Columbia `eachers College and educational critic
àp ^ounded the Essentialistic Education Society to promote essentialist ideas

˜p Essentialists Support a Curriculum `hat:

àp Develops cultural literacy
àp `eaches students, beginning in kindergarten, the names, dates, and events that
constitute the foundation of our national cultural heritage
àp Is practical and oriented toward citizenship and vocational training
àp aiews learning as a goal in itself, enabling students to function as members of society
àp `eaches the basic skills at the elementary level as well as the arts and sciences

˜p `he `eacher͛s uole:

àp Imparting knowledge to students
àp Initiating and promoting learning, motivating students to learn, and maintaining the
appropriate discipline for learning
àp Engaging in teacher-directed activities characterized by discipline and teacher authority

˜p Student͛s uole:
àp Acquiring and using Western cultural knowledge
àp áearning and using thinking skills
àp Expending effort and being devoted to the learning process


"


˜p Progressivism- An educational philosophy maintaining that since life is ever changing, students
should acquire problem-solving skills; emphasizes child-centered teaching and curriculum
planning

˜p John Dewey Î1859-1952):

àp An educational pragmatist
Dp Experience is the teacher
àp ¦elieved that to promote an interest in the intellectual students should be given
opportunities for inquiry and discovery


&  



˜p Social ueconstructionism- A philosophy based on the belief that people are responsible for social
conditions and can improve the quality of life by changing the social order

˜p Social ueconstructionists:
àp áook to current social issues as a guide in determining what the schools should teach
àp ¦elieve that teachers, students, and the schools can play a key role in reconstructing
society and building a new social order resulting in more effective democratic living
àp Concerned about the relationship of school curricula and activities to social, economic,
and political developments

˜p arxism- Social and political philosophy derived from the works of âarl arx and ^riedrich
Engels.
àp Characterized by many ideas, but chiefly includes the idea that social consciousness and
political reform can bridge the material gap between the classes

˜p `he Social ueconstructionism Philosophy:

àp molds that social reform should be the goal of education
àp Advocates a curriculum that helps students develop their full potential in this and other
areas
àp ¦elieves in confronting students with the problems facing society and developing
curricula that stress responsibility to self, others, and society
àp Supports student awareness of and involvement in addressing solutions to major social
problems Îviolence, crime, homelessness, gender and socioeconomic inequities,
substance abuse, and global warming)
àp Agrees with efforts to involve students in community service as a requirement for
school graduation

˜p `eacher͛s role in social reconstructionism:

àp Confronting students with contemporary social problems
àp maving students learn about social issues and guiding students in addressing these
issues
àp Drawing heavily on the behavioral sciences as a source for the curriculum
àp Conducting classrooms based on equity and social justice and in keeping with
democratic principles
àp Encouraging and promoting cooperation and collaboration with community leaders and
agencies
àp Integrating the curriculum, directing the study of all subjects toward solving community
problems
 ˜p Student͛s uole:
àp Using personal interests to help find solutions to social problems
àp áearning problem-solving skills as a means of addressing community-based and global
problems
àp áearning to value social activism





˜p mumanism- A branch of philosophy concerned with human nature and the human condition

˜p Jean-Jacques uousseau Î1712-1778):

àp mumanist philosopher during the Enlightenment
àp ¦elieved the true nature of children unfolds as a result of natural processes of
maturation

˜p Self-Actualization- `he state in which the basic needs aslow postulates are met so that
individuals can fully use their talents and abilities

˜p mumanistic `heory- A school of psychological thought that emphasizes the human context and
development of psychological theory

˜p mumanistic Educational Philosophy:

àp Encourages the development of students as persons, including their self-concepts,
personal growth, and self-esteem
àp Emphasizes the affective side of development
àp Puts students at the center of learning and emphasizes ͞self-actualization͟ and ͞the
teaching of the whole person͟

˜p `eacher͛s uole:
àp Developing meaningful relations between teacher and students
àp Emphasizing the affective side of education
àp melping students cope with their psychological needs
àp ^acilitating self-understanding of each individual student and promoting self-
understanding among students

˜p Student͛s uole:
àp Seeking independence and self-direction
àp Developing greater acceptance towards others
àp Using talents and abilities to become fully actualized


$





˜p Existentialism- A philosophy emphasizing the necessity for individuals to determine the course
and nature of their own lives

˜p Existentialism Applied to Education:

àp Involves a quest for personal meaning
àp Encourages students to search for their own meaning in life and to identify their own
values rather than to have them imposed by others
àp aiews education as a process of helping students become autonomous, free thinking,
self-actualized individuals engaged in a search for self
àp molds that education begins with the individual

˜p `eacher͛s uole:
àp Providing for, supporting, and maximizing student freedom of choice
àp Providing students with experiences that will enable them to determine the meaning of
their lives
àp Engaging students in journal writing and appropriate literature and film to foster their
abilities to engage in self-examination
àp Providing students with individual freedom
àp Engaging students in a dialogue of questions designed to promote self-reflection
àp Encouraging and helping students examine institutional and societal forces that limit
freedom
àp Challenging the ͞taken for granted,͟ the ͞given,͟ the ͞bound,͟ and the ͞restricted͟

˜p Student͛s uole:
àp Asking questions about the purpose and the meaning of life
àp ¦eing involved in inquiries and problem solving that lead to conclusions about and
insight into their lives
àp ¦eing aware of and responsible for their own education and self-determination
àp ¦eing aware that their choices are theirs to make