Describe the implications of traditional and contemporary philosophy for educational policy and show how these implications have developed a variety of educational philosophy
In the 5th century, the war in Persia resulted in emergence of new ideas in Athens artistic and the most intellectual center of Greece saw the birth of new thoughts and philosophies. Subsequently, Socrates and Plato became the most influential figures to give these ideas a form. From there teachings emerged the concept of what we know today as education. While there have been many philosophies but all have been structured in their own independent way and thoughts. These philosophies have different and contradictory vocabularies in the form of traditional and conventional theories of education leading to deep impact on the education theories and philosophies of today.
Since 19th century, the most prominent philosophy was converged as classroom management paradigm suggested by C. A. Bowers and David Flinders revolving around the principles of engineering, behaviorism, and mechanism. (University of Virginia, Online) Education was prescribed within the strict paradigm of curriculum without their creativity endeavor, involvement and participation and their own self possessed knowledge. This philosophy in this traditional concept took to extreme form of existentialism or traditionalist philosophy propounded by Shah emphasizing on imparting three Rs -writing, reading and arithmetic with moral virtues and behavior pattern. Since its inception this philosophy was ardently being followed by the American educators, but officially was introduced in the education system by educational philosopherpsychologist William Bagley in the 1930s. (Ravitch, 2004) The procedure would be severe academic regime without space for extracurricular activities. However, soon criticism began to sweep large in their face with many philosophers terming it as a contamination of the process. (University of Virginia, Online) Its basic trait was uniformity in culture paradigm without any appreciation for criticism or analysis. Moreover schools had to make their students conducive to the growing industrial economy by preparing them for their roles in the same.
Soon this system lost ground giving place to the conventional system of education also known as progressive philosophy initiated by John Dewey between the years 1890-1920. Dewey conceptualized his thinking to impart among the students problem solving and critical thinking skills. (University of Virginia, Online) This followed by allowing the students to involve in free as well as individualized thinking. Many schools made Deweys approach as their base in founding their curriculum. However this system saw ups and downs in the preceding years following cold war, but again with its discovery in the later years, few educators modified the same according to the changing needs of the children within the precincts of their society.
The whole education system was changed as the schools began to have classrooms in the open. As part of the curriculum instead of just prescribed books, they had practical approaches like experimentation etc. For e.g. non-graded schools brought about by John Goodlads in 1950 was one concept in itself. The others like Foxfire project of Elliott Wiggintons and network of essential schools of Theodore Sizers etc are some of the best examples to impart progressive reforms in public education. Some of the critics like Paul Goodman and George Dennison also adopted Deweys ideas for moving into more radical direction. Recently, activists in the inner cities also advocated for greater equity, justice, diversity and other democratic values to be applied in the schools. (John Dewey Project on Progressive Education, 2002)
(2) Relate Platos Allegory of the Cave with contemporary educational philosophy.
Deweys theory was carried forward by Paul Freire, with the pedagogical approach revolving around students Dialog. He ardently believed that involving students in the process of dialogue can increase their potentialities and community building process, social capital as well as empower people to raise their consciousness and realize their own condition. (Smith, 2007) To give direction to the children enabling them to find their own way is the right spirit of education, the concept which was laid centuries back in Greece by Plato in his Allegory of Cave. Educational philosophies are the powers wheedling students into learning their own pattern, but once they experience the light of sun they are empowered to grasp the true knowledge.
The images in the cave shown to the prisoners become their real life as they are taught to see what they are shown to them and their impact is so effective that even if they are taken out of the cave they find themselves incapable to adjust themselves in new environment. Their eyes would be loaded with sensory information and even their minds would not accept the same, but if same prisoners are forced to drag out and are motivated and made to understand relationship between the prison and outside, he would be the master of his own thinking power. As posit by Plato Education isnt the craft of putting sight into the soul. Education takes for granted that sight is there but that it isnt turned the right way or looking where it ought to look, and it tries to redirect it properly. (Curren 2007, p. 22) Through the allegory of caves, Plato was deriving the education philosophy that best describes the progressive education.
(3) What were the elements in the southern colonies that made for the differences in educational policy in that area
During the 1840s, there were marked differences between the educational policy between Northern areas of America and Southern colonies. In Southern areas, educational policy was more defined by the social, cultural, political and geographical conditions of the area. In contrast to North where there was a system of state funded public education, in South it was a private affair. The affairs of the education was left in the hands of the local units of the government either in town, county, district or parish. This amount to the vast difference in the educational practices, and ideals.
Majority of the population in South constitutes only two classes, slaves as well as plantation owners. There was no middle class and therefore no demand for any other services except by few who could afford it as such there was no need for the public education which breeds more of the service class. Moreover in the South as compared to the North, population was more dispersed, making it almost impossible for the children to reach the schools. Besides, Anglican religion in the South was not in favor of providing religious education in schools, as compared to Puritans in the North and the last slavish tendency among the people, never allowed then to educate their children on the Northerners lines. Since ages people in both the North and South had been taught to differentiate themselves against each other on the racial lines with each having certain specific traits, with the whites as racially superior as compared to blacks in the racial hierarchy. Blacks had to subjected themselves to racial inferiority and therefore no right to attain public education. Parents in the South had to impart training to their in their traditional occupation which could make them close to their society and roots.
(4) Describe the changing religious atmosphere in pre-Civil War America.
Before the Civil War in America, the seventeenth century, was witness to the
sudden change in the religious thinking among the educated elites in America. People in large number had virtually stopped visiting the church, as they believed God had very little or no role to play in their day to day lives.. This decline in religious belief made many to sponsor the revivalists which resulted in birth of the Second Awakening or religious revival.
The movements main motive was to revive the religious thinking among the people . Many new religious groups were formed in many parts of America especially in Western New York, and in the Appalachian region of Kentucky and Tennessee. Revivalism made the Methodists and the Baptists most strong and influential, resulting in the growth of the new kind of religious expressions especially in the form of camp meetings. In New England, evangelicals began to form missionary societies, to spread religious faith in the West. The members belonging to these societies were not just the missionaries of the faith but also were civic leaders, educators, and exponents of urban culture and thoughts. Many of the educational and publication societies was also born giving boost to the Christian education. Most popular among them was the American Bible Society, created in 1816. Many of the societies besides spreading the religious doctrines were also social reformers as they advocated for the abolition of slavery, making reforms in prisons and for providing best care to the handicapped and mentally ill patients.
In The Western New York from Lake Ontario towards the Adirondack Mountains, many religious revival groups known as the Burned-Over District, (America.gov, 2008) were carrying their activities in the spread of the religious knowledge. The most prominent among them was Charles Grandison Finney, who was a lawyer with great experience in religious epiphany. He took upon the task of preaching gospel. Revivalists, though were opponents of set religious pattern or faith, yet they were great believer of God motivating the people to follow the righteous path. (America.gov, 2008).
The revivalists motivated the people to return to God, and live pious lives. They should devote their lives in the service of God. Americans should dedicate their lives to God and live in a Godly manner. Their efforts bore fruit as and more and more people again shifted towards God and started visiting the church in large numbers. Moreover, there was also social awakening as revivalists were motivating the people to reduce alcohol consumption and abolish slavery.
Education system saw considerable change as more and more philosophers began to give their critical appreciation on the traditional system of education converging in building the education on more modern and progressive lines. The education which was initially based on prescribed curriculum with strict parameters was changed to open system giving more space to experimentation and individual thinking. These philosophies shaped the education of their contemporary era bringing in the changes on the way students should study. Moreover the system of education was different in the Southern areas as compared to North with emphasis on home based while other followed public policy education. Along with this there was also revival of religious thinking known as the Second Awakening, making the people follow the path of God and lead a righteous and pious life.
In the 5th century, the war in Persia resulted in emergence of new ideas in Athens artistic and the most intellectual center of Greece saw the birth of new thoughts and philosophies. Subsequently, Socrates and Plato became the most influential figures to give these ideas a form. From there teachings emerged the concept of what we know today as education. While there have been many philosophies but all have been structured in their own independent way and thoughts. These philosophies have different and contradictory vocabularies in the form of traditional and conventional theories of education leading to deep impact on the education theories and philosophies of today.
Since 19th century, the most prominent philosophy was converged as classroom management paradigm suggested by C. A. Bowers and David Flinders revolving around the principles of engineering, behaviorism, and mechanism. (University of Virginia, Online) Education was prescribed within the strict paradigm of curriculum without their creativity endeavor, involvement and participation and their own self possessed knowledge. This philosophy in this traditional concept took to extreme form of existentialism or traditionalist philosophy propounded by Shah emphasizing on imparting three Rs -writing, reading and arithmetic with moral virtues and behavior pattern. Since its inception this philosophy was ardently being followed by the American educators, but officially was introduced in the education system by educational philosopherpsychologist William Bagley in the 1930s. (Ravitch, 2004) The procedure would be severe academic regime without space for extracurricular activities. However, soon criticism began to sweep large in their face with many philosophers terming it as a contamination of the process. (University of Virginia, Online) Its basic trait was uniformity in culture paradigm without any appreciation for criticism or analysis. Moreover schools had to make their students conducive to the growing industrial economy by preparing them for their roles in the same.
Soon this system lost ground giving place to the conventional system of education also known as progressive philosophy initiated by John Dewey between the years 1890-1920. Dewey conceptualized his thinking to impart among the students problem solving and critical thinking skills. (University of Virginia, Online) This followed by allowing the students to involve in free as well as individualized thinking. Many schools made Deweys approach as their base in founding their curriculum. However this system saw ups and downs in the preceding years following cold war, but again with its discovery in the later years, few educators modified the same according to the changing needs of the children within the precincts of their society.
The whole education system was changed as the schools began to have classrooms in the open. As part of the curriculum instead of just prescribed books, they had practical approaches like experimentation etc. For e.g. non-graded schools brought about by John Goodlads in 1950 was one concept in itself. The others like Foxfire project of Elliott Wiggintons and network of essential schools of Theodore Sizers etc are some of the best examples to impart progressive reforms in public education. Some of the critics like Paul Goodman and George Dennison also adopted Deweys ideas for moving into more radical direction. Recently, activists in the inner cities also advocated for greater equity, justice, diversity and other democratic values to be applied in the schools. (John Dewey Project on Progressive Education, 2002)
(2) Relate Platos Allegory of the Cave with contemporary educational philosophy.
Deweys theory was carried forward by Paul Freire, with the pedagogical approach revolving around students Dialog. He ardently believed that involving students in the process of dialogue can increase their potentialities and community building process, social capital as well as empower people to raise their consciousness and realize their own condition. (Smith, 2007) To give direction to the children enabling them to find their own way is the right spirit of education, the concept which was laid centuries back in Greece by Plato in his Allegory of Cave. Educational philosophies are the powers wheedling students into learning their own pattern, but once they experience the light of sun they are empowered to grasp the true knowledge.
The images in the cave shown to the prisoners become their real life as they are taught to see what they are shown to them and their impact is so effective that even if they are taken out of the cave they find themselves incapable to adjust themselves in new environment. Their eyes would be loaded with sensory information and even their minds would not accept the same, but if same prisoners are forced to drag out and are motivated and made to understand relationship between the prison and outside, he would be the master of his own thinking power. As posit by Plato Education isnt the craft of putting sight into the soul. Education takes for granted that sight is there but that it isnt turned the right way or looking where it ought to look, and it tries to redirect it properly. (Curren 2007, p. 22) Through the allegory of caves, Plato was deriving the education philosophy that best describes the progressive education.
(3) What were the elements in the southern colonies that made for the differences in educational policy in that area
During the 1840s, there were marked differences between the educational policy between Northern areas of America and Southern colonies. In Southern areas, educational policy was more defined by the social, cultural, political and geographical conditions of the area. In contrast to North where there was a system of state funded public education, in South it was a private affair. The affairs of the education was left in the hands of the local units of the government either in town, county, district or parish. This amount to the vast difference in the educational practices, and ideals.
Majority of the population in South constitutes only two classes, slaves as well as plantation owners. There was no middle class and therefore no demand for any other services except by few who could afford it as such there was no need for the public education which breeds more of the service class. Moreover in the South as compared to the North, population was more dispersed, making it almost impossible for the children to reach the schools. Besides, Anglican religion in the South was not in favor of providing religious education in schools, as compared to Puritans in the North and the last slavish tendency among the people, never allowed then to educate their children on the Northerners lines. Since ages people in both the North and South had been taught to differentiate themselves against each other on the racial lines with each having certain specific traits, with the whites as racially superior as compared to blacks in the racial hierarchy. Blacks had to subjected themselves to racial inferiority and therefore no right to attain public education. Parents in the South had to impart training to their in their traditional occupation which could make them close to their society and roots.
(4) Describe the changing religious atmosphere in pre-Civil War America.
Before the Civil War in America, the seventeenth century, was witness to the
sudden change in the religious thinking among the educated elites in America. People in large number had virtually stopped visiting the church, as they believed God had very little or no role to play in their day to day lives.. This decline in religious belief made many to sponsor the revivalists which resulted in birth of the Second Awakening or religious revival.
The movements main motive was to revive the religious thinking among the people . Many new religious groups were formed in many parts of America especially in Western New York, and in the Appalachian region of Kentucky and Tennessee. Revivalism made the Methodists and the Baptists most strong and influential, resulting in the growth of the new kind of religious expressions especially in the form of camp meetings. In New England, evangelicals began to form missionary societies, to spread religious faith in the West. The members belonging to these societies were not just the missionaries of the faith but also were civic leaders, educators, and exponents of urban culture and thoughts. Many of the educational and publication societies was also born giving boost to the Christian education. Most popular among them was the American Bible Society, created in 1816. Many of the societies besides spreading the religious doctrines were also social reformers as they advocated for the abolition of slavery, making reforms in prisons and for providing best care to the handicapped and mentally ill patients.
In The Western New York from Lake Ontario towards the Adirondack Mountains, many religious revival groups known as the Burned-Over District, (America.gov, 2008) were carrying their activities in the spread of the religious knowledge. The most prominent among them was Charles Grandison Finney, who was a lawyer with great experience in religious epiphany. He took upon the task of preaching gospel. Revivalists, though were opponents of set religious pattern or faith, yet they were great believer of God motivating the people to follow the righteous path. (America.gov, 2008).
The revivalists motivated the people to return to God, and live pious lives. They should devote their lives in the service of God. Americans should dedicate their lives to God and live in a Godly manner. Their efforts bore fruit as and more and more people again shifted towards God and started visiting the church in large numbers. Moreover, there was also social awakening as revivalists were motivating the people to reduce alcohol consumption and abolish slavery.
Education system saw considerable change as more and more philosophers began to give their critical appreciation on the traditional system of education converging in building the education on more modern and progressive lines. The education which was initially based on prescribed curriculum with strict parameters was changed to open system giving more space to experimentation and individual thinking. These philosophies shaped the education of their contemporary era bringing in the changes on the way students should study. Moreover the system of education was different in the Southern areas as compared to North with emphasis on home based while other followed public policy education. Along with this there was also revival of religious thinking known as the Second Awakening, making the people follow the path of God and lead a righteous and pious life.
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