Week 14 day 3- presidential parlimentary democracy think dots
Education & democracy week two
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Transcript of Education & democracy week two
EDUCATION &
DEMOCRACYWeek Two:
The Democratic Concept of Education
Endicott College
R. McAlpine
2015
The Democratic Concept of Education
• Education as a social function
• Aims, goals, objectives
• Collaboration, communication, interdependence
• Intellectual development
Reciprocity in Democracy & Education
Dewey’s Consideration of Formal Education
• Dewey believed that a successful democracy depends upon
the educational development of the people.
• For a democratic society, people must have the good judgment
and intelligence to contribute to the workings of society.
• Education, of course, is not merely “formal education”, it is
growth and development throughout life, both before and after
any formal component.
• Democracy should be an educating social system and that life
in a democratic society should contribute to the growth and
development of its citizens. The very act of self government
should both require education and lead to further education; it
is a reciprocal arrangement.
Reciprocity in Schooling and Society
• It was Dewey’s aim to reform education by making it available to the masses, not just the intellectual elite, and to create schools that represented mini-communities.
• This is what he called “an embryonic part of democratic society”.
“The things in civilization we most prize are not of ourselves. They exist by grace of the doings and sufferings of the continuous human community in which we are a link. Ours is the responsibility of conserving, transmitting, rectifying and expanding the heritage of values we have received, that those who come after us may receive it more solid and secure, more widely accessible and more generously shared than we have received it.”
Education as Growth
• Dewey unfolds how education is a strong tool for personal
and emotional growth. In order to direct our students
toward positive growth, social impact must be considered.
Education as Growth- Continuity
• We learn from each experience,
positive or negative
• One’s accumulated learned
experience influences the nature
of one’s future experiences
(plasticity)
• Every experience in some way
influences all potential future
experiences for an individual
and for the greater society
(habit)
Continuity Interaction
Education as Growth- Interaction
• Past experience interacts with
the present event, to create
one’s present experience
• Any event can be experienced
in profoundly different ways due
to individual (history) differences
• The teacher who asks questions
and possesses insight into the
effects of the past that students
bring with them is equipped to
provide quality education that is
relevant and meaningful to the
student experience and learning
environment.
Aims, Goals, Objectives
For Dewey, democracy
was about the
participation in the
workings of society –
the construction,
maintenance, and
transformation of social
and political life.
AIMS
GOALS
OBJECTIVES
CONTEXT
PROCESS
OUTCOMES
Hierarchy of Aims, Goals, Objectives
AIMS
GOALS
OBJECTIVES
CONTEXT
PROCESS
OUTCOMES
Aims, Goals, Objectives
Aims, Goals, Objectives
What does good teaching look like?
Child- Centered Education
Dewey’s Tree Experiment
He had children start in the classroom and asked them to draw a picture of a tree. Then he took them outside and had them play in the trees where he also asked specific questions about trees. Then he brought them back to the classroom and asked them to draw a tree once again. The difference between the first drawings versus the second, were the later had superior definition.
Schooling – Social Context for Learning
Schooling provides a
social context for
learning.
The physical setting in
which students learn,
includes the culture they
were raised in and the
groups they interact
with.
Education – An Ecological Model
• Who are the
organisms?
• How do physical
aspects hinder or
support student
learning?
• How can we
dynamically fulfill the
learning purpose of the
ecosystem?
Education – An Ecological Model
The Formula
[B=f(P,E)]
The learning behavior is
(B) that’s the function of
the persons/organisms
(P) interacting with eh
classroom environment
(E).
Physical – Social Environment
What are the physical factors?
Space, furniture, arrangement and design, color, audio/visual stimuli, use of natural materials. What are the social factors?
Number of students, where they are working and with whom? Behavioral setting demotes the physical-social situations in which human behavior occurs
White Rock Mountain School
The Function (Task of the Ecological Teacher)
Learning & Living
environment
teachers
students
The Preparation
(Task of the Ecological Teacher)
Before the children
even enter the
classroom, it is the
teacher’s task to crate
an appropriate space
for work, play and the
practice of:
equity, respect and
tolerance.
While no amount of
“design” can substitute
for caring, nurturing
relationships, thoughtful
attention to concrete
details can enhance
these interactions.
Ecological Classroom- Function Factors
1. Physical Environment
2. Classroom Organization
3. Rules and Expectations
4. Routines
5. Intangibles
“Education is thus a fostering, a nurturing, a cultivating process. All of these words mean that it implies attention to the conditions of growth.” (Dewey, pg. 10)
The words “environment”, “medium” denote something more than surroundings which encompass an individual. They denote the specific continuity of the surroundings with his own active tendencies.” (Dewey, pg. 11)
Ecological Model
“The extension in space of the
number of individuals who
participate in an interest so that
each has to refer to his own
action to that of others, and to
consider the actions of others to
give point and direction to his
own, is equivalent to the breaking
down of those barriers of class,
race, and national territory which
kept men from perceiving the full
import of their activity.”
(Dewey, pg. 87)
Living and working in a school
that functions in an ecological
model, cerates a dynamic
understanding by which students
are aware that place shapes
people and people shape space.
Education – Process and Product
“the need to pay
attention to natural
settings, the need to
provide facilities that
encourage learning
through play, through
conversation, and
through the body”
(Uptis)
Learn How We Live & Live How We Learn
Dewey recognized the
necessity of
connections between
personal voice and
public space,
understanding the
inseparable role of
education in a
democratic society.
As social space,
schools and classrooms
are shaped by the
actions of those who
populate them,
reinforcing existing
practices while at the
same time introducing
new dimensions that
have to be addressed.
Learn How We Live & Live How We Learn
If democracy is primarily a form of associated living, then is the formal process of education the aim of rehearsing individual and collective roles in participating in a democratic society?
Using the Ecological Model as an example of creating a shared learning space- then are the aims of communication, collaboration, experimentation, etc. then enabling student to learn to live and live to learn?
Week Two:
The Democratic Concept of EducationDewy, J. (2013). Chapter 3, Education as Direction. In: Dewey, J. (2013). Democracy and Education. FREE E-book. Release Date: July 26, 2008 [EBook #852]. Last Updated: January 26, 2013.
Dewey, J. (2013). Chapter 4, Education as Growth. In: Dewey, J. (2013). Democracy and Education. FREE E-book. Release Date: July 26, 2008 [EBook #852]. Last Updated: January 26, 2013.
Dewy, J. (2013). Chapter 6, Education as a Conservative and Progressive. In: Dewey, J. (2013). Democracy and Education. FREE E-book. Release Date: July 26, 2008 [EBook #852]. Last Updated: January 26, 2013.
Dewey, J. (2013). Chapter 7, The Democratic Concept of Education. In: Dewey, J. (2013). Democracy and Education. FREE E-book. Release Date: July 26, 2008 [EBook #852]. Last Updated: January 26, 2013.
Uptis, R. (2010). Raising a School: Foundations for school architecture. South Frontenac ON: Wintergreen Studios Press.