10 idei care au influentat dezvoltarea sistemului de educatie american
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Transcript of 10 idei care au influentat dezvoltarea sistemului de educatie american
TEN OR SO IDEAS TEN OR SO IDEAS That have influenced That have influenced
the development of the development of American EducationAmerican Education
Connie Goddard, Ph.D.American Studies Class
University of Oradea3 December 2010
INTRODUCTORYINTRODUCTORYREMARKSREMARKS
TEACHING IN ALESD AS A PEACE CORPS VOLUNTEER
Among things I have to be thankful for is privilege of being here for two years
In education for most of my life, but primarily a teacher only for past decade
Before that, an editor and journalist
Topics for TodayTopics for Today
Ten Ideas – A brief historical survey of American education and the legacy of these ideas
Two short videos
Some differences between schools in Romania and in United States
And, please, LOTS OF DISCUSSION. I’m here to learn, too
IDEA I: 1640sIDEA I: 1640sBasic literacy for all, supported by all members of the community
The US settled by English and Scottish Protestants◦Most literate societies in
the world at the time
First colonies in Massachusetts / New England◦Continuing impact of
their influence on American schools
Colonial North AmericaColonial North America
Legacy ILegacy I
Literacy for boys and girls alike; schools controlled and supported financially by each local community◦It took over 200 years before this idea to be
adopted nationwide, but eventually it was widely accepted
IDEA II: IDEA II: 1780s 1780s
Democratic government depends upon an educated citizenry
“If a nation expects to be both ignorant and free, it expects what never was and never will be.“
Thomas Jefferson(1743-1826)
Jefferson’s ideasJefferson’s ideas
Jefferson and others conceptualized statewide systems of education, beginning with primary schools and extending to university◦Mandated by states but controlled and funded
by town and cities
Developing an aristocracy, not of birth, but of education and talent
Legacy IILegacy II
Education is essential to maintaining a democratic form of government
◦A right for all Americans, not a privilege for the aristocracy or leisure class
IDEA III: IDEA III: 1790s1790sSchools essential to defining what an American is
The American Spelling Book
The American Dictionary of the English Language
Both the work of Noah Webster (1758-1843), writer and educator
Defining what is AmericanDefining what is American
Webster’s efforts defined the differences between American and British English
He claimed that schools were the most important institution in American society
Legacy IIILegacy III
Defining distinctly American institutions helped to unify the new nation
◦Particularly important as the American people continued to move into the new nation’s western territories, carrying the idea of the school with them
IDEA IV: IDEA IV: 1800s on1800s onTHE PUBLIC SCHOOL
a nonsectarian institution for an increasingly urban society
In major US cities, public schools began to replace the pauper schools that had been established by Protestant churches
◦Especially an issue in growing urban centers like New York City and Philadelphia
Public School Society of NYCPublic School Society of NYC
DeWitt Clinton (1769-1828) New York mayor and governor
redefined Jeffersonian ideal for a changing society
Helped establish the Public School Society of New York
Advocated free public schools supported by the city itself
Education as a way to ameliorate the social vices of growing cities
Legacy IVLegacy IV
Nonsectarian public schools were essential to encouraging a generalized notion of Christian morality among all Americans
◦Less expensive to pay for schools now than for prisons later
◦Separation of church and school
New York City in 1850New York City in 1850
IDEA V: IDEA V: 1830s to 1830s to 19001900
THE COMMON SCHOOL
The great equalizer for an increasingly diverse society
All children – rich and poor alike – to attend public schools together
Widespread movement supported by a variety of social reformers◦Response to threat of
social fragmentation◦Fear of moral and cultural
decay as the frontier moved west and the economy began to industrialize
The Common SchoolThe Common School
Chief advocate was Horace Mann of Massachusetts◦ Lawyer and state legislator
(1796-1859)◦ Named first state
superintendent of education◦ Traveled the state encouraging
support -- one school for all children
◦ Essential for urban and rural society
The “balance wheel of the The “balance wheel of the social machinery”social machinery”
The common school as the means for turning all – native and foreign-born – into American citizens ◦Literate, productive, and law-abiding◦To the wealthy, Mann argued that their security
depended upon having neighbors who had attended school
◦For the poor, he claimed that education was a means for securing their own prosperity
Legacy V: the schoolhouseLegacy V: the schoolhouse
IDEA VI: IDEA VI: 1840s 1950s1840s 1950s
THE SCHOOLMARM
Canonization of the female schoolteacher
Leading advocate was Catherine Beecher (1800-1878) from Connecticut
Sister of Harriett Beecher Stowe (Uncle Tom’s Cabin)
Women as schoolteachersWomen as schoolteachers
Contemporaneous with common school◦ More schools meant more teachers
Widespread acceptance◦ Women’s salaries were lower
Beginnings of teacher education◦ The “normal school”
Men remained as principals and administrators◦ Professionalizing of their role
Legacy VI: Another iconLegacy VI: Another icon
United States in 1850United States in 1850
Schools spread along with population
Northeast then Midwest were centers for migration and immigration
New England’s influence on schools spread across the northern tier
Schools less influential in South
IDEA VII:IDEA VII:1870s on1870s on
UNITY IN DIVERSITY
Assimilating the children of immigrants while respecting their ethnic identity
Addressed in two ways –Schools and settlement houses
“How can the school fuse all these diverse elements so as to produce the unity essential to a democracy? . . . .
That can only be attained by spreading intelligence and a sense of responsibility for the control of the social whole.”
Ella Flagg Young(1845-1918)
Schools one solutionSchools one solution
Ella Flagg Young• Chicago teacher and
superintendent of schools
School as social harmonizer
The school as a matrix of many nations
Children sit side by side and learn to become citizens and to respect each other
Settlement houses anotherSettlement houses another
Hull House in Chicago Established in 1889 as a place for immigrants to learn skills and practice crafts learned in native lands
Jane Addams (1860-1935)
Art classes and kindergartensArt classes and kindergartens
Legacy VII: multiculturalismLegacy VII: multiculturalism
Americans – both early arrivals and more recent immigrants – began to be comfortable with the idea of a multicultural society
IDEA VIII:IDEA VIII:1900s on1900s on
PROGRESSIVE SCHOOLS
For a
PRAGMATIC SOCIETY
PRAGMATISM◦To be of value, ideas
must have meaning for beneficial human activity
PROGRESSIVISM◦Wise policies and good
schools could improve the lives of average people and society as a whole
Developing the whole childDeveloping the whole child
Leading advocate was John Dewey (1859-1952)
Author of:◦My Pedagogic Creed (1896)◦School and Society (1900)◦Child and the Curriculum
(1902)◦And many other books
Established Laboratory School
Progressive EducationProgressive Education
Debt to ideas from Germany and BritainHow to present content while engaging
student interestEducating students to develop their
talents while helping them define a productive role for themselves in the broader society
The activity / occupations method
Legacy VIIILegacy VIII
The development of the child as an individual became a function of the school
◦ Difficulty of doing this well on a large scale – very time-consuming for teachers
◦ Progressive techniques can interfere with inculcation of essential information
IDEA IX:IDEA IX:1950s1950s
SCHOOL INTEGRATION
Black and white children to attend school together
Supreme Court in 1954◦ Reversed unworkable policy
of separate but equal schools◦ Led to bitter confrontations in
the South, but also in Northern cities where segregation a product of residential patterns
◦ Consequences of segregation remain contentious six decades later
Lead campaign through the courts Lead campaign through the courts to end discriminatory practices to end discriminatory practices
Thurgood Marshall(1908-1993)
“The government they [founding fathers] devised was defective from the start requiring [social transformations to attain] the freedoms and individual rights we hold as fundamental today.” (1987)
But it happened with little But it happened with little deliberate speeddeliberate speed
School integration often happened only after federal court orders
At left – a picture that changed a nation’s mind◦ Central High School in
Little Rock, Arkansas, in 1957
Legacy IXLegacy IX
Not only ended state-sponsored discrimination in schools, but led eventually to affirmative action practices to undo legacy of segregation
The federal government now has an ongoing role in funding schools and in determining what is taught and how
IDEA XIDEA X
MEASUREMENT
AND
ACCOUNTABILITY
Role of educational psychology, studies of learning and cognition
Research an essential aspect of American education
Leave No Child Behind (2001) and Race to the Top (2009)
Barack Obama & Arne DuncanBarack Obama & Arne Duncan
ONGOING LEGACYONGOING LEGACY
Is it the student or is it the school that is chiefly responsible for what children learn in the process of education?