Ed 230 2011_lecture_5_slides-12
-
Upload
sarah-amzallag -
Category
Education
-
view
453 -
download
2
Transcript of Ed 230 2011_lecture_5_slides-12
![Page 1: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/1.jpg)
Education 230 SlidesFebruary 1, 2011
![Page 2: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/2.jpg)
Apologies…
A small reaction paper marking delay.
![Page 3: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/3.jpg)
The principle of utility
“As soon as we have managed to give our pupil some idea of what the word ‘utility’ means, we have another strong hold on him. The word makes a deep impression on him, provided it has meaning for him on his own age level and he can see it bearing on his present well being. ‘What is the good of that?’ Henceforth this is the standard question, the decisive question between him and me.” (99R, 81ROU)
Is this potentially problematic?
![Page 4: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/4.jpg)
The Principle of Utility, ctd.
Why do some children hate school so much?
The conscripted clientele
Teaching Emile to read
![Page 5: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/5.jpg)
The one key book
Is it Aristotle? Is it Buffon?
No, it’s…
![Page 6: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/6.jpg)
Robinson Crusoe
![Page 7: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/7.jpg)
Why Robinson Crusoe?
The ideal of the rugged individual
An idealized state of nature
![Page 8: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/8.jpg)
Rousseau on Fables
Rousseau’s diagnosis of the problem with fables.
Children take away the wrong message.
Plato agrees.
What do you think about this?Think about modern equivalents…
![Page 9: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/9.jpg)
The rest of the book
Eventual integration into society
Sophie
![Page 10: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/10.jpg)
Dickens
A difficult early life
What insights does Hard Times offer?
![Page 11: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/11.jpg)
Mr. Gradgrind
Does Gradgrind have any basis in fact?
Does Gradgrind have any basis in theory?
![Page 12: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/12.jpg)
The District School as it Was
A fictionalized account
The abs and the ebs, the “Easy Lessons,” and the “Moral Tales.”
The students’ problems with writing.
![Page 13: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/13.jpg)
The Squeers archetype
The Squeers archetype has an unfortunate basis in fact.
Boys won’t larn ‘less you thrash ‘em, says I. Leastways, mine won’t. Lay it on good, is what I says to a master. Lay it on good. Don’t do no harm. Lickin’ and larnin’ goes together. No lickin’, no larnin’, says I. Lickin’ and larnin’, lickin’ and larnin’, is the good ole way.
![Page 14: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/14.jpg)
Strong discipline--The J. Homer French method of seating
![Page 15: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/15.jpg)
Anti-Catholicism
![Page 16: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/16.jpg)
Other trends
School was still mostly rural
The vast majority did not attend high school.
![Page 17: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/17.jpg)
What about Québec?
A slow start in public education
Tension between French and English, Protestant and Catholic
A unique system of education
![Page 18: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/18.jpg)
John Dewey
1859-1952
![Page 19: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/19.jpg)
John Dewey’s early life
Born in Burlington, VT
Had a strict mother
• Attended the University of Vermont
• Teaching experiences
![Page 20: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/20.jpg)
Dewey’s early life, ctd.
• Went to graduate school at Johns Hopkins
• Became a professor at the University of Michigan
• Eventually became interested in education
![Page 21: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/21.jpg)
Life at the Dewey School
• An emphasis on child-centered education
• Cooperative learning
• An focus on the experimental method/discovery learning
• Few tests
• A structured environment
![Page 22: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/22.jpg)
The Dewey School:Building a smelter
![Page 23: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/23.jpg)
The Dewey School:Children Gardening
![Page 24: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/24.jpg)
The Dewey School:Designing Farm Tools
![Page 25: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/25.jpg)
My Pedagogic Creed• Dewey’s most important goal
• The school/life division
• The relationship to the experiences of children
• A “guide on the side”?
![Page 26: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/26.jpg)
The school as an instrument of social
reform• What are Dewey’s views on this matter?
• An exalted role for the teacher
• Should the school be used to transform society? Can it be used in this way?
![Page 27: Ed 230 2011_lecture_5_slides-12](https://reader035.fdocuments.us/reader035/viewer/2022070321/558d3471d8b42a4d098b45c9/html5/thumbnails/27.jpg)
A Difficult Reading
• Take extra time to read Freire—it is a relatively long and difficult reading.