2.1. Theoretical pictures of society are created by human beings and interpreted by them
2.2. Theory: an intergation of all principles, laws, and information that pertains to a specific area of study
2.3. Knowledge of the Social world cannot be totally sperate from ones social and personal situation.
2.4. Teacher behavior has a lot of impact on students how they learn.
2.5. The students attitude also has a huge impact on how well they are determined to learn.
2.6. Idea 3
3. Philosophy of Education
3.1. Generic Notation: Phenomenologists focus on the phenomena of consciousness, perception, and meaning.
3.2. Key Researchers: Soren Kierkegaard, Martin Buber, Karl Jaspers, John Paul Sarte, Maxine Greene, Edmund Husseral, and Martin Heidegger
3.3. Goal of Education: Existentialists believe that education should focus on the needs of individuals.
3.4. Role of Teachers: Teachers must take risks, expose themselves to resistant students, and work constantly to make their students become "wide awake".
3.5. Methods of Instruction: Existentialists and phenomenologists believe that each child has a different learning style.
3.6. Curriculum: Literature, art, drama, and music all encourage personal interaction to existentialists and phenomenologists.
4. Schools as Organizations
4.1. My local school board is Winfield City Schools Board of Education.
4.2. The superintendent for Winfield City Schools is Dr. Keith Davis.
4.3. The Representative from Winfield on the state board is James Gardner.
4.4. The Alabama Superintendent is Tommy Bice.
4.5. The state senator for Alabama District 4 is Paul Bussman.
4.6. The Alabama House of Representatives for house district 17 is Mike Millican.
5. Curriculum and Pedagogy
5.1. The social efficiency curriculum was a philosophically pragmatist approach.
5.2. The social efficiency curriculum was developed in the 20th century.
5.3. It was related to the scientific management of the schools.
5.4. The sociology of the curriculum concentrates on the function of what is taught in schools.
5.5. Functionalists argues that the school curriculum represents the codification of the knowledge that that students need to become competent to society.
6. Equality of Opportunity
6.1. In 1975 congress passed the EHA law.
6.2. EHA was Education of all handicapped children law which had 6 principles.
6.3. in the elate 1980s, critics pushed special need students into regular classrooms (REI)
6.4. Critics of REI stated that it would cause chaos in the classroom.
6.5. Special Education remainns a conflict today because of critics.
6.6. Where an individual goes to school has little effect on hos or her cognitive growth or educational mobility.
7. Educational inequality
7.1. Functionalists expect that the schooling process will produce unequal results, but these results should be based on individual differences.
7.2. Functionalists belive that the role of schools is to be fair regardless of the family background
7.3. Functionalists believe that unequal educational outcomes are the result unequal educational opportunities
7.4. Public schools are financed through a combinations of revenues.
7.5. Advocates believe that schools should be financed through federal income taxes
7.6. Critics of school financing believe equalization is a moral imperative
7.7. Advocates believe that schools should be fiances through federal income taxes.
8. The Conservative Prospective
8.1. William Graham Sumner created the Conservative prospective.
8.2. The prospective originated in the nineteenth century.
8.3. The conservative prospective looks at social evolution as a process,
8.4. The conservative prospective gives the idea that people must face social environment to survive.
8.5. This prospective believed that the free market is the most economic productive.
9. The History of U.S. Education
9.1. Common School
9.2. Free public education was led by Horace Mann of Massachusetts.
9.3. Emma Hart Willard opened the Troy Female Seminary
9.4. Morrill Act
9.5. Freedoms Bureau helped establish black colleges
9.6. Catherine Beecher and Mary Lyon opened schoools for females
9.7. By the middle of the nineteenth century, females attended elementary schools and academies
