1. Ch. 5: The Philosophy of Education
1.1. Pragmatism & Existentialism
1.1.1. Pragmatism: states that education is centered around life and growth
1.1.1.1. Key Researchers/Founders:
1.1.1.1.1. Founders: George Sanders Pierce, Willam James, John Dewey
1.1.1.1.2. John Locke, Jean-Jacque Rousseau, John Dewey, Francis Bacon
1.1.1.2. Goal Of Education = Growth
1.1.1.2.1. provide students with the knowledge of how to improve social order
1.1.1.2.2. prepare students for "communicated experience" in a democratic society
1.1.1.2.3. balance the needs of society with its effect on social, intellectual, and personal development
1.1.1.3. Role of Teacher = Facilitator
1.1.1.3.1. Encourages, suggests, questions, and helps plan
1.1.1.3.2. writes curriculum and have command of several disciplines
1.1.1.4. Method of Instruction
1.1.1.4.1. Inquiry Method: Children should start mode of inquiry by posing questions
1.1.1.4.2. Problem Solving Method: able to work in groups and individually by developing a plan to solve a problem
1.1.1.4.3. Individual study
1.1.1.4.4. Project method: using what was learned in practice for a project
1.1.1.5. Curriculum
1.1.1.5.1. Core curriculum that alters to relate to the interests of children (though to increase imagination & intuition)
1.1.1.5.2. Curriculum that can change with social order
1.1.1.6. Generic Notions
1.1.1.6.1. Children are active and organic beings
1.1.1.6.2. Children are subject to change & grow
1.1.1.6.3. Differentiated studies will be required to meet the needs of the students
1.1.2. Existentialism: Believe people were placed on earth to make sense out of the chaos they encounter
1.1.2.1. Generic Notions
1.1.2.1.1. Existentialists pose questions as to how their concerns impact the lives of individuals
1.1.2.1.2. John Paul Sartre "Existence presides essence"
1.1.2.1.3. Soren Kierkegaard education is
1.1.2.1.4. Phenomenologists focus on phenomenons of the consciousness, perceptions, and meaning as they arise in particular to a persons experiences.
1.1.2.2. Key Researchers of Existentialism:
1.1.2.2.1. Soren Kierkergaard, Martin Buber, Karl Jasper, Maxine Greene, John Paul Sartre
1.1.2.3. Goal Of Education = Individuality & Need-based Focus
1.1.2.3.1. Education should focus on the cognitive and affective needs of individuals
1.1.2.3.2. Stress individuality
1.1.2.3.3. Include discussion of both rational and non-rational world
1.1.2.3.4. Phenomenologists emphasize possibility by actively liberating the individual from a chaotic world
1.1.2.4. Role of Teacher = Deeply Personal & Highly Responsible
1.1.2.4.1. Understand their "lived" world as well as the world from which their students live
1.1.2.4.2. Expose themselves to resistant students and take risks
1.1.2.4.3. Empower students
1.1.2.5. Method of Instruction
1.1.2.5.1. Main Idea "All students learn differently"
1.1.2.5.2. Introspection: enable students to become in touch with their worlds and employers them to make their own choices
1.1.2.5.3. Pose questions & organize group activities
1.1.2.6. Curriculum
1.1.2.6.1. Heavily based on humanities
1.1.2.6.2. Expose students early to problems as well as possibilities that humankind is capable of producing
2. CH. 2: Politics of Education
2.1. Purposes of Education
2.1.1. 1. Intellectual Purposes
2.1.1.1. To teach basic cognitive skills such as reading, writing and mathematics
2.1.1.2. To transmit specific knowledge (i.e. history, literature, sciences)
2.1.1.3. To help students acquire higher order thinking skills such as analysis, evaluation, and synthesis.
2.1.2. 2. Political Purposes
2.1.2.1. To instill patriotism (allegiance to political order)
2.1.2.2. To prepare citizens who will participate in political order
2.1.2.3. To help assimilate diverse cultural groups in a common political order
2.1.2.4. To teach children the basic laws of society
2.1.3. 3.Social Purposes
2.1.3.1. To help solve social problems
2.1.3.2. To work as one of many institutions to ensure social cohesion
2.1.3.3. To socialize children into various roles, behaviors and values of society (socialization)
2.1.4. 4. Economic Purposes
2.1.4.1. To prepare students for later occupational roles
2.1.4.2. To select, train, and allocate individuals into the division of labor
2.2. Political Perspectives on Education
2.2.1. The Role of School- to focus on the aims, purposes, and functions of education in a society.
2.2.2. Conservative Perspectives
2.2.2.1. Role of School
2.2.2.1.1. - ensure that the most talented and hard working individuals receive the tools necessary to maximize economic and social productivity, socialize children into the adult roles necessary to maintain social order, transmitting cultural traditions into curriculum
2.2.2.2. Explanations of Unequal Performance
2.2.2.2.1. -individual students or groups of students rise and fall on their own intelligence and hard work
2.2.2.3. Problems Within Education
2.2.2.3.1. Decline of cultural literacy (school's ability to pass on heritage of Western and American civilizations has been weakened overtime by the liberal and radical point of views)
2.2.2.3.2. Decline of Values or Civilization: schools have lost their traditional role of teaching moral values and standards because of the liberal idea that all values are equal.
2.2.2.3.3. Decline of standards (since the 1960s-1970s academic standards have been lowered)
2.2.2.3.4. Decline of Authority: demand for individuality and freedom has caused a loss in disciplinary function
2.2.3. Liberal Perspectives
2.2.3.1. Role of School
2.2.3.1.1. ensure all students have equal opportunity to succeed in society, teach respectfulness towards cultural diversity, importance of citizenship and participation, develop talents, creativity, and sense of self in students.
2.2.3.2. Explanations of Unequal Performance
2.2.3.2.1. -individual students or groups of students begin schools with different life chances and therefore some groups have significantly more advantages than others; society should attempt through policies and programs to equalize the playing field that students from disadvantaged backgrounds have a chance.
2.2.3.3. Problems Within Education
2.2.3.3.1. Schools have limited the life chances of minority children and underachievement by these groups is a crucial issue
2.2.3.3.2. Schools limit their roles as educators by placing too much importance on discipline
2.2.3.3.3. Differences in quality between schools with low socioeconomic backgrounds and those of high socioeconomic backgrounds is a central problem in the inequalities of educational outcomes
2.2.3.3.4. traditional curriculum leaves out diverse cultures of the groups that comprise the pluralistic society
2.2.4. Radical Perspectives
2.2.4.1. Role of School
2.2.4.1.1. - schools should focus on reducing educational inequality and increasing social mobility; historically, schools have been ineffective; capitalism will prevent schools from being effective
2.2.4.2. Explanations of Unequal Performance
2.2.4.2.1. students from lower socioeconomic backgrounds begin school with unequal opportunities, but the result in educational failure stems from the poor economic system which must be changed first before diversity in educational performance can be fixed.
2.2.4.3. Problems Within Education
2.2.4.3.1. educational system has failed the poor, minorities, and women through classist, racist, sexist, and homophobic policies.
2.2.4.3.2. School teach practices that promote conformity
2.2.4.3.3. Traditional curriculum leaves out voices of the oppressed
2.2.4.3.4. Educational system promotes inequality in opportunity and results
3. Ch. 3: History of Education
3.1. Reform Movement That Had the Most Impact
3.1.1. Education for Women & African Americans
3.1.1.1. Key Researchers:
3.1.1.2. Reformers who founded schools for women: Catherine Esther Beecher, Mary Lyon, Emma Hart Willard
3.1.1.3. 1820s:
3.1.1.3.1. Beginning of movement for education for women in the U.S. In 1821, the first school to open for females in which they studied the same subjects as males.
3.1.1.4. 1833:
3.1.1.4.1. Colleges began to offer education to women & African Americans
3.1.1.5. 1850: Roberts V. City of Boston: Resulted in the establishment of African-American segregated schools founded by abolitionists and churches.
3.1.1.6. 1865: Congress passed 14th Amendment freeing all slaves
3.1.1.7. In the early 19th century-
3.1.1.7.1. women were deduced to the singular roles of being a helpmate to the male because education for women was considered too harmful and stressful.
3.2. Historical Interpretation of U.S. Education
3.2.1. Periods of Educational Reform
3.2.2. Common School Era and Progressive Era extended school to all through educational laws, increasing the capacity and length of education in the U.S.
3.2.3. Post-secondary education extended further by the 1990s due to increase in graduation rates.
3.2.4. These increases in capacity do not equate to increase in amount of success for each student.
3.2.5. Democratic Liberal School
3.2.5.1. Belief: History of U.S. education involves progressive evolution of a school system committed to providing equality and opportunity for all; optimistic
3.2.5.2. Diverse educational backgrounds tend to increase interest in social goals rather than intellectual ones
3.2.6. Rational Revisionist School
3.2.6.1. Belief: Eduction expanded to help the elites in society for economic efficiency and productivity; periods of educational reform only benefited the upperclass.
3.2.6.2. Those who seek to reform and impose excellence do not regard equality.
3.2.7. Conservative Perspectives
3.2.7.1. Instructionalism & Experimentalism
3.2.7.1.1. Influenced by theory of evolution and positive belief in progress
3.2.7.2. 1980s- U.S. Schools considered to be mediocre according to conservatives; cause of this considered to be the equality within education system.
3.2.7.3. Diane Ravtich: supports the idea that using education to solve social problems decreases U.S. education systems value and standards.
3.2.8. Expansion -> Equality ->Conflict Over Goals, Curriculum
4. Ch. 4: Sociology of Education
4.1. Theoretical Perspectives Between School & Society
4.1.1. 1. Functionalism
4.1.1.1. stress the interdependence of the social systems, examining how well each part is integrated with the system as a whole
4.1.1.2. Beliefs: moral unity is most important for social harmony and conflict comes from breakdown of shared values
4.1.1.3. Educational reform: are shaped to create programs and curricula that are advanced and encourage social unity
4.1.2. 2. Conflict Theory
4.1.2.1. Beliefs: dominant groups should impose their will on subordinate groups, idealize Marxists beliefs, student noncompliance from rules is a form of resistance that stems from a view of school as oppressive
4.1.2.2. Important because it stresses the understanding of social inequalities and recognizing cultural and social characteristics of individuals based on status and class position
4.1.2.2.1. teaching slaves reading and writing was prohibited for fear of revolt
4.1.3. 3. Interactionalism
4.1.3.1. Beliefs: educational and social structure should be viewed on a micro level of analysis
4.1.3.2. Problematic because it is hard to apply such microsociological analysis to a broader scope
4.2. 5 Effects of Schooling on individuals that have the greatest impact on students
4.2.1. 1- Depth of knowledge a student can obtain
4.2.1.1. The amount of time that a student spends in school = the amount of information they learn
4.2.1.2. Consistent discipline and where students are compelled to take courses = higher levels of achievement
4.2.1.3. Lease focus on the type of school the student attended (private or public) but rather the quality of the school's values.
4.2.2. 2-Employment opportunities
4.2.2.1. College graduates lead to greater employment opportunities
4.2.2.2. Various factors of occupational segregation impacts employment opportunities for people who graduate from college
4.2.3. 3- Where people go to school effects their social mobility
4.2.3.1. Students who graduate from a prestigious private school are more likely to have more social mobility than those who do not
4.2.3.2. Size of school
4.2.3.2.1. Larger schools offer more facilities but have less student initative
4.2.3.2.2. Smaller schools exile in student and teacher freedom but have fewer resources
4.2.4. 4- Teacher behavior
4.2.4.1. Teachers are models for students and influence their self esteem
4.2.4.2. Students who are praised more when demanded from more are more successful in their outcomes
4.2.5. 5- Student Peer Groups & Alienation
4.2.5.1. Being bad is miscnostucted as being tough & well-liked & cool
4.2.5.2. Being a smart is misconstrued as being weak & unliked & awkward
4.2.5.3. College student types:
4.2.5.3.1. Careerist: middle class to upper class families, few academic honors and loss of confidence during college. not intellectually motivated
4.2.5.3.2. Intellectuals: highly educated families, studied humanities, politically involved, many honors
4.2.5.3.3. Strivers: working class families, ethnic or racial minorities, worked hard but did not graduate with high GPAs, overall satisfied with education experience
4.2.5.3.4. Unconnected: all backgrounds, few extracurricular activities, least satisfied with college experience