Feb 5, 2012 - Weekly Reflection    1 Comment

Week 3: Blog Reflection – Recent Issue Education

The breadth of information contained in chapter 3 World Roots of American Education and chapter 4 Pioneers of Teaching and Learning needed to be synthesized (Gutek, Levine & Ornstein, 2011). After listening to small groups present a summation of key periods of educational history, the history of education much like western civilization clearly evolved and transcended between cultures.

Receiving an education can be defined as having an an enlightening experience.  While enlightenment can mean to give someone greater “knowledge and understanding” about a subject or situation (Mariam-Webster, 2012).  When investigating the history of education, the general purpose of education is the acquisition of skills and knowledge.  Presently, education focuses on creating a learning environment conducive to children, adolescents, young adults, adults and the elderly. The population of individuals being educated is broad and is not narrowly defined by age, gender, religion, race, ethnicity or culture.  Today, the purpose of education is to provide a learning environment that is inclusive, developmentally appropriate and accommodating.

Depending on the region, education has transformed and adapted, or moving in slow-motion.  Instead of social equity and educational opportunity, the student was classified based on a caste system, defined as gentry or upper class, and depended upon gender (Gutek, Levine & Ornstein, 2011).  The context of education has changed from survival, religious doctrines, militaristic tactics, and classic literature, to reading, writing, arithmetic and the scientific method.  The evolution of education is exponential and and moving in a direction that creates a global connection, bridging cultures and forming a global community.

The concept of cultural and religious diversity, awareness of the stages of development, enhancing motor and sensory skills, and critical thinking are just some examples of the past being utilized in today’s schools (Gutek, Levine & Ornstein, 2011). Rousseau, Piaget and Dewey are a few educational pioneers who contributed to educational reform today.  Rousseau’s stages of development prefaced Piaget’s cognitive developmental stages.  During undergraduate studies I majored in psychology with a concentration in experimental social psychology and Piaget was apparent throughout introductory and research courses.   John Dewey re-defined the meaning of experience in education. He believed that having an experience, “involved not merely doing something, but doing something with a certain awareness of what one is about.” (Dewey, 1938 as cited in Wojcikiewicz, 2010). Deweyan learning experiences have influenced pre-service teaching practicum and the way students learn and solve problems in the classroom.

 References

Learner’s dictionary. (2012). Retrieved from http://www.learnersdictionary.com/search/enlightenment

Ornstein, A. C., Levine, D. U., & Gutek, G. L. (2011).Foundations of education. (11 ed.). Belmont, CA: Wadsworth Cengage Learning.

School of education: Montgomery college. (2011). Retrieved from http://cms.montgomerycollege.edu/edu/department.aspx?id=10505

Wojcikiewicz, S. K. (2010). Dewey, Peirce, and the Categories of Learning. Education & Culture, 26(2), 65-82.

1 Comment

  • Shelly, you’ve summed up so much in your blog on the history of education and what we see today. I totally agree with what you said that ” the purpose of education is to provide a learning environment that is inclusive, developmentally appropriate and accommodating. This is the reasion I believe that teachrs wil have to ciommit to professional growth and creativity, so that they can adapt and be aware of their students background and experiences.

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