One thought I've been chewing on this weekend is where Dewey says, "For a certain type of mind algebra and geometry are their own justification. They appeal to such students for the intellectual satisfaction they supply, and as preparation for the play of the intellect in further studies. But for another type of mind these studies are dead and meaningless until surrounded with a context of obvious bearings" (1906, p. 116). From these statements I can almost imagine Noddings saying nearly the exact same thing. It reminds me a lot of her ideas of stretching the disciplines from within. What do you think? Do you think Dewey's writing is as relevant today as it was more than 100 years ago? How so?
Another thought that struck me in the readings was the notion of having three choices that education can make. There's the choice of dwelling on the past, followed by looking towards an idealistic future. Dewey then seems to make a switch in these types of thinking when he says that "we can strive through our schools to make pupils vividly and deeply aware of the kind of social order in which they are living"(1934, p. 99). If we look further, though, he talks about changing the order from within rather than dismantling the social order and starting fresh. It seems like it would be a major undertaking to reconstruct everything, so it seems reasonable to change things from within if you do not agree with the way things have been done in the past. Dewey speaks to the dangers associated with a new movement replacing the old. That "in rejecting the aims and methods of that which it would supplant, it may develop its principles negatively rather than positively and constructively" (1986, p. 244). So what do you think? If you buy into Dewey's notions of changing things from within how could you go about doing this in a way that is both positive and constructive? What problems could you foresee happening if the pendulum did swing and our schools become more learner-centered?
Last one, I promise. In a democracy, Dewey says that everyone in the schools, "from the first-grade teacher to the principle of the high school, must have some share in the exercise of educational power" (1903, p. 196). Looking at where our schools are today, do you think this happens? Do you feel like the future democracy will become endangered if everyone in the school system isn't having a say? Should everyone have a say in what happens? What about students? Where do their voices come into play when there are decisions to make about curriculum?
I feel really philosophical after reading Dewey all weekend. Hopefully these will get us started. I'm looking forward to hearing what you think about this week's readings! See you on the blog.
Another thought that struck me in the readings was the notion of having three choices that education can make. There's the choice of dwelling on the past, followed by looking towards an idealistic future. Dewey then seems to make a switch in these types of thinking when he says that "we can strive through our schools to make pupils vividly and deeply aware of the kind of social order in which they are living"(1934, p. 99). If we look further, though, he talks about changing the order from within rather than dismantling the social order and starting fresh. It seems like it would be a major undertaking to reconstruct everything, so it seems reasonable to change things from within if you do not agree with the way things have been done in the past. Dewey speaks to the dangers associated with a new movement replacing the old. That "in rejecting the aims and methods of that which it would supplant, it may develop its principles negatively rather than positively and constructively" (1986, p. 244). So what do you think? If you buy into Dewey's notions of changing things from within how could you go about doing this in a way that is both positive and constructive? What problems could you foresee happening if the pendulum did swing and our schools become more learner-centered?
Last one, I promise. In a democracy, Dewey says that everyone in the schools, "from the first-grade teacher to the principle of the high school, must have some share in the exercise of educational power" (1903, p. 196). Looking at where our schools are today, do you think this happens? Do you feel like the future democracy will become endangered if everyone in the school system isn't having a say? Should everyone have a say in what happens? What about students? Where do their voices come into play when there are decisions to make about curriculum?
I feel really philosophical after reading Dewey all weekend. Hopefully these will get us started. I'm looking forward to hearing what you think about this week's readings! See you on the blog.
Hey guys, thanks for the welcome! These are great questions. I also noted Dewey’s math statement, and I have to admit, somewhat ashamedly, that I belong to the other “type of mind” that needs “context of obvious bearings”. I’m considering writing a paper exclusively about the wonders of the letter ‘R’, however. Getting back to Dewey and Noddings, though, I’m reminded of Noddings mention of math “methods that are neither teacher-centered nor student-centered but are, rather, whole-class centered” (2013, p. 51). She explains the whole-class approach, and then mercifully moves on with a, “Well, this is perhaps enough math for one day” (2013, p. 51). I take this last quote as a model of critical awareness of reading audience (as as comic relief for me).
ReplyDeleteI can definitely see how Noddings “takes the baton” from Dewey into the 21st century. Their writings both discouraged standardized testing, both promote integration of the disciplines, and both see a value in vocational education. Noddings’ writing speaks more to our 21st century woes in education, but I was amazed to read just how relevant Dewey’s statements are for today. Concerning the general student mindset of the day, he asserts, “many young people leave school with the attitude of wanting and expecting to be told, rather than with the attitude of realizing that they must look into things, must inquire and examine” (1934,p. 99). Do you all think such a statement is equally valid, if not more so, in 2016?
From my experiences teaching and from what I've observed in schools, I think this is definitely a valid statement today. Some students are really good at advocating for themselves, looking into things on their own, and taking responsibility for their learning. I'd suspect that Dewey would agree that these instances are most likely the result of the learning experiences that are connected to a student's life and have meaning. For those that expect to be told, I'm sure their experiences in the classroom were mostly about hearing and listening, rather than doing and exploring.
DeleteI'd be curious to look into how much of that statement is because of education and how much of it is due to personality/temperament or other outside factors. I'd suspect its mostly classroom experience with a sprinkling of the other, but what do you think?
^^^^ PREACH CACEY.
DeleteI feel sometimes like we're stuck in this cycle. If we (as teachers) try to help our students out of the habit of "being told" then their parents get upset because that isn't how we "do school." Administrators sometimes expect classrooms to function in a certain way more aligned with a "telling and listening" model of learning (particularly in math, I think).
Solution: Make everyone read Noddings. DONE. I just SOLVED THE WORLD's PROBLEMS you guys.
YES!!!
DeleteI imagine the lack of student initiative to be the result of a mix of personality/temperament and outside factors. I would point to RttT and NCLB in the early 2000s as a culprit, but I imagine that much of what Noddings has to say about parenting and home life may also contribute. I think that Noddings statement, “I do not believe that all children are capable of high levels of academic achievement” (p. 136), can serve both as an indictment on parenting skills and on current disconnect between classroom and community. I’ll say, though, that I think that Noddings’ primary indictment is more so on formal education failing to “pick up the slack” for demonstrating democracy and communication skills that were once commonplace at the dinner table.
ReplyDeleteGetting back to your third set of questions, Casey, I would like to observe, over an extended period of time, K-12 classrooms to see if educational power, as mentioned by Dewey, is shared. Based on my short time as a middle school and high school teacher, I would say that such educational power is not equally shared between principal and classroom teacher. I would add that virtually zero educational power is shared with the student. Do you all know of any examples of Dewey’s mention of shared education power in today’s K-12?
From an SR standpoint, I would say that democracy is threatened if a more student-centered approach is not adopted. The “hands of an expert”, I imagine, might have had a similar set of life experiences in relation to a more homogeneous student body in the first half of the 20th century. Due to today’s greater variation in ethnic background, home life, and gender concerns, however, I think that we may find ourselves with a shortage of experts in formal education. Might the “expert” who stands before the class need to become student of the “expert” in the pupil’s chair? My inner Hirsch says, “No.” My inner Noddings says, “At times, when appropriate.” My inner Pinar says, “Why not? Their voices deserve to be heard.”
I have seen a few examples of shared "power" in schools. While the administrators at this school still made the majority of the decisions, there was significant input from teachers and occasionally students. There's an organization called Critical Friends Group that promotes dialogue between various entities within the school. The result is a rich collaboration between folks with different roles within the school. Here's one example: http://www.edequityoregon.com/critical-friends-group/
DeleteI like the dialogue of the "inner voices" you have playing out in your mind. Its interesting to think about these issues from various ideological perspectives.
If Dewey was living today, I wonder if he would still be LC to the very core or if he would start to morph into more of an SR's point of view. I'm sure its not good to speculate like this, but I can't help it.
Shared power is so important in having a functioning school, in my opinion. I do think that allowing students a share of the power in schools would help create informed citizens for a democracy - I'm a little pie in the sky here, so forgive me - but if we have truly learner-centered education, then we're also helping students develop those skills they will need to become informed voters with the ability to debate without losing their minds. Seems like something our world needs about now.
DeleteReginald, I like your inner philosophers. It's an interesting debate, no?
DeleteEven if the "teacher" isn't learning the intended content from the "students," aren't they learning something? They are refining their craft, or becoming more aware of student stories, or questioning what they thought to be true in some way.
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DeleteOk, seriously, Cacey - this was something I was thinking about the WHOLE time I was reading: "So what do you think? If you buy into Dewey's notions of changing things from within how could you go about doing this in a way that is both positive and constructive? What problems could you foresee happening if the pendulum did swing and our schools become more learner-centered?"
ReplyDeleteI was being facetious in an earlier comment about solving the world's problems, but I really do feel like this is the million dollar question.
I think it has to happen "from the people," if that makes sense. A grassroots (and peaceful, of course) uprising that begins overtaking schools and affecting learning and change in those schools in a positive way. Where does it start? With you and with me. With people who are tired of the same old results from the same old stuff we've always had. How does it start? In bits and pieces before it grows. Stutter-stepping and one step forward then two steps back. It's not an overnight process but one worth committing my life's work to, obviously.
Wow. Talk about feeling philosophical. I think Melissa needs to go to bed!