Education Midterm

• The branch of philosophy concerned with the nature of values
• Seeks to determine what is of value
• Ethics: study of human conduct and moral values
• Aesthetics: values in beauty, nature, and the "aesthetic experience"

• The branch of philosophy concerned with the investigation of nature
• Raises questions about the limits, sources, and validity of knowledge, the cognitive processes and how we know. 
• Logic: concerned with making inferences, reasoning, or arguing in a rational manner
• Deductive Logic: reasoning from a general statement or principle to a specific point
• Inductive Logic: reasoning from a specific fact or facts to generalization

• The branch of philosophy concerned with the nature of reality and existence
• Raises questions about the about the nature of a person or the self and whether human nature is basically good, evil, spiritual, mental, or physical 
• Ontology: raises fundamental questions about what we mean by the nature of existence and what it means for anything "to be"
• Cosmology: raises questions about the origin and organization of the universe or cosmos

• Ordered selectmen from each town to ascertain whether or not parents and masters (of apprentices) are providing education for their children.
• Parents and masters who did not properly educate the children were replaced by someone who would 
• Did not specify schools or require attendance but established the principle of required education

• Ordered every township of 50 household or more to provide a teacher to teacher reading and writing 
• Ordered every township of 100 households or more to establish a grammar school

• U.S. Supreme Court ruled that schools should be desegregated. 
• States that segregated schools generate a feeling of inferiority that affects the child's motivation to learn 
• Marked the beginning of the Civil Rights revolution

• Landmark report in the history of educational reform
• Written by the National Commission of Excellence in Education which was appointed by President Reagan after the Russians launched Sputnik.
• Described a "rising tide of mediocrity" that was eroding the educational foundations of society
• Generated two waves of reform
• Wave 1: higher graduation requirements, standardized curriculum mandates, increased testing for teachers and students, raised certification requirements for teachers, emphasis on homework and basic skills (mandates came from the state)
• Wave 2: year-round schools, longer school days and years, teacher empowerment, parent involvement, emphasis placed on low achievers from the first wave (mandates came from teachers and educators close to the students)

• A grant or payment made to a parent or child to be used to pay the cost of the child's education in a private or public school
• A part of 6 national education goals established in 1989 to be accomplished by 2000
• The law was not passed because of this controversial proposal

Publicly supported schools established upon the issuance of a charter from the state, local school board, or other designated entity

• Edward L. Thorndike and Lewis M. Terman are two major contributors. 
• Alfred Binet and Theodore Simon developed an instrument based on an intelligent scale that allowed comparison of individual intelligence to the norm 
• Intelligence quotient (IQ): a number indicating the level of an individual's mental development, created by Lewis M. Terman 
• Edward L Thorndike developed scales for measuring achievement in arithmetic, spelling, reading, language and other areas
• Used in WWI to assess which men were suited for service and what kind of service 
• 1/4 of WWI recruits labeled illiterate 
• Tests were often used to diagnose learning disabilities and assess individual differences
• Did not consider differences in school populations, and made subjective judgements about the teacher's quality and student potential

• Known as the "Father of Education"
• Spokesperson of the common school movement
• Led campaign to organize Massachusetts schools into a state system and establish a state board of education 
• Became school board's first secretary and and the chief state school officer 
• Believed that education is the right of every child and that it was the state's responsibility to ensure that every child was provided an education 
• Campaigned for public support of education and awareness of the problems facing education (poor facilities, substandard equipment, etc.)
• Fought for professional training of teachers and established 3 normal schools (teacher training institutions)

• Major contributor to the progressive movement 
• Progressive Movement: focuses on real-world problem-solving activities in a democratic and cooperative learning environment 
• Supported progressivism by emphasizing the importance of student-teacher interaction and the social function of the school as a model of democracy instead of focusing on the individual learner

• His philosophy incorporated the child centered sensory experience principles of Rousseau 
• Believed in the natural goodness of human nature and the corrupting influences of society 
• Believed in the development of the total child
• Believed in individual differences and readiness to learn 
• Recognized the importance of human emotion in the learning process - students need self respect and teachers need to give love
• Instruction must begin with the concrete and move to the abstract

• 1830-1865
• State systems on education established and they were funded by direct taxation 
• Moving Forces: the US population spiked because of acquired land and immigrants who settled in the cities due to industrialization
• Provided education for the working class who could not afford it 
• Upper-class Protestants saw it as a way to control crime and social unrest of those in poverty
• Suffrage was extended to all white males which increased the pressure for taxes to fund the schools
• Educational journals and organizations spread the ideology of common schools, popularized education and informed teachers of educational innovations 
• Republican values and Christian virtues were taught but doctrine from specific denominations was excluded
• Leading Proponents: Horace Mann, Henry Barnard, Catharine Beecher 
• State taxation began to fully support all common schools in 1871
• State boards and superintendents of education appointed to control distribution of school funds and organize a state school system

• Made schools more sanitary 
• Lowered student to teacher ratio 
• improved school efficiency and reduced political corruption 
• activity based curriculum based on interests and  needs of the child (child centered curriculum)
• Focused on art and creativity 
• Integrate subjects in a way that is meaningful to the learner
• Leading Proponents: John Dewey, Ella Flagg Young
• Gave rise to the child study movement and measurement movement 
• The movement ended with the educational concerns regarding Sputnik