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Axiology
- 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"
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Epistemology
- 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
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Metaphysics
- 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
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Massachusetts Law of 1642
- 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
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Massachusetts Law of 1647
- 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
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Brown vs. Board of Education Topeka (1954)
- 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
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A Nation at Risk: The Imperative for Education Reform
- 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)
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School Vouchers
- 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
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Charter Schools
Publicly supported schools established upon the issuance of a charter from the state, local school board, or other designated entity
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Measurement Movement
- 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
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Horace Mann
- 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)
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John Dewey
- 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
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Johann Pestalozzi
- 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
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Common School Movement
- 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
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Progressive Movement
- 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
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