Past Movements in Education and Analysis of Curricuar Reforms Essay Example for Free

Past Movements in procreation and Analysis of Curricuar Reforms EssayFor an individual, it must be treated as a continuous process that should not end when graduation rites in each particular level of schooling argon being held. trustworthy breeding is life, it must always be a part of our daily living, whether finished formal or informal means. Educational systems in customary, and cultureal curriculum in particular, also need not to be static. The curriculum should respond to the demands of a fast-changing society. To some extent, it should also be global or internationally-aligned. These ar the reasons why foreign and local pedagogicsal educators in the past and until now have been introducing program lineal reforms and innovations. They have been probing means to address the problems being met in the implementation of a certain curriculums and to ensure the total training of every learner. I. The Past Movements for Social Change in the School System Social change a ffects knowlight-emitting diodege. Centuries ago, pi championers of education have sought to introduce renewal in education. Their ideas were far ahead than the actual renewal that took infinite later on.Among them were Commenius, Condorcet, Rousseau, Pestalozzi, Froebel, Dewey, Drecoly, Montessori and Freinet. 1. Johann Amos Commenius -Father of Modern Education Most permanent educational influences a. practical educational wrench Comenius was first-year a teacher and an organizer of schools, not that among his declare people, barely later in Sweden, and to a slight extent in Holland. In his Didactica Magna (Great Didactic), he outlined a system of schools that is the conduct counterpart of the existing American system of kindergarten, elementary school, secondary school, college, and university.Didactica Magna is an educational treatise which aimed to seek and find a method of instruction by which teachers may teach less but learners may learn more, by which the school may be the scene of less noise, aversion, and useless labor, but of more leisure, enjoyment and unattackable progress and through which the Christian community may have less darkness, perplexity (confusion) and dissension (disagreement), but on the other hand, more light, orderliness, peace and rest. b. formulating the ecumenic theory of education In this respect he is the forerunner of Rousseau, Pestalozzi, Froebel, etc. and is the first to formulate that idea of education according to nature so definitive during the latter part of the eighteenth and primal part of the nineteenth century. c. the subject matter and method of education -exerted through a series of text confines of an entirely new nature His published formulates Janua Linguarum Reserata (The Gateway of linguistic communication Unlocked) contained his conviction (certainty) that one of the prerequisites for effective educational reform was a fundamental change in address of instruction.Orbis Pictus (The World of Sensible Things Pictured) contributed to the evolution of the principles of audio-visual interaction. It was the first booming applications of illustrations to the work of precept, but not the first illustrated book for electric razorren. Schola Ludus (School as Play) a detailed exposition of the doctrine that all learning should be made interesting, spectacular and bear upon.These texts were all based on the same fundamental ideas (1) learning foreign linguistic communications through the vernacular (2) obtaining ideas through objects rather than words (3) starting with objects most familiar to the child to introduce him to both the new language and the more remote world of objects (4) giving the child a comprehensive companionship of his environment, natural and kindly, as well as instruction in religious, moral, and classical subjects (5) making this acquisition of a compendium of knowledge a pleasure rather than a task and (6) making instruction universal.He also veri table the pansophic scheme, the view that education should take the whole of human knowledge as its universe. For him, truth was indivisible and was to be seen as a whole. Thus by relating each subject to every other subject and to general principles, pansophia was to accomplish the learner capable of wisdom. 2. Marquis De Condorcet Marie-Jean-Antoine-Nicolas de Caritat took his title Marquis de Condorcet from the town of Condorcet in Dauphine. He advocated that the aims of education were o cultivate in each generation the physical, intellectual and moral facilities and, thereby contribute to the general and gradual improvement of the human race. He envisioned a national system of public education designed to develop the natural talents of all, making real equality possible. His proposals of the five levels of public instructions areas follows 1. Elementary- for the teaching of the elements of all knowledge (reading, writing, arithmetic, morals, economics and natural intuition)and would be compulsory for all four years 2. unoriginal school- of three years duration, teaching grammar, history and geography, one foreign language, the mechanical arts, law and mathematics. The teaching at this and the first level would be non-specialized. 3. Institutes- accountable for substituting reasoning for eloquence and books for speech, and for bringing philosophy and the physical science methodology into the moral sciences. The teaching at this level would be more specialized.Pupils would choose their own course of study (at least two courses a year) from among four classes mathematics and physics, moral and political sciences, science as applied to the arts, and literature and fine arts. 4. Lycee the equivalent of universities, with the same classes as the institutes and where all the sciences are taught in full. It is there that scholars-teachers receive their further training. Education at this and the first three levels was to be entirely free of charge. 5.National Society of Science and the Arts a research institute responsible for supervising the formal education system as a whole and for appointing teachers. Its role would be one of scientific and pedagogical research. 3. Jean Jacques Rousseau According to the history of education, he was the first great writer to insist that education should be based upon the nature of the child. Rousseaus Emile is a kind of half treatise, half clean that tells the life story of a fictional man named Emile.In the history of education, the significant contributions of Johann Heinrich Pestalozzi are 1) his educational philosophy and instructional method that encouraged harmonious intellectual, moral, and physical development Pestalozzis most systematic work, How Gertrude Teaches Her Children (1801) was a critique of conventional schooling and a prescription for educational reform. Rejecting corporal punishment, rote memorization, and bookishness, Pestalozzi envisioned schools that were homey institutions where teachers actively engaged students in learning by sensory experiences.Such schools were to educate individuals who were well move intellectually, morally, and physically. Through engagement in activities, students were to learn useful vocations that complemented their other studies. 2) his methodology of empirical sensory learning, especially through object lessons Pestalozzi designed object lessons in which children, guided by teachers, examined the form ( exercise), number (quantity and weight) of objects, and named them subsequently direct experience with them. 3) his use of activities, excursions, and nature studies that anticipated Progressive education. He also emphasized the wideness of the nature of the child and propounded (advocated) that in the educational process, the child must be thought in intercourse to the subject matter. He sought to understand the nature of the child and to build his teaching around the natural, modernised and harmonious development of all the powers and capacities.He is an advocate of each mans right to education and of societys duty to implement that right and pave the way to universal national education. His adage Learning by head, hand and heart is still a key principle in successful 21st-century schools. 5. Friedrich Froebel The German educator, Friedrich Froebel, was one of these pioneers of early childhood educational reform. Froebels educational principles a) free self-activity As an educator, Froebel believed that stimulating voluntary self-activity in the young child was the necessary form of pre-school education (Watson, 1997a).Self-activity is defined as the development of qualities and skills that make it possible to take an invisible idea and make it a reality self-activity involves formulating a objective, cookery out that purpose, and then acting on that plan until the purpose is realized (Corbett, 1998a). Corbett suggests that one of Froebels significant contributions to early childhood educati on was his theory of introducing play as a means of engaging children in self-activity for the purpose of externalizing their inner natures. ) creativity Froebel designed a series of instructional materials that he called gifts and occupations, which demonstrated certain relationships and led children in comparison, testing, and creative exploration activities (Watson, 1997b).A gift was an object provided for a child to play withsuch as a sphere, cube, or cylinderwhich helped the child to understand and internalize the concepts of shape, dimension, size, and their relationships (Staff, 1998). The occupations were items such as aints and clay which the children could use to make what they wished through the occupations, children externalized the concepts existing within their creative minds (Staff, 1998). Therefore, through the childs own self-activity and creative imaginative play, the child would begin to understand both the inner and outer properties of things as he moves through the developmental stages of the educational process. c) social participation A third component of Froebels educational plan involved working closely with the family unit.Froebel believed that parents provided the first as well as the most consistent educational influence in a childs life. Since a childs first educational experiences occur within the family unit, he is already familiar with the home d) motor materialisation Motor expression, which refers to learning by doing as opposed to following rote instructions, is a very important aspect of Froebels educational principles. Froebel did not believe that the child should be placed into societys mold, but should be allowed to shape his own mold and grow at his own pace through the developmental stages of the educational process. 6. ass DeweyHe contributed the educational philosophy which maintains that education is life, education is growth and education is a continuous reconstruction of human experiences from the beginning to the end of life. He was the spokes person of progressive education which states that aims have significance only for persons, not for processes such as education, and arise only in response to problematic situations in current activities. Aims are to be viewed as anticipated outcomes of transactions, as intrinsic aspects of the process of problem-solving, and as a do force behind the individuals approach to problem-solving situations.The Progressive Education Association, inspired by Deweys ideas, later codified his doctrines as follows a. The conduct of the pupils shall be governed by themselves, according to the social needs of the community. b. post shall be the motive for all work. c. Teachers will inspire a desire for knowledge, and will serve as guides in the investigations undertaken, rather than as task-masters. d. Scientific study of each pupils development, physical, mental, social and spiritual, is utterly essential to the intelligent direction of his development. . G reater attention is paid to the childs physical needs, with great use of the out-of-doors. f. Cooperation between school and home will fill all needs of the childs development such as music, dancing, play and other extra-curricular activities. g. All progressive schools will look upon their work as of the laboratory type, giving freely to the sum of educational knowledge the results of their experiments in child culture. He believed that education has two sides the psychological and the social on the same plane.Education must start from the psychological nature of the child as the basis for directing his energies into totally useful channels. Schools must be dress up to include bond the individual and social goals. The needs of a new society are to be taken into consideration in modifying methods and curriculum. 7. Ovide Decroly He influenced instruction in the kindergarten, the aim of which was to guide the childs desire for activity and to give him a sense of discipline and norm s for his social behavior (same with Dewey) 8. female horse Montessori Maria Montessori left a long lasting mark on education around the world.