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Pestalozzi's Influence During the Early Industrial Revolution at the time of the U.S. Bill of Rights
Pestalozzi, believed in cultivating knowledgeable citizens. His influence led to education and pedagogy becoming worthy branches of knowledge and study. His influence and methods have continued through the 21st century, including the current practices of student-centered, inquiry-based learning; focus on the child’s interests and needs; cooperation and communication between the teacher and parents; and active, rather than passive, learning (“Johann Heinrich Pestalozzi,” n.d.). -
Thomas Paine's "Rights of Man" and Horace Mann, Father of the Common School
During the late 1700s, Thomas Paine was among the first advocates of free public education. Europe preceded the U.S. in the provision of free public education for its citizens. It wasn't until 1837 that Horace Mann created a tax to support public schools in the U.S. Mann believed, as Pestalozzi, that civilized society depended on an educated population (Board, n.d.). -
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American Curriculum During the Late 19th and early 20th Centuries
Philosopher, William James, supported projects, discussion, writing, drawing, experiments, and the use of concrete materials. James' student, G. Stanley Hall, encouraged teachers to use detailed records of student observations to monitor student progress (Board, n.d.). Early 20th century developments in education were closely tied with the field of psychology. Ellwood Cubberley's "Public Education in the U.S" refers to psychology as the "guiding science of the school" (as cited in Board, n.d.). -
1920s: John Franklin Bobbitt and Social Efficiency Within American Curriculum
According to Kliebard, by the 1920s, the principles of scientific management were used within American curriculum to serve as “a direct and potent force in the lives of future citizens and, ultimately, an instrument for creating a stable and smoothly functioning society” (as cited in Collins, 2015). With this social efficiency model, IQ tests were used to assess the future prospects of students, and curriculum was tailored according to the jobs students would eventually obtain (Collins, 2015). -
The Founder of Progressive Education: John Dewey's Influence on Curriculum
Dewey was intrigued with the relationship between individuals and society, and felt children should learn and practice the foundational skills that led to the development of society. According to Dewey, children develop critical thinking skills by engaging in hands-on projects to solve a wide variety of problems. He urged educators to foster children's interests and naturally inquisitive minds while providing control and direction toward specific purposes and goals (Davendorf, 2016). -
Ralph Tyler: Objectives and Assessment
1949 -"Tyler Rationale" advocates curriculum development should address the following questions: 1) What educational purposes should the school seek to attain? 2) How can learning experiences that are likely to be useful in attaining these objectives be selected? 3) How can learning experiences be organized for effective instruction? 4) How can the effectiveness of learning experiences be evaluated? Tyler's work has impacted American curriculum development and evaluation to date (Collins, 2015). -
Launch of Russia's "Sputnik" and America's Move Toward Standardization
The "space race" of the 1950s resulted in the Soviet Union's successful launch "Sputnik" during 1957, after which America began to value intellectual pursuits over purely pragmatic experiences (Collins, 2015). According to Kliebard, America began to see a necessity to take intelligent action in pursuit of "...prosperity, social reform, and even national security” (as cited in Collins, 2015). The public and media was quick to blame the public education system for the failure (Collins, 2015). -
Elementary and Secondary Education Act
The Elementary and Secondary Education Act (ESEA) (precursor to No Child Left Behind (NCLB) and Every Student Succeeds (ESSA)) was passed during 1965, and resulted in the control of educational matters by the federal government. In an attempt to "close the gap," ESEA was designed to establish better access to educational opportunities for all students, and continues to influence public education in America today. -
1983 - "A Nation at Risk"
Reagan's National Commission on Excellence in Education reported the quality of education in the U.S. The committee investigated school quality, comparison of American schools with other nations, college admissions requirements, and student achievement (A Nation, as cited in Collins, 2015). Findings called for immediate reform of American education, and the result was an outcry from society to remedy the situation. The result was standardized assessments (Collins, 2015). -
References Page 1
Board, J. (n.d). Educational Psychology – History, contemporary views of learning and motivation, issues and controversies. Retrieved from <ahref="http://education.stateuniversity.com/pages/1938/Educational-Psychology.html">Educational Psychology - History, Contemporary Views of Learning and Motivation, Issues and Controversies</a> -
References Page 2
Collins, C. (2015). A history of American curriculum aiming toward today’s accountability climate. Turn on Your Brain Resources and Reflection on Contemporary Issues in Education. Retrieved from https://turnonyourbrain.wordpress.com/2015/04/04/a-history-of-american-curriculum-aiming-toward-todays-accountability-climate/ -
Neuroscience, Psychology, and Education
Young people today are exposed to continuous stimuli (negative and positive), thus existing brain research should inspire educators to seek and create engaging learning experiences for today's students. Modern day brain research demonstrates the brain's continual functions, and it also demonstrates the effects of trauma. Trauma-informed care has enhanced the field of education, and educators should be trained to practice trauma-informed care. https://www.youtube.com/watch?v=XQKDd_SjMJA -
References Page 3
Davendorf, S. John Dewey: a pioneer in educational philosophy. (2016). SKAP Journal 4(1), 19-24. Retrieved from http://www.skaponline.com/Articles/19/Images/21-06-2016/445585_jurnal_book.pdf#page=19 Johann Heinrich Pestalozzi (n.d.). Retrieved from http://www.jhpestalozzi.org/
