Philosophies and Values in Education - Coursework Example

Philosophies and Values in Education 2007 Outline: A) Introduction B) Historic Overview Of Educational System Of Great Britain C) Modern View On Education D) Development And Learning E) Teachers’ Role In Educational Process F) Education for all G) Family and community in education H) Conclusion INTRODUCTION The human aspirations rest on human desire to change the world, to improve it and make it better for the life of everyone and all. Each man tries producing and preventing changes to shape the world for his own life purposes. A group of people make changes to better the life of the group as whole. Thus education is the production and prevention of changes. (Thorndike, 1912) Starting the discussion about education and its role in the life of every individual it is important to view sketchily the history of educational system development in Great Britain. This will allow give important clues to understanding perceptions of education in society and advantages and disadvantages of the system as whole. Education system of the present level of development which views its sole role in intellectual development of individuals is unlikely to produce active participators of society which can initiate changes. The structure and philosophy of modern education should be rethought. In this paper we tried to pave the way for some alteration in learning process, approaches to teaching and education itself. We talk of equality issues in education and equal right for all children in their educational goals. At last we highlight the importance of parental and community involvement in the process of child development. HISTORIC OVERVIEW OF EDUCATIONAL SYSTEM OF GREAT BRITAIN Educational system of Great Britain is rather complicated and highly varied. It has been controversial area since 1945 as each of successive governments tried to improve it. The backbone of independent sector in schooling system of Great Britain is still formed by public fee-paying schools. Public school term comes from the fact that schools were open to paying public unlike religious schools which were opened to certain religious community. The importance of public schools in the development of Victorian social elite is great as these schools educated young men from middle and upper middle classes to enter elite circles. Senior students controlled discipline which prepared them for military or public service. These schools made up an example of education of corporate punishment and prefect system which allowed no freedom of thought. Curriculum was based on classics and gave no development of skills in sciences and engineering. Public schools established particular outlook and set of values in professional middle class. Public schools were oriented on making a person entering such professions as law, medicine, the Church, the Civil service and colonial service. Their task was to fulfil the administrative, political, legal and religious requirements of middle ages. The career in commerce was not considered. Public school system was resistant to science and technology as well. Originally public schools were oriented on classic education, sports and character training. With the appearance of state-maintained grammar schools in 1945, public schools began to modernize themselves. The grammar schools gave an opportunity for children of different background to study at the same level with those attending private public schools. As grammar schools demonstrated equal or even greater academic excellence, public schools tried to improve their approach to educational system. Public schools had traditional view on learning. With introduction of comprehensive schools there was a rush from traditional teaching to “progressive’ education. This encouraged great pupils’ engagement into class activities, where the emphasis was on comprehension rather than acquisition of knowledge. During 1970s there was a demand to return to old-fashioned teaching because of increasing criticism of a new system which encouraged the break of discipline and formal learning. During 1960s and 1970s there was noticed an emphasis of colleges of further education on technical or vocational training. Though technical studies remained weak and as a result many school-leavers left school with no skills at all. From the end of 1980s there was a tendency of increasing application to private schools which had better level of funding, resources and staff. Till now public schools favour higher demand being the venue of elite education. MODERN VIEW ON EDUCATION From the short historic overview of educational system it is clear that education has always been viewed as a part of socio-economic system. In Western civilizations formal education aimed to help youngsters to meet the needs of industry for skilled workers. It was devoted to the development of the ‘basic skills of literacy and numeracy and the transmission of a common culture among the masses.’ (Tilbury et.al, 2002) In the 20th century a country’s economic, social, political, and technological status was believed to depend greatly on the education. With the globalization process when the competition increased and nations ‘became increasingly concerned about the quality and relevance of their educational programs’. (Donnorummo et.al, 2000) However, this concern was managerial and economistic. People are regarded as consumers, educated to ‘compete and consume’ rather than to ‘care and conserve.’ In a whirl of constant testing, inspection, precise learning outcomes, performance indicators, competition the sense of true, authentic education was lost. (Fribourg, 2003) The dominant educational model which views education as the way to achieve private economic goals ‘fails to embrace the whole of what it means to be human.’ (Goodlad 1997, in Tilbury et.al, 2002) A person prepared for life is not a person prepared for work. This preparation involves more than only economic factors. It develops in a person the ability of critical thinking, a sense of personal identity and awareness of other people needs. (Tilbury et.al, 2002) There’s an assumption that education is not only influenced by the values of the society but directly or indirectly influences the society over time irrespective of the social context in which it operates. Education impacts people and transforms society at micro level. (Sterling, 2004) On the other hand, the system of education is more influenced by society than it exerts influence on the emerging society. The powerful influence is exerted by the society values and culture and its view on education. Society influence is fast while education has long term effect on society, its individuals. (Sterling, 2004) Formal education rests on the assumption that “the principal function of schooling is to develop intellect.” This idea had been supported by key thinkers in education - Bruner, Piaget, Rousseau. Contemporary information processing and cognitive science researchers refer to educational development as intellectual development as well. (Lynch and John Baker, 2006 p. 131) Two key educational theorists Dewey and Vygotsky saw the role the educational process in preparing “children for more complex activity in the larger social community.” Such approach to education supposes that children take responsibility for inquiry in their lives and determine the goals and the ways to meet them. (Dewey, 1916 in Glassman, 2001). Dewey and Vygotsky agree on three specific conceptual issues relating to educational processes and goals - the roles of social history, experience/culture, and human inquiry in the educational process which cannot be separated in the context of educational processes. (Glassman, 2001) Santrock (1997) agrees that individual development is embedded in ever larger systems from family, peers and neighborhood to work, government, culture and environment. (p. 46) Social systems with its values, norms and expectation have greater effect on people than a formal education. However, what we have is instructive delivery of the education rather than applying participatory strategies. In its instrumental expression education has little transformative effect on society. (Sterling, 2004) The role of schools in shaping new vision of education cannot be underestimated. School reform is not linear (Fullan, 1996). Schools are systems in which everything is interconnected. (Curtis & Stollar, 2002) Teaching and curricula, schedules and resources, professional development and availability of developmental possibilities are all interconnected. The change of one component is unlikely to change the whole system unless the attention is paid to the entire system. Only changes in the system as a whole can ‘provide the leverage to sustain infrastructure movement and development over time.’ (Grimes, 2006) Educational reform requires adaptable and committed leaders to sustain success at all levels of the organization. (Fullan, 2005) To transform the system a long-term approach rather than a quick-fix mentality is required. (Fullan, 2002) Sustaining innovation requires a focused effort and energy. People working at school generally select and concentrate on one strategy or initiative. Educators feel overworked when imposed a great number of requirements. The most they choose to do is to implement one change in practice instead of implementing initiative after initiative and strategy after strategy. Thus the desired result is not achieved. (Grimes, 2006) Education cannot be viewed in relation to academic subjects but as a ‘participatory process involving all areas of civil society.’ It teaches relationship between ecology and everyday life and views science as ‘a servant of social ecological change.’ (Fien and Tilbury, 2002) Schooling must not only include vocational education but liberal education as well. Concentration of curriculum only on disciplines of knowledge develops only spectators and observers but not active participants of the society. DEVELOPMENT AND LEARNING Developmental and learning theories attempt to explain the process of learning. We’ll observe several theories to see how they view learning process. Constructivism regards learning as a construction of reality through our experiences. People generate ‘mental models’ to ‘shape’ experience and further acquire new ones. So, successful teaching practices should take into account the mental models which students use to perceive the world. Constructivists regard learning as a search for meaning, not memorizing of the ready answers. Constructivism suggests to customize curricula according to students needs, thus eliminating a standardized curriculum as well as grades system and standardized testing. The students are encouraged to analyze and interpret information as well as assess their progress themselves. In Piaget developmental theory learning is based on cognitive structures or mental "maps," used to respond to physical experiences within certain environment which develop and sophisticate with the child development. Piaget as well as Gesell and Freud viewed psychological development apart from education and upbringing as a fully independent process. Piaget identified four developmental stages a child goes through and which should be accounted for educational purposes. Developing theory called neuroscience studies the biological basis of learning. Neuroscience proponents emphasize the importance of real experiences and "whole" ideas. They promote instruction for the ‘growth’ of the brain and continued learning. Brain-based learning studying the structure and function of the brain suggests that learning will occur if the brain fulfils its normal processes. Unless the natural learning processes are discouraged or ignored, everyone can learn. That’s why proponents of this theory offer to construct learning around student interest. Learning is designed around real problems which are not limited to classroom setting. As in constructivism, monitoring of learning results is granted to students. Vygotsky introduced ‘development-generating learning’ which viewed the development of child’s brain as not spontaneous process but as development “in the course of acquisition of special ‘psychological tools’ like signs, concepts, symbols, etc.” (Karpov, 1995 p. 131) Thus Vygotsky asserted that learning should lead development or be in advance of it. Abstract thinking comes only with work on abstract concepts and their acquisition will assist in development of abstract thinking. This idea is in strong opposition to traditional school instruction. Vygotsky deemed the goal of the education which includes both human teaching/learning and upbringing in developing personalities. Personality development means developing creative potential of the students or creating conditions to discover this potential and manifest it. The process of education should involve the student himself, make him an active participant of the educational process. (Davydov, 1995) Real teaching/learning and upbringing is collaboration between children and adults in which adults direct activity of students without enforcement and dictatorship. The methods of teaching and upbringing cannot be uniform because they depend upon individual peculiarities of the students. There’s a great variety of teaching methods: object-lessons and demonstrations, lecture method, methods for drill or habituation, methods for reasoning or analysis, laboratory or experimental methods, teaching by action and dramatization, etc. (Torndike, 1912) They have their advantages and disadvantages which we won’t touch upon in this paper. Instead we investigate into alternative practices which are plays, games and constructive occupations. As numerous studies suggest humans possess inborn curiosity which expresses in the desire to explore, to manipulate tools and materials, to construct, etc. Inclusion such activities into school program involves the pupil wholly into the process and reduces “the artificial gap between life in school.” (Dewey, 1916) Play introduces a child into an adult life contributing greatly to mental and moral growth. A great variety of activities, like outdoor excursions, gardening, weaving, painting, cooking, sewing, not only help to acquire skills to be used in the future but are “active pursuits with social aims.” (Dewey, 1916) TEACHERS’ ROLE IN EDUCATIONAL PROCESS People used to learn from imitation, observing what other do. In educational setting teaches are important models for their students which means teachers pass to students not only professional knowledge but moral standards, values, beliefs. If students see a role model in their teacher, the teacher is going to have impact on their behaviour, attitudes and learning process. (Chiou & Yang, 2006) O’Brien (2002 ) relying on the ideas of Dewey and Vygotsky, sees teachers’ role as a facilitator, not the instructor. Teachers’ role is viewed in guiding discussions and activities, monitoring actions, posing questions and recording children’s ideas. The teacher is available for consultation all the time and is to supervise and monitor the children’s progress. According to Dewey educator serves as a bridge between inner world of a child and a large world of the society. School subjects should not be distanced from real life. Moreover children should see real life at school where meaningful problems are discussed and children learn skills and acquire knowledge necessary in real life. (O’Brien, 2002) Good teachers are able to engage their students in learning, communicating their inspiration of the subject to the students. Good teachers are deeply committed to the development of their students. Teaching as any other human service work involves emotional work (Hargreaves, 2000 in Lynch & John Baker, 2005) Students engage with schooling not only intellectually but also emotionally. Emotional development has been ignored by educators who viewed emotions opposed to reason, therefore subordinate and morally suspect (Lupton 1998 in Lynch & John Baker, 2005) Educational process which emphasizes the results of schooling in terms of grades does involve emotional development. Education is viewed as a product rather than as a process and the fact that both teaching and learning are highly emotionally engaged activities is dropped out of sight. Good teachers should educate people about emotions per se and role of caring and solidarity. (Lynch & John Baker, 2005) Vygotsky stressed on the impact of student’s personal concern in the activity as an important precondition of successful acquisition of knowledge. Thus he saw the role of the teacher in getting a student interested in activity and then in guiding and directing the child’s activity: “The personal activity of the student must be placed at the base of the educative process, and all the teachers art must come down to directing and regulating this activity.” (Vygotsky 1926/1991, p. 82) Well-known curriculum theorist Tyler also stressed on the importance of student interest as a guide “in choosing among the available experiential alternatives, that experiences should be organized to emphasize conceptual connection among disciplines…” He was the first to “conceive the curriculum process in terms of student learning and social conditions rather than subject matter alone.” (Alexander, 2005) The work of the teacher is profoundly creative activity as it involves manipulation of different knowledge at the same time to cope with the task of successful teaching a child: on one hand it is the knowledge of child’s psychology and child’s social setting, on the other hand it is possibilities of his or her pedagogical activity. (Davydov, 1995) Vygotsky views learning as a tool in child’s development. That’s why the role of a teacher/mentor is a proactive force, using “the social environment to “build” activities that will lead to mastery.” For Dewey the teacher should take a less dominant role or facilitator role. (Glassman, 2001 p.131) EDUCATION FOR ALL According to 1948 Universal Declaration of Human Rights, article 26 of the United Nations “Everyone has the right to education.” The fundamental right of every person for education has been further supported in the UN’s 1959 Convention on the Rights of the Child and the UN’s (1966) International Covenant on Economic, Social, and Cultural Rights. The most recent international commitment is 2000 United Nations Millennium Declaration which shapes goals for educational improvements. (Lindahl, 2006) All these international initiatives highlight the importance of education in the modern societies. Every person despite social background, culture and religion, gender and mental abilities should not be intentionally deprived of educational opportunities and segregated in educational process. Segregation in education leads to undesirable outcomes. Equality in education means that people of different backgrounds with different cultures, beliefs and abilities are not excluded from general classroom public. Integration of diverse population into regular classroom settings helps people to learn about each other differences and contributes to better understanding among people. Children with special needs can have positive relationships with their peers. Segregation deepens ignorance of differences and results in non-standard, poorer quality education for segregated groups. This particularly concerns people with disabilities who suffer from long-term effects of such education. They have fewer job opportunities, lower pay and higher unemployment as a result. (Lynch and John Baker, 2005) On the other hand society in general suffers from educational segregation. Dewey talks about “looking glass phenomenon,” which means that humans see themselves through the eyes of other people. According to Dewey human activity is directed towards positive changes in the life of every individual and social community in general. That’s why when individuals do not see themselves in the light of different social views, they are unable to initiate positive changes, unable to change the world, becoming prisoners of their history and their habits. Thus diversity serves as a tool in education. (Glassman, 2001 p.6) Coping with diverse people in the class is a challenge for a teacher. However, as the practice shows such inclusion is possible and is beneficial for all students. The solution for diverse classes is small-group instruction or models of cooperative learning which help to “provide ‘individualized’ education to students with learning and behavior problems in general education settings.” (Malmgren, 1998) Small-group instruction approach towards the problem of diverse classroom has theoretical base to rest upon. Piaget stressed on the importance of interaction for individual development. Through collaboration with more advanced peers children with special needs can master certain skills and acquire knowledge quicker. (Malmgren, 1998) Vygotsky believed that learning in heterogeneous group of peers is beneficial for low achievers as higher achievers serve for them as a more advanced model of behavior but at the same time it is still within their ‘zone of proximal development’ which Vygotsky defined as “the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers.” (1978, p. 86 in Malmgren, 1998) Children with emotionally disturbances require educational programs which are focused on emotional and behavioral health of a child as well as on mastering the subjects. Teachers should teach such child how to behave in the society and help a student to develop self-control and self-esteem as these children often display immaturity expressing in crying, temper tantrums, or poor coping skills. Lately there appeared a considerable number of researches, focusing primarily on methods of providing children with positive behavioral support (PBS) in the school. Teachers of emotionally disturbed children should include in their work special behavior management techniques. The assessment and systematic teaching of social skills through modeling, discussion, and rehearsal are frequently used to help students increase control over their behavior and improve their relations with others. In addition, supportive therapies involving music, art, exercise, and relaxation techniques, as well as affective education, individual, and group counseling are sometimes employed to improve self-understanding, self-esteem, and self-control. Teachers must also give assistance not only to children but to their families as well. Children’s parents usually need help to realize the causes and characteristic features of their children’s condition and to learn to treat them in the right way. FAMILY AND COMMUNITY IN EDUCATION As the research of educational sociologists shows youth educational outcomes are influenced by educational expectations which are formed “as individuals weigh the value of education in terms of their abilities, past academic performances, ambitions, and family situations.” (Andres et. al, 2007 p.135) Family background is a powerful indicator in understanding educational expectations. As students form their educational expectations in relation to their occupational expectations, family plays a crucial role in shaping students’ attitude towards education. Students from “economically marginalized backgrounds” view educational perspectives in relation to their structural, as well as personal opportunities while students from “higher socioeconomic backgrounds” are “less concerned with eventual occupational attainment.” (Andres et. Al, 2007 p.135) The role of the family in the child development and further educational attainments cannot be only viewed solely from sociological perspective. It has a great impact on cognitive development of a child. S. Freud (1953) in his personality development theory highlighted the importance of two variables which make up a personality - biological determinants and environment in which parental behavior is crucial particularly during infancy. Humans are social beings developing through social interactions. Humans are products of complex social relationships. Many theorists (Dewey, 1916; Mead,1934; Vygotsky,1987) agree that humans “originally are born as social creatures and develop their sense of self through their social relationships.” That’s why “the development of the individual follows as a shadow of social relationships.” (Glassman, 2001 p.131) Dewey talks about “intellectual tools” which have developed in social settings - morals, ideals, values, and customs that direct an individual in life situations. Vygotsky (1987) particularly stresses on the importance of tools and symbols which are determinant in the lives of individuals. Vygotsky (1987) views the classroom as a social organization which represents larger social community. Dewey also recognizes that classroom is community in miniature. The purpose of education is to prepare children for integration into society so that a child becomes a productive member of the community. On the other hand Dewey sees the major task of education in developing “an individual thinker out of a social being.” A child should recognize himself as “a viable agent of change for that social organization.” (Glassman, 2001, p.131) So, two theorists Dewey and Vygotsky view education as a tool for individual change and at the same time as a way for larger changes in society. CONCLUSION Education is the way to change life of every individual and the society as a whole. In this paper we viewed education from different perspectives and viewed different aspects which concern educational process. The main objective of education is to prepare a child for the life in society and develop in a child critical thinking to initiate positive changes in society. On one hand an individual is imposed social norms and values, customs and beliefs through education. On the other hand one should bring up an active participant who can start transformation of society. The process of education is very versatile and involves many variables: parental impact, the impact of a teacher, community impact. Each contributes to child development in its own way. They all help a child to integrate into society and develop personality through social relationships. It’s also important to give equal opportunities in education for all children. Diversity in classroom setting is a tool in education which helps to free people from historic experience and their habits, giving way to positive changes in society. Thus it is a basis for more sustainable and well-rounded society which education aims to achieve. References About leaning. Edmonton and area site http://www.edmontonandareacfsa.gov.ab.ca/parents/page.cfm?pg=Developmental%20Stages%20of%20Children retr. 20 Nov., 2007 Alexander, H. A. “Human agency and the curriculum.” Theory and Research in Education 3(2005): 343. 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