Educational Theory by Comparing and Contrasting Two

¶ … educational theory by comparing and contrasting two authors of education theory with the Montessori method of teaching. The writer explores all three ideas and discusses their similarities. The writer used four sources to complete this paper. Since the advent of the educational system there have been many changes throughout the years. As the world evolves and matures and technology advances the world discovers more things that it wants its students taught.

In addition there are many different ways to teach and the system has gone from whole language to back to basics and back again. Several forward thinking theorists have developed education theories in which they discuss what they believe to be the most sound foundation for teaching that is available. In John Dewey's Experience and Education and Curriculum and Aims by Decker F. Walker, and Jonas F.

Soltis both suggest and develop critiques on education systems that have been tried, as well as discuss reform measures that may be successful it handled correctly. In addition they each touch on the philosophy of Maria Montessori in their foundational beliefs and they seem to address the principles without actually working to dovetail with her theories and system. PRELUDE For one to be able to compare the various methods and theories with Montessori one must have an understanding of who Maria Montessori was and what her theory of teaching involved.

Maria Montessori believed that preschool was one of the most important ages of a person; life educationally. She understood that this was the time that children could master lifelong learning skills. "Throughout the years she spent working with and observing her charges she became aware of special times which she called 'periods of sensitivity.

During these time spans a child's attention is drawn to certain elements in his or her environment with an irresistible impulse (Maria Montessori (http://bms.alphalink.com.au/6montess/mm.htm)." It is during these times according to the Montessori theory that the child can be taught to reach to attain additional skills that will serve as a building block for the future of their education. The child develops skills that work together to provide the ability to learn new academics as well as life skills.

The Montessori theory believes that the children learn during these windows of sensitivity and that they develop skills which will build on the future at this time. "The Montessori classroom is set-up with specifically designed materials, taking these important aspects of development into account so as to help the children benefit more fully from these 'periods of sensitivity'(Maria Montessori (http://bms.alphalink.com.au/6montess/mm.htm).The classroom is divided into five sections: Practical Life, Sensorial, Language, Mathematical and Cultural.

The program also incorporates creative arts, movement and singing (Maria Montessori (http://bms.alphalink.com.au/6montess/mm.htm)." Another important factor to this theory is that allowing only one activity at a time teaches children to wait patiently for their turn which helps them learn the life long skill of patience and respecting the rights of others. Arguably the most influential thinker on education in the twentieth century, Dewey's contribution lies along several fronts.

His attention to experience and reflection, democracy and community, and to environments for learning have been seminal (John Dewey (http://www.infed.org/thinkers/et-dewey.htm)." In his writings, Experience and Education Dewey details his education theories and beliefs. Dewey believed that the education of children involves many different factors including, reflection, interest in the community, pragmatism, and interaction (John dewey (http://www.infed.org/thinkers/et-dewey.htm).According to Dewey a quality education must engage and make larger experiences.

This dovetails in part with the philosophy of Montessori in the belief that experience cements knowledge. (Dewey, 1990) He works at promoting the belief that one's experiences are the total foundation for one's learning ability. In another educational theory Decker Walker outlines similar yet different ideas in Curriculum and Aims. In this work the author discusses the political ramifications of the history of the educational system and how the system has been affected (Decker, 1997).

The theories behind this book is also about experiences being incorporated into learning so that the person can build a life long love of learning. It discusses the responsibility of the teachers as well as the importance of a creative and useful curriculum. All of these theories and ideas can be useful when it comes to teaching multi-age groups in a classroom.

With the school system becoming so crowded and the public demanding that their children be taught at their individual levels instead of a blanket and standard level, the theories presented with these three theorists can be successful and useful in this venture (Decker, 1997). Using life experiences and environment to guide in the teaching of students is something that all three philosophers believe is useful.

Each of them has a different approach in exactly how this should be done but each of them can be used for the purpose of teaching multi-age students. If there are several ages in a classroom the same curriculum and lessons can be used to broaden and expand the learning experience for the students. Using history as an example one can teach the same lesson at various levels to many different age groups.

For the entire class a lecture can be provided about a particular historical event such as the designing of the American flag. Following the lesson the small ones can be asked to draw a picture of a flag and then copy sentences from the board about the flag and its meaning. The middle aged children can be asked to prepare a report that discusses other designs that were considered and how the flag assists in the nation's feeling of unity.

The older students can be asked to design a new American flag and write a report explaining its components and their meanings. Dewey's educational theory is easily applied to multi-age teaching because it builds on the environment of each student, which in turn allows them to learn at their level within their own capabilities. To take the theory of multi-age learning through these theories one step further one does not even have to divide the projects by age.

One can simply present all of the project choices and let the students choose which one they want to tackle individually. This allows all of the students to work at their own comfort level and if they desire they can stretch their horizons by trying to do one of the more difficult projects that are offered. According to Walker the curriculum in.