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He recommends that the teacher should not just stuff a student's memory, but pique the student's curiosity about the subject through dialogue and having the students organize their thoughts through exercises and exams.
Values in the Curriculum
Dewey sought to develop self-aware, conscientious citizens by focusing on individual development in the curriculum. Dewey recommended that teachers organize subject matter and activities that builds on the student's prior knowledge and experiences, which would make the task more meaningful and enriching to the student.
Hirsch's seeks to create a common pool of shared knowledge by installing a curriculum which consists of a systematic checklist of important concepts, people, and events in our cultural heritage. For a student to be "culturally literate," students would be expected to know certain the items on this checklist at certain stages of development.
Adler's curriculum consisted of the "three columns": the acquisition of organized knowledge through lectures and textbooks, the development of intellectual skills through supervised practice, and the enlarged understanding of ideas and values through Socratic dialogue. Adler believed that children should read the great classic books first, to learn fundamental concepts underlying our civilization and to practice comprehending difficult ideas.
Freire's curriculum was based on what he called "problem-posing education," where students were to learn through experience, particularly experiences where they attempt to solve real-world problems. He believed that political activism was one way in which teacher and student...
Dewey and Freire tend to characterize knowledge narrowly as the mere memorization of facts and events. However, knowledge is deeper than just memory. A baseline pool of reliable knowledge prevents us from wasting time by re-inventing the wheel. Also, knowledge provides us the necessary substance for the synthesis of ideas and a deeper understanding of the world.
Adler's recommendations for didactic instruction show us that the transmission of knowledge can be invigorating and inspiring if the teacher is dedicated and skilled. Also, Hirsch makes an astute point about the other merits of knowledge, that it helps bring communities closer together, making them more stable and efficient. More important for students is the fact that most communities and groups already do assume standard knowledge, which determines how far one gets in that community.
I think the curriculum experience-based curriculum recommended by progressives like Dewey and Freire would be optimal for students who have mastered the baseline pool of knowledge and can afford to explore other dimensions of learning. However, for the average or deficient student, Adler's curriculum provides valuable stability and a way to measure progress. For students who are disadvantaged, it is even more important to master this shared knowledge because, as Hirsch suggests, this is knowledge that one might be expected to know in the workplace and in various social settings.
Wardhaugh indicates that there is a problematic need in the field to reverse expectations about the capacity of this approach to instruct in practicable and usable linguistic ability. The author takes exception with traditionalist ideas the argue "the single paramount fact about language learning is that it concerns, not problem solving, but the formation and performance of habits." (Wardhaugh, p. 21) The linguistic theorist rejects this principle as failing
Karl Popper and Falsification Karl Popper's Nontraditional Views on Science: Is Falsification Correct? Falsification, also called refutability, is the logical possibility that an assertion, hypothesis, or theory can be contradicted by an observation made or by the outcome of a physical experiment. Made popular by philosopher of science, Karl Popper, falsification provided a method in which scientists start with a current scientific theory and use the usual methods of deductive reasoning to
In fact, despite the letter from Fra Motolina, the encomienda system may have been slowed down, but it was not eradicated. The actual plight of the Indian populations was not improved, and the manner in which the Spaniards continued to view the populations and their conditions, based typically on economic class and what those in question could offer, remained quite imperialistic. In 1560, the Council of Huejotzingo wrote to King
From this we need to understand that the existence of entities, beings which superior power and knowledge is accepted. People not only accept that these being actually exist, but they obey their commands. From this one can deduce that morality is connected with power. People obey the commands of the gods because the gods are what they are. The implications are that on the one side, the gods have access
…Chapter 1IntroductionStudent truancy is a growing problem in the United States. Over the last twenty years the truancy rates have grown nationwide with the highest rates in inner cities (Jacob & Lovett, 2017). Research indicates that student truancy leads to potential socially deviant behavior in adulthood (Dronkers, Veerman, & Pong, 2017). Many students who are absent for prolonged periods are more likely to perform poorly academically, risking failure in classes
…Policies and procedures perceived by school leadersto reduce truancy in a public charter schoolAlix DesulmeB.A (St. Thomas University) 2004M.S (St. Thomas University) 2006A Proposal Presented in Partial FulfillmentOf the Requirements for the Degree ofDoctor of EducationUniversity of New England3/14/2018Chapter 1IntroductionStudent truancy is a growing problem in the United States. Over the last twenty years the truancy rates have grown nationwide with the highest rates in inner cities (Jacob & Lovett,