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Sample Discussion Thread
(Note that this is ONE thread of a discussion that contained a total of 19 posts (6 group members). Posts don't always need to be this lengthy, but should be this "meaty.")
Topic: Chapter 2, Philsophical Issues
Current Most Influential Educational Philosophy
Prompt from Discussion Leader:
It is impossible to work in the field of education right now and not hear about the current movement towards standards, high-stakes testing, and "No Child Left Behind" requirements. The standardized testing done on students is used to judge our teachers, schools, administration, and districts on a large variety of characteristics. Every school is putting a lot of effort into meeting the "average yearly progress" on the state report card. When reflecting on all of these current issues, I tend to think that the educational philosophy that is currently influencing the curriculum field is essentialism. There is no doubt in my mind that it will continue to be the most influential philosophy in the future.
Of course, my opinion is based on my experiences in my own school. At the Fremont Middle School, the seventh and eighth grades are divided into three teams. On my team, there are six teachers: Science, Math, History, Language Arts, Health/PE, and an Intervention Specialist. Other classes such as technology, music, art, and foreign language are considered "encore" classes. They are not treated with the same respect as the "core" classes in many regards. By many they are considered "extras" that aren't quite as important. With the exception of foreign language, the "core classes" would be a reflection of the "essential subjects" according to the essentialism philosophy.
At my school, each department is currently working on creating common standards-based units with common authentic assessments, essential questions, and various activities that can be used for differentiated instruction. The prominent idea is that each teacher is responsible for ensuring that the students in their classes master the standards for that class. Our school is spending a lot of time lately making sure that all the teachers understand the standards for their area so that we can make sure the students are really mastering those standards. This reflects the essentialism idea of knowledge as essential skills and subjects that require mastery of concepts and principles.
As a teacher in this environment, it almost feels like the standards are the only important knowledge and everything else doesn't really matter. This is not to say that I disagree with the work we are doing. But, I feel strongly that the classes that are considered "encore" classes are equally important to our students. The problem is when our staff works departmentally on these tasks, some groups such as physical education, health, art, and music don't have standards to work with. That certainly makes them appear less important, doesn't it? Whether we agree with it or not, I do think this goes along with the essentialism philosophy.
I'd like to think that my own classroom is more closely resembles the progressivism philosophy. Although it's not a perfect match, I think that progressivism is the educational philosophy that is the most similar to my own. As a science teacher, obviously lots of activities in my class focus on problem-solving and inquiry. I agree with the constructivist theory. Students need hands-on experiences that allow them to experience concepts and draw their own conclusions rather than always being told how they work.
I also strongly believe in cooperative learning. I feel that students learn more by working together than competing against each other. This does require a lot of self-discipline on the part of the students. And as with any technique: sometimes it works, sometimes it doesn't. But I do use cooperative learning groups for lots of activities and assignments in my classroom.
I am also an advocate of interdisciplinary curriculum. I have a speech that I give my classes at the beginning of the year that explains to them that my job as a science teacher uses all of the subject areas I had in middle school and high school. (Ex: math to calculate their grades, English in writing tests/worksheets, History in the study of historical scientists or discoveries to help them learn, etc.) I love it when students say things like: "Mrs. Aldrich, art class is across the hall!", "I thought we were in science, not math!", "We have done more writing in here this week than in language arts!" These comments give me a chance to emphasize that interdisciplinary nature of knowledge.
In conclusion, my own educational philosophy leans toward progressivism. I think my school is under the influence of essentialism. I think that it's fair to generalize from my school to Ohio schools in general. We are all going through the same requirements and movements right now. I know that the book said that teachers can't work for extended periods of time in schools that don't have similar philosophies, but I'm not sure any of us have a choice right now. I would say that the current national and state requirements on public schools force them to conform to an essentialism philosophy.
Response 1
I also think that progressivism is similar to my philosophy. It was interesting reading these and seeing pieces in each of that are similar and different to things I've seen and things I believe in myself. I have had several inquiry classes, and that has helped me to see value in giving students ownership of their learning. One thing that bothered me at first (in those classes) was whether letting them go in a direction that they are interested in would fit the standards we have to cover. My school is also a mixture but essentialism is probably the closest fit. We are held so accountable to those standards these days that I think it would be hard to be any other way.
Response 2
I also agree that " It is impossible to work in the field of education right now and not hear about the current movement towards standards, high-stakes testing, and â€oeNo Child Left Behind†requirements." Teachers are told what to teach and it's only for the sake of the students passing the test. I liked to see how many students are passing the OGT.
I also feel that cooperative learning is important and interdisciplinary curriculum. I feel that student learn better with these in place. They seem to make the connection to the material in many different places that makes the most sense to them. I feel that multiple learning intelligences play a big roll in teaching. The best way to hit all of the intelligences is by interdisciplinary curriculum. (In my opinion
Response 3
I tend to agree that we walk a really fine line when dealing with the essentialism of the day and yet try and avoid teaching the tests. On difficulty with this approach is the slowness of the academy, if you will to embrace these kinds of changes. As a high school principal we had the OGT challenge as well as the move to standards based. We worked hard in this preparation but find that while we use standards very effectively in assessing kids, the colleges and scholarship committees couldn't care less what the kids have mastered, they want a grade which is quantifiable. So the challenge at the high school level becomes creating a hybrid assessment which not only reflects what we are trying to teach but satisfies the statisticians as well as parents who all seem to know everyone else's kids GPA. I have to think a little longer on what actual philosophy we created in my four years at SMCC. I know it was distinctly different when I left than when I came. One thing I agree in what I see here is that the uses of interdisciplinary learning will continue to grow in any good school. Particularly the writing process needs to be emphasized in the entire school. I also agree with everyone how modern curricula in the standard school seems to denigrate the arts and phys ed a little despite the fact proven over and over again that kids in the arts are more effective students. Does anyone agree with me that essentialism comes mainly from the fact that non-educators are calling more of the shots these days and that accountability needs a numerical measure to satisfy a politician rather than be a reflection of the school's mission?
Response 4
In response to Michael's question about the origin of essentialism: I do believe that educators are being represented in legislation by many non-educators. However, who's to take this large responsibility? Being an active member in legislation takes a great amount of time and dedication. I believe most of the advocates for education who actually do have experience in the schools are retirees. I do think that politicians need to see numbers for accountability. In elementary school, I don't see how to accurately assess student learning of math, reading and writing without standardized testing. However, I know there are more effective ways to assess learning at the high school and even the middle school level. Assessing true learning and critical thinking skills instead of mindless trivia can be done. Perhaps the answer does lie in more advocacy and education to those non-educators working in legislation. Hopefully, more research and advocacy of the different types of assessments will provide room for the curriculum to continue evolving.
Response 5
I would agree that there are many advocates of education in legislatures. I think our real problem with high stakes testing lies not so much in the testing but in testing apples and oranges. Several states allow local boards and educators to set the standards of proficiency according to their local interests ( with some oversight of course). This seems more fair than an almost arbitrary benchmark. I, as an administrator always felt it was unfair for my students scores on the OGT to be compared with urban kids who had vastly differing backgrounds and opportunities to my kids. The urban kids progress, if their graduation depends on it should only be compared to their own progress. In this day of computer scoring, this would be easy enough to do.
Response 6
I agree about the standards being unfair if they are arbitrary for the broad area. I taught 4th grade for the proficiency tests and it seemed so unfair to see the test questions that were foreign to my students who were in a school of 94% free lunch. They definitely have an entirely different perspective and bank of background knowledge compared to rural students or to urban students from more affluent neighborhoods or from suburban students. This should definitely be taken into consideration.
Response 7
I agree with your ending response about teachers and schools having different philosophies. I feel that each teacher will bring into their classroom the elements of their own personal philosophy and personal values. These personal values are not going to match up exactly. The key is to find that complement between what we as teachers believe and mission of the school.
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Last updated on
July 18, 2006