an introduction: dewey’s influences luz carime bersh, ph. d. national-louis university
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THE HISTORY OF THE UNIVERSITY OF CHICAGOLABORATORY SCHOOLS
An Introduction: Dewey’s Influences
LUZ CARIME BERSH, Ph. D.National-Louis University
DEWEY IN THE UNIVERSITY OF CHICAGO
1894- Head of the Departments of Philosophy, Psychology and Pedagogy.
1894-The University of Chicago opened the Dewey Schools (The Laboratory Schools)
THE UNIVERSITY OF CHICAGO LABORATORY SCHOOLS
LAB SCHOOLS OPEN WITH A BUDGET OF $ 1,000, FROM U. OF CHICAGO
12 PUPILS (AGES 6-9) 2 TEACHERS 1 INSTRUCTOR FOR MANUAL TRAINING.
Francis Parker and the Progressives
Francis Parker's Biography
Known as the Father of the Progressive Movement in Education
Parker’s Educational Philosophy
In Europe, Parker examined the new methods of pedagogy being developed there, proposed by European theorists, such as Jean-Jacques Rousseau, Friedrich Fröbel, Johann Heinrich Pestalozzi and particularly Johann Friedrich Herbart. Parker asserted that students benefit most from reading works of high interest, thereby activating background knowledge. A supporter of balanced instruction, he encouraged the use of the elements of phonics, as well as lists of word families, onsets and rhymes, to assist in word recognition. This innovative educator integrated the skill areas of reading, writing, listening and speaking. Parker advocated many of the current language experience and process writing approach methodologies.
He believed that children should write across the content areas on subjects that interested them, for enjoyment and that the proper form would come with practice. All writing should be natural and connected to authentic and meaningful activities, using the child’s own vocabulary; in other words, experience based writing. Parker was a teacher, principal and a lecturer, who wanted all children to have their own slate boards, so they could write and draw freely without fear of mistakes.
Retrieved from http://en.wikipedia.org/wiki/Francis_Wayland_Parker, on March 18th, 2009.
PESTALOZZI: The school as a big family.
School in a farm in Switzerland for girls and boys.
Regular education + vocational training= Learning through activity.
Kindness and caring are vital for children education.
FROEBEL:The father of kindergarten
Learning through activity and play as vital elements of children’s nature and development.
Education should aim at children’s interest and natural development.
OTHER INFLUENCES
HORACE MANN: Against “harsh pedagogy in the classroom”.
BELFIELD: Opened a manual training high school- An alternative to traditional education: Students need to be involved in multi-sensory activities. Self-discipline.
COLONEL PARKER: Promoted self development: Learning by doing. Children need to grow naturally and free.
THE DEWEY SCHOOL…AN EXPERIMENT
The Principles
Connection between the child’s home activities and the school.
Through manual training,cooking, sewing and constructing, children develop their social experience.
Reading, writing, the numbers would be taught incidentally, as the child develops a
need to communicate and learn more.
The child should perform activities relevant to his nature, not prepare for adulthood.
School as a community: The child has a responsible role within it.
Using the children’s innate tools to problem solve: Creativity, curiosity, inventiveness,
trial-error.
Key ideas: Self-discipline by
doing his task. No external
rewards. A child-centered
approach in teaching.
Interesting Links
Dewey's voice.au Video schools of tomorrow.doc YouTube progressive education John Dewey Bio School and Society Revisited-article
Link to…
http://dewey.pragmatism.org/
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