I am not sure that the “Core Practices” approach to improving the school districts and curriculum, works. It very well may not be the best option for ensuring that children from a young age are taught properly. However, I do believe it is a step in a positive direction, and some of the aspects of the curriculum is in line with Dewey’s unique approach to learning. Dewey was not considered as the brightest scholar by his peers. Notwithstanding, his ideas and fundamental values about the role education plays in this idea of “social progress,” are fundamental and I believe they represent the key purpose of receiving an “education.” The most glaring thing to me, was his definition of education itself, “a continual process of reconstruction of experience” (Dewey 90). This stood out to me because for him, the end result of education, or becoming more educated, is a “sense-maker” who can take the daily experiences from one’s day and make sense of them and their place in the world around them.
I believe Dewey’s notion of education falls directly in line with the Core Practices section on the enhancement of education using “supplementary materials.” Although I do obviously not know if this is successful once implemented, but the goal is very much in line with my values of education. One of the ways to improve education is to implement texts that may be challenging, or connecting the reading to a current event or local text. Another point in this section, is an instruction to teachers to incorporate games or manipulatives that create opportunities for students to engage and explore curriculum. This approach to learning goes in line with my thinking of how the curriculum for schools should be outlined. I believe it is much more about hands on learning, and using the knowledge taught in classrooms, to make sense of the world around you, and how it operates. For me, learning has never been about making grades, or doing this assignment because I am just being told to do it. Instead, it has been about making sure I am learning something that can help me understand what’s going on around me. Obviously my standpoint may be slightly tainted since I am an International Studies and Political Science who wants to have a career in public service, but I believe the point still remains.
H/R: readings
I enjoyed reading the last paragraph about your own stand on school curriculum. I also believe in a hands on approach to learning!
Ben, what an incredible risk you took in adding a photo to you’re response. Moving forward, the class needs pioneers like you to break down boundaries, try new things, and explore uncharted territory. Incredible post regarding you’re learning environment!
Ben, As your picture suggests, debate on this blog is encouraged in order to have a responsible, and yet democratic community of learners!
I’m glad you begin with skepticism. Education needs more skeptics in order that we avoid our ivory tower and find ways to bring all learners (and good teachers) to the table. Your attitude represents both El and pragmatic educatio (having of good ideas, reconstructing experience) because as Dewey says, we can only begin with the present moment in anticipation of, but not in false adherence to, an unknown future.
However, I can’t help wanting to know a bit more about your skepticism. As a student of policy and public service, what have you learned about the way American culture operates and learns? How are policy and education connected or isolated from each other? Either way, what values and principles seem to be operating for youth education? Why might that be? What models seem to hold weight, and which don’t? Lots of questions to be sorted out over the term.
I’ll be curious to see how you weigh in on the 21st C Learning video.
MAJ Hodde