Edu101 short notes for final term Part 6

 Virtual University

Edu101 Short notes 

Part 6

Bernstein’s Theory

-          Bernstein talks about code

-          Code refers to a “regulative principle which underlies various message systems, specially curriculum and pedagogy. ”he talks of two things; curriculum and pedagogy.

-          Curriculum defines what counts as valid knowledge pedagogy defines what counts as valid transmission of knowledge and evaluation defines what counts as valid realization of knowledge on the part of the taught.

Understanding the School Process

-          Origins of social expectations have been attributed to such diverse variables as social class, physical appearance, contrived test scores, sex, race language patterns, and school records.

-          Labeling theory as an explanatory framework for the study of social deviance appears to be applicable to the study of education as well.  We have to stop labeling students, if a child is slow in doing a task and needs more time

Labeling Theory-1

-          The labeling approach allows for an explanation of what, in fact, is happening within schools.

-          Labeling theory is interested in why people are labeled and who it is that does the labeling.

-          School achievement is not simply a matter of a child’s native ability, but involves directly and inextricably the teacher as well.

-          High expectations in elementary grades are stronger for girls than boys.

-          The teacher expectations are not automatically self-fulfilling.

Processing Social- Priorities Educational

-          Education for All; child-centered, activity-centered, experience centered.

-          Focus on Academically Talented Students

-          Curriculum to challenge the “Smart” students.

-          Focus on Disadvantaged students

-          When teachers make groups of students, they should make mix ability groups so that all students can learn from others experiences also.

Planning for Educational Change

-          Schools should prepare education that is not separate from the world. The world is not static.

-          Creating relevant curriculum for the changing world.

Curriculum and Society:

-          The curriculum should consider the world today. But an ideological curriculum should not forget the curriculum for preparing students for the kingdom of God and the hereafter.

Pre-literate Societies (before writing)

-          pre-literate societies are societies and communities that existed before writing began.

Goals of education under pre-literate society:

-          To teach survival skills

-          Teach group harmony

Instructional methods in pre-literate societies:

-          Informal methods

-          Children imitate adults

Curriculum in pre-literate societies:

-          Practice hunting

-           Fishing

-           Songs

-          Poems

-          Dances

Agents:

-                   Parents

-                   Liberal leaders

-                   Religious leaders

Influence on Education:

-                   Informal

-                   Transmission of skills

Influence of Chinese

Educational goals:

-          Prepare elites to govern the empire according to Confucian principles. (They had to be leaders and strong people up at the top and front.)

-          Elite means everybody was not meant to be educated

-          Another limitation was that the education these people got was limited to Confucian principles; only

Instructional Methods:

-          Memorization and recitation

Ancient Indian Society

Educational Goals:

-          To learn behavior and rituals based on Vedas

Students:

-          Males of Upper classes

Instructional methods:

-          Memorizing and interpreting sacred texts

Curriculum:

-          Vedas and religious texts

Agents:

-          Brahmin Priest scholars

Influence on education:

-           Cultural transmission and assimilation, spiritual detachment

Influence of Egyptians

Educational Goals:

-          To prepare priest according to scribe for the empire

Students:

-          Males of upper class

Instructional Methods:

-          Memorization and copying texts

Curriculum:

-           Religious or Technical texts

Agents:

-          Priest and scribes

Influence on education:

-          Restriction on educational controls to priest elites

Influence of Greek

Educational goals:

-          To cultivate civic responsibility

Students:

-             Male children ages 7 to 20 years

Instructional Method

-          Memorization and recitation in primary schools, lecture, discussion, and dialogue in higher schools

Curriculum:

-               Athens: reading, writing, arithmetic, drama, poetry, music, Sparta: Drill, military, songs and tactics.

Agents:

  Athens: private teachers, philosophers. Sparta: military Agents

Influence on education

 Athens: well rounded, liberally educated person. Sparta: Concept of military state.

Influence of Romans

Educational Goals:

-                   Develop civic responsibility for the empire,

-                   Administrative and military skills

Students:

-                   Male children ages 7 – 20

Instructional Methods:

-                   Memorization and recitation in ludus; declamation in rhetorical schools (lutus is the primary school for everybody) declamation is the ability to create and give a speech.

Curriculum:

-                   Reading, writing, arithmetic, law and philosophy

Agents:

-                   Private schools and teachers, schools of rhetoric

Influence on Education:

-                   Practical administrative skills

-                    Relate education to civic responsibility

Influence of Arabic Society

Educational Goals:

-                   Cultivate religious commitment to Islamic beliefs,

-                   Expertise in mathematics, medicine and science

Students:

-                   Male children of upper class ages 7 – 20

Instructional Methods

-                   Memorization and recitation in primary schools, imitation and discussion in higher schools

Curriculum:

-                   Reading, writing, arithmetic, religious literature, scientific studies

Agents:

-                   Mosques. Court schools

Influence on Education:

-                   Arabic numerals and computation, medicine and science material

Influence of Medieval on Education

Educational Goals:

-                   Develop religious commitment, knowledge, and ritual; establish social order, prepare for appropriate rules.

Students:

-                   Male children of upper class

-                   Girls and women entering religious community ages 7-20

Instructional Methods:

-                   Memorization and recitation in lower schools,

-                   Text analysis discussion in higher school and universities

Curriculum

-                   Athens: reading, writing, arithmetic, philosophy, theology, military and chivalry

Agents:

-                   Parish

-                   Chantry

-                   Cathedral schools

-                   Universities

-                   Knighthood

Influence on Education:

-                   Structure and organization of the University

-                   Institutionalization of knowledge

Influence of Medieval on Education

Educational Goals:

-                   Develop religious commitment, knowledge, and ritual; establish social order, prepare for appropriate rules.

Students:

-                   Male children of upper class

-                   Girls and women entering religious community ages 7-20

Instructional Methods:

-                   Memorization and recitation in lower schools,

-                   Text analysis discussion in higher school and universities

Curriculum:

-                   Athens: reading, writing, arithmetic, philosophy, theology, military and chivalry

Agents:

-                   Parish

-                   Chantry

-                   Cathedral schools

-                   Universities

-                   Knighthood

Influence on Education:

-                   Structure and organization of the University

-          Institutionalization of knowledge

Influence of Renaissance Period

Educational Goals:

-                   Cultivate Humanist experts in Greek, and Latin classes; prepare people to serve dynastic leaders

Students:

-                   Male children of aristocracy and upper classes, ages 7-20

Instructional Methods:

-                   Memorization and translation, and analysis of Greek, and Roman classes, classical literature, poetry and art.

Curriculum:

-                   Latin and Greek classical literature, poetry and art

Agents:

-                   Classical Humanists educators and schools like Lycee, gymnasium and Latin school,

Influence on Education:

-                   Emphasis on literary knowledge, excellence and style in classical Literature,

-                   Two track system of schools

Influence of Reformation period

Educational Goals:

-                   Cultivate a commitment to a particular religious denomination, and general literacy

Students:

-                   Boys and Girls ages 7-12 in vernacular schools,

-                   Young men of upper class in humanist schools.

Instructional Methods:

-                   Memorization drill, indoctrination, catechetical instruction in vernacular schools, translation and analysis of classical literature in humanistic schools

Curriculum:

-                   Reading, writing, arithmetic, catechism, and rituals.

-                   Latin and Greek theology

Agents:

-                   Vernacular elementary school for general public,

-                   Classical schools for upper class.

Influence on Education:

-                   Commitment to universal education to provide literacy for everyone; origins of schools systems, dual track school system based on socio economic class and career goals.

Important Educational Theorists-1

Confucius (Chinese)

-          Philosophy was: Developed ethical system based on hierarchy, human relations and roles, emphasized order and stability

Socrates

-          Philosophy: Philosophical idealism, political conservation

Plato

-          Philosophy: Philosophical idealist, social conservation, added intuition

Aristotle

-          Philosophy: Realists, views society based on realism and observation

Ancient Turks-1 (Muslim World)

-          “Alp” concept was widespread Alp human being is defined as: warrior, wise, extroverted, nomad, gaining knowledge from ancestors and old wise people.

-          In Ancient Turks (before Islam) there is no gender difference in educating youngsters

-           In this period, an “absolute truth” concept gained importance and taught to people in a domestic way

-          They synthesized philosophies from Turk-Islam traditions, Ancient Greek and Roman Philosophers as well

-          Education was organized and structured in these schools

Eastern Philosophers:

Farabi

-                   Philosophy: Base for human nature is knowledge. Human mind can distinguish right from wrong through wisdom

-                   View of Human Nature: The ultimate knowledge is innate

-                   Educational Philosophy: Distinguished teaching from education

-                   Teaching: Reveal scientific knowledge and art

-                   Education: create theoretical virtues in society, education must be easy to hard, simple to complex, near to far

IIbn-e-Sin

-                   Philosophy: Moral virtues are as important as knowledge itself

-                   View of Human Nature: Children are innocent and clean from the start, should be taught moral values.

-                   Educational Philosophy: Children should be taught without pressure, children should be taught from ages 6 -14

-                   Agents: should be religious, honest, wise persons that can recognize children’s abilities

 Biruni

-                   Philosophy: in order to love each other humans should learn and respect each others language, religion, traditions and thinking

-                   View of Human Nature: Humanistic perspective

-                   Educational Philosophy: He was expert in astronomy, physics, botany, pharmacology, geography. Beruni believed scientific work should be cleaned of magic, superstition and anything that opposes logic

Selcuks Period

-                   Madrasas should have a certain period of education

-          Both religious and vocational oriented education

-            Moral virtues were especially emphasized and taught as well as skills

-           Children were taught Islamic educational virtues: cleanliness, generosity, good will, and humanity

-          Poetry was an important part of education and God and human love issues were the main subjects.

Ottoman Period

-          Madrasas were important educational institutions The structure was primary, middle and high school.

-          They were free and boarding schools.

-          Only sunni muslim males were accepted in madrasas, no girls were allowed in the madrasas.         

-          The teachers were called “maderris”.Education was considered as a religious and moral duty.

Structure of Ottoman Period

16^th Century

-           Ottoman schools were divided into two: Maktap and Madrasa

-           Maktap: To train people to serve the palace, government and military people.

-          These are schools funded by foundations, the administration was not central.

-          Fateh opened “Enderun” Palace School which included talented children of non-muslim families.

-          The language for education was Arabic, but Turkish and Persian were also taught.