With the birth of a new nation, the values of our forefathers fought for were written down and became the underpinning of our laws, our way of life and our thinking. This nation was founded on the ideas that every person has inalienable rights, the right to life, liberty and the pursuit of happiness. We want to make our own decisions, to be independent. With platform as the foundations, the views and ways of the American education system and its reforms have been built on them. The reformers of the 19th century tried to make these ideas materialize. Laws of when to build school and how to set up the education were created, and children were taught to read and write. Though the building, curriculum or discipline did not value the children as individual who could be whatever they wanted to be. Horace Mann is one of the first individuals who saw school that education should truly be for all and that included the poor. He saw school as a way of social reform. All social classes both rich and poor should be taught together. He strived to establish schools without fees. Harris was the first to add kindergarten to the public schools in St. Louis under the persuasion of Susan Blow. He saw kindergarten as a way to get children ready for the tasks of school. As part of the public school systems more children had access to the free education. The Child Study movement starting with G. Stanley Hall sought to apply a scientific approach to study and observing children. The focus was on improving the educational system based on these conclusions. The Progressive movement really sought to view the child as adults and though we have entered the 20th century at this point, these ideas still tie into the basic beliefs of the USA. The individual is important and the unit of analysis. Children should help construct their learning and through education who “com[es) to share in the social consciousness.” (Lascarides & Hinitz, p.219) Our socio-political views have strongly shaped our education system.
In the late 1800s and the early 1900s, the American educational system encountered several reforms. Prominent figures, including Horace Mann, William Torrey Harris, and John Dewey, developed ideas that significantly changed American schools.
Mann’s position as the secretary of the board of education in Massachusetts propelled him into the field of education and provided him with the opportunity to influence Massachusetts schools. Mann believed in universal education for all. In addition, he encouraged schools to teach children from different backgrounds and social classes together. According to Mann, this education was important to make sure that everyone could take part in making decisions that pertained to the democratic nature of the country including voting for the nation’s leaders.
William Torrey Harris was superintendent of the St. Louis public schools when Susan Blow became the first public kindergarten teacher in the United States. Harris believed that kindergarten would give children the opportunity to have experiences that would not only allow them to prepare for elementary school but develop important social skills. Similar to Mann, Harris believed that all children should go to school and that education would help to inform them about how to be productive citizens of the United States.
John Dewey was a leader of the progressive movement in the United States. Dewey believed that children should direct their learning according to what interests them in a cooperative and social environment. These experiences would allow children to begin to understand how to live in a democratic society.
Mann, Harris, and Dewey were influential educational leaders during the late 1800s or early 1900s. In addition, their philosophies relating to schooling incorporated a component of which prepared children to live as productive and informed members of a democratic society.
There is definitely a correlation between the socio-political beliefs and the educational reforms in America.
Through the efforts and contributions of Mann, Hall, Kilpatrick, Hailmann, and Dewey, American education reforms were made and continue even today. Mann's principle of humanitarian ideals along with his legislative career influenced educational reform (Lascarides & Hinitz, p. 192). His spirit of free education to all classes were quite progressive during this time in American history. He understood the interrelationships involved between government, education and freedom as well as the diversity of the population of Americans. His insistance on education being available for all was championed throughout his career. His efforts on teacher training and qualifications were extremely progressive as there was nothing of its kind to follow.
Harris influenced the establishment of placing children in grades in the St. Louis schools. He was very involved in the National Education Association (NEA), a strong political group. His philosophical belief involved readiness (p. 201). He was a staunch supporter of the first kindergarten in the United States and of employing women in the field of education. Because of his political savy and positions as Superintendent and United States Commissioner of Education, his influence was felt across the United States. He advocated for universal public education.
G. Stanley Hall used his influence in forming the child study movement. He was one of the first to study children scientifically by using techniques he had learned in Berlin. By bringing these techniques to the United States, he established a new form of looking at children and their abilities. Although a controversial figure in education, Hall was involved in the NEA and the American Psychological Association (APA). These organizations were powerful enough to change the way for educational reform.
Kilpatrick's influence in educational reform was in the project method of Dewey. "His elaboration of the method caused it to become a keystone of the progressive movement in education..." (p. 210). He was active in the Progressive Education Association (PEA), the American Association for the Advancement of Science (AAAS) and American Physical Education Association (APEA). Kilpatrick championed social change in schools and believed that as a member of a democratic society, so should one be a member of the school. He worked vigilantly for the causes that he believed in. He founded Bennington College, taught at Teachers College and chaired the Bureau for Intercultural Education.
The Hailmann's are known for taking kindergarten and primary education and teacher training to a new level. Their establishment of kindergartens throughout Indiana gained national attention and had a reputation for progressive reforms. The basis for their reforms were influenced by Pestalozzi and Froebel.
John Dewey's early childhood played a large part in his educational theories. He felt that most of his experiences outside of the classroom were more educational. He was influenced by Darwin's theory. During the course of his career, he found himself at the University of Michigan where he claimed the establishment of the first Department of Education in the United States. He tried making connections between theory and practice through teaching. As he continued his career took him to Chicago where he established the Laboratory School at the University of Chicago. Dewey believed that the "most important work of a university department is the scientific...the contribution it makes to the progress of educational thinking",(p. 218). His want of social change was based on the belief that education needed to be driven by the child's interests and instincts, not by the teacher's.
The theorist's discussed have all contributed to educational reforms that are still incorporated in our schools today. They indeed reflect the socio-political beliefs of the United States.
4 comments:
With the birth of a new nation, the values of our forefathers fought for were written down and became the underpinning of our laws, our way of life and our thinking. This nation was founded on the ideas that every person has inalienable rights, the right to life, liberty and the pursuit of happiness. We want to make our own decisions, to be independent.
With platform as the foundations, the views and ways of the American education system and its reforms have been built on them. The reformers of the 19th century tried to make these ideas materialize. Laws of when to build school and how to set up the education were created, and children were taught to read and write. Though the building, curriculum or discipline did not value the children as individual who could be whatever they wanted to be.
Horace Mann is one of the first individuals who saw school that education should truly be for all and that included the poor. He saw school as a way of social reform. All social classes both rich and poor should be taught together. He strived to establish schools without fees.
Harris was the first to add kindergarten to the public schools in St. Louis under the persuasion of Susan Blow. He saw kindergarten as a way to get children ready for the tasks of school. As part of the public school systems more children had access to the free education.
The Child Study movement starting with G. Stanley Hall sought to apply a scientific approach to study and observing children. The focus was on improving the educational system based on these conclusions.
The Progressive movement really sought to view the child as adults and though we have entered the 20th century at this point, these ideas still tie into the basic beliefs of the USA. The individual is important and the unit of analysis. Children should help construct their learning and through education who “com[es) to share in the social consciousness.” (Lascarides & Hinitz, p.219) Our socio-political views have strongly shaped our education system.
Socio-political Beliefs and Educational Reforms
In the late 1800s and the early 1900s, the American educational system encountered several reforms. Prominent figures, including Horace Mann, William Torrey Harris, and John Dewey, developed ideas that significantly changed American schools.
Mann’s position as the secretary of the board of education in Massachusetts propelled him into the field of education and provided him with the opportunity to influence Massachusetts schools. Mann believed in universal education for all. In addition, he encouraged schools to teach children from different backgrounds and social classes together. According to Mann, this education was important to make sure that everyone could take part in making decisions that pertained to the democratic nature of the country including voting for the nation’s leaders.
William Torrey Harris was superintendent of the St. Louis public schools when Susan Blow became the first public kindergarten teacher in the United States. Harris believed that kindergarten would give children the opportunity to have experiences that would not only allow them to prepare for elementary school but develop important social skills. Similar to Mann, Harris believed that all children should go to school and that education would help to inform them about how to be productive citizens of the United States.
John Dewey was a leader of the progressive movement in the United States. Dewey believed that children should direct their learning according to what interests them in a cooperative and social environment. These experiences would allow children to begin to understand how to live in a democratic society.
Mann, Harris, and Dewey were influential educational leaders during the late 1800s or early 1900s. In addition, their philosophies relating to schooling incorporated a component of which prepared children to live as productive and informed members of a democratic society.
Elaine Wilkinson
There is definitely a correlation between the socio-political beliefs and the educational reforms in America.
Through the efforts and contributions of Mann, Hall, Kilpatrick, Hailmann, and Dewey, American education reforms were made and continue even today. Mann's principle of humanitarian ideals along with his legislative career influenced educational reform (Lascarides & Hinitz, p. 192). His spirit of free education to all classes were quite progressive during this time in American history. He understood the interrelationships involved between government, education and freedom as well as the diversity of the population of Americans. His insistance on education being available for all was championed throughout his career. His efforts on teacher training and qualifications were extremely progressive as there was nothing of its kind to follow.
Harris influenced the establishment of placing children in grades in the St. Louis schools. He was very involved in the National Education Association (NEA), a strong political group. His philosophical belief involved readiness (p. 201). He was a staunch supporter of the first kindergarten in the United States and of employing women in the field of education. Because of his political savy and positions as Superintendent and United States Commissioner of Education, his influence was felt across the United States. He advocated for universal public education.
G. Stanley Hall used his influence in forming the child study movement. He was one of the first to study children scientifically by using techniques he had learned in Berlin. By bringing these techniques to the United States, he established a new form of looking at children and their abilities. Although a controversial figure in education, Hall was involved in the NEA and the American Psychological Association (APA). These organizations were powerful enough to change the way for educational reform.
Kilpatrick's influence in educational reform was in the project method of Dewey. "His elaboration of the method caused it to become a keystone of the progressive movement in education..." (p. 210). He was active in the Progressive Education Association (PEA), the American Association for the Advancement of Science (AAAS) and American Physical Education Association (APEA). Kilpatrick championed social change in schools and believed that as a member of a democratic society, so should one be a member of the school. He worked vigilantly for the causes that he believed in. He founded Bennington College, taught at Teachers College and chaired the Bureau for Intercultural Education.
The Hailmann's are known for taking kindergarten and primary education and teacher training to a new level. Their establishment of kindergartens throughout Indiana gained national attention and had a reputation for progressive reforms. The basis for their reforms were influenced by Pestalozzi and Froebel.
John Dewey's early childhood played a large part in his educational theories. He felt that most of his experiences outside of the classroom were more educational. He was influenced by Darwin's theory. During the course of his career, he found himself at the University of Michigan where he claimed the establishment of the first Department of Education in the United States. He tried making connections between theory and practice through teaching. As he continued his career took him to Chicago where he established the Laboratory School at the University of Chicago. Dewey believed that the "most important work of a university department is the scientific...the contribution it makes to the progress of educational thinking",(p. 218). His want of social change was based on the belief that education needed to be driven by the child's interests and instincts, not by the teacher's.
The theorist's discussed have all contributed to educational reforms that are still incorporated in our schools today. They indeed reflect the socio-political beliefs of the United States.
Lascarides, V.C., & Hinitz, B.
(2000). History of Early
Childhood Education. New York:
Falmer Press.
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