1.
Education
(Rousseau says, “…all that we need when we come to man’s estate, is the gift of
education.”)
a.
A father’s duty is to support and educate his
own children. (Rousseau: A man owes men to humanity and citizens to the state.)
i.
Tool: Teach them to talk slowly with a few
distinctly spoken, repeated words.
b.
Children are the future. (Beecher: “…unless our
children are trained to intelligence and virtue, the nation is ruined…”)
c.
Gratitude. Not everyone has the chance to go to
school. (Antin)
2.
Inspiration
a.
Discovery (Wolk: Help them learn and understand
things on their own.)
i.
Tool: Do hands on activities that make them be
involved and discover how things work on their own.
3.
Equality
a.
Biases based on appearance. (Perry: everyone has
these biases. As teachers biases should not be there.)
i.
Tool: students learn by example. If you want to
teach equality, then treat all students the same no matter what they look like
or what their social standing is.
b.
Separate but equal. (Brown) (Giving everyone a
chance to go to school and putting them in situations that will help them learn
the best, like special education)
4.
True
Learning
a.
Problem-posing (Freire: This method of teaching
encourages the students to think critically, to gain a deeper and better
understanding, and to really know what they have learned and not just have
facts memorized.)
i.
Tool: A way to teach this way is to not give
them worksheets, but to ask questions that will make them think, figure it out
on their own, and even give them more questions to ask. This could be done with
some sort of research project or even just a class discussion.
b.
Skills vs. Knowledge (Perry: A summary of a book
rather than an analysis primarily develops their typing skills rather than
their analytical thoughts.)
i.
Tool: Give assignments where they have to think
for themselves and not just regurgitate what someone else has said. Using one
of Perry’s examples, have them turn in an analysis of the book rather than a
summary. Also in an analysis don’t grade too harshly, they all think
differently and will come up with different ideas. I don’t think they should
all be exactly the same.
c.
Individuals find their own truth (Kierkegaard:
“one or another individual might return from this assemblage and become a
single individual.)
i.
Tool: After a lecture or even an assembly have
each person do a write-up of what they learned to be true.
5.
Experience
a.
Knowledge (Addams: She says that schools, “rest
upon the assumption that the ordinary experience of life is worth little…” but
this is not true.
i.
Tool: Have students keep a journal in which they
write about things that have happened to them and what they learned from those
times.
b.
Wide-Awake (Greene: Lacking
wide-awakeness…individuals are likely to drift, act on impulses of
expediency…To think about their condition in the world, to inquire into the
forces that appear to dominate them, to interpret the experiences they are
having day by day. Only then can they develop a sense of agency required for living
a moral life.)
6.
Nature
a.
Develop the inner capacity of the child, then to
produce isolated results by my actions. (Pestalozzi: His goal is to help them
develop who they are and learn in the way that works best for them rather than
pushing them to understand and them not ever fully understanding.) (Dewey: “The
child’s own instincts and powers furnish the material and give the starting
point for all education.”
i.
Tool: Taking the child back to the beginning
points of human knowledge and patiently working on those until the child
understands.
b.
World values (Plato)
c.
Consequences: (James: “Pragmatists are
interested in practical, concrete consequences of our actions…does it matter?
Will I ever use this?”)
7.
Pragmatism:
method of settling metaphysical disputes that otherwise might be interminable.
a.
Different views for every situation. (James)
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