Week 6- Social Efficiency Ideology- Schiro Ch.6, Bobbitt, Noddings Ch. 8

Hi everyone. Let's tackle social efficiency ideology this week. I've got a few things that struck me while reading this week's selections.

1. Bobbit states...

One should live abundantly if one is to become properly educated, but one should not at the time be greatly conscious of the educational aspect of his living, except in retrospect. The little child should be so occupied with life, so lost in his living, that he is not aware that he is being educated. Certainly there should be no recognition on his part of the fact that his memory is being stored with knowledge. In the case of the older child it should be much the same and likewise with the youth and with the man. Let life be full, diversified, and abundant, and pitched on the humanistic levels of twentieth-century civilization, and education cannot be prevented. Let one be unaware of the educational results of living; they take place just the same. (p. 47)

How does this support and/or conflict with the role that performance objectives play within the structure/ design of curriculum as seen via social efficiency?

2. Schiro states "Social Efficiency curricula specify behavior that is learned, not content that is acquired" (p.59).

Is it possible for all "information" to be learned and demonstrated as a behavior? What might this look like in different content areas, age groups, and in different areas around the world?

If a behavior isn't "solidified"/mastered, does this indicate that the individual has not learned anything up to that point? How is that/ can that be documented, or is there a need for documentation of these "failed" learning attempts?

3. Schiro states "The aim of education is twofold: first, to perpetuate the functioning of society, and second, to prepare the individual to lead a meaningful adult life in society" (p.69). 

Obviously he is speaking specifically with regards to the aims of Social Efficiency ideology, however, are these "themes" present in other aspects of our society? If so, can or how does their presence help or hinder what needs to be accomplished in school? If these themes are present elsewhere, what might it look like to incorporate/utilize them in the "learning activities" that are present in a SE curriculum?

Let's start with those ideas and see where they take us! Have a great week and happy blogging! 

- Mackinley

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    

Week 5 - Noddings 5 - The Liberal Arts in Schools

Hi everyone,

This first post focuses on Noddings' chapter on the place of Liberal Arts in Schools.

After addressing the tradition of placing the teaching of liberal arts at the core of schooling, for the sake of learning them and cultivating one's humanities, rather than for a direct application and usefulness to better our societies, Noddings rapidly concludes that "looking at the world as it is, [she] can find little evidence that learning for its own sake has done much to improve the human condition." (p. 55). As she demonstrates, we often perceive this motivation for learning (for its own sake) as an intellectually higher purpose (even though she reminds us of Hutchins' perspective on its usefulness, p. 54) compared with the idea of learning for a more practical purpose. As a consequence, this erects an intellectual barrier in addition to the often inherent social barrier. 

How do you imagine getting rid of this hierarchy and either implementing this thirst of learning for its own sake in vocational schools, or developing a practical purpose to one's learning of liberal arts? Would this mean lowering the essential quality of learning liberal arts (and if so, what is the essential quality of learning liberal arts)? I think cultivating curiosity and imagination rather than mere mechanical learning should be at the very core of any field, but I am curious about how we could actually implement these aims. Often, students in vocational schools (I am thinking about France because I am very ignorant of the actual system in the US) are in a hurry to finish their studies so they can start working and being paid. Indeed, most of them come from socially/economically marginalized families who count on the 16-year-old children to provide some financial relief. How and where/when should we try to foster this thirst for learning when students' goals are purely for future career use of the skills they learn so they can get a salary? What is the study of liberal arts for? What do you think it should be, according to Noddings? Is the study of liberal arts inherently ethnocentric?

I particularly enjoyed reading about the “stretching of disciplines from within” (p. 61) and the renewal of the liberal arts by "rejecting the emphasis on their content as cultural literacy" (p. 59). By this effort of transdisciplinarity or stretching of disciplines, blurring the boundaries in order to comprehend a topic through a more systemic approach (this reminds me of Edgar Morin, who wrote on La Pensée Complexe - Complex Thought, https://www.amazon.com/Complexity-Advances-Systems-Theory-Sciences/dp/1572738014) we encourage not only the digging into a topic from a much deeper perspective, but a precondition is teacher collaboration, creativity and critical thinking, which are among the 21^st-century aims mentioned p. 60. Indeed, our aims should not be limited to students but be extended to everyone.

The spiral curriculum mentioned p. 62 (cf Bruner) was what I was exposed to in France, especially in history. Risk of indoctrination into thinking about time in a chronological and teleological way.

Epistemologically, when one fits into constructivism or constructionism, to go back to Davis’ book even (cf Theoretical Issues in ILAC), I find it very difficult to be pedagogically neutral. Do you have any examples/stories of yourself as a teacher or student where you felt you/your instructor succeeded as being pedagogically neutral while exposing your/her/his views?

The following paragraph/set of reflections and questions might be trivial, but it caught my attention. On page 58, Noddings mentioned that "all children should learn and should use standard oral English." The rationale behind this remains very thin and Noddings justifies not talking about it more extensively in the present chapter since she will dig more when talking about vocational education. From a purely practical perspective, I agree with her that the use of standard English polishes, in appearance, some discrepancies between individuals, and therefore slows down the judgement we might make about one another based on the level of mastery of the mainstream language. However, even though I have an idea of what she means by "standard English", why should it be the standard version when in some areas of the country, a different English is being used, and is the standard in particular communities? Why can't we try to de-standardize English and people who live in standardized English to make them more accepting of what is considered to be less standard, and very often, to be an inferior form of English? Why, again, should marginalized populations have to align themselves when we actually talk about interrupting a forced normativity and normalization? 

John, I can't wait to read more about Macedo! 

Week 4 - W&S 5,6,7, Noddings 4, 7

Hi all,

Due to a tech problem, Tina sent me this discussion topic she made - I am posting it just on behalf of her. Thanks Tina for the great questions! :)   - John

Week 4 ~ Bly 

Noddings, 4 ~ Aims, Goals, and Objectives 

The Cardinal Principles are a good starting point for discussing aims in the 21st century according to Noddings on page 44.  However, Noddings also notes that John W. Gardner was concerned with whether 20th century schools could manage such a great task. I will not review the process from aims to goals, and objectives, except to reiterate that goals must be given considerable thought, “Goals should be attainable, and they should be established cooperatively in the light of aims to which we are committed” (Noddings, 2013, p. 47). And then, “aims are stated at a general and ideal level---‘thorough and efficient education’ for all students---goals depend on a careful analysis of the subject to be taught, the interests and talents of students, available resources, and the social and economic needs of the larger community” (Noddings, 2013, p. 47).  

Noddings states that teachers must embrace unexpected teaching moments, explains how important learner-centered lessons are, and that there will also be many teacher-centered lessons. “What is necessary is to analyze a unit of work and decide when the method is applicable” (Noddings, 2013, p. 51).  

A couple of points that I saw coming up again and again was how there is too much focus on test results (something that many educators are obviously frustrated with), and that too many methods have been pushed to the side by being taken too far (Noddings). I was fascinated with Noddings’ take on technology. What does everyone think about the possibility of dehumanization through technology and teaching? 

Noddings 7 ~ Toward Ecological Cosmopolitanism 

Noddings discusses how our environment shapes us and how the first European settlers in America “discovered” the land, trees, water, and wildlife. She then elaborates on how Americans lead the world in consumption of the world’s resources (Noddings, 2013, p. 83). Noddings then points out that school curricula do not address conservation. She continues with discussing “Living In Place,” “Earth: More Than A Collection of Nations,” “Geography With A Purpose,” and “Toward Peace On Earth.”  

During the reading of “Living In Place,” it is pointed out that anytime new material is introduced, which may be at odds with parents, is introduced, that parents must be made aware of the content and its purpose. History revolves around wars and the responsibility lies across all disciplines to find some balance (Noddings). For example, English teachers may include poetry that glorifies war, but also include poetry that condemns war (Noddings, 2013, p. 100). This chapter culminates with a call for discussions of war, its destructiveness, and calls for American enemy perspectives (Noddings, 2013, p. 100).  

Regarding curriculum, “It should induce a shiver of horror in students to hear of the hatred that once characterized our relations with people we now regard as friends” (Noddings, 2013, p. 100). What do you think about finding ways to implement this in our curriculum and in our schools? 

W & S ~ 5 ~ Procedures for Making Curriculum 

After reading the Tyler Rationale, Schwab’s Practical and Eclectic Approach, and Freire’s Emancipation Approach, I am personally drawn to Freire, and I have been for some time. In my view, there is nothing in this world like the rewarding act of taking one who was once illiterate to a position of literacy. The problem, the concern for Freire is that the uneducated have become subjected to domination by the wealthy (W & S, 2009, p. 64). Freire would have wanted students and teachers to collaborate, to work together so that they may step back and achieve together images of a better reality (W & S, 2009, p. 64). “This ability to step back from an unconscious acceptance of things as they are and to perceive the world critically, even in the midst of pervasive, powerful subtle forces tending to distort and oppress, is what Freire means by attaining critical consciousness” (W & S, 2009, p. 64). What are some comparisons among Tyler, Schwab, and Freire? (W & S), like so many, refer to Freire’s as a more “radical” proposal (W & S, 2009 p. 63). I wonder about this word “radical.” Is this word relating to extensive change, action, revolutionist? Is Freire a progressive? Is this word, “radical,” positive or negative? How might the African American slaves in America who were once forbidden to read, feel about the word radical?  

W & S, 6 ~ Explaining and Critiquing Curriculum Practices 

A critical attitude in regard to curriculum practices is important for educators (W & S, 2009, p. 69). We read a critique of the Tyler Rationale and how Kliebard believes that a new model is long overdue (W & S, pp. 70-71).  

Curriculum and Criticism of Modern Life 

Here, we learned how Apple claims that schools are functioning in “cultural reproduction,” that America is primarily invested in capital, corporations which control the media, distribution of goods, production, and that these interests exercise hegemony that leads to powerful mechanisms of domination (W & S, 2009). Apple argues that knowledge is a form of social capital and that through selective approaches schools “help preserve the existing power relations of society through hidden curriculum” (W & S, pp. 72-73) Do you see a connection between Apple and Freire? 

Understanding How Curriculum Works in the Classroom 

After dissatisfaction with existing studies which found no significant differences between achievement test results for mixed-ability grouped classes when compared to ability-grouped classes, Dahllof conducted his own study where he discovered that high-ability students in mixed-ability classes were moving through course material slower than their peers in ability-grouped classes (W & S, p. 74). When reading this section did anyone get the feeling that the variables were in any way manipulated to get this result? 

The section titled, Curriculum in Relation to Culture focuses on the loss of the teaching of rhetoric in schools and points out that this was connected to printing (W & S, 2009, p. 77). No one can deny that the world of technology and electronics is highly impacting society. According to Ong, the new information age is “producing a revolution in the fundamental way we express ourselves,” (W & S, 2009, p. 70). How might this technology affect curriculum?  

W & S, 7 Cross-Currents of Reform 

Reform is namely called for when there is a perception that the educational system is not working as it should (W & S, 2009, p. 80).  

The Anatomy of Reforms 

During an era of reform, powerful forces for change, education budgets, various foundations, government agencies, and donors temporarily provide more funds, while many teachers and principals gain new energy and enthusiasm” (W & S, 2009, p. 83). Reform and Incremental Change: Reform leading to curriculum changes do happen, but they happen very slowly leading to an ongoing process of change.  

Teachers and Reform 

Reforms lead to differing attitudes from teachers as many embrace participation fully, some believe that decisions should be made locally, some teachers feel that their accomplishments, years of loyal service earns them the right to influence curriculum, and they resent outside intrusions and strangers in their schools (W & S, 2009, pp. 88-89). This i discrepancy is further addressed in: 

Who’s in Charge of the Curriculum ~ where reform challenges all established procedures and brings about some discontent forl members who are locally involved otherwise (W & S, 2009, p. 90).  An entire section is devoted to asking: 

Is Reform a Good Thing? Pros and Cons of Reform are covered 

Working with Reform is addressed and then at the very end…… 

“This does not diminish your importance as a teacher” (W & S, 2009, p. 102). 

What do you all think?