The meaning and implementation of the word pedagogy is debated throughout the educational world, and there are many influential educational theorists whose views throughout this report will be reflected on. These views will influence the critique of numerous pedagogical documents within both state and national frameworks, such as the ‘Yachad Accelerated Learning Project’ (YALP) and the ‘e5 model’ created by the department of education. The main reflection points of these documents will be how they differ or align with three influential educational theorists and what areas of these theorists ideas are either strengthened or silenced due to the construction of these documents.
Paragraph one - How is pedagogy defined and positioned by critical education theorists?
There are a vast variety of definitions for the word pedagogy, but intrinsically once you can develop your own definition of this word you have developed your own pedagogy and this is exactly what pedagogical theorists have been aiming to do for years, and as this report will show no two definitions or ideals are the same.
Tamara Bibby defines pedagogy as the understanding of learning and teaching intertwined with the interrelationships of people, Bibby notes “If pedagogy is something about what happens to make or facilitate learning, the traditional focus has been on the actions of the pedagogue, the teacher” (Bibby, 2009) and reflects on the importance of the unconscious process of learning. This view on pedagogy puts a focus on the teacher as the knowledge holder, and delves into the importance of the unseeable learning processes of the student.
Patricia Hinchey takes a completely different approach to her understanding and research of pedagogy, she describes episte...
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...hrough a literary text. This is perceived as a problem by Hinchey as she states that in teaching you should “have math lessons to learn about math, history lessons to learn about history, and lessons … isolated from each other” (Hinchey, 2010).
It is impossible to create an educational framework that will align with all educational theorist, and the problems reflected on above are only minor.
Conclusion
Pedagogy is a difficult concept to understand or master, and as shown by the three educational theorists explored in this report no two ideals are the same and not every pedagogue will be able to agree with all educational documents. Although numerous problems were found in both frameworks there were still numerous positive attributes which highlighted the importance of furthering education in our schools, and that is a point that all three theorists cannot deny.
We live in a society where we are surrounded by people telling us that school/education and being educated is the only way to succeed. However, the school system is not up to the standards we want it to uphold. There are three issues we discuss the most which are the government, the student, and the teacher. In John Taylor Gatto 's essay “Against School”, we see the inside perspective of the educational system from the view of a teacher. In “I Just Wanna Be Average”, an essay written by Mike Rose, we hear a student 's experience of being in a vocational class in the lower level class in the educational system when he was supposed to be in the higher class. Both Gatto and Rose give their opinions on how the educational system is falling apart. Today the government is only trying to get students to pass, making it hard for teachers to teach what they want. Students are affected everyday by the school system. They sit there - bored - and do not think that the teachers care, making the
E.D. Hirsch and John Dewey present two defined approaches to curriculum and pedagogy. In this essay, I will critically compare these two educational approaches by examining the strengths and weaknesses of Dewey’s applied learning curriculum and Hirsh’s core knowledge curriculum. I will also evaluate Hirsh’s more traditional, teacher-centred pedagogy in relation to Dewey’s more hands on approach to education. It will be shown that Dewey’s ideas are more educationally and socially valuable because they aim to enable collaboration, communal inquiry and coordination of interests. I will begin by explaining and critically evaluating Hirsch’s ideas, before explaining and defending Dewey’s alternative ideas.
As professionals, pedagogues are encouraged constantly to reflect on their practice and to apply both theoretical understandings and self-knowledge to the sometimes challenging demands with which they are
What is the purpose of education? A question that has been asked for centuries and defined in many ways; each theorist will argue their views on education is unsurpassed, yet it remains a question, that the future of our children depends upon. My personal philosophy of education is to create an environment that allows every child the freedom and ability to discover, create and pursue their interests; ultimately becoming the best they can, for an evolving and unpredictable future. Within this framework, the purpose being to encourage learning through children’s interests, by personalising education for the individual and interlacing subjects to engage and entice learning. While discussing my personal philosophy of education, I will explain the aim of education, consider the role of the teacher and the learner and present effective teaching methods and practices for within the classroom. This essay will demonstrate that Dewey, Friedman, Neill, Noddings, Robinson, and Zhao, support my personal philosophy and prove in contrast with the theories of Skinner and Rousseau.
Marples, R. (2010). What should go on the curriculum? In Bailey, R. (Ed.), The philosophy of education: An introduction (pp 33-47). London: Bloomsbury
An understanding of the different pedagogical approaches is an essential element in order for educators to develop their students. The self-directed approaches should be limited in teaching and student-centered approaches should be encouraged in teaching methodology.
For hundreds of years the traditional, most frequently implemented and trainer, centred approach to learning has been and still is pedagogy.
When reviewing the literature regarding the past, present and future of educational curriculum, several main points seem apparent, namely that curriculum is cyclical, that a dilemma or paradox exists, and that curriculum must be looked at with a sensitive view.
Flinders, D. J. (1997). My Pedagogic Creed. The curriculum studies reader (4th ed.). New York: Routledge.
Pedagogy-embodies teacher-focused education and is the art and science of educating a child, in other words it is the teacher assumption responsibility for making all the decisions about what, when, and how the student learns. The name itself is the Greek word for child.(pg, 8)
Gonzalez-DeHass, Alyssa R.; Willems, Patricia P. (2012). Theories in Educational Psychology : Concise Guide to Meaning and Practice. Retrieved from http://www.eblib.com
Upon entering the field of education, I am faced with many questions. Will the students like me? Will I have a large class? Will I be a good teacher? A few of the questions that definitely need to be answered before I enter the classroom, are what methods should I use to teach? What aspects of which methods will work best for me? What philosophy best exemplifies the way I want to bestow the learning process to my students? In my quest to become an elementary teacher I shall use a variety of aspects from past philosophers of education. As long as each child is learning, I feel that I am fulfilling my goal, and a difference is being made, I am on my way to a successful classroom.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J. & Kleiner, A. (2012). Schools that Learn (pp. 32-69). Boston: Nicholas Brealey Publishing.
Education plays a vital role in shaping tomorrows’ leaders. Not only can we become a better nation by acquiring the skills necessary to be productive members of a civilized society. Increase knowledge to actively achieve and meet challenges that can produce changes in which are productive for attaining business innovations, political and economic objectives.
In our culture today, there is a huge emphasis on education, especially higher education. Society basically says the more educated you are, the better off you are. That is pretty much true if you live by the means of society. The basic idea that education, especially a college education, is something that people should pursue even into their adult years is not by any means a new idea.