CURRICULUM HISTORIANS

Karen Hicks

EDUC 615

March 2, 2009

We often wonder why a particular method is touted as the “best” in educational practices.

Where and when did educators or people interested in education begin to push a curriculum or instructional methods as the “best” way for education?

To understand where we are today, we need to look at those who came before.

Goals

To learn a bit about educational historians To be able to answer a short quiz about the

historians To understand where some of today’s “new”

ideas came from

Historians Charles Eliot Johann Friedich

Herbart Fredrich Froebel Herbert Spencer Johann Heinrich Pest

alozzi Thomas Jefferson

Noah Webster Ben Franklin William Holmes

McGruffey Benjamin Rush Horace Mann Quiz References

Charles Eliot1834 - 1926

President of Harvard for forty years; introduced the “elective system” giving Harvard students a greater role in determining the focus of their own education

Harvard Professor of Mathematics and Chemistry in 1858

Concerned about the relationship between education and economic growth

Enhanced the graduate program and professional schools at Harvard which lead to graduate programs becoming a central part of the American university

Chairman of the Committee of Ten on Secondary School Studies (1892) – influenced uniformity in high school curriculums and college entrance requirements and urged secondary schools to establish an elective system of courses for their students

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Johann Friedrich Herbart1776-1841

A German philosopher, psychologist, and educator who laid the foundations of scientific study of education

Learning process – new ideas could enter the mind through association with similar ideas already present and by building up sequences of ideas important to the individual

Devised educational programs based on the aptitudes, abilities, and interests of students

First scientist to distinguish instructional process from subject matter

Five-step method of teaching instruction – “Five Formal Steps of the Recitation”

1. Preparation = prepare the pupils to be ready for the new lesson

2. Presentation = present the new lesson

3. Association = associate the new lesson with ideas studied earlier

4. Generalization = use examples to illustrate the lesson’s major points

5. Application = test pupils to ensure they had learned the new lesson

Emphasized that the proper correlation of curriculum materials would give students an understanding of the world

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Fredrich Froebel1782-1852

German educationalist who developed the kindergarten system (children’s garden)

As a private tutor using his “hands-on learning” approach in his pupils’ garden, Froebel realized that action and direct observations were the best ways to educate.

Kindergarten system with an emphasis on play and its use of ‘gifts’ (play materials) and ‘occupations’ (activities)

Teacher’s role – a loving, supportive guide rather than a lecturer

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Herbert Spencer1820-1903 English philosopher and father

of Social Darwinism Study – 5 areas

1) those activities which directly minister to self-preservation;

2) those activities which, by securing the necessaries of life, indirectly administer to self-preservation;

3) those activities which have for their end the rearing and discipline of offspring;

4) those activities which are involved in the maintenance of proper social and political relations;

5) those miscellaneous activities which fill up the leisure part of life, devoted to the gratification of the tastes and feelings

Controversial ideas – remove Latin and Greek as areas of study.

The study of science was a necessity Believed that learning should occur through

using the senses when a student interacts with the environment; encourage children to explore and discover

His ideas about curriculum were widely accepted in the US

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Johann Heinrich Pestalozzi1746-1827

Early school experience emphasized questions and discussions rather than memorization

Wrote Leonhard and Gertrude (1783) and How Gertrude Teaches her Children emphasizing his views on social and educational reform

Child centered education

Learning should come from the direct experience of the children

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Thomas Jefferson1743-1826 Saw a direct correlation

between literacy, citizenship and successful self-government

Proposed a free public system of schools

Proposal included three grades for rich and poor students. In these grades, students would be taught reading, writing, and arithmetic.

Students who succeeded in the first three grades would have additional lessons in Latin, Greek, geography, and higher math.

Children who did well with the additional lessons would go on to college.

His proposal failed because of a lack of money.

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Noah Webster1758-1843 Felt that American students

should have textbooks on the American language and experience

Wrote three books- a speller, a grammar book, and a reader

His speller became known as “The American Spelling Book.”

Fulfilled a need for students to have textbooks and reference books that related to the “new” American culture

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Ben Franklin1706-1790

Self-educated man who felt that science was the key to solving problems

Planned an English language school with a curriculum that focused on scientific and practical skills

His goal was to have students who were aware of the way learning connected to the world.

His focus on science and utilitarian subjects was very different from the classical tradition

Wanted to prepare students to make contributions in all areas of life

His major contribution was his push for a new kind of education that would correspond to the needs of a new nation.

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William Holmes McGuffey1800-1873

Known for his passion for education and preaching the gospel

Became a teacher at the age of 14, he had 48 students in a one room school

Wrote a series of readers for students

The first reader used phonics to teach reading The second reader used vivid stories the

children could remember. His readers were meant to promote morality

through stories. These stories were about character and truth.

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Benjamin Rush

Top priority was a reform of American education

New kind of education was required for the new democracy

Felt that the success of the United States depended on science

Believed that women should have a suitable education to instruct their children

His system of education promoted training for men and women in the understanding of democracy.

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Horace Mann1796-1859

Known as the “Father of American Public Education”

Believed that society could be improved through education and proper environment

Believed that state organized education could teach moral and civic values without promoting a specific doctrine

Pushed for education laws that would require towns to provide school for all children whether they were residents or not

Founded first state institutions for training teachers, believed that teaching was a skill that required development

Convinced that public education could create a better society, education was an equalizer for all men

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Quiz

The first to distinguish instruction from subject matter was Herbart or Franklin?

Herbart Urged secondary schools to establish an

elective system of courses? Eliot or Jefferson Eliot

Developed kindergarten? Froebel or Jefferson? Froebel Proposed a free public school system. Jefferson

or Froebel Jefferson Developed the McGuffey Readers. Jefferson or

McGuffey McGuffey

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ReferencesCharles Eliot. (n.d.).

http://www.coe.ufl.edu/webtech/GreatIdeas/pages/peoplepage/eliot.htm

Charles William Eliot. http://en.wikipedia.org/wiki/Charles_William_Eliot

Friedrich Froebel and Informal Education. (n.d.). http://www.infed.org/thinkers/et-froeb.htm

Herbert Spencer. http://en.wikipedia.org/wiki/Herbert_Spencer

Herbert Spencer (1820-1903). http://www.victorianweb.org/philosophy/spencer/spencer.html

Holmes, Brian. Herbert Spencer. Prospects. 1994(24). http://www.ibe.unesco.org/fileadmin/user_upload/archive/publications/ThinkersPdf/spencere.pdf

Horace Mann. Only a Teacher. http://www.pbs.org/onlyateacher/horace.html

Johann Friedrich Herbart. http://en.wikipedia.org/wiki/Herbart

Johann Friedrich Herbart. http://www.nwlink.com/~donclark/hrd/history/herbart.html

Kindig, Thomas. (2007). Benjamin Franklin. Signers of the declaration of independence: Short biographies of each of the 56 declaration signers. http://www.ushistory.org/declaration/signers/franklin.htm

Kindig, Thomas. (2007). Benjamin Rush. Signers of the declaration of independence: Short biographies of each of the 56 declaration signers. http://www.ushistory.org/declaration/signers/rush.htm

Leitch, Alexander. (1978). Rush, Benjamin. http://etcweb.princeton.edu/CampusWWW/Companion/rush_benjamin.html

Mason-King, Pam. (n.d.). Horace Mann. Retrieved October 1, 2007 from http://www.nd.edu/~rbarger/www7/mann.html

Meiss, Christina. Benjamin Franklin. http://www.nd.edu/~rbarger/www7/franklin.html

Noah Webster. http://en.wikipedia.org/wiki/Noah_Webster

Smith, Mark. (1997). Johann Heinrich Pestalozzi. http://www.infed.org/thinkers/et-pest.htm

Sparagana, Jeff. (2002). The educational theory of Thomas Jefferson. http://www.newfoundations.com/GALLERY/Jefferson.html

Wassenhove, Emily. Benjamin Rush.

http://www.nd.edu/~rbarger/www7/rush.html

Weinstein, David. (2002). Herbert Spencer. http://plato.stanford.edu/entries/spencer/

William Holmes McGuffey. (2007). http://www.ohiohistorycentral.org/entry.php?rec=263