Assessment 1:
Title:
Critically reflect on the relationship between educational philosophies, ideologies, and
theories and their impact on educational pedagogy.
Weighting:
50%
Length:
3000 words
Due:
Week 9
Learning outcomes:
1,2,3,4
For this assessment you will need to:
Critique a range of historical and contemporary educational philosophies, ideologies, and theories, and reflect on their positive and negative aspects in terms of educational pedagogy.
For instance, critiquing 3 different topics- Idealism, Conservatism and Critical theory and their impact on educational pedagogy (think in terms of curriculum, assessments, the roles of teacher and the role of a learner) followed by an analysis of these topics to Australian government policy (think in terms of government policies related to education).
Justify your personal beliefs regarding educational ideologies, philosophies, and theories based on current educational research.
Try to interweave this throughout the first two points, i.e. critique, reflect and analyse with regards to your own personal beliefs which are supported by current educational research.
Your assessment should show evidence that you have read widely on the topic beyond the supplied readings and texts.
Your assessment must use correct referencing, in APA 7th Ed.
Ideology and Philosophical, Ideological, and Theoretical Perspectives on Education (2nd Edition) PhilosoPhical, ideological, and TheoreTical PersPecTives on educaTion Gerald L. Gutek Loyola University Chicago Boston Columbus Indianapolis New York San Francisco Upper Saddle River Amsterdam Cape Town Dubai London Madrid Milan Munich Paris Montréal Toronto Delhi Mexico City São Paulo Sydney Hong Kong Seoul Singapore Taipei Tokyo S e c o n d E d i t i o n Vice President and Editorial Director: Jeffery W. Johnston Executive Editor: Ann Castel Davis Editorial Assistant: Krista Slavicek Vice President, Director of Marketing: Margaret Waples Marketing Manager: Darcy Betts Senior Managing Editor: Pamela D. Bennett Project Manager: Sheryl Glicker Langner Production Manager: Laura Messerly Senior Art Director: Jayne Conte Cover Designer: Suzanne Behnke Cover Image: Fotolia/© jannoon028 Media Producer: Autumn Benson Media Project Manager: Noelle Chun Full-Service Project Management: Shylaja Gattupalli, Jouve India Composition: Jouve India Private Limited Printer/Binder: Edwards Brothers Malloy Cover Printer: Lehigh Phoenix Color Text Font: ITC Garamond Std Credits and acknowledgments for materials borrowed from other sources and reproduced, with permission, in this text appear on the appropriate pages within the text. Every effort has been made to provide accurate and current Internet information in this book. However, the Internet and information posted on it are constantly changing, so it is inevitable that some of the Internet addresses listed in this textbook will change. Photo Credits: © Gabriela, p. 2; Library of Congress, pp. 18, 74, 216, 272; © Argus/Fotolia, p. 46; Pantheon / SuperStock, p. 104; © INTERFOTO / Alamy, p. 138; Globo/Getty Images, p. 166; © H. Mark Weidman Photography / Alamy, p. 194; H. Robinson/ Shutterstock, p. 250; © AF archive / Alamy, p. 298; Wisconsin Historical Society, p. 310; Getty Images, p. 340; SIU Morris Library, p. 362; © Tomas Abad / Alamy, p. 388; © jannoon028/Fotolia, p. 420. Copyright © 2014, 2009 by Pearson Education, Inc. All rights reserved. Printed in the United States of America. This publication is protected by Copyright and permission should be obtained from the publisher prior to any prohibited reproduction, storage in a retrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, or likewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education, Inc., Permissions Department, One Lake Street, Upper Saddle River, New Jersey 07458 or you may fax your request to 201-236-3290. Library of Congress Cataloging-in-Publication Data Gutek, Gerald Lee. Philosophical, ideological and theoretical perspectives on education / Gerald L. Gutek, Loyola University, Chicago. — Second edition. pages cm ISBN-13: 978-0-13-285238-8 ISBN-10: 0-13-285238-1 1. Education—Philosophy. 2. Philosophy. I. Title. LB1025.2.G92 2014 370.1—dc23 2013014672 10 9 8 7 6 5 4 3 2 1 ISBN 10: 0-13-285238-1 ISBN 13: 978-0-13-285238-8 To the memory of my father and mother, Albert and Irene Gutek, and my brother, Terry Gutek iv PrEFACE Philosophical, Ideological, and Theoretical Perspectives on Education, Second Edition, is a new edition of my earlier books, Philosophical and Ideological Perspectives on Education and New Perspectives on Philosophy and Education. The second edition, like the earlier one, is organized on a connected scaffolding of three major parts: One on Philosophies, Two on Ideologies, and Three on Theories. Each part leads the reader forward to the next section. It examines the following philosophies: Idealism, Realism, Pragmatism, Existentialism, and Postmodernism. It then examines the fol- lowing ideologies: Nationalism, Liberalism, Conservatism, and Marxism. It examines the following theories: Essentialism, Perennialism, Progressivism, and Critical Theory. The chapters are written so that each one can stand alone or be used in a different order if the instructor so wishes. The book provides the following pedagogical features: Questions for Reflection and Discussion, Inquiry and Research Projects, Internet Resources, and Suggestions for Further Reading. A new feature in the second edition is the extensive marginal notes that identify and clarify key concepts and terms so that students can construct a vocabulary for discussing philosophy of education. Each chapter features the theme of Constructing Your Own Philosophy of Education that is related to the sub-themes of “reflection” and “conceptual frameworks” that are often emphasized in institutional mission statements and accreditation standards. New to this editioN • InChapter1,Philosophy and Education, added comments on “reflection” and “conceptual frameworks.” • InChapter2,Idealism and Education, added commentaries on Plato’s Allegory of the Cave and Meno. • InChapter3,Realism and Education, added sections on Alasdair MacIntyre and contemporary Aristotelian interpretations. • InChapter4,Pragmatism and Education, added new sections on Dewey’s early work at the University of Chicago and on contemporary Pragmatism. • InChapter5,Existentialism and Education, added a section on Maxine Greene’s philosophy. • In Chapter 6, Postmodernism and Education, added a discussion of the Enlightenment Project. •ThereinstatementofPerennialism and Education as Chapter 14 (this had been deleted from the previous edition). •Sectionson“MyReflectionsofPhilosophyofEducation”ineachchapter. My ReflectioNs oN PRePaRiNg the secoNd editioN I find that revising a book for a new edition is often more difficult than writing a new book. There is always the overriding issue that all authors face—what should be included and what should be excluded? There is the need to add more but to do it in fewer pages. In revising, I was aided by the helpful suggestions of users, non-users, reviewers, and editors. I relied on reading about trends in philosophy of education, on the advice of reviewers, and on what I think is important for teachers to know to construct their own philosophies of education. However, I took the author’s preroga- tive to include topics of my own special research and interests, especially on ideology Preface v and education. I consider ideology to be an important influence in shaping educa- tional policies and practices. The debates between conservatives and liberals in the United States over policy, both at home and abroad, cannot be understood without an examination of their ideological origins and development. I have also added historical perspectives based on my interest in the history of education. Throughout the book, I encourage teachers to reflect on their experiences and to use their reflections in constructing their own philosophy of education. I took my own advice and am occasionally autobiographical in my own reflections on phi- losophy of education. The second edition is based on my continuing interest in the cultural founda- tions of education, especially the interrelationships between philosophies, ideologies, and theories of education. The scaffolding of philosophies, ideologies, and theories is developed as I taught and wrote about philosophy of education. As a teacher who began his career as an instructor in the history of Western Civilization in the Division of General Studies at the University of Illinois, I think we cannot begin to understand philosophy without returning to its origins with Plato and Aristotle. Therefore, I include Idealism and Realism. Pragmatism, especially Dewey’s Experimentalism, has had such a pervasive influence on American education that it has to be included in any book on the subject. As I reread books on Existentialism, I felt once again its dramatic appeal and believe that it will touch a responsive chord with today’s students. Because we live in what is called the “postmodern” era, Postmodernism, with its pervasive influence on contemporary humanities and social science, needed to be included. I have noted a revival of interest in and research on Essentialism, especially in the books by Diane Ravitch and J. Wesley Null. My own doctoral dissertation at the University of Illinois examined the educational ideas of George S. Counts, who origi- nated Social Reconstructionism when he asked, “Dare the school build a new social order?” The research and writing of Karen Riley and her colleagues convinced me that Social Reconstructionism is still highly relevant for teachers and educational policy- makers. As I attend conferences and read recent books in the field, I note pervasive interest in Critical Theory, and so a chapter on it is indispensable. I understand that there are many ways to organize and to teach courses in the Foundations of Education, especially Philosophy of Education. During my career, I experimented with teaching one particular philosophy, such as Realism or Experimentalism, in depth. I also used several selected books, advocating particular philosophies, as primary source readings. Over time, I became convinced that teach- ers need what I call a cognitive map, a guide to the field, that is useful in placing educational ideas, innovations, and trends in perspective and in relating them to the broader philosophical and ideological contexts from which they come and of which they are a part. I have used this approach in the second as well as in its earlier edition. What makes this book unusual is the relationship that I make among philosophies, ideologies, and theories of education. The book’s organization is based on my teaching of Philosophy of Education at Loyola University Chicago and at other institutions. I also have used this method in teaching Philosophy of Education in the international courses offered by Framingham University. Each chapter moves from a general overview of the philosophy, ideology, or theory; a discussion of its leading founders or proponents; identification and dis- cussion of its major principles about truth, knowing, and values; and its implications for education, schooling, curriculum, and instruction. Professors who use the book, of course, have their own designs and approaches to instruction. They might want to use the book as a structural framework that relates philosophies, ideologies, and theories of education. Because each chapter can stand on its own, professors might wish to use them selectively and develop their own sequence of presentation. vi Preface As I wrote the book, I had some autobiographical moments and some recol- lections from my past rose to the surface of my consciousness. I had particularly strong remembrances of my high school teachers. I learned much about writing from some talented teachers of English—Gwendolyn Harris, Faye Homrighous, and Grace Magierski—at Streator High School back in the early 1950s. These teachers worked persistently at getting us to express ourselves as clearly and directly as possible in our writing. We had numerous exercises in précis writing—taking large and often ambigu- ous statements and rewriting them so that they were succinct and clear. I later found out that Thomas Jefferson used the same method in his writing. These teachers were all proponents of gathering evidence and interpreting it in required term papers. So for me, writing a book is an extension of research and writing those required term papers. When I was working on my master’s degree in American history at the University of Illinois, my thesis director was J. Leonard Bates, a distinguished historian of the Progressive period. I wrote a thesis on the Illinois delegation at the Democratic National Convention in 1924—it was the longest convention in American political his- tory. Professor Bates was a busy scholar but a patient one. He read several drafts of my thesis, carefully editing and correcting it with his red or blue pencils. Like my high school teachers, he wanted the narrative to be clear, succinct, and direct. I am very grateful to the Foundations of Education professors in the College of Education at the University of Illinois who introduced me to the history and philoso- phy of education: Harry S. Broudy, William O. Stanley, Joe R. Burnett, and Archibald Anderson. My book, in many ways, draws on and continues what they taught me. I especially remember how Professor Anderson encouraged me to write my doctoral dissertation on George S. Counts. As I did this revision, I missed the advice and comments of Professor Steven I. Miller, my friend and colleague at Loyola University, who died several years ago. I used to call or email Steve asking questions such as: What is a good source for Scientific Realism? Why are so many professors in the field attracted to Neo-Marxism? What is the continuing relevance of the Essentialists? Sighing to himself, but loud enough so I could hear him, Steve would answer my questions. Steve could be a critic who did not appreciate the trend in textbooks to put big ideas into small boxes. He would often gibe me with, “What are you trying to do? Put Plato in a box?” I would like to thank the following professors who reviewed my plans for a sec- ond edition and made insightful and very useful suggestions: Patricia Walsh Coates, Kutztown University of Pennsylvania; Ruthanne Kurth-Schai, Macalester College; and Wayne Willis, Morehead State University. I want to thank my editor at Pearson, Ann Davis, for supporting the idea of a second edition. I also appreciate the help that her assistant, Krista Slavicek, patiently provided to an often technologically challenged