What does the transformationist education theory include?

Transformationism education gradually differentiated from pragmatism education and progressive education in the 1930s and formed an independent system in the 1950s. educational ideas. Known as a branch of pragmatist education

What is the difference between progressivism and transformationism?

Progressivism

In the 1870s, Francis W Parker in the United States was influenced by the new education in Western Europe and advocated progressivism education.

The "Seven Points Statement of Principles" published by Progressive Education in 1920:

1. Students have the freedom to develop naturally;

2. Interest is the motivation for all activities;

3. The teacher is a guide rather than a supervisor who assigns homework;

4. Conduct scientific research on student development;

5. Pay great attention to children's physical development;

6. Adapt to the needs of children's lives and strengthen cooperation between schools and families

7. In the education movement, progressive schools are a leader.

It can be seen from the above statement of principles that progressivism believes: (1) Education should be "active" and should be related to children's interests. It puts forward the concept of "The whole child": first, never ignore the different aspects of children's lives at any time, and second, treat children as an organism. Schools that promote "child-centered": The learning process is not determined by teachers and teaching materials, but mainly by children, that is, teachers provide guidance based on their interests. Teachers' influence is mainly achieved by controlling the environment in which they grow. (2) Education should be based on learning through problem solving instead of indoctrination through textbooks. (3) Education should make life itself rather than preparation for life. Schools should place a child's learning in situations appropriate to his age and specific to situations he is likely to encounter in adult life. (4) The teacher’s duty is not to rely on authority to command but to give systematic advice. (5) Schools should encourage cooperation rather than competition. Progressivism does not deny that competition has some value. But I insist: Cooperation is more in line with the biological and sociological realities of human nature than competition. (6) Only democracy can allow various ideas and personalities to develop and interact freely.

Evaluation: It overcomes the shortcomings of traditional education that are divorced from reality and combines education with real life; it raises the issue of child-centeredness and pushes humanistic education thought to a new stage. It advocates the continuous change, progress, and renewal of education in the social process; pursues the effectiveness of education on secular real life, and uses pragmatism philosophy as its theoretical basis; attaches great importance to science and technology and its application in education, and vigorously advocates empirical scientific experiments methods, and use scientific methods to study curriculum, teaching methods, educational purposes, people and life issues; emphasize the social and democratic nature of education, pay attention to personal values ??and personal freedom, and at the same time emphasize social values ??and social order. Progressive education shows an extremely sensitive adaptability to changes in social real life and a proactive attitude of actively participating in modern life. It improves the social function of education, regards society and individuals as an inseparable whole, and regards the entire society as an inseparable whole. A large educational venue, thus dismantling the barriers between school education and society. However, because progressive education focuses too much on the present of individuals and society, it lacks long-term purpose, planning, and continuity, and neglects its own future pursuits. This has led to criticism from all aspects that the educational philosophy of progressivism needs to be further complete.

Transformationism

Transformationism emerged as an educational school in the 1930s. Theodore Brameld laid the foundation for it. Some people call him "transformationism". father". His representative works are "Model of Educational Philosophy" and "An Educational Philosophy in Urgent Need of Transformation". Reformism, the inheritance of progressivism, aims to save social crises, so it is also called "crisis philosophy."

Basic principles of transformational education:

1. The main purpose of education is to promote the realization of a truly well-thought-out program of social reform. Dewey's usageism only provides means but no purpose to education. Educators should carefully consider a definite political and social action plan, and the realization of this plan should be the main purpose of education.

2. Reconstructionism claims to be a philosophy of the "age of crisis" and proposes that education must be devoted to creating a new order. Such an order would realize the fundamental values ??of the culture while being consistent with social and economic forces.

3. The new society must be a truly democratic society,

4. Teachers must use democratic methods to persuade education and convince students of the correctness and urgency of reformist solutions.

5． The purposes and methods of education must be reformulated in accordance with the research results of behavioral science.

6. Reconstructionism believed that progressivism overstated individual freedom, emphasizing that children, schools, and education itself were largely governed by social and cultural forces.

It can be seen from this: the philosophical basis of transformationism and progressivism...

Briefly describe the basic requirements of modernist transformationism education

1 , Reconstructionism as a wing of progressivism

In fact, when the progressivism education movement just began, transformationism was born.

Before Dewey founded the University of Chicago Experimental School, There are scholars who are making another kind of effort. Compared with Dewey, they pay more attention to social change.

For example, in 1889, Jenny. Adams founded the Hull House in Chicago for poor immigrants. On the one hand, this school taught employment skills and helped the poor find jobs and improve their living conditions; on the other hand, Jenny. Adams and the school's staff actively participated in local social reform activities, and any social reformer could participate in the activities of the Hull Workhouse. In this way, the Hull Workhouse became a public place for people to express their social opinions. In the evening and Sunday, where liberals, socialists, anarchists, communists, and others gather to exchange their ideas.

Of course, in the name of Jane ﹒ The wing of progressivism represented by Adams and her colleagues did not develop into the mainstream of the progressive education movement. Especially after the establishment of the Progressive Education Association in 1919, the focus of progressives was concentrated on school education and children's centers. One wing of the progressive education had greater influence. In this way, the two forces within progressive education, those concerned with social reform and those concerned with children's centers, were concentrated at the two ends, and eventually split.

In the 1920s, Teachers College at Columbia University was at its peak. In addition to Dewey, other famous figures in progressive education also gathered there. Among these people, Harold. Large, William Kerbuck, John Childs, and George. Counts and others often gathered together to form a discussion group headed by Kerberk. They discussed the relationship between schools and industrialized society, and how education can help teachers and students better understand and guide social changes by giving them some necessary intellectual tools, and establish Ideal society and other issues. It should be said that these people are all important figures in progressive education. However, it was the members of this group as the core that caused the rise of reformist education trends in the 1930s.

2. Reformism in the 1930s

Beginning in 1929, the United States first fell into an economic crisis. As this economic crisis swept the world continued, some progressive educators who originally advocated child-centered education began to change They think more about how to make schools contribute to the establishment of a society without economic crisis. They believe that the ideal schools that progressive education once advocated cannot solve social problems in times of economic crisis. Progressive education must change, that is, from emphasizing Individual-centered and individualistic education has shifted to education that emphasizes society-centered and social transformation, and has shifted from caring about personal growth to caring about social change. There is no doubt that this shift in focus was the final step in the divergence of reformism and progressivism in the 1930s. Profound foundation.

﹡The formation of transformationist philosophy: Generally speaking, the formation of transformationist philosophy should be traced back to the discussion group headed by Kerberk at Columbia University. In the late 1920s and early 1930s, Members of this group published many articles and books on how to build a more ideal new society through education. In 1934, Kerbuck compiled the articles written by members of this group into the book "Education on the Frontline".

One of Counts's books, "Do Schools Dare to Establish a New Social Order?" laid the theoretical foundation for reformism. In this book, Counts emphasized that schools must become an institution to eradicate poverty and war. and the center of a completely new society of racism. To make America more just and grander than it currently is, education must play its role.

﹡Characteristics of Reconstructionism in the 1930s: A Characteristic of Reconstructionism in the 1930s Because of his radical views, he is also known as a "frontline thinker". Another characteristic is that among the advocates of reformism in the 1930s, they were not limited to education.

Theoretical workers, many educational administration departments and school administrators are also exploring social-oriented education plans.

3. Reformism in the 1950s

In the 1950s, Reconstructionism took on a new look. It was Brameld who attracted people's attention and brought vitality to reformism. Some scholars believe that Bramelde laid the foundation for reformism, and some people call him the "father of reformism." ".

Bramelder published a series of works. In "The Urgent Need for a Transformative Philosophy of Education", he expressed the origin and inheritance relationship between his transformationist thoughts and progressivism. , social changes can be attributed to cultural crises, and the purposes and means of education must be transformed. To solve the current cultural crisis, education must care about methods, and more importantly...

Western Educational Thoughts How much do you know about schools

1. European New Education Movement

The New Education Movement emerged in European countries at the end of the 19th century and the beginning of the 20th century, aiming to transform traditional school education to adapt to the changes in modern social life. and the requirements of the new era. It started in the United Kingdom and later expanded to Germany, France, Belgium and other countries. Most of the leaders of the European New Education Movement are teachers with rich teaching practical experience and have great interest in the reform of school curriculum content and teaching methods. The new schools they opened were all expensive boarding schools, located in beautiful countryside on the outskirts of the city. The school buildings were in good condition and did not have gymnasiums, libraries, laboratories, etc. The school reproduces sports and improves students' physical health; pays attention to students' interests in teaching; requires students to perform agricultural work; pays attention to developing students' independent spirit; adopts family-style management; cultivates students' ability to organize social life through autonomy. The entire system of the new school pays attention to the all-round development of students' personalities.

2. American Progressive Education Movement

A new educational movement that emerged in the United States at the end of the 19th century and the beginning of the 20th century. It aims to oppose traditional school education and try to reform the entire American education system. The progressive education movement in the United States began with the Quincy School Experiment in Massachusetts and later expanded to other states, with many progressive schools appearing. Most of the progressive schools in the United States are public schools, which emphasize the principle of freedom and regard activities as the main form of teaching work; the class size is small and the classroom area is large; Tan Cheng sets the basic issues of human life; he advocates learning through experience , pay attention to the development of students' personal talents; students implement divided management, and teachers only provide help and guidance.

3. Reformist education

A Western school of educational thought, known as a branch of pragmatist education. In the 1930s, it differentiated from pragmatist education and progressive education. come out. In 1932, the American progressive educator Counts gave a speech entitled "Do Schools Dare to Establish a New Social Order" at the National Congress of the Progressive Education Association? Later, he and Lager and others formed a group called "Pioneering Thinkers" group and founded the magazine "Social Pioneer", which revised the pragmatist education and progressive education theories. By the 1950s, reformist education had become an independent trend of educational thought. The main representative was the American educator Bramelder. Some of his works laid the theoretical foundation for reformist education. Transformationist education emphasizes that in the "era of transformation", past educational theories should be "transformed" in order to "transform society" through school education.

4. Elementalism Education

A Western educational thought trend. Produced in the late 1930s. In 1938, American educator Bagley and others established the Committee to Promote Factorism in American Education in Atlantic City, New Jersey, which was regarded as a symbol of the formation of factorism education. Bagley, an early representative of elementalist education, published "A Elementalist Program for the Promotion of American Education", which comprehensively elaborated on the views of elementalist education. In 1939, he helped establish the American Association for the Advancement of Education. After the mid-1950s, , factorist education has become the dominant educational thought in the United States. The later representatives of factorist education mainly include American educator Conant, American historian Best, and American military figure Rickover, etc.

5. Eternalist Education

A Western school of educational thought. It is named after advocating the eternity of the universal spirit, human nature, and the basic principles of education. It originated in the United States in the 1930s and was a school advocating retro education that emerged along with the movement against progressive education. The main representatives include Hutchins and Adler from the United States, Livingstone from the United Kingdom, and Alain from France.

6. Neo-Thomistic education

A Western school of educational thought. Based on the religious theological theories of Thomas and Aquinas, it regards religious education as the core and highest goal of education, and its main feature is to promote religious education. It originated in Italy, France and other Western European countries in the 1930s. After World War II, it became popular in the United States. The main representative is French idealist education, which is based on scholastic philosophy and believes in Christianity. It believes that education must be "Christian" The perfect education of educational thought.”

7. Existential Education

A Western educational trend based on existential philosophy. 1950s. American educational philosopher Morris and others introduced existentialism into the field of education, and gradually formed the existential educational school of thought. In the 1960s, it was widely popular in the United States, the Federal Republic of Germany, Japan and other countries. After the 1970s, it gradually declined. Existential education is directly derived from existential philosophy and is a kind of survival education. The main representatives include Austrian Buber, American Nile, and German Jaspers.

8. Divide educational philosophy...

What are the main schools of curriculum theory?

Since the 19th century, teaching theory has given birth to Many schools have had a relatively large impact in theory and practice, prompting the transformation of teaching concepts from traditional to modern. Here, we intend to briefly analyze and introduce eight modern teaching theory schools with relatively large influence. 1. Herbartian teaching theory. Herbartian teaching theory is a school with a long history and wide influence. It is often called the "traditional education" teaching theory. Its founder is mainly Herbart, and its developers are mainly his. Students Ziller (J., 1817-1882) and Rein (W., 1847-1929), their main content is reflected in the following aspects: (1) Regarding the purpose of education, they insist on the necessary purpose of education. It is to cultivate moral people, and the purpose of education selection is to cultivate children's multi-faceted interests and the harmonious development of all abilities. The essence of the former is people's obedience to the existing system and catering to tradition, while the essence of the latter is to match children's development with the reality and future social division of labor and employment. (2) Regarding educational goals, they believe that the highest goal of education is to cultivate children's moral character, and the more recent goal is to cultivate children's various interests, including experiential, speculative, aesthetic, sympathetic, social and religious interests. Six interests. In this way, at the teaching level, the inherently contradictory concepts of educational purposes proposed by it are unified. (3) Regarding the curriculum form, they have constructed a standardized “subject” curriculum and teaching form, pursuing the combination of classical humanities and modern practical subjects. There are 19 major departments including nature (natural history), physics, chemistry, geography, mathematics, logic, grammar, natural philosophy, literature, music, painting, sculpture, classical languages, modern foreign languages, native languages, history, politics, law, and theology. suject. (4) Regarding the horizontal structure of the curriculum. Faced with the problem of knowledge fragmentation caused by subject division, Herbartianism proposed and practiced the subject-theme center integration method. Herbart first proposed the integration principle of apperceptive psychology. Ziller inherited Herbart's mantle and constructed a curriculum integration method centered on "history, literature, religion" and history. (5) About teaching methods Herbart believes that children must rely on the accumulation of experience to expand their concepts and acquire knowledge mainly through teaching. Based on the foundation of apperceptive psychology, he divided teaching into four stages, which was later extended and developed by his disciples to form the famous "five-stage teaching method", which has long been popular in European and American school education theory and practice.

The five-stage teaching method includes: (1) "preparation", which means raising questions, explaining teaching purposes and goals, etc.; (2) "prompts", which means teaching new materials; (3) "comparison", which involves the comparison of old and new knowledge. Comparison, so that they can achieve union; (4) "Summary", that is, based on comparison, knowledge is not yet systematic and requires a static deliberation activity to seek conclusions and rules. (5) “Application”. 2. Children’s social activity center teaching theory. From the late 19th to the beginning of the 20th century, the progressive education movement that emerged in the United States thoroughly criticized and surpassed the Herbartian teaching theory, and then established and developed children’s social activity center teaching theory. Argument. The children's social activity-centered teaching theory completely negates various traditional subject-centered views and advocates that students' interests, hobbies, motivations, needs, etc. should be the value orientation, and children's social activities should be the center to develop courses and organize teaching. Among its representatives, the most famous one is Dewey. His basic views include: (1) The fundamental purpose of education is child development. Dewey criticized the traditional purpose of education as coming from outside education and being imposed on education by society. He proposed that education has no purpose outside itself. He advocated "education as growth", that is to say, the purpose of education is to promote children's physical and mental development. (2) The essence of the curriculum is experience. Dewey used his philosophical thought of empirical naturalism as a scalpel to anatomically criticize the extreme "child-centered" theory that emphasizes everything starting from children and the "subject-centered" theory that emphasizes everything starting from teaching. , pointing out that they have all gone into extreme and one-sided misunderstandings that separate children from the curriculum. He insists on looking at children and curriculum from a holistic, evolving and connected perspective, so that they become a whole and unified. He said: "We recognize that the child and the curriculum are merely two poles that form a single process. Just as two points form a straight line, so the child's present point of view and the facts and truths that make up the various subjects make up the teaching. From the child's Now that experience has progressed to the truth represented by an organized system, which we call each subject, it is a process of continuous transformation...

I would like to ask you about the multiple-choice questions of Youdao Education. Great God

The correct answer to this question is the first choice D, because the people who criticize pedagogy study these and then criticize them. Our pedagogy teacher Shi gave us an analysis. It’s very clear in the real question! The second choice is A. The original question is unexplainable. The reason for this is to use keywords to seduce the candidates. Be sure to look at the meaning of the question, don’t choose based on keywords.

How many schools of thought are there in ancient Western thought?

Hello

, European New Education Movement

The rise of European countries in the late 19th and early 20th centuries The new education movement aims to transform traditional school education to adapt to the changes in modern society and the requirements of the new era. It began in the UK and expanded to Germany, Belgium and other European countries. The leaders of the new education movement have rich practical experience in teaching. Teachers, school curriculum content and teaching reform are very interested in opening new schools. All new schools are expensive. The boarding school is set up in a rural school building with beautiful scenery in the suburbs of the city. The conditions are not as good as the gymnasium, library, laboratory, etc. The school reproduces sports to improve physical health; teaches interest; requires agricultural work; pays attention to the development of independent spirit; adopts family-style management; promotes autonomy. Cultivate organizational and social capabilities, new school consolidation system, attention and comprehensive development

2. Progressive Education Movement in America

At the end of the 19th century and the beginning of the 20th century, the new education movement emerged in the United States with the purpose of opposing traditional school education and trying to reform and reorganize the United States. Educational System American Progressive Education Movement began with the experimental school expansion in Quincy, Massachusetts. Progressive schools are now allowed in the state. American progressive schools and public schools all emphasize the principle of freedom and regard it as the main form of teaching work; the number of classes is small and the classroom area is small; Tan Cheng is basically divided into categories. Problem setting; advocating that development can be achieved through learning and paying attention; practicing management and teachers only providing help and guidance

3. Reformist education

The pragmatist education branch of the Western educational school of thought is famous for 20 1930s Pragmatism Education Progressive Education 1932 American progressive educator Counts gave a speech entitled "Schools Dare to Establish a New Social Order" on behalf of the American Progressive Education Association. Together with Lage and others, he formed a group of pioneer thinkers and founded the magazine "Social Pioneer" on pragmatic education. The progressive education theory was revised in the 50s. The independent education trend of reformist education in the 50s was mainly represented by the Wumart educator Bramelder. These works laid the foundation of reformist education theory. Reformist education emphasized reform and should be transformed by education theory to facilitate school education and reform society.

4. Elementalism Education

The school of Western education thought emerged in the late 1930s. In 1938, American educator Bagley and other New Jersey State Council for the Promotion of Elementalism in American Education regarded elementalism as Educational symbol Bagley, an early representative of elementalist education, published the "Elementalists' Program for Promoting Beautiful Education" to comprehensively elaborate on the views of elementalist education. In 1939, he helped establish American education and promoted elementalist education in the 1950s. Beauty dominated educational thought. Elementalist education The main representatives of this period include the American educator Conant, the American historian Best and the American military scholar Cofer, etc.

5. Eternalism Education

The Western educational school of thought promotes the spirit of the universe and the spirit of the universe. The name of eternity, the basic principles of education, was born in the United States in the 1930s. Along with the anti-progressive education movement, the main representatives of the retro-education school advocated were Wu Mei, Hutchins, Adler, Ying Livingstone and Alan.

Six , Neo-Thomistic education

The Western educational thought school Thomism and Aqui's religious theological theory and ideological foundation religious education serves as the core and high goal of education. Its main characteristics advocate religious education. It was produced in Italy, Italy, and other Western Europe in the 1930s. The second world war began and became popular in the United States. It mainly represented materialist education, scholastic philosophy, theoretical basis, belief in Christianity, and the belief that education must be Christian education. Ideology of perfect education

7. Existentialism education

Xicun In the 1950s, American educational philosophers such as Mauss, etc., existentialism was introduced into the field of education and gradually took shape. In the 1960s, the existential education school of thought was widely popular in the United States, the Federal Republic of Germany, and Japan. In the 1970s, existential education gradually declined. Originating from the main representatives of existentialist philosophy, such as Olivier Bell, Meniler, De Jaspers, etc.

8. Educational Philosophy

Western Educational Philosophy Trend of Thought Originating from the direct application of the principle of analyzing philosophy in the field of education, due to the existence of mutually exclusive schools of thought in the history of Western education in the 1950s and 1960s, educational theory fell into confusion; due to the separation between education and philosophy, many educators and teachers lacked adequate training in philosophy. Practicality and revolutionary nature come into play in the analysis of educational philosophy

9. Western educational schools of thought developed from Practicalism (referred to as Practicalism) and became popular in the early 20th century. They mainly represented the Wumei Neo-Confucianism in the 20th century. The 30th generation of New Movement industry tried to transform New Movement education with the main representatives of physical aesthetics: Tolman, Hull, and Skinner Gagne

10. Structuralism

Education

Western educational thought school, Swiss economist Piaget, cognitive theory foundation, Piaget studies children's cognitive development process, structural basis, founds epistemology, recognizes children's knowledge development, expresses internal structural changes, and changes in each type of cognition. Because children's cognitive structure and education are all determined, education and teaching should follow the rules of children's cognitive development and the relationship with intellectual development, and teach according to the compiled teaching materials

10. Constructivist Learning Theory

Constructivism became popular in Europe and the United States in the 1980s and quickly became an influential educational concept in the world. It mainly solves the problem that has attracted attention in all previous educational reforms, that is, how should we understand the meaning of knowledge? Constructivism is a kind of philosophical epistemology. Interpretation of world relations, enlightenment, exploration of learning-like mechanisms, and search for reflection and criticism in the field of education for new understanding of the relationship between power tool acquisition and knowledge

12. Meta-intelligence theory

Traditional intelligence theory recognizes intelligence tools Sex, height...