| Conference Proceeding;
Washington, D. C
February 28 - March 3, 1991
~
A SPECIAL EDmoN OF 11IE NAMTA JOURNAL
Volume 16, No.… |
| ScHOOLS OF 1HOUGHT:
PAIBWAYS m EDUCATIONAL REFORM
Sponsoring Organizations
Education Commission of the States is a non-… |
| Conference Proceeding,
Washington, D. C
February 28 - March 3, 1991
~
A SPECIAL EomON OF 1HE NAMTA JOURNAL
Co-sponsored by… |
| ScHOOLS OF TuOUGHT:
PA1HWAYS To EDUCATIONAL REFORM
THE MONTESSORI CONTRIBUTION TO
EDUCATIONAL REFORM
A PROLOGUE
by David… |
| Section Three
PA1HWAYS To EDUCATIONAL REFoRM:
HIGHER 0RDFR THINKING SKIIlS
HELPING CHILDREN THINK
by Matthew Lipman… |
| SC:FIOOLS
OF
...-..ouGI-rr
Pathways To Eaucational Reform
- -·
ll(,Uli\llffiil!IIII mmm
~l(JIXl(al(Cr.111l.,
llllllmfiJ~… |
| THE MONTFS.SORI CoNfRIBUTION
TO EDUCATIONAL REFORM
APROWGUE
by David Kahn
Washington, D.C., March 1, 1991. Operation Desert… |
| effective, should penetrate the inner workings of the status quo. It must deal
with philosophical roots of pedagogy, behaviors… |
| media acclaim, but was subsequently suppressed by American educators until
Montessori schools all but disappeared by 1923.… |
| The typical "adopter" community in the sixties was located in a metropolitan
area with a higher-than-average… |
| from tomes of scope and sequence which compel schools into a blind confor-
mity. The reform of education in the Montessori… |
| As the child explores his culture, he discovers letters and numbers. As he
reaches his sixth birthday, the age of imagination… |
| educational system needs to remove the forty-minute time block. A time
block, with a bell, means that the child cannot be in… |
| demonstrated effectiveness in the "transformation" of the classroom environ-
ment. But the real proof of… |
| measured by standardized tests. Ramsay Selden suggests that future tests
should aaually embody activities and techniques &… |
| Brown's search for the Holy Grail of thoughcfulness in school settings
involved hours of interviews and detailed case… |
| phy of human development which demonstrates permanence.
This is not the usual way educational reform works. Modern educational… |
| References
Brown, Rexford G. ( 1991). Schools of thought: How the politics of litera,cy shape
thinking in the classroom. San… |
| SCHOOLS OF THOUGHT:
PATHWAYS TO EDUCATIONAL REFORM
Sevtion One
EDLCATIONAL REFORM:
AN HISTORIC PLRSPCTIVE
EDUCATION REFORM… |
| Maxine Greene
14 The NAMTA journal-Special Edition |
| EDUCATIONAL REFORM:
THE S001FS AND THE NINETIFS
by Maxine Greene
Future educational innovation must connect to past… |
| the young in the way they should go, on rearing them to meet the demands of
industry, there were always adversary voices -… |
| My point, of course, is that the pathways to reform have always been
multiple and winding. Sometimes a pathway is like Robert… |
| tions of the social deficits education ought somehow co repair. Before then,
cognitive issues had been in the foreground for a… |
| the pressures of systemic bureaucracies, the role of caste, the homogenizing
intentions of the schools--and the link between… |
| ethnic groups struggling for popular control over the schools. In the midst of
ugly strike and turmoil, there appeared quiet… |
| As for the efforts to compensate for past wrongs, to remediate present
deficiencies where black children were concerned, there… |
| Indeed, were it not for all this, it would be hard to conceive of desegregation in
many places, of bussing plans, of open… |
| the series of reform repons, beginning with A Natwn at &k. On the one
hand, the stress was placed on measurable… |
| cion of thinking children, active in dialogue and in seminars. There was the
introduction into the educational sphere of… |
| do with dialogue, conversation, narrative, multiple realities and intelligences,
the problematic of contesting meanings. Also… |
| emphasis on teacher research-and research grounded in teachers' questions.
le may be felt, here and there, in anention… |
| refusing manipulations from without. For me, in its opening to possibility, it
connects with aesthetic literacy-an imaginative… |
| Jerome Bruner
28 The NAMTA journal-Special Edition |
| THE MFANING OF EDUCATIONAL REFORM
by Jerome Bruner
Jerome Bruner has the ability to view curriculum with its foll interactive… |
| not exist externally in nature, but were essentially insrrwnents of the mind.
We also knew that it was crucial to make… |
| history is a way of thinking about the past. It isn't the past. Physics isn't about
nature, it's a way of… |
| teach students about the politics, sociology, and economics of the revolution-
ary world changes that we' re living… |
| the prevention task to the schools. This is madness! What we need is a reform
movement with a better sense of where we are… |
| that questions what school is all about. "Why am I going to school?" "Am I
learning anything here… |
| alienated and the poor in our culture. All we can cite as success is the fact that a
black middle class has moved out of the… |
| that readiness is not only born but made. You make readiness. The general
proposition rests on the still deeper truth that a… |
| story-like about the model. For what we grasp better than anything else are
stories, and it is easy for children (or adulcs)… |
| can't that runle get there if he has to keep going another half? I have heard kids
say there has to be something wrong… |
| colors of the spectrum, the rainbow. He came to the very counter intuitive,
though low elementary conclusion, that white light… |
| realized that this was like those rabbit-pirate pictures or the vase-profile pic-
tures where you have a reversible… |
| SCHOOLS OF THOUGHT:
PATHWAYS TO EDUCATIONAL REFORM
Sction To
PoTHVAS T0 EDUCATIONAL REFORN:
COMPRHISE CHANGE
FHE ORECTIVES… |
| THE OB)ECl1VFS OF THE PAIDEIA PROPOSAL*
by Mortimer J. Adler
"Piecemeal refonn measures beget piecemeal results, if… |
| The other is an even more serious mistake. It consists in thinking that equality
of opponunity can be expected co lead to… |
| With the advent of democratic instirutions so very recent, it is not surpris-
ing that we have not yet established a… |
| Founh is the error of assuming that there is only one kind of learning and
one kind of teaching, the kind that consists in the… |
| Areas
Operations
and Activities
COLUMN ONE
COLUMN TWO
COLUMN THREE
ACQUISITION OF
DEVELOPMENT OF ENlARGEP UNDERSTANDING… |
| PAIDEIA
by Patricia F. Weiss
As an implementor of the Paideia. schools, Patricia Wem gets to the heart of the
Paideia… |
| parents would wish for their own children, the best education for the
best being the best education for all;
4. schooling at… |
| Paideia is not a fixed curriculum, it is determined on site by the teachers
involved according co the observed needs of the… |
| ongoing basis as the program continues to reinforce and develop the concept of
teaching as an an and to nourish and support… |
| MONfFSSORI:
ANSWERS 10 PROBLEMS OF EDUCA11ONAL REFORM
by Mary Maher Boehnlein
Mary Boehnkin posits Montessori's view of… |
| approach such as Montessori, it is dealing with many levels: the preparation of
teachers, the content of the learning… |
| Montessori conceived of human tendencies which are aided in their fulfill-
ment by sensitive periods in which learning is… |
| What makes the Montessori curriculwn work are: its long history of
implementation, its focus on giving the keys (process) to… |
| IMPLEMENTING MO~RI
IN THE URBAN SECTOR
by Sandra J. Sommer
Sandra Sommer, an energeti.c school principal demonstrates what… |
| I. Strong parent support for a Montessori program
2. Motivation by the Board of Education to implement a Montessori
program… |
| how classes are constituted so that there is gender, age, and racial balance. It
also has ramifications for budget and finance… |
| place as stated, in team meetings and for the staff as a whole. lnservice for
instructor assistants is mostly on-the-job… |
| WHOLE L\NGUAGF.:
A WHOLE EDUCATIONAL REFoRM
by Yetta M. Goodman and Kenneth S. Goodman
Citing the progressive movement of… |
| curriculum is embedded in the culture and social experiences of the larger
community.
Past Educational Reforms
Although… |
| and not a panicipant in the process.
Plans for schools and buildings, ways to organize classrooms and groups
within… |
| whole language is not a simple extension of any of its compatible antecedents.
Whole language is concerned not only with… |
| community members are viewed as resources and are involved in curricular
planning and the evaluation of their children.… |
| their language. Learning occurs and is influenced by the experiences in which
the students are engaged.
A half century of… |
| idea. Since language is pivotal in a person's learning through experience, it is
the very core of the teaching-learning… |
| builds thought, language, and concepts. And this need for integration aero~
the curriculum guides the organization of time,… |
| involvement, staff development, the impact of traditional schooling on many
of the children, and "how to build a… |
| Whole language teachers use their own creative energy tfJ initiate learning
experiences. This may take the form of stimulating… |
| and take the necessary risks to work at this level of commitment. But it means
a new view of teachers in the educational… |
| References
Atwell, N. (ed.). (1989). Coming to know: Writing to I.earn in the intermediate
grades. Ponsmouth, NH. Heinemann… |
| -
-------------------
PROJECT 2061:
EDUCATION FOR A CHANGING FuruRE
by F. James Rutherford
Introduction
In his… |
| The American Association for the Advancement of Science (AAAS) has
undenaken a comprehensive, long-term initiative to… |
| • Enables all Americans to panicipate fully and intelligently in making sound
personal, social, and political decisions… |
| ioral sciences; mathematics, and technology, and the interrelationships
among these fields.
• Cares about high-quality… |
| limited number of already involved sites, then build momentum within two
years with a larger set of carefully selected and… |
| COAUTION OF ~ENTIAL SCHOOLS
by Michael Goldman
In straight-forward language, Michael Goldman challenges the conference to… |
| Let me give you a little background on the Coalition of Essential Schools.
Ted Sizer, the chairman, whom you will meet… |
| The ultimate goal of this colonialization project was for the kids to make a
presentation to their parents who were going to… |
| success because the kids were able co model what we were doing. But co gee the
kids to do something like the Paidc;ia program… |