Importance of Education
The Purpose of Education -
Critical Pedagogy for the Democratic Society
Education has been immersed in conflict for decades. John Dewey in 1938, after twenty years of experience with the progressive schools and twenty years of criticism of his theories, wrote. . .
"It would not be a sign of health if such an important social interest as education were not also an arena of struggles, practical and theoretical. . . It is the business of an intelligent theory of education to ascertain the causes for the conflicts that exist and then, instead of taking one side or the other, to indicate a plan of operations proceeding from a level deeper and more inclusive than is represented by the practices and ideas of the contending parties. . . .It means the necessity of the introduction of a new order of conceptions leading to new modes of practice."
Or to a raising of the consciousness of present conditions and insight into needed/desired changes. Many of the conflicts surrounding education are the result of multiple points of view as to the purpose of education, the definition of knowledge, and the arguments over which knowledge or whose knowledge is of most worth. Ira Shor echoes John Dewey:
For over a century, mechanical factory models of teaching and learning have been at war with critical, interactive education.
This paper will take the position that the purpose of education is to enable individuals to reach their full potential as human beings, individually and as members of a society; this means that these individuals will receive an education which will enable them to think and act intelligently and purposefully in exercising and protecting the Rights and Responsibilities claimed by the Declaration of Independence, the Constitution, the American Dream.
When we look at the big picture - Society - we see schooling not as a neutral island separate from, but as an integral part of, Society. Those in power make decisions which directly impact students and
Critical Pedagogy for the Democratic Society
Education has been immersed in conflict for decades. John Dewey in 1938, after twenty years of experience with the progressive schools and twenty years of criticism of his theories, wrote. . .
"It would not be a sign of health if such an important social interest as education were not also an arena of struggles, practical and theoretical. . . It is the business of an intelligent theory of education to ascertain the causes for the conflicts that exist and then, instead of taking one side or the other, to indicate a plan of operations proceeding from a level deeper and more inclusive than is represented by the practices and ideas of the contending parties. . . .It means the necessity of the introduction of a new order of conceptions leading to new modes of practice."
Or to a raising of the consciousness of present conditions and insight into needed/desired changes. Many of the conflicts surrounding education are the result of multiple points of view as to the purpose of education, the definition of knowledge, and the arguments over which knowledge or whose knowledge is of most worth. Ira Shor echoes John Dewey:
For over a century, mechanical factory models of teaching and learning have been at war with critical, interactive education.
This paper will take the position that the purpose of education is to enable individuals to reach their full potential as human beings, individually and as members of a society; this means that these individuals will receive an education which will enable them to think and act intelligently and purposefully in exercising and protecting the Rights and Responsibilities claimed by the Declaration of Independence, the Constitution, the American Dream.
When we look at the big picture - Society - we see schooling not as a neutral island separate from, but as an integral part of, Society. Those in power make decisions which directly impact students and