Our Common Hope: A Our Common Hope: A History of Teaching and History of Teaching and

LearningLearningEDUCATION EDUCATION

COLLOQUIUMCOLLOQUIUMByBy

Thomas R. Rosebrough, Ph.D.Thomas R. Rosebrough, Ph.D.

March 18, 2002March 18, 2002

A Common HopeA Common Hope

Harvard professor, Richard Light, in Harvard professor, Richard Light, in Making Making the Most of College the Most of College (2001), says that the (2001), says that the most common hope that students express, most common hope that students express, when asked about their learning when asked about their learning motivations, is that “each class, by its end, motivations, is that “each class, by its end, will help them to become a slightly will help them to become a slightly different person in some way” (p.47). And, different person in some way” (p.47). And, that “faculty who make a difference are that “faculty who make a difference are those who helped students make those who helped students make connections between serious curriculum connections between serious curriculum and the students’ personal lives, values, and the students’ personal lives, values, and experiences” (p.110).and experiences” (p.110).

The Goals of LearningThe Goals of Learning

What kind of difference do we want to make What kind of difference do we want to make in our students’ lives? Usually we have in our students’ lives? Usually we have three goals, for them to:three goals, for them to:

1.1. learn about a subjectlearn about a subject

2.2. acquire particular skillsacquire particular skills

3.3. become better peoplebecome better people

It is the dynamic interaction among these three It is the dynamic interaction among these three goals that constitutes education.goals that constitutes education.

Which is most vital—which should receive Which is most vital—which should receive priority? priority?

History Teaches UsHistory Teaches Us

That these questions can have very different That these questions can have very different answers depending on:answers depending on:

who the teacher iswho the teacher is what subject or skill is being taughtwhat subject or skill is being taught in what historical era or culture the teacher is in what historical era or culture the teacher is

residingresiding what kind of understanding the teacher and what kind of understanding the teacher and

community have concerning the nature of community have concerning the nature of learning.learning.

What perspective can the history of education give What perspective can the history of education give us as we consider the potential of schooling?us as we consider the potential of schooling?

Historical ThreadsHistorical Threads

Schooling in every era has been Schooling in every era has been concerned with:concerned with:

1.1. Attempting to respond to societal Attempting to respond to societal needs or thought.needs or thought.

2.2. Infusing religious or moral values.Infusing religious or moral values.

3.3. Seeking to understand the nature Seeking to understand the nature of learning.of learning.

Responding to Societal Responding to Societal NeedsNeeds

Sophists of ancient GreeceSophists of ancient Greece Enlightenment: Descartes and BaconEnlightenment: Descartes and Bacon Rousseau: contrast to Puritan Rousseau: contrast to Puritan

thoughtthought Benjamin Franklin: Latin Grammar Benjamin Franklin: Latin Grammar

Schools and Philadelphia AcademySchools and Philadelphia Academy Our Our newnew American schools in the American schools in the

post-Brown v. Topeka decisionpost-Brown v. Topeka decision

Infusing Religious or Moral Infusing Religious or Moral ValuesValues

Plato and AugustinePlato and Augustine

Aristotle and AquinasAristotle and Aquinas

Martin LutherMartin Luther

Calvin and the PuritansCalvin and the Puritans

The Northwest The Northwest Ordinance of 1787Ordinance of 1787

““Religion, morality, and knowledge, being Religion, morality, and knowledge, being necessary to good government and the happiness necessary to good government and the happiness of mankind, schools and the means of education of mankind, schools and the means of education

shall forever be encouragedshall forever be encouraged.”.”• Religion and morality and knowledgeReligion and morality and knowledge• Good government and Happiness of Good government and Happiness of

mankindmankind• Schools and the means of education Schools and the means of education

Understanding the Nature Understanding the Nature of Learningof Learning

Isocrates and Plato: methods and Isocrates and Plato: methods and philosophyphilosophy

QuintilianQuintilian Medieval universitiesMedieval universities ErasmusErasmus John DeweyJohn Dewey PiagetPiaget Brain research and learningBrain research and learning

Our Common HopeOur Common Hope

What does history teach us? What can we What does history teach us? What can we predict?predict?

1.1. Change in the types of schooling we offer will Change in the types of schooling we offer will occur when society demands it.occur when society demands it.

2.2. Technology, as well as competing values Technology, as well as competing values systems among different cultures, will drive systems among different cultures, will drive change.change.

3.3. Confusion reigns in contemporary American Confusion reigns in contemporary American education.education.

4.4. Eclecticism is important in understanding Eclecticism is important in understanding teaching and learning.teaching and learning.

Just what is education?Just what is education?

Theobald (1992) contends that Theobald (1992) contends that everything already discovered should everything already discovered should be called “training,” and that the be called “training,” and that the term “education” should be reserved term “education” should be reserved for unresolved issues and problems.for unresolved issues and problems.

Implication? Inquiry, discovery, and Implication? Inquiry, discovery, and scientific methods of learning must scientific methods of learning must take precedence over expository take precedence over expository methods and multiple-choice tests.methods and multiple-choice tests.

What will teaching and What will teaching and learning look like this learning look like this

century?century?Uchida, Cetron, and McKenzie (1996) identified Uchida, Cetron, and McKenzie (1996) identified

important knowledge, skills, and behaviors important knowledge, skills, and behaviors needed for the future. Here are a few:needed for the future. Here are a few:

Incorporate “marketplace” technology.Incorporate “marketplace” technology. Promote active vs. passive learning.Promote active vs. passive learning. Commit more time for professional Commit more time for professional

development of teachers.development of teachers. Focus on “real world” projects.Focus on “real world” projects. Reflect an international perspective in the Reflect an international perspective in the

curriculum.curriculum.

Postmodern EffectsPostmodern Effects

Modernist as well as post-modern Modernist as well as post-modern worldviews have affected the academy, worldviews have affected the academy, including Christian higher education. including Christian higher education. Common “weltanschauungs?”Common “weltanschauungs?”

Light (2001): social and emotional as Light (2001): social and emotional as well as intellectual.well as intellectual.

Leonard (1968) propose ideas for the Leonard (1968) propose ideas for the social/moral realm: risk one’s prejudices, social/moral realm: risk one’s prejudices, coping with problems unforeseen.coping with problems unforeseen.

Meaning and LearningMeaning and Learning

Meaning enhances learning: “Why Meaning enhances learning: “Why do we need this?”do we need this?”

Neurobiology (Howard, 2000) tells Neurobiology (Howard, 2000) tells us that the brain resists meaningless us that the brain resists meaningless patterns imposed upon it.patterns imposed upon it.

Neurotransmitter, Neurotransmitter, norepinephrinenorepinephrine, is , is released with a strong connecting released with a strong connecting experience, “telling” the brain to experience, “telling” the brain to remember.remember.

Philosophic Dualisms: Philosophic Dualisms: EclecticismEclecticism

Plato:Plato: matter and ideasmatter and ideas Aristotle:Aristotle: reason and characterreason and character Augustine:Augustine: Man and GodMan and God Erasmus:Erasmus: knowledge of words knowledge of words

and and knowledge of knowledge of truthtruth

Rousseau:Rousseau: society and naturesociety and nature Dewey:Dewey: school and societyschool and society

Extraneous IntentionsExtraneous Intentions

Clifford Williams (2002) in Clifford Williams (2002) in Life of the Mind: A Life of the Mind: A Christian Perspective, Christian Perspective, writes about how he writes about how he changed his mind about the purpose of changed his mind about the purpose of teaching: “What do I really want students to teaching: “What do I really want students to get out of my courses? I promptly got out a get out of my courses? I promptly got out a piece of paper and started writing. The list of piece of paper and started writing. The list of objectives grew to thirteen. I wanted students objectives grew to thirteen. I wanted students to become more imaginative, more to become more imaginative, more adventuresome, and more courageous. I adventuresome, and more courageous. I wanted them to develop a passion for learning wanted them to develop a passion for learning while maintaining habits of self-discipline. I while maintaining habits of self-discipline. I wanted them to think for themselves and make wanted them to think for themselves and make the Christian faith their own. I also wanted the Christian faith their own. I also wanted them to become more prepared to die” (pp. 43-them to become more prepared to die” (pp. 43-44).44).

Teaching and LearningTeaching and Learning Thinking about the nature of teaching and Thinking about the nature of teaching and

learning: a graphic assignment.learning: a graphic assignment. Lee Schulman (2002) has created a new Lee Schulman (2002) has created a new

“Taxonomy for Learning”:“Taxonomy for Learning”:-Engagement-Engagement-Understanding-Understanding-Performance-Performance-Reflection-Reflection-Design and Judgment-Design and Judgment-Commitment-Commitment

ConclusionConclusion

Fulfilling the potential of our Fulfilling the potential of our common hope: “What are we trying common hope: “What are we trying to accomplish with our teaching?”to accomplish with our teaching?”

Lasch (1978) argues for an Lasch (1978) argues for an appreciation of history.appreciation of history.

Reflection upon historical Reflection upon historical knowledge: a vital perspectiveknowledge: a vital perspective