It also includes the lessons from the unintentional positive and negative learning outcomes when students are taught the formal curriculum. The null curriculum is what is not taught, addressed, or even mentioned in education. This is where philosophy usually falls. What gets ignored in schools — like what is taught — ultimately affects how the students live their lives.
Let me offer an example to illustrate the relationship between the formal, hidden and null curricula. The formal curriculum includes lesson plans to teach children about George Washington, Thomas Jefferson and Benjamin Franklin.
However, the teacher is unaware of the hidden curriculum for a young African-American girl in her class. The girl is learning something additional. For her, it suggests at an impressionable young age that America was founded by and for people vastly different from herself — in particular, white men.
Moreover, the teacher is unwittingly also fostering a null curriculum by leaving out the role of women, minorities and slaves in the founding of America. The purpose of my example is to suggest the intricate interplay between learners and the formal, hidden and null curricula. This dance contributes greatly to the socialization of young people, unquestionably impressing upon them socially-accepted ways of knowing, thinking, acting and relating.
Students receive millions of lessons from twelve years of formal, hidden, and null curricula. But by examining the current means and ends of public education we can consider what kind of future we may be creating for ourselves and others. We can then ask ourselves if we are on a good path, or if we can do better. Many believe the primary goal of schools and colleges is to prepare people for work.
This conventional belief renders education nothing more than an extremely long and expensive job training program. This goal is achieved by ensuring students learn specific knowledge through systematic transference. In seeking high levels of transference, where teachers give students knowledge, schools depend greatly on games of carrots and sticks.
A complex system of standards, assessment and accountability has now become the foundation of education in most schools. The goal is to ensure that all students meet all the standards by meeting assessment requirements. These ends are to be achieved by 1 codifying and defining all learning standards that all students are to meet, 2 focusing primarily on technical reading, mathematics and science, which are conducive to objective knowledge and assessments, 3 establishing assessments to measure if students have met the learning standards, and 4 enforcing accountability through a system of rewards and punishments for students, teachers, districts, and states, based on aggregated and disaggregated assessment scores.
But evidence suggests public schools are not working well for most students or teachers in America. Nearly a third of all new teachers leave the classroom within three years, and nearly fifty percent within five.
Approximately one in three students who enter 9th grade do not graduate from high school. Studies suggest teachers and students tend to leave for similar reasons: poor relationships, work overload, numbing boredom, meaningless experience, trivial activities and dreadful routine.
Early philosophers pursued wisdom through wondering, questioning, discussing and reflecting upon themselves, others, society, nature, ideas and everything else. However, somewhere along the way, this simple and open notion of philosophy changed into something rather complicated and narrow. Philosophy is now difficult to define, but various people have tried.
For example, in An Introduction to Philosophy p. The value of philosophy lies within the striving towards these elusive ends. This striving provides opportunities for ethical, emotional, intellectual and spiritual growth. Philosophy changes our patterns of thinking, and for better or worse this can alter the whole tapestry of our experi ences, memories, values, language, beliefs, reasoning, desires and perspectives, in turn influencing our lives, others and society.
Philosophy gives people the freedom to challenge the ways of thinking and knowing embedded in the current means and ends of schooling. A serious problem in education today is that there is little or no striving.
Instead students are told everything they are to know and do by teachers and text books. What they sorely need are more opportunities to philosophize about their world, to struggle towards wisdom without being suffocated by millions of facts. Doing philosophy requires both a touchstone and philosophizing.
The touchstone may come from its long academic tradition, or from anything else under the sun, including facts learned in schools. As it was for Socrates, philosophizing involves wondering, questioning, discussing and reflecting. One of the easiest and most rewarding ways to transform the potentially deadening routine of school is to encourage teachers and students to philosophize. This claim is supported by my experience with a cohort of teachers in Maine.
In the summer of a group of forty educators began a three-year teacher leadership program. They read John Dewey, Aristotle, Plato and other philosophers, meeting in small groups to critically examine and discuss the texts in relation to their own experiences.
Many said that the course had led to personal and professional transformation, while expanding their sense of possibilities. Many seasoned teachers said that for the first time they were encouraged to wonder, question, discuss and reflect upon their inner lives in relationship to teaching. Some carried their experiences with philosophy back to their classrooms, and expressed amazement by the energetic and enthusiastic response of students when they were also given an opportunity to philosophize.
They experienced the genuine means and ends of education, albeit briefly. Unfortunately, after the summer class the program returned to traditional methods, not involving philosophy o r philosophizing. Based on my research and interviews, numerous teachers said they missed the summer class, and sincerely hoped the program would return to its initial ways.
It seems many experienced philosophy for the first time in their life, at least in a formal setting, and when it was absent, it was missed. There is hope yet. Despite all the good philosophy can do for students, teachers, schools, and communities, it continues to be kept out of schools.
The reasons are intricately tied together, constituting what I call a barricade. I have created a list of ten obstacles, in no particular order of importance.
This is also true for parents and other citizens that contribute to public education. For most, philosophy had little or nothing to do with their education, so why should they think it matters? Philosophy courses are more likely appear in wealthy communities and private schools than in poor school districts and public schools. When these courses are offered, they tend to be reserved for honor students, the best and brightest, the gifted and talented.
We should ask why this is so often the case. Most teachers do not have any background in philosophy, and few have the time or interest to study it. Many would likely struggle to read texts from the Western canon of philosophy, finding a day at the dentist more pleasing than trudging through the difficult language and complex arguments. This prejudice continues to keep philosophy petrified, an artifact of the past.
If philosophy is to become part of public schools and everyday life, it must be break out of its esoteric, academic cocoon. Philosophy needs to open itself up and find ways to touch the lives of citizens, educators and students. It needs to remember that it is more then an academic subject: it is a way of thinking possible for all, even those who cannot read or write.
Even if an educator wants to teach philosophy, they face numerous obstacles. Under the cloak of seeking public accountability for schools, educational laws and policies have strangled the professional autonomy of many teachers.
Just as their names state, the difference is in how the words are read. Phonics was taught primarily in the s Collins, , n.
A reader needs to understand how the words are broken up and that each letter has its own sound in order to read Collins, , n. Phonic teaching focuses on code learning. Whole language advocates disagree with the process of breaking each word down.
They feel readers cannot focus on every letter in a word, or every word in a text Collins, , n. Whole language focuses on the meaning behind the words.
Just as in many other walks of life, statistics and studies show that one philosophy of teaching will prevail over another. The s brought the topic full circle. It was then that Marilyn Adams, a cognitive psychologist, wrote a book describing the best methods to teach learning. The key to reading is that words need to be recognized so the brain can interpret the meaning behind it Collins, , n. Thus, putting the two methods together was necessary for correct comprehension of the concepts presented.
Your salad components are increasing by number exponentially. But what toppings to you add to your thought salad? What else do you need to consider when you are setting up your classroom, your teaching styles, and your lessons? Teaching is the hardest job you can have.
You are in a position to touch hundreds of lives over the course of a career, and yet, how do you succeed? How else can you ensure that the students are learning what you are teaching?
The first thing to keep in mind is your own knowledge basis. Our world changes so rapidly that to stay on top of technology, your field of expertise, or even other areas that can be integrated into your subject matter, it is necessary to take a class or attend a seminar every once in a while Cadenas, , n.
The more entertaining you are, the deeper a connection you will make with your students, as well. This will assist all your students in grasping the information you are placing before them in class, and will help you reach students of all learning styles Cadenas, , n. Show them how the lessons you are teaching are applicable to them so they feel like school is worth an investment of time and energy Cadenas, , n. If nothing else, have them help each other out in class to reinforce the lesson!
You are ready to graze at a Fourth of July picnic. You walk over to the table, and you see an array of salads ready for you to dive in to them. How do you pick which ones you want to sample now or save for later? How do you narrow the choices down? Educational philosophies are as abundant as salads at any holiday spread. And even though the difference between one potato salad and the one next to it is an addition of mustard, the two are by no means exactly alike.
Your classes will be just as diverse. You will have students from all economic classes, with differing levels of English language ability, and all bringing various and beautiful experiences to your class.
How do you reach each individual? Knowing who you are as a teacher before you enter the classroom will help significantly. Teaching is so much more than just the content. Teaching is a learning curve on philosophy that will never be finished. Just as your classroom will change every year, continue to alter your philosophies. See what works for you and your students on a collaborative level.
In the words of J. Amy is working with her third grade class to improve their reading skills. She is asking them to write the words on a specific list down and break them apart based on their syllables and then combine them back into their original words. Amy is making use of which theory for reading? Lou asks his students to critique their formal essays for APA formatting and grammar. He then asks them to write him an informal letter explaining their thought process on the formal essay, and how they thought they did overall on it.
Lou is implementing which two schools of philosophy of assessment? A student who is writing her formal pedagogy paper for class expresses an interest in incorporating technology into her history class.
She then lists several ways she will consistently make use of technology in her classroom. In order to ensure technology is part of her pedagogy, what does this student need to do? Develop the reason behind why she wants to use technology, including an explanation for what she hopes to accomplish. Develop her lesson plans fully so she has alternatives in case the electricity goes out, her LCD projector blows a bulb, etc.
Interview experienced teachers to hear what they have to say about using technology in the classroom. Adam has been teaching for 11 years and needs to complete his recertification points to maintain his licensure. He signs up for a conference on reaching students with learning disabilities.
Which step is he taking to help him stay focused on his original purpose of teaching? Cadenas, H. Revitalize your teaching—four key elements for success. Contemporary Education , 70 2 , Retrieved on January 28, , from Wilsonweb. County Television Network. Collins, J.
How Johnny should read. Retrieved on January 28, , from Time. Fulkerson, R. Four philosophies of composition. Corbett, N. Myers and G. Tate Eds. New York: Oxford University Press. Marchant, V. Why not teach next? Ornstein, A. Foundations of education 8th ed. Boston: Houghton Mifflin Company.
Wordnet 3. Retrieved February 3, , from Dictionary. Roberson, T. Philosophy of philosophy: making the connection between philosophy and pedagogy for preservice teachers Paper presented at Meeting for the Society for Philosophy and History of Education, Biloxi, MS Ganly, S. Educational philosophies in the classroom. Privacy Policy. Skip to main content. Module Frameworks for Maturation. Search for:. What are Education Philosophies?
Introduction What makes a teacher? It helps the instructor relate a difficult concept to something the students will already have the infrastructure for, thus enabling the students to cement the ideas in their mind. Lessons in Pedagogy Early teacher education classes frequently separated the concept of philosophy into separate schools Roberson, , p. It might help to look at the tree and its individual branches rather than read about them… Idealism — focuses on a subject-matter curriculum emphasizing the great ideas of the culture.
You must ponder ideas to make them whole Ornstein, , p. Realism — A subject-matter curriculum stressing objective knowledge and values. Reality is objective, meaning everyone should obtain the same results regardless of what he does or how he consider concepts Ornstein, , p.
Progressivism — Instruction features problem solving and group activities — The instructor acts as a facilitator as opposed to a leader Ornstein, , p. Perennialism Perennialists are instructors who feel that the knowledge that has been passed through the ages should be continued as the basis of the curriculum, like the classic works of Plato and Einstein.
Positivism The instructors whose teaching philosophies are based on documented facts and tangible truths are normally those who would be in the math and science departments. Behaviorism Behaviorists believe in rewards and punishments as an approach to controlling the teaching environment due to their belief in the intrinsic nature of humans to react to internal or external stimuli.
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