Educational+Thinkers+of+the+Post+Sputnik+Era

__Educational Thinkers __

[|Herbert Kohl]

“One of the beauties of teaching is that there is no limit to one's growth as a teacher, just as there is no knowing beforehand how much your students can learn.” Herb Kohl

[|TheKohl Foundation]

[|Jonathan Kozol]

“But for the children of the poorest people we're stripping the curriculum, removing the arts and music, and drilling the children into useful labor. We're not valuing a child for the time in which she actually is a child.” Jonathan Kozol

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[|Malcolm Knowles]

“We will learn no matter what! Learning is as natural as rest or play. With or without books, inspiring trainers or classrooms we will manage to learn. Educators can, however, make a difference in what people learn and how well they learn it. If we know why we are learning and if the reason fits our needs as we perceive them, we will learn quickly and deeply.” Malcolm Knowles, educator

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[|James B. Conant]

“Whether a man lives or dies in vain can be measured only by the way he faces his own problems, by the success or failure of the inner conflict within his own soul.” James Conant

[|Carl Rogers]

“ I believe that the testing of the student's achievements in order to see if he meets some criterion held by the teacher, is directly contrary to the implications of therapy for significant learning.” Carl Rogers

[|Jerome Bruner]: "Grasping the structure of a subject is understanding it in a way that permits many other things to be related to it meaningfully. To learn structure, in short, is to learn how things are related .... The teaching and learning of structure, rather than simply the mastery of facts and techniques, is at the center of the classic problem of transfer." —Jerome Bruner (1960) Believed that people think of the work in categories Suggested that learners (even those of a very young age) are capable of learning any material as long as the instruction is organized appropriately Proposed the spiral curriculum

Joseph Schwab:

//“A curriculum ought to be known by the persons it produces, as well as by other signs and standards.” (2004)// Role of the Teacher in Progressive Education (1959) Argued that educators had to understand the structure of a discipline in order to help student gain the knowledge. Recognized science education as fluid and not a series of known truths. Belived that education must engage students into a state of inquiry as oppossed to passive observers.

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Jean Piaget:

“The principal goal of education in the schools should be creating men and women who are //capable of doing new things, not simply repeating what other generations have done.”//

[|Piaget’s Development Theory Video] Wrote //The Sciene of Education and the Psychology of the Child in 1970//

Paulo Freire:

“Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.”

//Pedagogy of the Oppressed //(1970) [|The Freire Project] “The Freire Project is dedicated to building an international critical community which works to promote social justice in a variety of cultural contexts. We are committed to conducting and sharing critical research in social, political, and educational locations.”



[|Albert Bandura]

“Self belief does not necessarily ensure success, but self-disbelief assuredly spawns failure.”

[|Social Cognitive Theory] [|Bobo Doll Experiment]

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B.F. Skinner

“  Education is what survives when what has been learned has been forgotten.”  Behavioral Theory [|Pigeon Video]

Benjamin Bloom:

“The purpose of education is to change the thoughts, feelings, and actions of students.”

[|Bloom’s Taxonomy of Knowledge]



[|James Coleman]

“Schools are successful only insofar as they reduce the dependence of a child's opportunities upon his social origins.” Coleman