Pub Date : 2021-09-23DOI: 10.1093/actrade/9780198859086.003.0005
G. Thomas
‘Analysis and theorists’ studies how changes in the style of school — in the ways that teachers teach — came from a new genre of observers and analysts: the social scientists. Psychologists exerted their influence on education through their ideas about the ways children learn. Theirs is a child-centred view of education. An interesting branch of education philosophy is psychometrics, or the measurement of human abilities, which proved to have a profound influence on how education would develop. Meanwhile, sociologists have looked at gender, race, class, and disability to examine how and why school maintains or even exaggerates differences between children, how it creates stigma, or how it incorrectly identifies as ‘problems’ children from certain backgrounds.
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Pub Date : 2021-09-23DOI: 10.1093/actrade/9780198859086.003.0003
G. Thomas
‘The tradition unfolds’ discusses how schools and teachers use differing amounts of both the progressive and formal tradition. Teachers in primary schools have tended to take from the progressive tradition more than their secondary colleagues. Research into classrooms, including Neville Bennett’s research and project ORACLE, has considered the effectiveness of group work in learning. What emerges out of classroom research is a realization that teachers are not robots: they respond to the class as well as leading it; they reflect on their successes and failures and they adapt. This explains why top-down efforts from governments to change schools often fail; they divert teachers from their experience and instincts.
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Pub Date : 2021-09-23DOI: 10.1093/actrade/9780198859086.003.0002
G. Thomas
‘Oil and water’ examines two streams of thought which run through the history of education: the progressive and the formal. There are not only different understandings about knowledge and learning held by the protagonists of each position, but also different views about children — who they are and how they develop. For the progressives, such as Jean-Jacques Rousseau, John Locke, and John Dewey, education is about supporting the ability to think critically. It should be child-centred and focused on problem solving. For the formalists, it is a process of imparting and acquiring the skills and knowledge necessary for wellbeing and success in life. Teaching is at the heart of this transmission.
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Pub Date : 2021-09-23DOI: 10.1093/actrade/9780198859086.003.0007
G. Thomas
‘School's out’ reviews criticism of schools. There are first of all those who say that school does not pay. There has been an accumulating body of evidence to show that there is no clear link between economic growth and spending on education. Then there are those who see school as a rights-free zone, quashing the originality and creativity of youth. A reaction to the regimentation of school has been in the home-schooling movement. Finally, there are those who condemn schools as counterproductive, arguing that people learn best outside school. What is the future of education and schooling?
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