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Is it possible to learn in total freedom? (Rousseau; romanticism)Nature educates.
Can people only learn in a structured environment? School?(Itard & Sequin; Herbart; Montessori)
Theodor Litt “Führen oder Wachsen lassen?” (1929)
Ivan Illich “Deschooling Society” (1960)
TopicsTopicsFundamental choices in education What is the main objective? What is your position?
What is reform education;Two other waves? Why?What schools are (still) working?
Alternative schools: what? Why?
Knowledge society and alternative schools
Results from research, and new sciences (neuropsychology, neurodidactics)
Fundamental choices.Fundamental choices.
Führen /closed Wachsen lassen; open
Herbart Rousseau
reform education
Peter PetersenHelen ParkhurstMaria MontessoriCélestin Freinet
Knowledge isobjectivedirect instructionScience: empirism
Knowledge is subjectiveConstructivismScience: case based
cultural transmission romanticism
Materialism(Aristoteles)
Idealism(Plato)
Waldorf school(Steiner)
LearningLearning Knowledge is Knowledge is
objectiveobjective Knowledge has to Knowledge has to
be transferredbe transferred Adults know what Adults know what
has to be has to be transferredtransferred
Direct InstructionDirect Instruction Empiric knowledgeEmpiric knowledge
Knowledge is Knowledge is subjectivesubjective
Knowledge Knowledge constructed by the constructed by the individualindividual
Cooperative work is Cooperative work is positive; role of peerspositive; role of peers
ConstructivismConstructivism Case based Case based
knowledgeknowledge
Reform educationReform educationNew Educational FellowshipNew Educational Fellowship
Basic pointsBasic points School situated at the countrysideSchool situated at the countryside Pupils have to be activePupils have to be active Pupils should choose their own activitiesPupils should choose their own activities School and family have to cooperate as School and family have to cooperate as
much as possiblemuch as possible discipline and order arise from structured discipline and order arise from structured
work situationswork situations authentic learning: like real life (or in) authentic learning: like real life (or in) learning is problem solvinglearning is problem solving
Why reformeducation?Why reformeducation?
Neo-romanticism end 19th century; more Neo-romanticism end 19th century; more freedom; no useless disciplin; back to freedom; no useless disciplin; back to nature, to the authentic, the pure nature, to the authentic, the pure
Socialism: being strong for the weakestSocialism: being strong for the weakest
WO-I: better society through education WO-I: better society through education (and possible role for schools)(and possible role for schools)
Who philosophy emphasis
Montessori liberalism Choosing M. learning materials;individual
Jenaplan(petersen)
humanism Education above teaching; group; community;
Dalton(parkhurst)
Pragmatic liberalism
Choosing Tasks;individual
Steiner Antroposophy
Work related to stages in life;No choices; idealism
Freinet Democraticsocialism
Democracy; self government;Personal experience as learning start
1920reform education 1970
seventiesanti-authoritarion
educationreform
sudbury valleysummerhill
tvindetc.
2000reform
home educationnew age
Socrates 4th century (BC)Comenius (17th century)Froebel (19th century)
Pestalozzi (19 th century)
Alternative schools….. A never ending story
Student protest: Middle class society Student protest: Middle class society
Materialistic; more freedom and less adaptation ; post modernMaterialistic; more freedom and less adaptation ; post modern
anti-autoritarian schoolsanti-autoritarian schools; hippy movement ; eastern relgions ; hippy movement ; eastern relgions (bagwhan, buddhism etc.);“all you need is love…” (bagwhan, buddhism etc.);“all you need is love…”
Vietnam war: better society; capitalism vs communismVietnam war: better society; capitalism vs communism
New socialistic and communistic experiments (china; cuba; New socialistic and communistic experiments (china; cuba; commune;commune;
Why a new educational revolution in the seventies?
New schools 1970New schools 1970
Anti-authoritarion education (neo-romantic; psycho-analytic)
Tvind (Denmark) Traveling as a model for learning;learning by comparing and doing
Summerhill school/England (romanticism)
Reggio Emilia
Laborschule Bielefeld (progressivism)
Sudbury Valley (USA) Rebecca Wild (Costa Rica)
Many others……
New New world orderworld order: collapse communism; need for new educational : collapse communism; need for new educational models, also in former Eastern countries; models, also in former Eastern countries;
Criticizing Criticizing schoolsystemschoolsystem; freedom on paper;not enough changes in ; freedom on paper;not enough changes in daily practice; learning has to be more authenticdaily practice; learning has to be more authentic
Learning outside school (Learning outside school (homeschoolinghomeschooling; ICT); lifelong learning; ; ICT); lifelong learning; J.I.T. ; global society; role of ICT in learningJ.I.T. ; global society; role of ICT in learning
Changes: school: more Changes: school: more educational instituteeducational institute, learning also at home, learning also at home
Better Better societysociety: war (Africa; Irak; Afghanistan, terrorism): war (Africa; Irak; Afghanistan, terrorism)
Schoolboards Schoolboards have to put themselves in front (competition)have to put themselves in front (competition)
Why a third wave around 2000?
Constructivist purposes and Constructivist purposes and designsdesigns
problem oriented activitiesproblem oriented activities visual formats and mental modelsvisual formats and mental models rich environmentsrich environments cooperative and collaborative cooperative and collaborative
learninglearning learning through explorationlearning through exploration authentic learning; authentic authentic learning; authentic
assessment methodsassessment methods
21th century21th century
Reggio Emilia (art as important Reggio Emilia (art as important factor)factor)
Rebecca and Maurizio WildRebecca and Maurizio Wild Sudbury Valley schoolSudbury Valley school Home school movementHome school movement Reform education revivalReform education revival New Age/idealismNew Age/idealism Netherlands: ‘het nieuwe leren’Netherlands: ‘het nieuwe leren’
1920 1970 2000 romanticism Tolstoi
v. Eeden Summerhill Sudbury valley
Iederwijs
Progressi-vism
Montessori Dalton Jenaplan Freinet
Tvind Laborschule EGO OGO
Wittering Romero Wonderwijs Fasenonderwijs
Art Julius Langbehn
Reggio Emilia
Holthuus Kindercentrum
Idealism Steiner (vrije school)
Communes
New wave
democracy Freinet Sudbury valley
Iederwijs (sociocratie)
ThreewavesIn the20th century
KNOWLEDGE
EXPERIENCE
Norms and values
General aims of the school
Specific aims of the school
Learning situations
Children/Students
What is the kernel of a good schoolconcept?
The new generation..The new generation.. Non linear thinkersNon linear thinkers Living in a global societyLiving in a global society multi taskingmulti tasking technologically fluent at a very young agetechnologically fluent at a very young age learning all the time; learning cooperative/ICTlearning all the time; learning cooperative/ICT controlling their mediacontrolling their media looking for “hard fun”, challenges, solving problemslooking for “hard fun”, challenges, solving problems no need for a step by step approach; figuring out the no need for a step by step approach; figuring out the
rulesrules high tech is my techhigh tech is my tech
Tapscott, D.: Growing up digital
Learning and ICTLearning and ICT
linear, sequential hypermedia learning
instruction construction
absorbing materials learning to learn
school lifelong
one-size-for-all customized
school as torture school as fun
teacher as transmitter teacher as facilitator
broadcast learning interactive learning
Teacher qualificationsTeacher qualifications Knowledge of learning processes Knowledge of learning processes Knowing the tools: e-mail, www, video-Knowing the tools: e-mail, www, video-
conferencing, multi-media, edutainment, conferencing, multi-media, edutainment, computoys.computoys.
Flexible didactical knowledge and Flexible didactical knowledge and attitudesattitudes
HelicopterviewHelicopterview Global awareness, knowledge and skillsGlobal awareness, knowledge and skills Higher Order Thinking Skills (HOTS)Higher Order Thinking Skills (HOTS)
Canadian Dutch Exchange (1995)E-zine
“My grandpa was in your country duringthe war. He mentioned the townof Groesbeek. Do you know it?
His friend died there, during a Germanattack….”
Melvin, 11 year, Toronto
Educational futureEducational future
What will education look like in 2030?
Same educational concept all over Europe Or all over the the world?
Same kind of schools in every country?
Same kind of content in every country?
Teachers able to work in all countries?
Or still in the footprints Or still in the footprints of…..of…..
“In the footprints of Comenius…”From Naarden to Uhersky Brod..”Preparation by using ICTmaking a multimedia product writing an article in a periodical, using ICT
A rich learningenvironment; meetingComenius, Froebel,Petersen, Lutherand many more.. Sharing theheritage of famous educators
Naarden, where Comenius is buried Uhersky brod, where Comenius was born
Assignment/taskAssignment/task
*Choose for one or more Alternative schoolsand write a report on it (description page 8)First wave-Second wave-Third wave
*Compose a map of educational changes, including school concepts mentioned, for an European region with a short description of the changes (aims and causes)
* Compose a map of educational changes, including school concepts mentioned, for your own country with a description of the changes (aims and causes) and the connection with the educational system and the teacher training education