-Caveat Lector-
Before the introduction of Hegellian(state dominated) education in
the USA at the beginning of this century
98% of whites had full literacy. The local school and the home
school at the time dominated education.
after the state took over education literacy fell to 91%. This was
maintained until the whole language/ progressive method was
introduced, this fell to 86%. (the definition of full literacy used
was understanding the instructions of medicines)
Among Blacks in the USA in the 30's the figure was 80%. This after
immense amounts of money spent has fallen in the 90's to about 56%.
In a recent test on Science and technology among 22 western
orientated countries the usa came third from bottom just ahead of cyprus(SA
came last but that is a different story). This survey ignored the top
performing far eastern countries of Singapore, Korea, Japan, HongKong). I
beleive the USA came out tops in self esteem.
Britain is dropping its form of outcomes based because of the recent
comparative surveys and results from Ofsted that compares the results of
varios methods of teaching. The English system that is subject orientated is
supeior to the USA system.
Prof Steve Pinker in his book How the mind works professor of
Psychology at MIT severely criticises the OBE(constructivist)
methodology. He in effect say that it works against how the mind
works.
Most of the top schools in the USA do not run a (full) OBE method.
I am not against education, far from it, rather I my children to
reach their full potential and to make their own choices I do not want my
children to have to undergo a subtle brainwashing system that the hegellian
system promotes.
John
PS I am not an American(unfortunately) The South African government
is introducing american OBE into our schools whetther we want it or not. It
is compulsory in private schools. You have no choice. Period.
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> While this is an interesting history of education, what would you suggest
> in
> it's stead?
>
> Prior to these forward, "progressive" steps in Education, only the
> children of
> the wealthy elite and moneyed middle-class learned to read and write. The
> horrors of industrial England with it's relentless exploitation of child
> labor
> was preceded by a primitive agricultural world ruled by church and
> monarchy in
> fuedal style, in which only the children of the aristocracy were
> "schooled" and
> then only in what was relative to their prospective functions. Fuedal
> Europe,
> with its lack of education survived in rural areas until the end of WWII.
>
> I am a product of "progressive" schools. These schools created people who
> were
> trained not only to read and write, but to think for themselves. You may
> regret
> technology and progress, but the unparalleled gains in so many areas have
> been
> pioneered by a generation of "progressively" schooled students, who, given
> free
> rein, found many areas in which to exercize their erudition and
> creativity,
> opening up five decades of unparalleled "progress" and amazing advances in
> living standards for many, if not all, of us.
>
> I have also been a teacher and taught through "progressive" methods,
> including
> the open classroom. Rather than generating chaos, children as young as 7
> found
> the schoolroom a place where they could work and play and develop a real
> love
> for learning. Reading and writing skills were an object of delight, not
> drudgery. Math became fascinating and relevant to real situations. Reading
> and
> math scores soared. Even the least able were free to "make mistakes"
> freely and
> without shame, until they "got it." And I am pleased to say that by year's
> end,
> everyone --even the least able--"got it."
>
> Children want to learn, until the shame of their "mistakes" and the fear
> of
> humiliation turn the classroom into a hell that anyone would want to
> escape.
> Learning is an exploration of life. Not a dreary obligation that takes one
> out
> of life.
>
> Would you go back to the fuedal state, ruled by the church and prayer?
> Would you
> really bring the fear of hellfire and damnation back into the classroom?
> If so,
> you have a very dim view of humanity. We are no longer an agricultural
> society.
> We are no longer an industrial society. We are in a new and different time
> and
> demands a skilled and well-educated populace that can think, perform,
> invent,
> and innovate.
>
> The problem with education is not "progressivism"--it is the need for
> brighter,
> more inspired and creative teachers, who can provide rich learning
> environments.
> . The problem with society is not progressive education. It is the
> enormous gap
> between rich and poor, which increasingly shows young people a limitation
> in
> their future prospects that generates a form of rage and hopelessness.
>
> Young people are presented with a world in which only
> celebrities--entertainment
> and sports stars--live a "real" life, realizing "The American Dream.".
> Where the
> only upscale alternative is a corporate niche, which can no longer be
> considered
> "safe" past the age of 40--except for the special few who can survive into
> upper
> management. Or a menial place at the bottom of the pile, struggling with
> multiple, poor-paying jobs in a struggle to survive..
>
> Moreover, many of the public schools in many of our great cities--where
> the
> majority of the population live and work--are shameful, Dickensian wrecks,
> where
> teachers must provide supplies out of their own pockets, and struggle to
> "make
> do" with outdated books and inferior materials while all the money goes to
> the
> suburbs.
>
> The problems of education are economic and cultural. Having taught in
> Harlem, in
> NYC., in upstate NY in a mainly rural community, and in Vermont, in a
> public
> school that served both a wealthy community and the children of the poor
> who
> served them, I think that young people need --in varying degrees according
> to
> the culture they come from --structure, need the security of order, but
> also
> need the opportunity to learn and explore in a "progressive" atmosphere
> that
> supports learning, learning to learn, learning to love learning and the
> new
> vistas it opens without the limitations and strictures of religious
> discipline.
>
> Progressivism and NWO are not the same. People who are free to learn and
> think
> do not want to be ruled by a totalitarian state. The failures of modern
> education have nothing to do with progressivism. NWO is anti-progressive.
> It
> takes us back to the days of the Industrial Revolution, reviving child
> labor
> abroad to increase its profits without scruple. It will take us back to
> fuedalism, leaving us scratching in the earth to grow a carrot or potato
> to
> survive, as it centers our economy in the hands of the new wealthy
> warlords who
> would offer us religion as a solace for the sorry state of our worldly
> affairs.
>
> Wanting equity and opportunity in life do not make one a communist.
> Progressive
> education is not a NWO plot.
>
Progressive education is a NWO plot...probably the most successful
of all
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