Saturday, October 31, 2009
Paideia Problems and Possibilities
The main purpose of Dr. Mortimer J. Adler writing this book was to answer questions that were brought to he, and his group's, attention, after the writing of the previous book, The Paideia Proposal. In this book, it is Dr. Adler's intentions to answer these questions, as well as shed more light on the subject of The Paideia Proposal.
Paideia Problems and Possibilities Ch. 1, 2, & 3
In Chapter One, Dr. Adler begins Paideia Problems & Possibilities where he ended The Paideia Proposal. He is writing about the fact that people take issue with "the proposal." He goes on to write that, "Some think that is principles - the end or goals it sets up and the measures it recommends for achieving them - are unattainable, illusory. Others who regard the objectives as attainable, nonetheless reject them as fundamentally misguided. Others assent to the goals aimed at, but challenge the means recommended as not well devised or adequate for the purpose" (Adler, 1983)(p.1).
Most people, I would argue, would come to their own defense, if attacked as many times as Dr. Adler has been about his ideology proposed. However, this has not been the case with Dr. Adler. Instead, he says the book is not written to challenge the people who have problems with their (he and his group who wrote the book) proposal. He states that, "It would promote debate when it is action that is urgently called for" (Adler, 1983)(p.1). H mm, what if the educational systems that we have in place today, as well as the parents of the children in these educational systems today, were to hear, and listen, and act upon these words? I believe that we would see more changes, at a quicker rate, than we see at the protests, or "demonstrations," (to be politically correct) that they choose as their main source to handle the procedures today.
In the second chapter, I agree wholeheartedly with the "Threefold Objectives of Schooling" that Dr. Adler lays out as preparation for students in school. These "Threefold Objectives of Schooling (in ascending order of importance) are:
Chapter Three of The Paideia Problems and Possibilities is a review of "The Paideia Principles," and the "general means" of these principles. However, I was able to pull out something different from this book, which was not in my reading of The Paideia Proposal. This was when Dr. Adler repeated the basic premises of the "3 Modes of Learning." These are that: "Mode 1 has to deal with... acquisition of knowledge; Mode 2 has to deal with ... development of intellectual skills; Mode 3 has to deal with... enhancement of understanding of basic ideas and values" (Adler, 1983)(p.16-17). However, the following part, which Dr. Adler added, is what helped make it clear. He wrote, "Mode #1 is knowing that or knowing what; Mode #2 is knowing how; and Mode #3 is knowing why and wherefore"(Adler, 1983)(p.16-17). In this simple terminology, Dr. Adler made it visible and comprehensible to most people.
Dr. Adler went on to write more in this chapter about the "3 Modes of Teaching (Didactic, Coaching, and Socratic)," another review from The Paideia Proposal. Towards the closing pages of the chapter he makes a very important comment, regarding the three modes of learning and teaching. Dr. Adler writes, "With regard to the principal elements in the prescription - the three modes of learning and teaching - one important point must be repeated ... The three modes of learning and teaching must be related - more than that, integrated - at every stage of the educational process" (Adler, 1983)(p.21). Without this integration, I believe that schools are setting themselves up for failure, because there is no leadership, no teaching, and, most importantly, no learning occurring.
Most people, I would argue, would come to their own defense, if attacked as many times as Dr. Adler has been about his ideology proposed. However, this has not been the case with Dr. Adler. Instead, he says the book is not written to challenge the people who have problems with their (he and his group who wrote the book) proposal. He states that, "It would promote debate when it is action that is urgently called for" (Adler, 1983)(p.1). H mm, what if the educational systems that we have in place today, as well as the parents of the children in these educational systems today, were to hear, and listen, and act upon these words? I believe that we would see more changes, at a quicker rate, than we see at the protests, or "demonstrations," (to be politically correct) that they choose as their main source to handle the procedures today.
In the second chapter, I agree wholeheartedly with the "Threefold Objectives of Schooling" that Dr. Adler lays out as preparation for students in school. These "Threefold Objectives of Schooling (in ascending order of importance) are:
- Preparation for earning a living.
- Preparation for the duties of citizenship in a democracy, in which the citizens are the ruling class and holders of public office.
- Preparation for self-development, which cannot occur without continued learning & personal growth during maturity after all schooling, basic or advanced, has been completed" (Adler, 1983)(p.7).
Chapter Three of The Paideia Problems and Possibilities is a review of "The Paideia Principles," and the "general means" of these principles. However, I was able to pull out something different from this book, which was not in my reading of The Paideia Proposal. This was when Dr. Adler repeated the basic premises of the "3 Modes of Learning." These are that: "Mode 1 has to deal with... acquisition of knowledge; Mode 2 has to deal with ... development of intellectual skills; Mode 3 has to deal with... enhancement of understanding of basic ideas and values" (Adler, 1983)(p.16-17). However, the following part, which Dr. Adler added, is what helped make it clear. He wrote, "Mode #1 is knowing that or knowing what; Mode #2 is knowing how; and Mode #3 is knowing why and wherefore"(Adler, 1983)(p.16-17). In this simple terminology, Dr. Adler made it visible and comprehensible to most people.
Dr. Adler went on to write more in this chapter about the "3 Modes of Teaching (Didactic, Coaching, and Socratic)," another review from The Paideia Proposal. Towards the closing pages of the chapter he makes a very important comment, regarding the three modes of learning and teaching. Dr. Adler writes, "With regard to the principal elements in the prescription - the three modes of learning and teaching - one important point must be repeated ... The three modes of learning and teaching must be related - more than that, integrated - at every stage of the educational process" (Adler, 1983)(p.21). Without this integration, I believe that schools are setting themselves up for failure, because there is no leadership, no teaching, and, most importantly, no learning occurring.
The Paideia Proposal - Chapters 10, 11, & 12
In Chapter 10, "Higher Learning," Dr. Adler is very brief, and to the point. However, there is really no need to be any other way, when it comes to this topic. This chapter can be tied back to previous chapters in the book, in that our national educational systems have "failed in its main objectives," which is to educate our students. Or, as John Dewey is quoted, "The goal at which any phase of education, true to itself, should aim, is more education. Other objectives may surround that goal, but it is central" (as cited in Adler, 1982)(p.69). Look around the country, look at the statistics in the colleges' first year course repetitive rates, and it can be seen, that preparation for college courses is not successful in the secondary educational system, as it stands right now.
Dr. Adler states, speaking of colleges and universities, "Under whatever name, these higher institutions have been severely crippled by the inadequate preparation of those who successfully apply for entrance" (Adler, 1982)(p. 69). Courses have to be retaken, which means more money is spent by parents, or worse, students taking out loans. The time in which the students could be progressing on to higher level courses is stalled because of the fact that previous level instructors and institutions failed to do their jobs. Again, Dr. Adler writes, "Subjects supposedly learned in the upper years of basic schooling must be taught, or re-taught, in college. Time must be spent in catching up with the deficiencies in reading, writing, speaking, computing, as well as doing something about poor or nonexistent habits of study" (Adler, 1982)(p.70).
The bottom line is that there needs to be an improvement made in our current early years of schooling systems. We, as a country, need to come together and find out what needs to be done, in order to provide the children of today with better opportunities than they are receiving as of right now. Dr. Adler summarizes this very well, "Two things, then, must go hand in hand with the recommended reform of basic schooling. One is the commitment of our society to a policy of full employment, securing for everyone his or her right to earn a living. The other is the enlightenment of parents with regard to the goals of basic schooling - not just earning a living, but living well" (Adler, 1982)(p.75). If we can accomplish these two things, then I believe that we will come out a much better, improved, and higher educated nation.
Dr. Adler states, speaking of colleges and universities, "Under whatever name, these higher institutions have been severely crippled by the inadequate preparation of those who successfully apply for entrance" (Adler, 1982)(p. 69). Courses have to be retaken, which means more money is spent by parents, or worse, students taking out loans. The time in which the students could be progressing on to higher level courses is stalled because of the fact that previous level instructors and institutions failed to do their jobs. Again, Dr. Adler writes, "Subjects supposedly learned in the upper years of basic schooling must be taught, or re-taught, in college. Time must be spent in catching up with the deficiencies in reading, writing, speaking, computing, as well as doing something about poor or nonexistent habits of study" (Adler, 1982)(p.70).
The bottom line is that there needs to be an improvement made in our current early years of schooling systems. We, as a country, need to come together and find out what needs to be done, in order to provide the children of today with better opportunities than they are receiving as of right now. Dr. Adler summarizes this very well, "Two things, then, must go hand in hand with the recommended reform of basic schooling. One is the commitment of our society to a policy of full employment, securing for everyone his or her right to earn a living. The other is the enlightenment of parents with regard to the goals of basic schooling - not just earning a living, but living well" (Adler, 1982)(p.75). If we can accomplish these two things, then I believe that we will come out a much better, improved, and higher educated nation.
The Paideia Proposal - Chapters 8 & 9
In Chapter 8, "The Preparation of Teachers," Dr. Adler writes about the bad rates of pay, bad working conditions, the fact that teachers do not receive respect for what they do, administrative, public relations, and quasi-menial duties are all reasons that turn people away from wanting to become teachers today. I believe that he does a very good job in describing each and every one of these reasons that he lists. And, every one of these reasons are logical reasons to not to want to become a teacher today. Along with a "laundry-list" of other reasons to not to want to become a teacher. The "shortage" of teachers that we have seen arise is no ones fault but our own. We have scared people away from wanting to become teachers at the early years of education. Turn on the television at nighttime, listen to the radio; better yet, look on the Internet. The news is abundant about kids shooting one another, kids shooting teachers, teachers being raped, and I could go on. Where does this fault lay? The answer to this question is a tricky one, to which no one is willing to answer.
My answer to it is this: the primary responsibility is at the home. However, I do realize that there are many children who do not have / do not come from the "Cleaver and Cosby" families that my generation grew up with. So, the next person in line for responsibility is the teacher. This is because, next to the parent, the teacher spends the largest amount of time with the student during the day. Dr. Adler answers a very difficult, yet appropriate question that did not have to be asked when my generation was in the early education stages: "Do those who plan to teach in the twelve years of basic schooling need any specialized training? Yes, but it should come after they have completed a general college education, either in graduate courses in a university department or school of education or in what is comparable to internship in medicine - practice teaching under supervision" (Adler, 1982)(p.60). He goes further to state that, "All the skills of teaching are intellectual skills that can be developed by coaching, not by lecture courses in pedagogy and teaching methods such as are now taught in most schools or departments of education and are now required for education" (Adler, 1982)(p.61).
In order to perform / function well in day-to-day operations of early education years of schools, teachers need someone who is going to direct them well, someone who is going to lead them. This person is entitled the principle. In chapter nine, Dr. Adler discusses the principle and what needs to be done, in order to be an effective principle.
One of the first points that Dr. Adler makes is that, "The principal must be first and foremost what the title implies - the head teacher, or what in private schools is called the headmaster, leader of the other teachers who are also called masters. They are so called because they once were masters of the liberal arts..." (Adler, 1982)(p.64). However the school is ran by the principal will often be shown in how teachers run their classrooms. This is called a "top-down" approach to leading. Both the educational success and the conduct of the children will reflect in both of these duties performed, both the principal's and the teacher's.
My answer to it is this: the primary responsibility is at the home. However, I do realize that there are many children who do not have / do not come from the "Cleaver and Cosby" families that my generation grew up with. So, the next person in line for responsibility is the teacher. This is because, next to the parent, the teacher spends the largest amount of time with the student during the day. Dr. Adler answers a very difficult, yet appropriate question that did not have to be asked when my generation was in the early education stages: "Do those who plan to teach in the twelve years of basic schooling need any specialized training? Yes, but it should come after they have completed a general college education, either in graduate courses in a university department or school of education or in what is comparable to internship in medicine - practice teaching under supervision" (Adler, 1982)(p.60). He goes further to state that, "All the skills of teaching are intellectual skills that can be developed by coaching, not by lecture courses in pedagogy and teaching methods such as are now taught in most schools or departments of education and are now required for education" (Adler, 1982)(p.61).
In order to perform / function well in day-to-day operations of early education years of schools, teachers need someone who is going to direct them well, someone who is going to lead them. This person is entitled the principle. In chapter nine, Dr. Adler discusses the principle and what needs to be done, in order to be an effective principle.
One of the first points that Dr. Adler makes is that, "The principal must be first and foremost what the title implies - the head teacher, or what in private schools is called the headmaster, leader of the other teachers who are also called masters. They are so called because they once were masters of the liberal arts..." (Adler, 1982)(p.64). However the school is ran by the principal will often be shown in how teachers run their classrooms. This is called a "top-down" approach to leading. Both the educational success and the conduct of the children will reflect in both of these duties performed, both the principal's and the teacher's.
The Paideia Proposal - Chapters 5, 6, & 7
From the beginning of Chapter 5, "Overcoming Initial Impediments," Dr. Adler emphasizes his beliefs about the importance of preschool. To summarize his beliefs, he states that if we do not prepare our children for our educational systems by enrolling them in some type of "preschool" setting we, as parents, are greatly mistaken.
Dr. Adler writes, "Preschool deprivation is the cause of backwardness or failure in school" (Adler, 1982)(p.37). He adds to this strong comment, "For the school to succeed in giving the same quality of basic education to all children, all must be prepared for it in roughly equal measure...Preschool tutelage should, therefore, be provided at public expense for those who cannot afford it" (Adler, 1982)(p.37). I do not know how far / how many kids that he meant when he was writing this statement, however, I do agree with Dr. Adler, to an extent. If it were to reach a point that preschool were to become "free childcare" for those who cannot afford it, then, NO, I am adamantly opposed to this idea. However, if this idea were to be able to be controlled, then, yes, I am definitely for the idea. Because, as Dr. Adler states, "Without preparation for schooling, the chances of success in any attempted reform of the public school are greatly diminished" (Adler, 1982)(p.39).
There are many objections that have risen against The Paideia Proposal. One of the front-runners being: "Why, how dare you propose teaching all children be taught the same way, this would make our country a utopian society!" Dr. Adler discusses several responses to many different arguments similar to these in this book, however, I have pulled out five responses, which I think best exemplify the overall beliefs of his ideologies.
These five responses are:
Previously written in this blog (Chapters 1 & 2), Dr. Adler was greatly concerned with "the heart of the matter." He speaks of this in chapter seven of, The Paideia Proposal, which, the chapter's title, purposefully, is titled, "The Heart of the Matter." The entire discussion in this chapter looks at learning and the purpose of learning. Also mentioned are Adler's views of the correct procedures to carry out learning. One such viewpoint is, "All genuine learning is active, not passive. It involves the use of the mind, not just the memory. It is a process of discovery, in which the student is the main agent, not the teacher" (Adler, 1982)(p.50).
There are more important viewpoints that are discussed, which I strongly agree with, concerning the teacher's role in the classroom, and how it relates to learning. The best example is given, summarizing John Dewey's maxim that learning is by doing. In this maxim Dewey states, "In other words, one can learn to read or write well only by reading and writing, one can learn to measure and calculate well only by measuring and calculating, just as one learns to swim or run well only by swimming or running" (as cited in Adler, 1982)(p.50).
Dr. Adler writes, "Preschool deprivation is the cause of backwardness or failure in school" (Adler, 1982)(p.37). He adds to this strong comment, "For the school to succeed in giving the same quality of basic education to all children, all must be prepared for it in roughly equal measure...Preschool tutelage should, therefore, be provided at public expense for those who cannot afford it" (Adler, 1982)(p.37). I do not know how far / how many kids that he meant when he was writing this statement, however, I do agree with Dr. Adler, to an extent. If it were to reach a point that preschool were to become "free childcare" for those who cannot afford it, then, NO, I am adamantly opposed to this idea. However, if this idea were to be able to be controlled, then, yes, I am definitely for the idea. Because, as Dr. Adler states, "Without preparation for schooling, the chances of success in any attempted reform of the public school are greatly diminished" (Adler, 1982)(p.39).
There are many objections that have risen against The Paideia Proposal. One of the front-runners being: "Why, how dare you propose teaching all children be taught the same way, this would make our country a utopian society!" Dr. Adler discusses several responses to many different arguments similar to these in this book, however, I have pulled out five responses, which I think best exemplify the overall beliefs of his ideologies.
These five responses are:
- "Children are all the same in their human nature. They are human beings and their human equality consists in the fact that no child is more or less human than another" (Adler, 1982)(p.42).
- "Their sameness as human beings - as members of the same species - means that every child has all the distinguishing properties common to all members of the species ... all have same tendencies, the same inherent powers, the same inherent capacities" (Adler, 1982)(p.43).
- "These are the facts of sameness that justify the sameness of the objectives at which our programs for basic schooling aims. These are the facts of sameness that justify requiring the same course of study for all and a satisfactory standard accomplishment for all" (Adler, 1982)(p.43).
- "What, then, must be done to temper the same to the different - to cope with individual differences" (Adler, 1982)(p.44)?
- "The answer lies in adjusting that program to individual differences by administering it sensitively and flexibly in ways that accord with whatever differences must be taken into account" (Adler, 1982)(p.44).
Previously written in this blog (Chapters 1 & 2), Dr. Adler was greatly concerned with "the heart of the matter." He speaks of this in chapter seven of, The Paideia Proposal, which, the chapter's title, purposefully, is titled, "The Heart of the Matter." The entire discussion in this chapter looks at learning and the purpose of learning. Also mentioned are Adler's views of the correct procedures to carry out learning. One such viewpoint is, "All genuine learning is active, not passive. It involves the use of the mind, not just the memory. It is a process of discovery, in which the student is the main agent, not the teacher" (Adler, 1982)(p.50).
There are more important viewpoints that are discussed, which I strongly agree with, concerning the teacher's role in the classroom, and how it relates to learning. The best example is given, summarizing John Dewey's maxim that learning is by doing. In this maxim Dewey states, "In other words, one can learn to read or write well only by reading and writing, one can learn to measure and calculate well only by measuring and calculating, just as one learns to swim or run well only by swimming or running" (as cited in Adler, 1982)(p.50).
The Paideia Proposal - Chapters 3 & 4
In chapter 3, Dr. Adler introduces, The Paideia Proposal, and what it advocates. Dr. Adler states that, "The Paideia Proposal" advocates has the same objectives for all without exception" (Adler, 1982)(p.15). This is very different from the system in our current public school systems, which is set up as a multi-track school system. Going further, Dr. Adler explains The Paideia Proposal, "This system must aim at 3 objectives, determined by the vocations or callings common to all children when they grow up as citizens, earning their living and putting their free time to good use" (Adler, 1982)(p.16).
These objectives are as follows:
2. Individual's Role as an Enfranchised Citizen of this Republic
In order for this objective to be carried out, public schooling must be "an adequate preparation for discharging the duties & responsibilities of citizenship. This requires cultivation of proper civic virtues, understanding of framework of the government & its principles.
3. The Adult's Need to Earn a Living in One or Another Occupation
Under this objective schooling must prepare the children by, "... giving them the basic skills that are common to all work in a society such as ours, not by training them for one or another particular job in our industrial economy" (Adler, 1982)(p.17).
Also, Adler believes that while twelve years of nonspecialized schooling for all may be the most practical preparation for work, that is not its sole justification. He writes that during this time period it also, "... prepares our children to be good citizens and to lead good human lives" (Adler, 1982)(p.20).
Adler's writings in Chapter 4 were very complex and somewhat difficult to follow. I would say that this is because of the "columns" that he diagrammed to disclose his beliefs about education and his thoughts about, "The Same Course of Study for All." The fact that I completely disagree with this ideology may have also came into play with the difficulty in reading this chapter. However, I did manage my way through it and at the end, comprehended what he meant.
In a brief summary, Adler believes that there should be one course of study during a 12-years school program with the same requirements for everyone, with one exception; this exception is the choice of a 2nd language.
To summarize his "Column-Approach," Adler has three, vertical columns, with requirements listed in each one. The first column he titles, "Language, Literature, & Fine Arts; Mathematics, & Natural Sciences; History, Geography, & Social Sciences." Underneath this column it is his belief that, "... these three comprise the most fundamental branches of learning" (Adler, 1982)(p.24).
His second column is titled, "Development of the Skill." This is meant to be the competence is the use of skills, or language, aided with a 2nd language. Another example is math with the assistance of calculators. He states that Column 2 is the backbone of basic schooling. Coaching and drilling in this stage, or column, are very important. As Adler writes, "The lack of coaching and drilling by itself accounts for the present deficiencies of many high school graduates in reading, writing, computing, and in following directions" (Adler, 1982)(p.28).
Finally, in Column 3, "Enlargement of Understanding," or the "innovative" column, Adler writes that the, "Appropriate mode of instruction in Column Three must be the Socratic mode of teaching, a mode of teaching called 'maieutic' because it helps the student bring ideas to birth" (Adler, 1982)(p.29). It is in this column where the analyzation of the readings, leading discussions, and the appreciation of knowledge occurs. Also, in Column Three, Columns One and Two interplay off of another and help students engage in active thinking.
These objectives are as follows:
- Personal Growth / Self Improvement (mental, moral, & spiritual)
2. Individual's Role as an Enfranchised Citizen of this Republic
In order for this objective to be carried out, public schooling must be "an adequate preparation for discharging the duties & responsibilities of citizenship. This requires cultivation of proper civic virtues, understanding of framework of the government & its principles.
3. The Adult's Need to Earn a Living in One or Another Occupation
Under this objective schooling must prepare the children by, "... giving them the basic skills that are common to all work in a society such as ours, not by training them for one or another particular job in our industrial economy" (Adler, 1982)(p.17).
Also, Adler believes that while twelve years of nonspecialized schooling for all may be the most practical preparation for work, that is not its sole justification. He writes that during this time period it also, "... prepares our children to be good citizens and to lead good human lives" (Adler, 1982)(p.20).
Adler's writings in Chapter 4 were very complex and somewhat difficult to follow. I would say that this is because of the "columns" that he diagrammed to disclose his beliefs about education and his thoughts about, "The Same Course of Study for All." The fact that I completely disagree with this ideology may have also came into play with the difficulty in reading this chapter. However, I did manage my way through it and at the end, comprehended what he meant.
In a brief summary, Adler believes that there should be one course of study during a 12-years school program with the same requirements for everyone, with one exception; this exception is the choice of a 2nd language.
To summarize his "Column-Approach," Adler has three, vertical columns, with requirements listed in each one. The first column he titles, "Language, Literature, & Fine Arts; Mathematics, & Natural Sciences; History, Geography, & Social Sciences." Underneath this column it is his belief that, "... these three comprise the most fundamental branches of learning" (Adler, 1982)(p.24).
His second column is titled, "Development of the Skill." This is meant to be the competence is the use of skills, or language, aided with a 2nd language. Another example is math with the assistance of calculators. He states that Column 2 is the backbone of basic schooling. Coaching and drilling in this stage, or column, are very important. As Adler writes, "The lack of coaching and drilling by itself accounts for the present deficiencies of many high school graduates in reading, writing, computing, and in following directions" (Adler, 1982)(p.28).
Finally, in Column 3, "Enlargement of Understanding," or the "innovative" column, Adler writes that the, "Appropriate mode of instruction in Column Three must be the Socratic mode of teaching, a mode of teaching called 'maieutic' because it helps the student bring ideas to birth" (Adler, 1982)(p.29). It is in this column where the analyzation of the readings, leading discussions, and the appreciation of knowledge occurs. Also, in Column Three, Columns One and Two interplay off of another and help students engage in active thinking.
The Paideia Proposal - Chapters 1 & 2
Throughout the first two chapters of The Paideia Proposal, Dr. Adler expresses the concerns that he feels are vital to the national educational systems of the United States of America. He begins his book by giving examples of people who are in charge of educating these students, such as: "the parents, teachers, school boards, college educators..." (Adler, 1982)(p.xi).
Then, Dr. Adler discusses the "meat / heart" of the matter that he is concerned about. This "central" idea is a reform that he feels needs to be implemented in order to improve the opportunities of the youth of today's world. Dr. Adler goes on to make a very critical and correct point that, in my opinion, many people, to this day, still do not understand. This point is the fact that this reform must be achieved at the "community level, without resorting to a monolithic national educational system. It must be, in Lincoln's words, of the people, by the people, and for the people" (Adler, 1982)(p.xii).
Dr. Adler continues his writing by quoting John Dewey, with what he said in the early 20th century, concerning that all children, "... not only be given the same quantity of public education - the same number of years in school - but also making sure ... the same quality of education" (Adler, 1982)(p.4). This is something that several schools have failed to do, when creating their educational standards. More concerned about the "numbers of how many start & how many finish" the school systems have forgotten the main reason that they are there, to educate. In other words, or as Adler stated, the "quality" of education is being looked over.
Another problem that our early school systems have came up against is the difficulty of teaching children with learning disabilities, children speaking foreign languages, or children from "different backgrounds," as it is sometimes stated. Dr. Adler makes an excellent statement in chapter one of The Paideia Proposal, when he writes, "There are no unteachable children. There are only schools and teachers and parents who fail to teach them" (Adler, 1982)(p.8). Plain, simple, and to the point. This is the bottom line and the truth, there are no excuses.
A final point that Dr. Adler posits in chapter 2, concerns a very important question. This question is, "How does basic schooling prepare people for the continuation of learning in the rest of their adulthood?" The reason, as Dr. Adler explains, is that, "Education is a lifelong process of which schooling is only a small but necessary part" (Adler, 1982)(p.10). The skills and processes that they learn in school are going to be carried with the youth into the world, when they become young adults. However, if these skills are not learned, or taught, correctly whenever they are in the early stages of education, then the entire "process of schooling" has failed its main function.
Then, Dr. Adler discusses the "meat / heart" of the matter that he is concerned about. This "central" idea is a reform that he feels needs to be implemented in order to improve the opportunities of the youth of today's world. Dr. Adler goes on to make a very critical and correct point that, in my opinion, many people, to this day, still do not understand. This point is the fact that this reform must be achieved at the "community level, without resorting to a monolithic national educational system. It must be, in Lincoln's words, of the people, by the people, and for the people" (Adler, 1982)(p.xii).
Dr. Adler continues his writing by quoting John Dewey, with what he said in the early 20th century, concerning that all children, "... not only be given the same quantity of public education - the same number of years in school - but also making sure ... the same quality of education" (Adler, 1982)(p.4). This is something that several schools have failed to do, when creating their educational standards. More concerned about the "numbers of how many start & how many finish" the school systems have forgotten the main reason that they are there, to educate. In other words, or as Adler stated, the "quality" of education is being looked over.
Another problem that our early school systems have came up against is the difficulty of teaching children with learning disabilities, children speaking foreign languages, or children from "different backgrounds," as it is sometimes stated. Dr. Adler makes an excellent statement in chapter one of The Paideia Proposal, when he writes, "There are no unteachable children. There are only schools and teachers and parents who fail to teach them" (Adler, 1982)(p.8). Plain, simple, and to the point. This is the bottom line and the truth, there are no excuses.
A final point that Dr. Adler posits in chapter 2, concerns a very important question. This question is, "How does basic schooling prepare people for the continuation of learning in the rest of their adulthood?" The reason, as Dr. Adler explains, is that, "Education is a lifelong process of which schooling is only a small but necessary part" (Adler, 1982)(p.10). The skills and processes that they learn in school are going to be carried with the youth into the world, when they become young adults. However, if these skills are not learned, or taught, correctly whenever they are in the early stages of education, then the entire "process of schooling" has failed its main function.
The Paideia Proposal
My final project is about the philosopher and educator, Dr. Mortimer J. Adler. I have chosen to do a blog to tell about the works and life of this man. I decided to present my project in this format, after already being into my research, which is not the appropriate way to go about completing a project. However, there were so many options that were "shuffling" through my mind, that I could not decide how I wanted to present my research findings.
After reading some of Dr. Adler's writings, I decided that a blog would be the best way to present my findings. So, for my first few posts I will have a "summary" of my findings in the first book, which I read, The Paideia Proposal. After this, I will switch the way that I present my blog entries into a format of "daily entries" (although I have already read most of the book, Paideia Problems and Possibilities). Then, for the last book, that I have to read, The Paideia Program, I will make "daily reading entries."
I believe that this will give a various type of reading entries, which will enhance the blog substance, as well as the information that I wish to present on Dr. Mortimer Jerome Adler.
Feel free to post your contributions to the blog at any time.
Thank you,
Chad B.
After reading some of Dr. Adler's writings, I decided that a blog would be the best way to present my findings. So, for my first few posts I will have a "summary" of my findings in the first book, which I read, The Paideia Proposal. After this, I will switch the way that I present my blog entries into a format of "daily entries" (although I have already read most of the book, Paideia Problems and Possibilities). Then, for the last book, that I have to read, The Paideia Program, I will make "daily reading entries."
I believe that this will give a various type of reading entries, which will enhance the blog substance, as well as the information that I wish to present on Dr. Mortimer Jerome Adler.
Feel free to post your contributions to the blog at any time.
Thank you,
Chad B.
Subscribe to:
Posts (Atom)