Mortimer Adler: November 2009

Thursday, November 12, 2009

Another Video Post

Another list of videos has been shared with me and I would like to pass this list on. This list can be viewed at: http://www.thegreatideas.org/mortimer_adler_videos/index.html

Video of Dr. Adler and Charles Van Doren

This video comes out of a "collection," from which I found on a link that was sent to me by Max Weismann. It is from a collection of thirteen, fourteen-minute videos about the book entitled, How to Read a Book. The videos were produced by Encyclopedia Britannica, however after their production they were lost for 3 years! The cost of the thirteen set collection is very affordable, at a donation price of $24.95, plus $5.00 shipping and handling. If anyone were to be interested the titles of each of the thirteen videos is as follows:

To read or not to read.
How to keep awake while reading.
Coming to terms with the author.
What's the proposition and why?
The questions to ask a book.
Talking back to the author.
Sorting out the books.
How to read stories.
What makes a story good.
How to read a poem.
Activating poetry and plays.
How to read two books at a time.
The pyramid of books.

For more information about the collection, you can visit the website:

http://www.thegreatideas.org/HowToReadABook.htm

Max Weismann's Contributions

I would like to begin by thanking Mr. Weismann for his contributions to my blog. Mr. Weismann contacted me, via a "comment" made on Oct. 31, 2009. In return, I found Mr. Weismann's e-mail address and he and I exchanged several e-mails on November 12, 2009. He is a very nice and helpful man, who provided me with several links to videos, which I will include to my blog after I make this post. However, I just wanted to pay tribute to his contributions by adding information about Mr. Weismann, found on the website:
http://www.linkedin.com/pub/max-weismann/9/97a/557

About Max Weismann

Max Weismann is an American philosopher and a long time friend and colleague of Mortimer Adler, with whom he co-founded the Center for the Study of the Great Ideas in Chicago. He is director and president of the Center and has dedicated his time and talents to promoting the philosophical and pedagogical ideas of Dr. Adler. He also compiled, edited and published, How To Think About the Great Ideas: From the Great Books of Western Civilization--a 600 page tome of never published work from Adler’s television series, The Great Ideas. Weismann serves as chairman of the Great Books Academy [over 3,000 students] and is professor of philosophy at Rushmore University.

Prior to his career in philosophy and education with Dr. Adler, Mr. Weismann was a consultant in the field of architecture, construction management and exhibit design and fabrication. He worked on famous projects like the Century 21, New York and EXPO 67 world’s fairs, with such notables as Buckminster Fuller, Mies van der Rohe, Louis I. Kahn, Paul Rudolph, Marcel Breur, Edward Durell Stone, Minoru Yamasaki, Harry Weese, Moshe Safdie, Jacques Yves Cousteau, Alexander Calder, and Edward L. Barnes. Mr. Weismann oversaw the development and construction of Chicago’s famous Botanic Garden.

Mr. Weismann also invented a revolutionary color imaging system, that was used worldwide in the fields of color proofing and printing, graphic design, television and advertising.

The Paideia Program-Part III - Ch. 16- A Note on Grading & the Paradox of Present Practice

Well, Dr. Adler definitely chose a "touchy" subject to end this book. By touchy, I mean that their are so many different opinions that exist when it comes to grading in the school systems. There are different opinions from teachers that teach in classrooms next to each other in the same school building. However, they are forced to grade the same way. Why? "Because that's the way it's always been done in the past..."

Grades are a very important part of our educational system, however, the bottom line question is this: "Do they really matter?" In this author's opinion, the answer is a quick, fast, and LOUD, NO!!! If it were up to me, I would do away with a grading system. The best contract that I have ever seen for a grading system is that used by Professor Ralph Brockett. This is one, in which the students (at the beginning of the semester) fill out a "Learning Contract." In this learning contract, the students are given a list of "activities" that are "relative" to the course for the semester. "Relative" is the key word in this statement, nothing unexpected, nothing to spend extra time on, which will be of no use to your future education or employment. In other words, everything that you do in his courses for the semester, will be of value! There are other "requirements" that he has listed, i.e. "readings," "activities," etc. However, from DAY ONE, his students know what is expected of them in order to do well in his courses, to learn.

The reason that I mention Dr. Brockett's courses (are not to gain points on this assignment) are because the "learning" is central to everything in the course, when he is grading. This is similar to what Adler describes in Chapter Sixteen. There are so many phrases that I could have pulled out of this chapter that I find key to the proper way a facilitator of learning should, well, facilitate; however, I have selected only a few. These statements are as listed:

"The first kind of learning (acquisition of information and knowledge), aided by didactic teaching with teachers talking occupies more than 75 percent of classroom time in elementary and secondary schools, and in our colleges as well. The second kind of learning (development of skills) is aided by coaching, which has dwindled to a bare minimum in most of our schools and colleges. The third kind (increase of understanding) is aided by Socratic questioning. This is almost totally absent from most of our schools and colleges; when present, its presence, is peripheral and slight" (Adler, 1984)(p.180).
The paradox in the situation lies in the fact that the first kind of learning is the least durable of all three. The information and knowledge acquired in order to pass tests and examinations is highly transient and evanescent... Skills developed, being habits, not verbal memories, are much more durable than verbally memorized information or knowledge. Yet in our score-keeping we place less emphasis on our measurement of these accomplishments. It is well known that habits are durable only on condition that they are continually exercised. Not exercised at all, they atrophy. Exercised infrequently, they weaken. That is why language skills are the most durable in all students. Mathematical skills are durable only for those whose professions or occupations require them to use these skills regularly.
We come finally to increased understanding. Of all three kinds of learning, this is the most durable. More than that, it is also unconditionally durable. Unlike verbal memories, something understood does not need to be exercised in order to be retained. This, then is the kind of learning that lasts for a lifetime and is of the greatest importance in the use of our minds and the conduct of our lives. Yet in our educational score-keeping we hardly measure it at all" (Adler, 1984)(p.181-182).

The Paideia Program-Part III - Ch. 15- How to Recognize a Paideia School

I found myself agreeing / disagreeing 50/50 with the beliefs of this chapter. Allow me to explain myself further. I do not agree with the Paideia school's beliefs on the elective offerings. In the Paideia school setup, Dr. Adler explains, "A Paideia school would offer no electives except the choice of a second language. It would not offer any particularized job training of the kind now called 'vocational education'" (Adler, 1984)(p.177). I do agree with the belief that a second language should be taken by all students. However, to completely take out the vocational track is taking away the only thing that some students are ever going to do with their lives.

The main thing that I agreed with Dr. Adler on, and I strongly agree with his writings, in this chapter are the ideas of the changes made to the "three kinds of teaching." Classrooms in lower education today are in terrible condition. More times than not the children are not spoken "to," they are spoken "at." Meaning that the teacher is not having this "discussion" that Adler is so adamant about having in a classroom. He, and the rest of "The Group" believe this is one of the most important part of successful classroom teaching and learning.

Their proposal for change is, "In addition, the three kinds of teaching and learning would be found to reverse the present proportions. Now, about 80% to 85% of classroom time from K through 12 is occupied by didactic instruction, the teachers talking uninterruptedly, the students silent and listening passively. Less than 20% of classroom time is devoted to active interchanges between teachers and students, either in coaching sessions or in seminars and discussions. A Paideia school requires a sharp reversal. Active interchanges between teachers and students would occupy 60% to 70% of classroom time, and unrelieved didactic teaching would be kept to 30% to 40%.

But, the most important criterion, first and last, is that a Paideia school provides all its students with equal education opportunity, equal in quality as in quantity, having one track for all, the same objectives for all, by means of a course of study that is the same for all" (Adler, 1984)(p.177-178)

These are how the majority of college courses are now being taught, so why not start preparing the children from the time they begin school? If they are taught this way for thirteen years, then they will have a tremendous advantage when they (those who choose to go) begin college.

The Paideia Program-Part III - Ch. 14- How a Paideia School Should Be Structured

The first thing to remember when structuring a Paideia School, is, that like any public school, no two schools will be alike. However, Dr. Adler points out, any existing school has the capacity to adopt the "Paideia curriculum."

In order to do so, there are steps that must be taken towards "restructuring" a school system. Dr. Adler describes these, "The school principal and a group of key teachers must (1) understand the Paideia Proposal, (2) recognize it for the radical idea it is, and (3) be committed to a series of changes that will probably run a decade or more. All three are prerequisites" (Adler, 1984)(p.168).

Next, Dr. Adler writes about the schedules of the Paideia School systems. They are unlike the typical five, identical days, with uniform class periods, that exist in most "modern school systems." Instead, "The school schedule must be made flexible enough to suit the character of each subject being studied, the mode of instruction, and the differences in learning ability on the parts of its students" (Adler, 1984)(p.170). Also, "regular teachers" and teaching styles will not be the only method in existence. "Coaching and seminars, which serve different educational purposes, call for different scheduling and different grouping" (Adler, 1984)(p.170).

Because of this reason, budgets being tight (similar to regular school systems), in a Paideia school system, "... teachers and other staff members in the school must play multiple roles. They must organize in teams that take advantage of their differing talents" (Adler, 1984)(p.171). For this reason, teaching and learning can become impersonal in a Paideia school system. The teacher cannot spend his/her time getting to know every student well.
"Coaching" skills are required with class groupings. With these, one or two students will work with a tutor, and at most six or eight with a coach. "Seminar" teaching is used in larger classroom sizes (25 students or more).

Concerning the Paideia Program's curriculum, it is written that: "The Paideia Program aims at a degree of mastery in all subjects and skills that is proportionate to the capacity of each individual student. A Paideia school will be therefore less ambitious about comprehensive coverage and more ambitious about every student's active engagement in learning" (Adler, 1984)(p.173). This, to me, sounds like what the concept of "teaching," in general, is supposed to be about.

Two statements stood out to me, concerning "Training the Staff." These two statements are: (1) "Program requires intensive continuous training of the staff, especially in the period of transition" (Adler, 1984)(p.175).
- This statement stood out because if the staff were to "fall behind" during the transition period, and then, whenever the school year began still be behind, I would like to know what the program's plans would be to "catch them up." Nothing was mentioned of any actions to do so in the book.
(2) "One of the reasons for phasing in the Paideia Program over a number of years is to make sure that adequate planning and training smooth the way for each change" (Adler, 1984)(p.175).
- The reason this statement stood out is because the "number of years..." part of the statement. I know that the "estimation" has been given previously in the book, however, what if the school system does not meet expectations? Again, these are things that are not discussed in this book, that I would have liked to seen answers to, for examples.

The Paideia Program - Part III

The Paideia Program Part III

Part III of The Paideia Program is the last part in the book. This part of the book summarizes and gives help to learners and administrators on: How a Paideia School should be Structured, How to Recognize a Paideia School, and a Note on Grading in a Paideia School. Let us begin with Chapter Fourteen...

The Paideia Program-Part II-Ch.13 -Physical Education

Take a look around at the human population today and it will not take long to notice that physical education is something that we just do not do anymore. What is the reason for that? I do not know? However, I do know that the generation of children now have more things (more video games, computer games, etc.) that keep them inside, than my generation did, when I grew up as a kid. Physical education was something that I loved! And, the love for this began at school, playing kickball and basketball, everyday.
I do not know the facts for every state, or for every school, however, I do know that the amount of time that children have for physical education in school has dropped significantly, since I was in school. The amount of time spent in school every day is the same, so why the difference?

Dr. Adler writes of the importance of including physical education during all twelve years of basic schooling. He writes, "During the twelve years of basic schooling, physical training should have two purposes: (1) to develop the knowledge and habits requisite for the care of the body throughout life; and (2) to provide some physical relief from the taxing brain work of schooling" (Adler, 1984)(p.161). The second statement, I believe is the most important. With the amount of stress that the children are under for test scores, grades, etc., physical education has to be included in the daily regimen of classes. Dr. Adler mentions one of the best reasons why, "The mind works best in school or on the job if the body is exercised sometime during the day" (Adler, 1984)(p.161).

I am also in agreement with The Paideia Group, concerning their feelings about youth who pursue their career in sports in basic schooling. School is not a time to pursue sports, it is a time to focus on your schoolwork. Or, once again, Dr. Adler states it best, "Those students who wish to specialize in competitive sports should do so on their own time, in clubs that have no school affiliation" (Adler, 1984)(p.163).

The Paideia Program-Part II-Ch.12 -The World of Work

I would state that most of the time, whenever people hear the word "work," the first thing that comes to most people's minds is "physical" work. Now, I know that I am not 100% correct when I state that, which is why I said "most of the time..." There are several, many jobs that do not require any physical work at all, in order to accomplish them.

In Chapter Twelve, "The World of Work," Dr. Adler writes, "Most of the work that will remain will be good work - work that requires human intelligence, not animal strength" (Adler, 1984)(p.157). He is speaking of a work force, which is what we are currently in, one in which machines have replaced human beings in the work field. One in which one robot is capable of doing the work of twenty people. This is why, Dr. Adler writes, it is important for all people to know how to learn. More specifically, he states, "... the only appropriate 'career education' is learning how to learn, so that one can quickly prepare for new jobs and career opportunities as they come along" (Adler, 1984)(p.157). This is a reason why we have seen such growth in the attendance of vocational schools. People are returning to school, in order to learn more about a specific trait.

Another topic discussed is the fact that because of these growing numbers, people are going to have to possess special, individual traits, which make them stand out in the work field. Dr. Adler writes, "Differences among social groups will be greatly reduced when all eighteen-year-olds will have had the same preparation. Differences in occupations will remain, but differences in opportunity, class, and culture will be much less. Vocational educators will then have a more satisfying role and they will not be forced to do remedial teaching. Instead, the will be free to do what they are best prepared to do and most interested in doing: technical training and coaching" (Adler, 1984)(p.158).

The Paideia Program-Part II-Ch.11 -The Manual Arts

When discussing the teaching of "The Manual Arts" in the Paideia Program it is very important to pay close attention to how they define the time lines of when these arts are / are not to be taught. If not, then the entire matter can very easily be misinterpreted. The reason for this is because the Paideia Program does not include vocational training in its' curricula. For an explanation of why this is not included, Dr. Adler explains, "The Paideia curriculum does not include vocational training for a well-considered reason. The first twelve years of schooling is the inappropriate time - and school is the inappropriate place - for learning marketable skills. The time for learning these technical skills is after basic education has been completed..." (Adler, 1984)(p.154).

However, they are not saying these skills are not important, "... it is important for teachers and parents to remember that the teaching of crafts, mechanics, and the domestic arts is justifiable only as a contribution to learning, rather than as a direct preparation for future employment" (Adler, 1984)(p.154). This reasoning, to me, makes sense to why the courses should / should not be taught. If the courses are not going to help you along what you are preparing to do in your future, then why should you be forced to take them? Is that not what college students do, with their curricula, after their first two years of courses? They only take the courses that are going to further their education and prepare them for their futures. So, I have to agree with the point that Dr. Adler is making here.

Someone, undoubtedly, will come along, and say, "But, wait!" "Don't we want our children to be well-rounded?" "Don't we want them to be taught in several subjects, so that they are prepared to face anything in today's modern world?" Dr. Adler covers these questions, when he writes, "The central consideration is that whatever is taught should be a skill that will be needed by everyone in the brave, new post-industrial world" (Adler, 1984)(p.155-156).

However, the Paideia Group does not stop with preparation for rejection to their program there. Dr. Adler writes, "How should these skills be taught? By coaching... Who should teach them? Ideally, they should be taught be members of the regular academic faculty and not by specialists... How much time should be devoted to the manual arts? An hour to two a week for three or more years..." (Adler, 1984)(p.156). The Group has well thought out the rejection to their program, as can be seen with answers to the questions prepared to be asked.

The Paideia Program-Part II-Ch.10 -The Fine Arts

In "normal" school settings today, the fine arts are often left out of the mandated curricula. This is not true in The Program's curricula. However, not all fine arts are chosen to be included in their program. Adler writes,

"The fine arts we recommend for inclusion in the curriculum are music, drama, dance, drawing, painting, sculpture (or modeling), and crafts. Of these, the first three can be characterized as symbolic arts because they consist variously of notes, figures, and words, which require the students to engage in interpretation and expression. The last four may be characterized as material arts, meaning that what is required to make or transform some material thing; the activity of the students involves working with the material and discovering how and to what ends it can be handled" (Adler, 1984)(p.142-143).

This separation of what is and what is not to be included is very particular. However, Adler goes on to note the differences,

"... the distinction is real between a group of arts in which is to be dealt with is always a set of symbols, whether given or invented, and one in which what is to be dealt with is always a tangible object, whether drawn purely from imaginative sources or constructed to represent some other object already existing..." (Adler, 1984)(p.143).

Next, Adler writes that the school's attitudes toward the Fine Arts program is often wrong. To summarize, he states that the school's attitude is often skeptical, which will lead to 1) Poor Funding and 2) Poor Staffing. With the combination of these two items a school's Fine Arts program will have no chance of growing. Adler also writes that a majority of the time the Fine Arts program runs into monetary funding shortages. For this reason, he makes the suggestion that parents do the work and rais the funds themselves, by doing physical labor (upgrading theater stages, for example, on their own time).

Wednesday, November 11, 2009

The Paideia Program-Part II-Ch.9 - A Foreign Language

Along with the "Mathematics" and "Science" curricula, I strongly agree with The Group, when it comes to their beliefs about studying a foreign language in school. The benefits of studying a foreign language, especially in today's world are so strong, I do not know how someone could not see the benefits of studying a foreign language.

In The Paideia School, there are 2 Purposes for studying a foreign language. They are:

To enhance language skills in general, and to promote a better understanding of language, again in general. -- The beneficiary is the fact that student will better understand their own language by studying another language.
To expand the cultural experiences of students and beyond that of their immediate linguistic group. -- A way to avoid cultural pluralism. (Adler 1984, p. 134-135)

The Group also has ways that these purposes are to be served, depending on the year of schooling that you are in. In The Early Years, "It is the best time to introduce to a foreign language because learners are not yet able to read and write in their own language. It is also exciting to them and the speed at which they acquire the knowledge will bolster their self-esteem" (Adler, 1984)(p.136)
It is during these years that you want to focus on informal conversation, stories, songs, and plays. Adler writes that, "Coaching is central to successful language teaching and learning, whether the skill desired is in one's native language or a foreign language" (Adler, 1984)(p.137).

The Later Years are the second years of schooling that The Group focuses on. During these years Adler writes, an "Analysis of its grammar and linguistic structures, the study of its literature, and the introduction of problems of translation, which are complex and difficult, increase the understanding that has already been acquired through conversational skills" (Adler, 1984)(p.138).

Concerning the appropriate length of study of foreign language, Adler states that, "At least 4 years by all students, with an allowance for an extension to the program to 6 years of study by all students wherever a school finds it expedient"(Adler, 1984)(p. 138).

The Paideia Program-Part II-Ch.7 (History) & Ch. 8 (Social Studies)

The next two chapters in the books, chapters 7 and 8, are about History and Social Studies. I am going to group these two chapters together for this post. As was the case of the beginning of the Mathematics chapter, the History chapter has a very grasping statement. This statement is that history is, "... a story... as a school subject it is an account of human actions in the past" (Adler, 1984)(p.109). It is because of this "story" that it is recommended that it be taught to kindergartners as such. By doing so, the history will be more likely to "grab their curiosity."

The second, and very important point that Adler makes when addressing the responsibilities of history teachers, is that they need to, "Show that many curious events took place before the child was born and there are ways of learning about them"(Adler, 1984)(p.109). I agree one-hundred percent with this statement, because I know that I never had a teacher or professor who taught history with this approach! Any history teacher or professor that I had taught with the most dry, "put-you-to-sleep" method of teaching that exists.

In closing chapter seven Adler make a very good argument for the reason of why we should learn more than just American History, which is typically the highest level of history taught in most school systems. Adler's reasoning is, "To learn about the United States only, or even Western civilization, is not enough. We live in 'one world' and children today should be taught about Asiatic cultures and African... To neglect doing so is to show ourselves narrow and provincial, ignorant or the greater and more populous part of the world" (Adler, 1984)(p.115).

Chapter 8 - Social Studies

Social studies teachers are often asked to "overlap" their teaching into other courses framework. Adler states that they should not be asked, nor expect to do this. In his own words, he states, "Teachers of social studies... should not expect, however, nor should they be asked, to convey the substance of self-contained disciplines, such as anthropology, economics, political science, psychology, and sociology, which have their own conceptual framework" (Adler, 1984)(p.123).

Early in the years of schooling, recommendations are made to explore social, economic, and cultural life of students' own hometowns. The way that Adler suggests doing this is to, "... use the tools of the social scientists: photographs, slides, films, and tapes; maps, charts, graphs; objects and documents originating in the past" (Adler, 1984)(p.128). I believe that what Adler is wanting the students to discover here is the "basis" of where they came from, what their ancestors did, etc. By doing so, this gives the students a better way to "relate" to the material that they are going to learn about.

In the upper primary grades, Adler makes the suggestions for students to, "...examine more systematically how economic, social, and cultural activities are carried on in other cultures and at other times" (Adler, 1984)(p.129). He goes on to write, "The upper primary grades are also the time to explore our nation as a whole, and its place in the world" (Adler, 1984)(p.129).

References:

Adler, M. J. (1984). The Paideia Program. New York, NY: Collier Books - MacMillan Publishing Company.

The Paideia Program-Part II-Ch.5 (Mathematics) & Ch. 6 (Science)

These chapters were an excellent read, probably because the beliefs of The Paideia Group align with my beliefs more so here, than they do anywhere else with their "schooling ideas." However, as with the rest of the chapters, I read with an unbiased opinion.

The Group was awe-striking, however, with a statement at the beginning of the chapter. The statement reads, "Mathematics supplies the mind with nutrients" (Adler, 1984)(p.71). There is nothing else that can be said to better summarize the importance of mathematics to our educational systems. Math is in everything that we do. Whether you know it or not, throughout the day, your mind will have to work math at some point in time. A simple example, going to the grocery store and purchasing something. When the clerk gives you back your change, if you are concerned whether or not it is correct, then you must work the math.That is the beauty of the subject, it will not fade away.

Adler states a second "beauty" of the subject when he writes, "In most things that we study, as well as in life itself, there are no certainties. An answer to a mathematical question, however, the solution of a mathematical problem, is either right or wrong - period" (Adler, 1984)(p.72). It is "black-and-white," there is no gray.

The Paideia Program does something that, in my opinion, our educational systems are making a mistake by not doing. This is making our students take math for the entire 12 years of their schooling. The Program also does a very good job of preparing its teachers to teach its students for these 12 years of school. Teachers can ask questions to students in many different ways, especially when working with math problems. Adler provides a good example of how good teachers ask good questions:

The best teachers ask many more questions than they answer; ideally, perhaps, a teacher should never answer a direct question that will aid the student to solve his own problem. Provide the students with a relatively large mass of facts to begin with - problems, examples, diagrams on the blackboard (in the case of geometry) - and let them try to figure out why things are as they are. What they learn on their own they will not forget; what they are told they are likely to forget quickly" (Adler, 1984)(p.74)

The main math subjects that are studied in the Paideia Program include: Arithmetic, Algebra, Geometry, Differential and integral calculus, Statistics (probabilistic mathematics), Computers, The history of mathematics, and The relation of mathematics to other fields.

When discussing Science, Adler states that, "Science is a search for a rational explanation of natural phenomena. It is a continuing activity" (Adler, 1984)(p.86). A continuing activity? Hmm? That sounds familiar, doesn't it? Almost like learning! Science, just like math, runs through all 12 years of school in the Paideia Program.

The goal of The Paideia Program, when teaching Science, is that, "Every student should gain a reasonable understanding of (1) the scientific mode of thought; (2) the present conception of the physical universe; (3) the nature of living systems generally and of man in particular; and (4) the development of scientific thought in the past and its implications for the future" (Adler, 1984)(p.87-88). The method used to do this is done by using a "3 Stage Approach."

In the early years of schooling, the "didactic instruction" is kept to a minimum. Most of the instruction is done by "discussing" science. Science in the middle years in taught using the "Socratic Method." This way the learners are asked to grasp the difference between an opinion and a deduction. They are also introduced to quantitative measures and taught using qualitative physical attributes. Finally, science in the "upper years" is taught by using "coaching." This is done, primarily because theory is very important here. Problems using laboratory experiments and solving should be used during this age of schooling. Physics, Chemistry, and Biology are courses that are taken during these years.

The Paideia Program-Part II-Ch.4-English Language & Literature

In PART TWO of The Paideia Program, attention is turned towards individual subjects in school. For the next ten chapters of the book, each chapter is spent discussing a specific topic, and how the Paideia School teaches / implements that topic into its "program." The writings begin with chapter four...

PART TWO:

Chapter Four: English Language and Literature

English Language and Literature is "broken down" and discussed in this chapter. In the beginning of the chapter Adler is writing about what it takes to be a "good teacher." In his opinion, “Good teachers are first of all good learners, who use their learning to teach better and their teaching to learn more” (Adler, 1984)(p. 59). Dissecting this statement, first he mentions that teachers have to be "learners." This is true, or else, no one in this class that I am currently taking would be here. However, there is a key word that is often overlooked in that statement, when read quickly. It is the word, "good." There are several teachers, but how many of them can be described as "good?" According to Adler, only the ones that are "good learners."

Next, Adler mentions that these "good learners, use this learning to teach better and their teaching to learn more"(Adler, 1984)(p.59). This statement goes back to the fact that teaching is a continuous process. In order to be a "successful teacher," one must constantly be practicing / learning / fine-tuning his / her skills.

The next topic discussed were the three characteristics of "language and literature in the Paideia School." These characteristics are:

1. Presence of teachers who habitually practice language skills – chiefly reading and writing – and have an interest in improving them.

2. A schedule that includes periods of intensive coaching and of weekly or bi-weekly seminars.

3. A list of readings, containing the best and most interesting examples of major kinds of writing. The reading list is the backbone of a Paideia school. It contains (1) materials for the seminars, (2) readings for literature classes, and (3) supplementary texts to enrich the work done in other classes…

Continuing with the idea that "improving your teaching skills" is never done, Adler writes about "Coaching to Improve the Language Skills." From this section, I found two main topics that he specifically hit on and they are:

- “In the lower grades all teachers should be language coaches. In the upper grades, English teachers bear the major responsibility” (Adler, 1984)(p.61).

- “Coaching in all four language skills – listening, speaking, reading and writing- should begin in the early years” (Adler, 1984)(p.62)

Instruction in the area of "Didactic Instruction" was the next area of importance pulled from this chapter. Two of Adler's main statements concerning "Didactic Instruction in Language and Literature" are:

- “This is reserved for the upper grades, when students beyond the age of 11 or 12 have acquired sufficient experience and knowledge of language and literature to be interested in them as subjects themselves” (Adler, 1984)(p.67).

- “Didactic instruction in language focuses on structures” (Adler, 1984)(p.67).

-When Adler wrote about the "Discussion of Literature in the English Classroom" several ideas from "The Program's" viewpoint were written. However, my main findings are:

- “The Paideia Program does not ask that student read everything in school…The aim is to instill the habit of reading for information, for knowledge, for understanding, and for pleasure” (Adler, 1984)(p.68).

- “Literacy, the acquisition of knowledge, and the ability to think are interdependent. Everyone knows this, but the Paideia Program believes it strong enough to propose acting on the belief” (Adler, 1984)(p.70)

Adler and The Group also believe that some children cannot read & write later on b/c they have not been taught how to read and write well.

Tuesday, November 10, 2009

The Paideia Program - Part I

- The Paideia Program is the 3rd and final book in the trilogy of "Paideia" books, written by Mortimer J. Adler. The book begins, like the other two books, The Paideia Proposal and Paideia Problems and Possibilities, by stating the book's (or the group's) main goal. This goal has remained consistent over the two years, since the first book was written. That goal is to,

"...call for a reform of basic schooling in the United States to overcome the elitism of our school system from its beginning to the present day, and to replace it with a truly democratic system that aims not only to improve the quality of basic schooling in this country..." (Adler, 1984)(p.1)

- For the postings of this final book, I am going to change the way that I have posted my "blog posts." I am going to post my postings by the way the book is divided into "Parts" in the book. So, without further ado, I will begin with "Part I."

PART ONE:

Chapter One:

- It is in the very beginning of this book that I learned something that I did not know before. I discovered, from this book, as well as doing further research on the Internet, that in "1916, with the publication of John Dewey's Democracy and Education that the ideal of a democratic system of public schooling was first broached by a leading educator. In Dewey's view, all the children in our nascent democratic society have the same destiny and, therefore, should be accorded the same quality of schooling" (Adler, 1984)(p.2). I did not know who was responsible for the establishment of the ideal of "democratic schooling" in our nation, before reading this book, however, now I do.

- It is in my opinion, however, that we have strayed from the next statement that I am going to quote Dewey of stating. According to Dewey, "All children, ... are destined for leisure and learning as well as for labor. All have the same three elements in their futures: the demands for work, the duties of citizenship, and the obligations of each individual to make the most of himself of herself that his or her capacities allow - to lead rich and fulfilling lives" (Adler, 1984)(p.2). I feel that because of the difficult economic times that today's children are being raised in, and with the opportunity for work being very low (low unemployment rates), that unless things start to turn around in our country's economic environment "the children" Dewey mentions will not be able to see this "destiny" that he claims they are "destined" to see.

- With that said, Chapter One in the book begins by discussing the importance of "keeping the lower levels and the upper levels separated." The main reasoning Adler and The Group gives for this is that the "upper levels" need to be taught using the Socratic Method of teaching, whereas in the "lower levels," the teachers teach in all three types of learning methods every day.

- Another noted importance is the fact The Group believes that it is important that "seminars" start being used in teaching immediately in school, from the lowest grade level to the highest grade level. Their reasoning for this is that "seminars" are conversations, instead of lectures. And, these, "... conversations are conducted in an orderly manner by the teacher who acts as a leader or moderator of the discussion" (Adler, 1984)(p.17). The "Socratic teachers" in these seminars ask leading questions, pursuing the answers given to them by asking more questions.

- There are 2 goals, when teaching using the "Socratic method,":

1. Primary Goal: to bring out & then clarify the ideas and issues that are raised by something that has been read or otherwise experienced jointly by the leader and the students

2. Secondary Goal: to make clear the book or work of art itself

- One last finding from Chapter One was the "Effective Ways "To Be" & "To Become" an Effective Seminar Leader

- "To Be" an effective seminar leader you should: "1) Ask a series of questions that defines the discussion & gives it a direction; 2) Examine/ query the answers by trying to draw out the reasons for them or the implications they have; and 3) Engage the participants in a 2-way talk with one another when the views they have advanced appear to be in conflict" (Adler, 1984)(p.23).

- "To Become" an effective seminar leader you should: "1)Practice under people who already have the good set of skills themselves; 2) Observe several, different types of seminars. Ask questions as to why this was done this way / that way, etc.; 3) Use technologies to assist you to find the conduct that you need to observe in seminars" (Adler, 1984)(p29).

Chapter Two:

- Emphasis in coaching is on the student getting his ideas to work accurately & then practicing the skill.

(Ex: Instead of telling a math student they are wrong & giving them the right answer, have them rework a problem step-by-step, so that they can "see" exactly "where" in the problem it is that they are making a mistake)

- Coaching Tips:

Teacher must know the student - how he/she thinks, attacks a problem; use this to rearrange the room; put their desk next to teacher's desk while other students are working on "in-class work"

          - Other students can make good coaches, depending on the student's competence. Also a
             computer program can be a good "coach."
          - Groups of students can be good coaches. EX: Teacher presents an individual's problem to the
             entire group, ask the class what is wrong & how to solve it, in order to make it right.

2. Material of coaching is the student's work; the skill is displayed for the teacher to criticize.
           This can help bring students who never talk "out of their shells."

      3. Immediacy is crucial. Teachers must have time to correct student work thoroughly and
            promptly.

       4. Shrew criticism by the teacher is essential. Tell students WHY their answer was incorrect.

       5. Different subjects at different levels require more or less coaching, and varying techniques.

       6. Painful, usually boring, drill is necessary. ("Write it again.")

       7. Coaching requires time and a class small enough so that a teacher can learn how each pupil's
            mind works. (More likely to happen in elementary schools.)

Chapter Three:

- Didactic Instruction is either: 1) Written: eyes of readers; or 2) Oral: ears of listeners

- Didactic Instruction, "may be less informal, may occupy more or less of the class time, may rely more or less on written materials" (Adler, 1984)(p.49)

- "Didactic Instruction must be ACTIVE - teaching by telling, lecturing; students must be active, they must think as they listen, just as they must think as they read" (Adler, 1984)(p.51)

- "To elicit active listening, the oral presentation must attract and sustain attention. It will succeed only if students expect questioning by the teacher both in the same class period as the lecture and in later periods. The subject matter is never 'over and done with'" (Adler, 1984)(p.51).

- "Didactic teaching that is not accompanied by genuine conversation will always leave teachers in a state of ignorance about what, if anything, has been accomplished in the class hour" (Adler, 1984)(p.53)

References:

Adler, M. J. (1984). The Paideia Program. New York, NY: Collier Books - MacMillan Publishing Company.

Monday, November 9, 2009

Paideia Problems and Possibilities Ch. 4, 5, 6, & 7

Ch. 4 – Questions About the Principles

1. The Range of Questions (p.25-26)

The questions that were raised about the principles came from educational administrators, school boards or boards of education, associations of principals or of teachers, and other educational groups across the country at that time. Adler grouped the questions into four categories:

1. “Questions about the recommended curricular framework”

2. “Questions about the applicability of the course of study to all students and their reaction to it”

3. “Questions about teachers and teaching”

4. “Questions about matters of organization, administration, and financing”

(M. J. Adler, 1983) (p.26).

2. Questions About the Recommended Curricular Framework (p.27- 52)

“The Paideia Program recommends the reading and discussion of classics – that is, any works of lasting value – only in the sense that the books and other artifacts chose have this lasting value and only for the sake of their relevance to problems that anyone must face in today’s world” (M. J. Adler, 1983) (p.29).

- Educational program that is:

- General, not specialized

- Liberal, not vocational

- Humanistic, not technical (p.30)

** “Is not The Paideia Proposal implicitly, if not overtly, elitist in its recommendations?” (M. J. Adler, 1983) (p.30)

**RESPONSE - NO!! “The Paideia program is a one-track program. It allows for no differentiation whatever between the college-bound and the rest. It maintains that all children are truly educable and educable in precisely the same sense of that word. It explicitly rejects the elitist view that only some are innately well enough endowed to be educable, while the rest can only be trained for routine jobs, not prepared for the duties of citizenship and not prepared for continued learning in adult life, regardless of college” (M. J. Adler, 1983) (p.30-31).

- “All” is referring to all who go to school and stay there.

***** INTERESTING POINT REGARDING SPECIAL ED *****

- Paideia Program Divides Special Education Programs into 2 Groups

1) Those w/ Learning Disabilities 2) Gifted Children

Paideia Program says, “The greatly improved quality of the Paideia curriculum make special programs for the specially gifted totally unnecessary…But the Paideia program will give the specially gifted every opportunity to use their talents to the fullest measure. There is therefore, no need to retain special programs for them.” (M. J. Adler, 1983) (p.34-35).

- “If the specially gifted have surplus energy and avidity for learning after they have done their best in the required studies, this surplus can be used by having them learn more by teaching their less able classmates” (M. J. Adler, 1983) (p.35).

** Computer Technologies (COLUMN THREE) **

-They endorse the idea of technology, stating that they see no reason why computer technology would not benefit the students.

*** State Mandated Testing **

- Stated that, “A student who does what is required in the Paideia program should have no difficulty at all in handling the current group of competency tests” (M. J. Adler, 1983)(p.45). Even goes on to say that, “Some of these tests are poorly conceived and constructed; they mainly reward the recollection of disconnected items of information, rather than call for the possession of organized and well-understood bodies of knowledge” (M. J. Adler, 1983)(p.45).

3. Questions About the Applicability of the Program to Students and Their Reaction to It (p.53 - 55)

- With the 3 modes of learning & teaching the Paideia Program applies to all 12 years of teaching

- The main key is that it must be integrated at all levels

- Paideia program leaves as much time for social activities as current school systems do.

4. Questions About Teachers and Teaching (p.56 – 60)

- Many teachers now are capable of teaching in the Paideia Program, if given the opportunity. They could become successful teachers.

- When it comes to the fact that the Paideia Proposal involves 3 types of teaching & the fact that most teachers now only possess 1 type (coaching method); they should be given the time to learn the other 2 methods (Socratic & Didactic)

5. Questions About Matters of Organization, Administration, and Financing (p. 60 – 64)

- When it comes to classroom size & manageability of teacher to student ratio, these are the best scenarios:

Didactic teaching: Class size 35 or 40

Coaching: ratio of 10:1 at most; better done when ratio is larger (5:1)

         Socratic: seminar, at least 15,
                                      as many as 20,
                                      at most 25

- Are class hours different for Paideia program classes?

         Yes - Elementary - flexibility to accommodate
                                        different amounts
                                       of time throughout the day

Secondary - 45-55 min. periods, with 5 – 7 min. b/w periods

Ch. 5 – Problems of Implementation

- “The members of the Paideia Group are thoroughly aware that they are projecting an ideal plan” (M. J. Adler, 1983)(p.65).

- The Paideia Group speaks of the ways of handling “the questions” very effectively. They talk about the fact that changes will only be accomplished by taking “small steps.” This is true because they are dealing with an educational system that has been in place for a very long period of time. It is not going to change overnight, if it changes at all.

- Another “problem” that is mentioned is the fact that they, “… do not know the solutions, definitely or with full assurance…” (M. J. Adler, 1983)(p.65).

- A good point is made when answering a question in “Problem 2.” The question is: “Should it (the Paideia plan) be tried in a model school that puts the plan into operation for all twelve grades?” à The answer given by The Group is, “We are not willing to settle for a ‘Paideia high school’ because, in our judgment, no reform of secondary schooling is likely to succeed if it is not built upon a successful reform of the first eight grades”(M. J. Adler, 1983)(p.69).

Ch. 6 – A Pair of Entering Wedges

To Implement the Paideia Program:

Suggestion #1: “Socratically conducted discussions, based on the reading of books that are not textbooks, or on the experience of music, dance, or the graphic arts should be instituted as the most desirable initial improvement of the present curriculum” (M. J. Adler, 1983)(p.75).

Suggestion #2: “Improve and strengthen such coaching of intellectual skills as now exists and then extend this kind of teaching and learning to skills that are now either very poorly developed, or not developed at all…” (M. J. Adler, 1983)(p.76).

“With these two entering wedges working in concert, the reform of the course of study can move to the first column in the diagram and spur efforts to improve didactic teaching in all the basic subject-matters” (M. J. Adler, 1983)(p.76).

Ch. 7 – The Possibilities

- “To take advantage of possibilities, we must believe that they exist” (M. J. Adler, 1983)(p.79).

- “To sum up: the Paideia plan is not utopian. There is no empirical evidence that its recommendations go beyond the bounds of the possible. What it calls for has never been tried. We cannot say, as if we knew from actual experience, that schools are being asked to do what cannot be done”(M. J. Adler, 1983)(p.81).

- There are difficulties in the way of the Paideia plan, however the plan should not be abandoned.

- “… in a difficult situation, it is a mistake to give up too soon. One attempt at application may fail, and still another, but that does not call for total surrender. We should not set any limits to our ingenuity at innovation” (M. J. Adler, 1983)(p.81-82).

Mortimer Adler