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.