Dr. Mortimer J. Adler was a great philosopher, educator,and "pioneer." The assignment of this blog are for a graduate course, however, the creator of this blog hopes that the readers and participants see it as more than that. The creator of the blogs intentions are to provide a new perspective that has not been seen before about Dr. Adler. Enjoy reading the blog and feel free to make contributions to the blog at any time.
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 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.
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.
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.
- 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.
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).
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.
