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).