July 5, 2001

Dewey: Response to his Traditional vs. Progressive Education

In this article John Dewey raises a number of questions for which answers will be sought for many years to come. In fact, even the very title by his work "Traditional vs. Progressive" is open to much debate. While it is time that changes are inevitable because of natural human tendencies, the ones that take place in education as elsewhere to come as a reaction against some troublesome past practice. At the same time, the replacement has a striking resemblance to what is being replaced making a total divorce impossible this, of course, is contrary to the initial claim that usually assumes that the change needs to be radical and decisive. Such a position, of course, is necessary to attract sympathy mainly from those unsure of a position or those who have become disillusioned. Well, what does this have to do with curriculum? It certainly is a dilemma for "innovative" planners, who need to appear to effect a clear break from what seems to offend them as the new practice or philosophy is introduced.

What then, would Dewey mean by a progressive education? When one considers the social milieu at the time of his writing, not to mention his endorsement of the state's right to prescribe a curriculum, then progressive would be quite limited in its scope of meaning. The fact that a measure freedom is usually implied by the term would provide even more problem as the state's agenda for its curriculum would most definitely be in its best interest. In fact, the demands of industry at the time would make it imperative that the state be guaranteed workers who would fit the various molds prescribed by curriculum. Of necessity those with power and privilege would be accorded the right to the "best" educational opportunities while the less privileged would provide the bulk of "trainees" for functional jobs that would keep the wheels of government by the state in motion. In other words, Dewey's progressive curriculum I not an innovation that would of necessity advance the cause of the individual at large. It would certainly favour a sector of society that can look after itself. His well-delivered rhetoric is deceptive at best and while it purports to provide a solution to a perceived problem, it would succeed in the further stratification of society on artificial grounds. The curricular agenda would guarantee a measure of success for those who seem to have the divine right to rule and upward mobility would happen only at the whim of those in political power to practise the restrictive demands. And so, the search continues b the vast majority of the population to the holy grave of the ideal curriculum.

July 5, 2001

"Telling me I would be required to "blog" for a part of my course grade hardly helped at first…"

My decision to register for this foundational curriculum course was made after much contemplation about the best way to spend a good part of my well-earned vacation. Although the course has four sections and a favourite professor of mine is teaching a part (distance education, which I resent) I thought this should provide a tolerable compromise, until I got to class, and learned that I would gave to "blog". The rest of the evaluation seemed quite reasonable, but I was stuck on the "blog" and immediately my brain started to race in every direction trying to recall what other course I had contemplated taking. I must give the professor much credit for presenting "blog ad a painless exercise that can only help by "eliminating the sheer thrill of laziness by… to update." I thought the claim was humorous but I was not prepared to rush and abandon my resentment for that static technological monster, the computer. I had to decide quickly whether I would allow myself to be gently led by reason to the slaughter. After all, I would give to sit before the thing and let it do things to me and vice versa. I decided I was going to do most of the doing, come hell or high water.

I must admit that I am a bit surprised at my attitude, for I have every reason to understand how pervasive computers are and that like a toaster, can provide another way of appreciating something. After all, I have used on for years, admittedly to perform minor, repetitive tasks, so why this phobia? I was not allowed to sit and brew quietly and alone before the professor wisely took a poll of the class, encouraging people to disclose how proficient of comfortable they felt using a computer. I should have been encouraged by the majority that said they felt comfortable. It should have been a challenge for me to have all these people who would potentially be available to assist me. Instead, I unconsciously found myself spending time listening most attentively to the "sob" stories that were recounted by a few "chickens" like myself. At least Instead, I unconsciously found myself spending time listening most attentively to the "sob" stories that were recounted by a few "chickens" like myself. At least they were honest and good-natured about the "ordeal" of having to "blog". Four-letter words have always provided some form of excitement and even revulsion for some people, but what about "blog" made me feel so reluctant? I sat and listened to the spate of "explanations" that the novices like myself had, with the professor doing his darndest to reassure them and even offering to take them by the hand in the first steps. What a way for him to earn his salary! Towards the end of the session, I thought everything else felt better than the blogging. I did not want to leave the class depressed and miserable. After all, I had access to too many people who would put me on the right track. I had to come up with something really fast, so I thought of the advice I love t give to students who for some reason do not want to get themselves up for a task. So, in the end, the advice I usually give them and which I thought I'd take for myself sis to prove that I'm not the stupidest one in the class. Resolution: before the class finishes in August, I will be blogging with the best of them!!