Ch.3+notes

=__ THE FRAMEWORK OF OUR MULTICULTURAL NATION __=
 * Our educational history is culturally diverse
 * Significant events and movement sin our education history shaped schools in the United States.
 * Cultural and historical trends influence the purposes an objectives of education
 * You can develop a framework for understanding educational and cultural traditions and use it as a guide for making future judgments.

2 important European reform movements (the renaissance and the Reformation) had significant and long-lasting effects on education both in Europe and in the United States. Gargantua.
 * __Becoming a Teacher: Whose History?__**
 * Example of Mr. McCartney’s sophomore American History Class (p.52).
 * What happens to a culture, race, ethnicity, or gender that is not included in the history of our country?
 * __ Historical Roots of Education: __**
 * The renaissance **
 * Began in the 1200’s and lasted until the start of the reformation in the 1500’s.
 * Religious points of view were replaced with secular ones.
 * This approach, sometimes called humanism, made man, not God, the focal point of art, literature, and the government.
 * Invention of the printing press 1445 enable the production of manuscripts
 * Erasmus (1466-1536) a leading writer of this period, developed a humanistic theory of education, which he outlined in 2 major texts:
 * Collaquia Familiaria
 * Erasmus and other humanists of the period believed people should b educated.
 * The reformation**
 * A religious reform crusade began in the mid 1500’s.
 * Martin Luther posted thesis attacking the Catholic Church.
 * Authors contend that Luther fostered people not church – direct access to Bible.
 * The** ** Americas **** during the renaissance and the reformation

** > Indigenous people were faced with the same basic questions that we are today: Schools that preceded the English model LOOK AT THE COMPARISON OF EDUCATIONAL PRACTICES ON P.59 Educational giants as James Carter and Horace Mann, both of MASS, and Henry Barnard of CT led reform movements in state government to develop educational agendas.
 * During the Renaissance and Reformation, the Americas were populated by indigenous, or native, peoples numbering fifteen to 25 million.
 * Chapter 3 outlines contributions of these indigenous peoples (p.54)
 * How and where to live?
 * How to feed and protect the citizens?
 * How and who should govern?
 * What should the children be taught?
 * How should ideas, traditions, values, skills, and knowledge be transmitted to the next generation.
 * First Colonial Schools**
 * Religious educated masses. Priests established missions (often to protect the Indians); they included schools to educate the Indians in both agricultural and vocational skills.
 * Ethnocentrism – the practice of evaluating another race or culture using the criteria on one’s own culture prevented the Spanish colonists from understanding and appreciating the potential contributions of the indigenous peoples.
 * Colonial schools modeled after those in England **
 * The east coast of America was settled primarily by the English, in what became the Southern and the New England colonies.
 * A number of different nations ( Belgium, France , Italy , etc…) settled the Middle Atlantic colonies.
 * Because of these diverse influences, each colony’s approach to education was different.
 * Each colony’s primary educational philosophy differed as well as approach
 * Legislations affecting education (National level) **
 * Land Ordinance of 1785
 * Northwest Ordinance of 1787
 * Both detailed how to pay for schools
 * Immigration, Citizenship, and the Role of Education **
 * Schools were seen as the appropriate means by which to “Americanize” the new immigrants.
 * Schooling was seen as the way in which the majority of people could achieve full benefits of a democratic society.
 * __ The effect of industrialization on schools: educating the masses __**
 * In the early 1800’s it was clear the US would become an industrial giant – moving from a rural/agricultural economy to an urban/industrial economy.
 * We needed workers
 * The population began to grow significantly.
 * Common school Movement **
 * The development of public school is referred to as the common school movement.
 * Movement’s goal was to build schools in every community and to offer a basic curriculum of reading, writing, history, geography, arithmetic, physical health, handwriting, and grammar.
 * Many states set up funds for education support.
 * Educational leaders who led the school reform **
 * American Education: 1850-1900 **
 * Schools were not a priority on the frontier: to survive, the settlers needed to till the land first.
 * Women and minorities were not educated
 * Education was viewed as important in the 1800’s but the approach to education varied by region
 * There were 2 major philosophical approaches prior to the Civil War: First, education was a private, rather than a state, function, second, public schools were to provide a sound education to all.
 * After the Civil War, African Americans continued to be denied an education
 * Native Americans were being forced onto reservations.
 * Women’s education focused on traditional roles.