Title: Welcome to EPS 201/202 FOUNDATIONS OF EDUCATION The study of the relationship between school and society. What kind of society would we have without schools?
1Welcome to EPS 201/202 FOUNDATIONS OF
EDUCATIONThe study of the relationship between
school and society.What kind of society would
we have without schools?
- If you are new to class, obtain a handout for
class overview and website information. - Questions examined in our course
- 1. Who should be educated and how?
- 2. What essential knowledge and values should
each student learn in school? - 3. Who should control the curriculum and for what
purposes? - 4. When, where, and how should education be
delivered?
2THE CLASS WEBSITE IS ESSENTIAL
- http//www.ed.uiuc.edu/courses/eps201/
- Weekly Announcements
- E-RESERVES Direct Link
- Powerpoints for upcoming lectures (available at
7 PM on Monday and Wednesday) - COURSE INFORMATION SHEET
- READING TABLE UNIT 1 (available now)
- IMPORTANT DATES Guest speakers and exams
- Information, links to publicly accessible videos,
and other resources.
3Three Main Purposes of Schools Spring Chapter 1
To transmit and to reconstruct (highly
contested)Problem Defining purposes and
creating curriculum, policies, and practices
toachieve these goals.
- 1. Political
- Prepare citizens (Passive or Active)
- Americanize (Natives Immigrants)
- 2. Social
- Teach mainstream
- behaviors and values
- Address social problems
- Build a sense of community
- 3. Economic
- Invest in training the workforce
- Human capital theoryinvestment in
- education will improve the quality of workers and
- the wealth of the community
- Concern about global competition
- If labor market concerns dominate, business needs
- would shape the curriculum, business ideas
influence.
Why educate? What is the proper balance?
4Spring Chapter 1
- Since there is a wide variation in what people
believe, educational goals often generate
debate. (Spring, 3) - Educational goals are determined by federal,
state, and local politicians, special interest
groups, community organizations, and professional
education organizations. (Spring, 3) - Main goals of schooling Political, Social,
Economic
5Schools are complex social institutions and serve
society. There are numerous and some conflicting
purposes. Pressure to serve societys needs.
CONTEXT
ECONOMY
POVERTY
DEMOCRACY and DOMINANT CULTURAL IDEAS AND VALUES
RELIGIONS
OUR HISTORY
FAMILY
SCHOOLS Students Teachers
POLITICS
SPECIAL INTEREST GROUPS
FEDERAL STATE LAWS
DEMOGRAPHICS
6Trading Placeslink http//www.youtube.com/watc
h?vJEczvyM3Bocfeaturerelatedhttp//www.youtub
e.com/watch?vkpfMD9gWNf8featurerelated
- Can poorly resourced schools fulfill the
intended purposes of schooling? - If you were a parent of a student at Harper
High Schoolwhat would you do? -
7Harper High School Chicago
8Purposes of education in IllinoisArticle X of
Illinois State Constitution
-
- The Illinois public schools will enable all
students to succeed in post-secondary education
and career opportunities, to be effective
life-long learners, and to participate actively
in our democracy.
9DISPARITIES IN SCHOOL FUNDING ILLINOIS 2004
Raises questions about equal opportunity for all
students.Raises questions about definition of
basic education.
10Illinois only guarantees a system of funding and
a baseline amount per pupil.
- The Illinois State Board of Education
disburses state and federal funds to local school
districts and provides programs and services to
support school district business and management
functions. - Funding Sources
- State 30, Local 63, and Federal 7
- http//www.centerforpubliceducation.org/site/c.lvI
XIiN0JwE/b.5057681/k.C034/State_contributions_to_s
chool_budgets.htm
11Who controls the schools? Government Agencies
Federal (Executive branch and Congress), State
(Governor, Legislature, State Board of Education)
and Local (District Office, Superintendent, and
School Boards)
STATE Tests Standards Regulations
LOCAL Implements Regulations Budget
FEDERAL NCLB Race to the Top
12Three Main Purposes of Schools Spring Chapter 1
To transmit and to reconstruct (highly
contested)Problem Defining purposes and
creating curriculum, policies, and practices
toachieve these goals.
- 1. Political
- Prepare citizens (Passive or Active)
- Americanize (Natives Immigrants)
- 2. Social
- Teach mainstream
- behaviors and values
- Address social problems
- Build a sense of community
- 3. Economic
- Invest in training the workforce
- Human capital theoryinvestment in
- education will improve the quality of workers and
- the wealth of the community
- Concern about global competition
- If labor market concerns dominate, business needs
- would shape the curriculum, business ideas
influence.
Why educate? What is the proper balance?
13- 1. Political
- Prepare citizens (Passive or Active)
- Americanize (Natives Immigrants)
- What barriers did Jefferson see after the
Revolution to achieving a democratic state?
14Jefferson Liberty and Literacy BASIC
EDUCATION Crusade Against Ignorance
- If a nation expects to be ignorant and free, it
expects what never was and never will be.
Thomas Jefferson - the most important bill in our whole code is
that for the diffusion of knowledge among the
people. (1786)
15LIBERTY AND LITERACY Jeffersons goal for
ordinary citizens was basic literacy, later in
life, political skills were learned by reading
the newspaper and experience in local politics.
- were it left to me to decide whether we
should have a government without newspapers or
newspapers without a government, I should not
hesitate a moment to prefer the latter. But I
should mean that every man should receive those
papers and be capable of reading them.
16Citizens needed literacyWhat were Jeffersons
two main goals for his proposed school plan for
the state of Virginia?
- GOALS WERE
- 1. For all boys and girls (who were white) To
equip the population to function effectively in
the civic (political), economic, and private
spheres of life. - 2. For intelligent boys from all classes To
identify future political leaders, a new natural
aristocracy. (meritocracy)
17What is citizenship in a liberal democracy?Two
views Strong or Weak Sense of Participation
Right of the people to alter(Declaration of
Independence) This is the most distinctive
feature of liberal democracy
- Citizens need to have virtues that combine to
create the ability and willingness to question
political authority and to engage in public
debate (public reasonableness rather than
self-interest, persuasion, compromise). - unalienable rights consent of the
governed
18Successful Citizen ParticipationAdvances in
access to schoolshave been gained by strong
citizen action demanding equality
- Citizens who
- Believe in the individuals right and
responsibility to participate publicly. - Have a sense of political efficacythat is that
they can make a difference. - Value the principles of democratic life
equality, community, and liberty.
1920th Century Citizen advocacy forced a
reinterpretation of constitutional law.
Improved school access is modeled on
- 14th Amendment passed in 1868 Section 1. All
persons born or naturalized in the United States,
and subject to the jurisdiction thereof, are
citizens of the United States and of the state
wherein they reside. No state shall make or
enforce any law which shall abridge the
privileges or immunities of citizens of the
United States nor shall any state deprive any
person of life, liberty, or property, without due
process of law nor deny to any person within its
jurisdiction the equal protection of the laws. - Race, Language, Gender, Disability,
Sexual Orientation - CONSTITUTIONAL EQUALITY was not a reality prior
to the Civil Rights movement of the 20th century.
20IF THESE WALLS COULD TALK, WHAT WOULD THEY SAY?
The information is up here. Follow
along.
- http//www.youtube.com/watch?vdGCJ46vyR9o
- 1. In the film, If these walls could talk.
List some main complaints about that these
students have about their college courses? Do
you agree or disagree with these complaints? - 2. In general, how do these students in the film
view the nature knowledge gained from lectures
and textbooks? Do you agree or disagree? - Video made by a Cultural Anthropology class at
Kansas State University Spring 2007