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JOHN DEWEY & HOWARD GARDNER.
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Examines educational theories on socioeconomic pressures, role of peer groups, progressivism, learning styles, types of intelligence, student diversity.... More...
6 Pages / 1350 Words
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Paper Abstract:
Examines educational theories on socioeconomic pressures, role of peer groups, progressivism, learning styles, types of intelligence, student diversity.

Paper Introduction:
Two societal factors which continue to have the greatest impact on higher educational administration are: (1.) the individual differences among students and (2.) the pressure on educators to teach an increasingly diverse population of students. The work of John Dewey, in what came to be known as "progressive education," and currently, the work of Howard Gardner in the field of "multiple intelligences," will guide the discussion. The historical development of the above factors, relative to the historical development of higher education, will be discussed. In addition, the manner in which the relationship between these two factors and higher educational administration influences one's personal and professional growth will be covered. Some common factors relating to individual differences among

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In addition, themanner in which the relationship between these two factors and highereducational administration influences one's personal and professionalgrowth will be covered. A curriculum which favors the academics overthe "frivolous arts" is depriving artistically inclined students from agrowth environment. He called a teacher's ability to be flexible inhis or her planning, "Flexible purposing." Eisner (1994) explains,"[flexible purposing is] knowing when to explore new interactions and whento shift strategies ... Asone might expect, attitudes toward higher education are less favorableamong lower-class pupils than among those from higher socio-economicclasses. Students need to learnaccording to their own interests, and teachers need to allow students thefreedom to learn on their own, with minimal guidance: For John Dewey (191 ), the term "teaching" was regarded as similar in form to the term "selling." That is, one could not teach unless someone learned, just as one could not sell unless someone bought. S. John Dewey (1859-1952), as the founder of "progressive education,"would have taken a dim view of the inflexibility of today's curricula inthe public schools. (Jensen, 1985, p. Our schools currently put more emphasis on"academic subjects" like English and math than they do on creativeendeavors such as art and music. The astute administrator should develop the philosophy that when webroaden the definition of intelligence, we see that each of us hassomething valuable to contribute to the world, whether it is artistictalent, academic ability, creativity, social skill, athletic prowess, asense of humor, mechanical aptitude, practical wisdom, a social conscience,or the energy to get things done. Administrators who want to use the ideas of Dewey and Gardnerwould do well to support creative teachers and programs, in all thedisciplines. The library should become theirlaboratory, as they investigate solutions to problems, or uncoverinformation to highlight a topic. New York:Macmillan College Publishing Company. 3 5). Some common factors relating to individual differences among studentsare the following: one's social class, sex, the effect of the peer group,and the cultural values instilled by the family and larger culture. (1994). Until schools acknowledge this fact--thatart is as important as arithmetic--disinterested students will continue todrop out of conventional programs in favor of those which offer them somestatus and prestige. Although it was possible to learn without having been taught [as with a library research report], one could not be said to have taught unless someone had learned. Thehistorical development of the above factors, relative to the historicaldevelopment of higher education, will be discussed. Life span development. Dewey and Gardner would be of the same mindset because they wouldboth favor letting students pursue their own interests within a generaldirection. Of course, this statement is a grand generality, and teachersare taught to be aware of sex differences when they relate to theirclasses. Students may try to attain status on their ownterms, which in some cases will mean that the school has nothing to offerthem, or so they think. Aschool's curriculum, then, is the social environment in which Gardner'svarious aptitudes can grow. Much of the work to teachers posed by an increasingly diverse studentpopulation, compounded by individual differences among students, will belessened by a progressive approach to teaching. Two of them--the ability to use language and to reason logically or mathematically--are familiar. Gardner took such a view, as did Dewey. Diversity, in evolutionary terms, is beneficial for long-termsurvival. Philadelphia: W. St. Theresearch of Howard Gardner provides a complementary addition to Dewey'sperspective. The challenge for any administrator, asfor any society, is to promote the potential of every citizen. Art and music programs should certainly never be cut. Dewey's concept of individual styles of learning--students will wantto know more if they are challenged with intriguing questions (or goodtopics for research papers)--and his concept of teacher accountability tothe student who innately wants to learn--are what make his ideasprogressive--and radical. Eisner, E. They are student-, not teacher-, centered. Graffiti artists who operate outside of the mainstream--who are a subculture unto themselves--may be using a socially undesirableoutlet for true artistic talent. Allteachers should be encouraged to assign research papers which presentstudents with a wide range of topics. Gardner also includes musical ability, spatial skill to analyze the visual world (diagram), bodily talents like dance, and personal abilities such as access to one's own feelings and a capacity to perceive those of others [empathy]. 163). For example, girls in mathand science courses should be given encouragement commensurate to that ofboys. Traditionally, girls have been more concerned with getting goodgrades, regardless of the coursework's significance to their vocationalambitions. All students areinterested in something, and they will largely guide themselves in asuitable direction with minimal structure if a progressive approach istaken. Students from wealthier families generally place a greateremphasis on the need for higher education and strive to attain good grades. These patients might not remember conversations, but they can learn new songs and new faces. (Eisner, 1994, p. Today's shifting demographic toward a more diverse studentpopulation means that educators will have to learn ways of offering animmense range of students from all cultures and social backgrounds aneducational challenge that is individually productive. Studentsshould learn to interact with other students who might otherwise remainstrangers. 158) The above statement is radical in nature because Dewey is notclassifying what goes on in a classroom as "teaching," unless students havelearned. Of course, measuring what students have learned is always achallenge, and all the more challenging if a standard objective measurementis not used in favor of a more subjective, critical analysis of a studentsoverall body of work, i.e., a student work portfolio. Theabove are just a few examples of the messages we send students, whetherintentionally or not. Turner, J. The Educational imagination. fluid intelligence, intelligence in process, is thehallmark of effectiveness [in the classroom]" (p. Administrators should contemplate the question, "Are teachersteaching if students are not learning?" References Jensen, L. Gardner realizedthat there are many different types of intelligence, all of them validindicators of intelligence, and in so doing, he liberated educators fromthe lockstep of rigid curricula. Knowing when to force, and when not to force, the issue, isimportant. Society's cultural values will many times attract students to theprestige and status of athletics over academics, or the "gang mentality"will draw the student to outside-of-school activities having nothing to dowith the formal curriculum. Dewey realized that rigid curricula would lock teachers out ofcreative ways of teaching. (1979). Dewey looked at the"whole" student, not just a human slate in need of a lesson scrawled acrossit. 81), and the socialenvironment is important in nurturing those ways of solving problems. 461) Gardner makes the distinction that the intelligences are more thanjust objectively measurable aptitudes; instead, they are "sociallyimportant ways of solving problems" (Eisner, 1994, p. Secondary students adhere to cliques, and they are veryconformist in their attempts at nonconformity. On the other hand, by tapping into the popular opinion in theclassroom, a teacher can sometimes use group support to his or heradvantage. Paul: West PublishingCompany. Two societal factors which continue to have the greatest impact onhigher educational administration are: (1.) the individual differencesamong students and (2.) the pressure on educators to teach an increasinglydiverse population of students. He would have considered the school library to be themost important element in a school's curriculum. The peer group is the largest influence on the secondary student,leaving teachers and parents to counterbalance this natural tendency duringadolescence. According to Turner (1979), "They also have more accurate concepts oftheir scholastic abilities and higher vocational aspirations than lower-class young people" (p. W. Despite the above generality, girls have traditionally done lesswell in math and science coursework than boys. School librariesfrequently have to beg for money, while athletics are well-funded. Although the intelligences can cooperate, each works in "splendid isolation." Studies of amnesiacs, for instance, suggest that each intelligence has its own memory bank. B.Saunders Company.----------------------- 8 Gardner thinks that art, music, and othercreative endeavors are just as important (in terms of intelligence) as mathand science: Gardner identified six intelligences, each of which is controlled by a specific region of the brain. The work of John Dewey, in what came to beknown as "progressive education," and currently, the work of Howard Gardnerin the field of "multiple intelligences," will guide the discussion. Teachers should try tobecome aware of a school's various cliques so that they can try to separatethe cliques when it comes to collaborative group assignments. (1985). Teaching and learning were regarded as reciprocal concepts. Adolescence. C. Creative activities may save somestudents from being turned off completely to school, but art and music aregenerally relegated to the minor status of electives.

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