Genealogy of a Pursuit for Education Reform

Genealogy of a Pursuit for Education Reform

The sciences which they learned without any order in their early education will be brought together and they will be able to see

the natural relationship of sciences to one another and to true being

Plato, Republic, VII 537

EROL INELMEN

Faculty of Education, BogaziciUniversity, Bebek, Istanbul, Turkey

E-mail: inelmen at boun.edu.tr

Abstract

Sweeping changes in technology followed by political, social and economical transformation are modifying the expectations from education. There is urgent need for reforms in the aim, content and method of education systems. Evidence was gather to justify this need and suggest a process that will lead to the desired reform. We argue that character education is a requirement in order to assure that changes move in the direction envisaged. Empowerment of the parties involved will change the mood of silence and transform the agents into active participants of change.

Introduction

Using the opportunity of an international conference on philosophy in our city, we take the liberty here to reflect on the experiences gained in ten years of on-the-job training employees and twenty years of teaching at tertiary level. In brief we can argue that conventional approaches to education are prooving to be inadequate to cope with the rapid economical, political, and cultural changes our world is now facing. The newly coined word “edutrainment” reveals the pressures technology –as a mediator for learning- is putting on educational system in the direction of change. Although most of the educational institutions support a reductionist approach to learning, there are instances where a more holistic approach is being implemented.

In order to be able to develop sound arguments in favour of novel approaches, a review of the available literature has been carried during the last three months. New concepts such as “self-knowledge” and “self-tranformation” (Needleman and Appelbaum, 1990) and the reality of a “power struggle for control in education” (Archer, 1984) have shown the need for a system thinking approach to education. The controverial work by Foucalt at the beginning of the last century has revealed ther intricate relations between discipline, power, knowledge, examination, docility, punishment, norms, marks and normality (Hoskin, 1990)

As we can see from the previous paragraphs, ethical issues surface when education system are now placed under scrutiny. Consider the practical example of the moral implications should a student that needs to be warned when he is not showing a low academic standing. If education is a partnership, we feel that sharing of all resources –including information- between parties is necessary. As was previously shown by Piaget and Kohlberg moral education should be delivered so as to understand the “rationale involved” (Moore, 1982).

Philosophical analysis -while providing the tools to integrate all disciplines in constructing an educational theory (Peters, 1983)- aims at finding satisfactory ethical standarts using several acceptable views (Cornman, Lehrer and Pappas, 1982). A multidisciplinary approach would include knowledge from political science: governance (indoctrination versus emancipation), social science: community (utilitarian versus holistic) and psychological science: well-being (teacher versus learner-centred). We conclude this section, by referring to a practical textbook by DeRoche and Williams (1998) as an exellent source for character education and to Toulmin (2000) who warns us that not putting practice over theory, can be costly in education

Backgound

Rorty et al. (1998) have compiled the contributions of philosophers to education from Socrates to date in a rich volume. Questioning as a method of learning was initiatly introduced by Socrtates (Rorty, 1998: 19-25). According to Plato educational programs should be carefully tailored to meet the needs pf the philosophers, guardians and producers for the common benefit of the society (Rorty, 1998: 37-44). While Aristotle puts strong emphasis on the education of virtues Agustine believes in the power of rethoric as a tool for persuation (Rorty, 1998:66-92). Aquinas (Rorty, 1998:95-105) and Marmonides (Rorty, 1998:109-115) both agree in the introduction of the divine word in the curriculum.

According to Kant (1960) character consists in the readiness to act in accordance to maxims. Plunkett (1990) argues that teachers should seek and defend the human rights of younger members of the society and form a personal view about the spiritual dimensions to life based upon reason, intuition, reflection and exchange. In spite of the vast literature left by thinkers of the past education policies are much colored by the political minds that can manipulate influenced by socio-economical circumstances the national budget in the direction of their ideologies (Ball, 1990).

Paterson (1892) quotes Comenius (1592-1671) as having said that “what a child has read he must write; what he has seen he must draw”. More recentrly Jaspers (1960) argues on the need to reflect on the past, the present and the eternal. In the buddist educational practice –based on community life in a traditional monastry- learners are expected from an early age to defend what they have learned in formal debate before an assembly of wise priests (Reagen, 2000). We propose to classify the educational thinkers in periods as shown in the Appendix.

The challenge for educational change has prompted us to analyze the controversies on the value of contructivism in the learning process. Although constructivism is being challenged by many philosophers we hope that progressive, engaged and ecological learning approaches to learning will prevail in the future. Even if there are some flaws in the approach, learners as well as instructors should realize that misuse of the resources allocate to education by the community will jepardize own self-steem. Educational institution should protect their “reliabilty” image even under adverse conditions.

Mathews (1998) pinpoints at the conflict between both sides of the constructivist divide. The idea that constructivism is linked to the idea of empowerment and emancipation positions this approach is in clear opposition to other learning theories. Akturk (2001) in concluding argues that radical constructivism fails to meet the objectives of science education. Irzik in the book review for Mathews (1998) distinguishes constructivisms on the basis of the answers given to the question of what it is that is constructed. Mathews (2001) answer suggests that science teachers have little, if any, systematic training in philosophy.

Experience

When a novel approach to learning –where learners are requested to work on unique assigments- is implemented, each learners develops panic and have difficulties in “forgetting” the old habits. Although in four weeks time most of the students adopt themselves to the new approach, the realities imposed by other courses make the honeymoon period fade away. Criticism posed on more student centered approach –where “kindling the mind of the learner” is more important than the amount of content covered (Kelly, 1970)- require us to defend our life long education system.

In a class of 40 sophomore/junior education faculty students, a project was assigned to each from a list of celebrities compiled by the instructor. The aim of the project was to search for common personal traits. Students were free to use the reference material and concentrate on any aspect they felt interest for. We were inspired in this project by the Living Values Program launched by the Brahma Kumaris World Spiritual University under the aspicies of the UN. A survey made this organization revealed that ten values we found to be common in many of the interviewed people. The organization embarked in an extensive education based on the findings of the report.

Although there was some difficulties to understand the purpose of the project, the instructor developed an environment where participants could share their findings. It was clear from the 33 students that managed to complete the course, that perseverance an commitment were the main common traits among the celebrities. The life of Wiston Churchill being a very good example. We argue with confidence that the best method for character education is the detailed research on people (Egi and Inelmen, 1999). “Self-made personalities are not very common and their biographies should be a source of enlightment (Inelmen, 2000)

Experience during three decades in education at various levels and circumstances shows that the teacher should guide the learner through the content of the curriculum, alternating with periods for reflection when free navigation within the given boundaries is encouraged. Prompt evaluation of outcomes will help the learner to become knowlegable on subjects that are relevant of the society. While Habermas (1971) suggests that learners should be encouraged to engage in critical discussions of practical questions, Illich (1973) proposes that learners should be empowered to share what they know in public. In developing an effective model of an education system, Seligman (2002) would suggest the accurate connection between the theory and the reality

Discussion

Although many modern writers agree on the importance of education for democracy at schools, the UNESCO Delors report of education pinpoints at many deficiencies in the system. The role of the teachers is expected to change in order to empower the student to take full responsibility of his future. Chomsky points at the fact that education system disconnected from the social realities rarely allow students to find the truth for themselves and reach thus a critical capacity to develop a coherent comprehesion of the world. Intellectuals have the obligation to tell the truth (Macedo, 2000).

Unfortunately many administrations –using the regulations as a shield for a self-perpetuating stance- are reluctant to change. The dialogue between the parties involved in the education process can mitigate the fear for change (Inelmen, 1996). Some students dream of passing the exams with minimum of efforts. Employers wish the graduates to adapt to the working conditions in a short time. Politicians expect the students to be indoctrinated and the instructors have to face the challenges that students of multicultural origin pose on the learning process. The administrators should protect integrity under the rapid changing conditions, developing an environment of pride, passion and love for learning.

The fact that the education is a process with inputs and outputs, requires that the study of education systems be based on the modern management science tools such the “supply chain”. We must expect a proper readiness to learn on the part of the student and a fair evaluation of the outcomes by the instructors for the sytem to operate efficiently. Our views have been very much under the influence of Friere (1972) seminal work on pedagogy, where the “banking education” system is strongly critized. As a way out of the current situation, Giroux suggests the empowerment of teachers and students (Friere and Macedo, 1987) and Friere (1998) recommends mutual respect towards all human beings.

Conclusion

Since 1998 we habe been acquainted very closely with the growing disenchatment on education. We must urgently induce change. Philosophy can provide the necessary tools to propose sound arguments. For the realization of the model, implementation of change, confrontation of reluctance, preparation for dialogue, reflection on outcomes. Moral philosophy is a prerequisite in the pursuit for excellence in education. Philosophy is a vision and can help us to answer such crucial question as: why should we govern ourselves according to [the good] (Conger, 1924). Feedback from the graduate students reveal the importance of making changes in the current curriculum (Yerlici, 1993).

In spite of all the efforts made by goverments and international organizations the reports on the conditions of education are embarassing. There is reluctance to invest more in education when other priorities baring instant political fruits are on the agenda. It should be remembered that happiness (aim) is possible only if an adequate searching environment (method) encouraging solidarity that makes citizens feel proud of their creative work (content). As Flyvbjerg (2001) eloquently suggests, “fieldwork” will reduced the disenchatment that all parties involved feel for the conditions in which education systems stand today (Kaynak and Sabanovic, 1994).

To develop sound arguments for refom in education we need the tools suggested by Weston (1992). We must bear in mind that the relation of philosophy to religion (theory to practice) is the same as that of science to technology. While philosophy and religion deal with the whole, science and technology focuses on partial views. Kuçardi (1999) distinguishes between individual and society ethical values. Honest being an example of individual values, respect, love and thrust are values of the soicety. An adequate methodology for the education of these values were developed (Hamm, 1989). Carr (1991) argues that acquating learners with moral values is the highest and most important task of education.

Acknowledgements

The support given by the late Director of the Environmental Sciences Institute, Prof.Kriton Curi and the Director of the Biomedical Engineering Institute, Prof. Yorgo Istefanopolous is acknowledged.

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Appendix: Proposal for a Chronology in the Philosophy of Education (after Kaplan, 1998)

Despotic period (from Plato (427-347 BC) to Hobbes (1588-1679): state

Liberal period(from Locke (1632 –1704) to Rousseau (1712-1778):citizen

Egalitarian period(from Kant (1724-1804) to Dewey (1859-1952): people

Critical period (from Foucalt (1926-1984) to Habermas (1929- ):individual

Ethical period(from Flyvbjerg(1952- :values