Educational Philosophy
A Journey
by Pamela Klem
chronicled in words and images
A Long and Winding Road
Great Wall of China: Image from www.fantom-xp.com courtesy of Creative Commons
Click on the bornes to visit the stops along the way!
Go to End
Piaget’s Stages of Human Development
Formal
Operations
Age 12 to
Adulthood
Concrete Operations
Age 7 to 11-12
• Universal stages of cognitive
capacities
• Stages are hierarchical capacities in each stage build on
the experiences in prior stages
• Children progress as they’re
ready: cannot be “rushed”
through the stages
Preoperational
Age 2 to 6-7
More
Sensorimotor
Birth to age 2
Big Book
More On Piaget’s Stages
Formal
Operations
Age 12 to
Adulthood
Concrete Operations
Age 7 to 11-12
Preoperational
Age 2 to 6-7
Sensorimotor
Birth to age 2
Humans are able to think abstractly.
Children demonstrate conservation of
number, can differentiate own perspective
from others’, can reason deductively
Children make mental representations
of unseen objects; begin to recognize
categories and patterns
Babies make physical “shemes”
through motor interactions with
environment
Maslow’s Hierarchy of Needs
•
Self
Actualization
•
Esteem Needs
•
Belonging Needs
•
Universal stages of emotional
development
Stages are hierarchical - individuals
cannot focus on higher level needs
until needs at lower levels have been
met
Individuals progress through stages on
their own time: cannot be “rushed”
through the stages
Not everyone reaches highest stages
Safety Needs
More
Physiological Needs
Big Book
More on Maslow’s Hierarchy
Attainment of Full Potential
Self
Actualization
Esteem Needs
Recognition & Respect of Others
Self-Respect, Confidence
Belonging Needs
Family Attachments;
Community Ties
Safety Needs
Physiological Needs
Physical Safety;
Stability, Order
Food and Shelter
Sayers’ Lost Tools of Learning
Rhetoric
(or “Poetic”) Stage
High School
to Adulthood
Dialectic
(or “Pert”) Stage
Middle School Years
Grammar
(or “Poll Parrot”) Stage
Early Elementary Years
• Universal stages of cognitive
capacities
• Stages are hierarchical - capacities
in each stage build on the skills and
knowledge accumulated in previous
stages
• Children progress as they’re ready:
cannot be “rushed” through the
stages
More
Seminal
Essay
More on Sayers’ Tools of Learning
Rhetoric
(or “Poetic”) Stage
High School
to Adulthood
Dialectic
(or “Pert”) Stage
Middle School Years
Grammar
(or “Poll Parrot”) Stage
Early Elementary Years
Evaluating and synthesizing learnings;
Expressing own ideas clearly and
persuasively
Organizing and analyzing information;
Mastering mechanics of writing;
Learning multistage and abstract
mathematics; studying logic
Amassing factual information;
Mastering discrete skills;
Absorbing stories and poetry;
Developing ear for language and music;
eye for art
Bloom’s Taxonomy
Evaluation
Synthesis
Analysis
• Classification of learning activities
according to cognitive complexity
• Levels are hierarchical - each level builds
on information or skills of preceding level
• Subsequent educators have used model
to argue that higher levels are more
desirable
Application
Comprehension
More
Big Book
Knowledge
More on Bloom’s Taxonomy
Judge, appraise, critique
Evaluation
Summarize, integrate
Synthesis
Analysis
Contrast, compare, differentiate
Application
Demonstrate, employ, solve
Comprehension
Recognize, classify, identify
Knowledge
Memorize, recall, reproduce
Holt’s Organic Learning
How Children Learn:
• Naturally: Trust them; they want
to learn and will do so
organically
• Independently: Give them time,
space, materials and freedom -and assist only when they ask
for it
• Through observation and
replication: Let them observe
you at your own work; they will
be curious and motivated to
follow your example
Big Book
Emma collecting bugs
Montessori Method
•
•
•
•
•
Stella’s sensory demonstration of
multiple ways to add tp 10
Children “know what they need to know”
Prepared environment: physical space
and materials carefully organized and
maintained
Sensory materials: specifically designed
to be sequenced and self-correcting
Within those parameters, students
choose own activities; role of adult is to
facilitate, not teach
Multiple age classes based on
developmental “sensitive periods”
Big Book
Yolen’s Magic
•
Model of life well lived
– Written hundreds (literally) of
books
– Generous with time to schools,
support to charitable causes, and
credit to other authors and
illustrators
•
Jonah, reading The Girl in the Golden Bower,
by Jane Yolen
Advocate of storytelling, folklore
and myth for people of all ages
– Medium for content, cautionary
message
– Hooks youngsters on narrative
and primes them for classics later
– Source of joy.
Big Book
Steiner’s Principles of Waldorf Education
Abstract
Learning
Learning through the Eye
Ages 8-12
Learning through the Ear
Ages 6-7
Learning through the Hand
Infancy - Age 5
• First school in Stuttgart, Germany
in 1919 -- subsequently grew into
educational movement
• Based on developmental stages
of child, but:
– Child centered curriculum
– Teacher led instruction
• Content emphasis on storytelling,
myths, legends, classic literature
• Method emphasis on art, music,
rhythm; beautiful surroundings
Emma
• Eldest – now 13
• Taught me importance
of fantasy in children’s
development
• Classic Holt child: selfdirected, intrinsically
motivated
• (Currently completing
parenting book due to
publisher by June!)
Emma, directing cousins and brother in original drama
Jonah
• Middle – now 9
• Taught me importance of
connection with nature to help
kids stay grounded and calm
• Thrives on order, consistent
structure, teacher-led
instruction – to my initial
disbelief and even dismay
• Struggled with reading; now
successfully remediated
• Forced me to re-think my
natural inclination for child-led
pedagogies
Jonah, Last Child in the Woods
Stella
Stella, working on geometric solids
• Youngest – now 5
• Taught me importance of sensory
learning
• Classic Montessori child: loves
working independently, is drawn to
manipulative materials, is
motivated to practice same activity
over and over until she achieves
mastery
• Taught me not to step in and help
too quickly: “children have the right
to struggle”
Mille Bornes
• Bornes is French for “roadside distance
markers”
• Mille Bornes, or “Thousand Markers,” is a
classic card game in which players compete
in an imaginary 1000k race
• The theorists, educators and particularly my
kids who’ve helped me find my bearings
along my journey thus far have been my
bornes!
What a Long, Strange Trip it’s Been…
Where I am Now
My Educational Philosophy:
Synthesis
&
Evaluation
High School ++
•
Developmental stages based on
cognitive evolution
•
Hierarchy of learning:
–
–
–
–
Logical Stage
Middle School Years
•
Concrete Stage
Primary School Years
Sensory Stage
Infancy to age 5-6
Background knowledge before analysis
Content before evaluation
Discrete skills before integrative ones
(puts me close to Sayers)
Simultaneous nurturing of heart and
soul:
–
–
–
–
–
Stories, legends, myths & poetry
Drama and fantasy
Music and art
Nature
(brings me back towards, but not to, Holt)