Reconstuctionism

Reconstructionism

Presented by Umme Habiba

They are: Perennialism Essentialism Progressivism ReconstructionismThese are focus heavily on WHAT we should teach the curriculum aspect.

Educational theories

But, I discuss here only Reconstructionism

The Two Major Premises of Reconstructionism Society is in need of constant

reconstruction or change Such social change involves a

reconstruction of education and the use of education in reconstructing the societyBackground

Premises of Reconstructionism

Emphasizes the addressing of social

questions A quest to create a better society

and worldwide democracy Reconstructionist educators focus

on a curriculum that highlights social reform as the aim of education.

Back ground of Reconstructionism

Theodore Brameld (1904-1987) was the

founder of Social Reconstructionism In reaction against the realities of World War II He recognized the potential for either human

annihilation through technology and human cruelty or the capacity to create a beneficent society using technology and human compassion.

George Counts (1889-1974) recognized that education was the means of preparing people for creating this new social order.

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According to them systems must be

changed to improve human conditions. Paulo Freire (1921-1997) whose

experiences living in poverty led him to champion education and literacy as the vehicle for social change

In his view, humans must learn to resist oppression and not become its victims, nor oppress others

Reconstructionism as Critical Theory

To do so requires dialog and critical

consciousness, the development of awareness to overcome domination and oppression

Rather than "teaching as banking," in which the educator deposits information into students' heads, Freire saw teaching and learning as a process of inquiry in which the child must invent and reinvent the world.

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Curriculum focuses on student

experience and taking social action on real problems: Violence Hunger International terrorism Inflation Inequality.

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Strategies for dealing with controversial

issues, inquiry, dialogue, and multiple perspectives are the focus

Community-based learning and bringing the world into the classroom are also strategies.

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Sees things the same way as the

progressive through experience, students learn

more, remember it longer, and apply it to new situations, rather than through being told something.

Doesn’t believe in a predetermined curriculum.

Educational Theory

Use the subject matter from any or all

disciplines when needed to solve a problem

Deal more with the subject matter of social experience in solving problems

Do not favor any type of ability grouping but students should be grouped only upon the basis of common interests.

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They share the progressive’s view of

student discipline according to them if students are actively involved in bringing about change in areas that concern them, they will not become frustrated, and therefore, will not be likely to become discipline problems.

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They prefer to evaluate students

subjectively on the basis of their ability as a social activist rather than give written examinations.

Student self-evaluation has a proper place.

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Reconstructionist differs significantly from progressives in the matter of social policy. Progressives acknowledge the rapidly

changing conditions around us. Progressives content, teach students

how to cope with change. Teach students how to reach

“intellectual solution” to problems.

Reconstructionist’ Platform

Often culminates in writing a paper,

doing a report or a project of some kind. This kind of education would tend to

“mirror the contemporary society.”

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Reconstructionist believes that students must learn through practical experience how to direct change and control it.

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They believe: They believe strongly that our culture is in crisis things will get uncontrollably bad unless we

intervene to direct change and thereby reconstruct the social order

They believe that a “Utopian Future” is a genuine possibility for mankind if we learn how to intervene and to direct change.

They believe that the school should train students to be social activists in the tradition of Gandhi, Martin Luther King, Jr., Ralph Nader and Jesse Jackson.

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We should apply the reflective inquiry

method to life’s problems We should be prepared to act upon our

conclusions This requires a sense of commitment and

responsibility on the part of students This goal of initiating change is of course

very controversial

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For this reason, Reconstructionism has

never caught on fully in our schools. Questions have been raised concerning whether or not schools should become a tool for re-making society

Questions have also been raised as to whether students at any age have the intellectual and social maturity to participate in social action

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Education serves the following purposes: Bring out positive change in society. Reduction in poverty level Advancement in Technology Better methods of farming, improved

attitudes to access medical care, practice of better ways of environmental management

Educational Purposes

What does this mean to a Curriculum developer? Curriculum made should consider the

current and future needs of a society Curriculum expert design course

structure that gives learners freedom to try out own ideas and also improve on the existing knowledge

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Design a course structure that enables

learners to discover knowledge on their own, such that teachers will not “spoon feed” the learners

The teaching of innovations in terms of thinking and practical skills becomes crucial at every stage in the education process.

Creativity must be credited in order to encourage innovations and inventions.

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What is the role of the teacher in this philosophy? Facilitate learning activities Stimulate learningFacilitating learning means that the teacher avails opportunities to learners to experience and work with subject matter in question. How do we stimulate and facilitate

learning?

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By asking questions Probing learners Compelling people to think Motivating learners to suggest what

they think about topical issues 

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Teaching Methods The teaching methods favored by Reconstructionist are: The pupil-teacher dialogue and Problem-solving method (scientific

method) to real-life problems

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“Encourages schools, teachers, and

students to focus their studies and energies on alleviating pervasive inequities, and as the name implies, reconstruct into a new and more just social order” (Sadker and Zittleman, 2007)

Social Reconstructivism in the Classroom

Social reform is the key to this type of

philosophy and social challenges and problems help guide teachers with their message

A social reconstructionist teacher wants to not only inform their students, but rouse emotions and point out the inequalities that surround them and the world (Sadker and Zittleman, 2007).

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Teacher engages the students to discuss and address problems such as:

Poverty Homelessness Violence and many more issues that create disparity

Teacher’s role is to explore social problems, suggest alternate perspectives, and assist students’ examinations of these problems

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The main focus of this philosophy is to help

students find ways to improve society Teacher wants the student to value society

and realize that there is unfairness in the world and it is important to be aware and act as advocates for those who are being judged

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Role of the student is to be an active

participant. Students are encouraged to think critically

about the world in which they live in and how it can be changed for the better.

Students learn how to be problem solvers and decision makers

It is common for students to be challenged on their thoughts and feelings regarding topics

Role of student

. Acquisition of strong moral values is also

encouraged through teaching Reconstructionism encourages social activism

among its students It is not uncommon for students to learn while

doing, such as organizing a food drive for the local homeless shelter.

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Thanks for Listening Carefully!!