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Criticism of the concept of pedagogy
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* [[Lev Vygotsky]]
* [[Lev Vygotsky]]
* [[Henry Giroux]]
* [[Henry Giroux]]

==Criticism of the concept of pedagogy==

===Learning as a process people do, not a process that is done to people===
{{main|Sudbury model}}

Some critics of today's schools, of the concept of [[learning disabilities]], of [[special education]], and of [[response to intervention]], take the position that every child has a different [[learning styles|learning style]] and pace and that each child is [[Individual differences psychology|unique]], not only capable of learning but also capable of succeeding.

[[Sudbury model|Sudbury Model]] democratic schools assert that there are many ways to [[study]] and '''[[learn]]'''. They argue that learning is a process people do, not a process that is done to people; They affirm this is true of everyone and it's basic.<ref>Greenberg, D. (1987) The Sudbury Valley School Experience [http://www.sudval.com/05_underlyingideas.html#09 ''Back to Basics'']. Accessed November 26, 2008.</ref> The experience of Sudbury model democratic schools, they adduce, shows there are many ways to learn without the intervention of a teacher being imperative. They maintain that in the case of reading for instance in the Sudbury model democratic schools some children learn from being read to, memorizing the stories and then ultimately reading them. Others learn from cereal boxes, others from games instructions, others from street signs. Some teach themselves letter sounds, others syllables, others whole words. Sudbury model democratic schools adduce that in their schools no one child has ever been forced, pushed, urged, cajoled, or bribed into learning how to read or write, and they affirm they have had no dyslexia. They also assert that none of their graduates are real or functional illiterates, and claim no one who meets their older students could ever guess the age at which they first learned to read or write.<ref>Greenberg, D. (1987) Free at Last, The Sudbury Valley School, Chapter 5, ''The Other 'R's''.</ref> They also claim that in a similar form students learn all the subjects, techniques and skills in these schools. The staff are minor actors, the "teacher" is an adviser and helps just when asked.<ref>Greenberg, D. (1987), Free at Last, The Sudbury Valley School, Chapter 19, ''Learning''.</ref><ref>Greenberg, H. (1987) The Sudbury Valley School Experience, [http://www.sudval.com/05_underlyingideas.html#03 ''The Art of Doing Nothing'']. Accessed November 26, 2008.</ref>

Describing current instructional methods as [[Homogenization#Sociology_and_History|homogenization]] and [[lockstep]] standardization, alternative approaches are proposed, such as the Sudbury Model of Democratic Education schools, an alternative approach in which they affirm children, by [http://en.wikipedia.org/wiki/Sudbury_model#Individual_freedom.2C_freedom_of_choice.2C_learning_and_learning_through_experience enjoying personal freedom] thus [http://en.wikipedia.org/wiki/Sudbury_model#Discipline encouraged to exercise personal responsibility for their actions,] [http://en.wikipedia.org/wiki/Literacy#Criticism_of_the_concept_of_teaching_literacy learn at their own pace and style] rather than following a compulsory and chronologically-based curriculum.<ref>Greenberg, D. (1992), Education in America, A View from Sudbury Valley, ''"Special Education" -- A noble Cause Sacrificed to Standardization''.</ref><ref>Greenberg, D. (1992), Education in America, A View from Sudbury Valley, ''"Special Education" -- A Noble Cause Run Amok''.</ref><ref>Greenberg, D. (1987), Free at Last, The Sudbury Valley School, Chapter 1, ''And 'Rithmetic''.</ref> Proponents of [[unschooling]] have also claimed that children raised in this method learn at their own pace and style, and do not suffer from learning disabilities.


==See also==
==See also==

Revision as of 13:16, 26 November 2008

Pedagogy (/ˈpɛdəgɒdʒi/), or paedagogy is the art or science of being a teacher. The term generally refers to strategies of instruction, or a style of instruction.[1]

Pedagogy is also sometimes referred to as the correct use of teaching strategies (see instructional theory). For example, Paulo Freire referred to his method of teaching adults as "critical pedagogy". In correlation with those teaching strategies the instructor's own philosophical beliefs of teaching are harbored and governed by the pupil's background knowledge and experiences, personal situations, and environment, as well as learning goals set by the student and teacher. One example would be the Socratic schools of thought.[2]

Etymology

The word comes from the Greek Template:Polytonic (paidagōgeō; from Template:Polytonic país: child and Template:Polytonic ágō: lead; literally, "to lead the child"). In Ancient Greece, Template:Polytonic was (usually) a slave who supervised the education of his master’s son (girls were not publicly educated). This involved taking him to school (Template:Polytonic) or a gym (Template:Polytonic), looking after him and carrying his equipment (e.g. musical instruments).[3]

The Latin-derived word for pedagogy, education,[4] is nowadays used in the English-speaking world to refer to the whole context of instruction, learning, and the actual operations involved therein, although both words have roughly the same original meaning. In the English-speaking world the term pedagogy refers to the science or theory of educating.[5] The late Malcolm Knowles reasoned that the term andragogy is more pertinent when discussing adult learning and teaching. He referred to andragogy as the art and science of teaching adults.

Academic degree

An academic degree, Ped.D., Doctor of Pedagogy, is awarded honorarily by some American universities to distinguished educators (in the US and UK earned degrees within the education field are classified as an Ed.D., Doctor of Education or a Ph.D. Doctor of Philosophy). The term is also used to denote an emphasis in education as a specialty in a field (for instance, a Doctor of Music degree "in piano pedagogy").

Pedagogues

A number of people contributed to the theories of pedagogy, among these are

Criticism of the concept of pedagogy

Learning as a process people do, not a process that is done to people

Main article: Sudbury model

Some critics of today's schools, of the concept of learning disabilities, of special education, and of response to intervention, take the position that every child has a different learning style and pace and that each child is unique, not only capable of learning but also capable of succeeding.

Sudbury Model democratic schools assert that there are many ways to study and learn. They argue that learning is a process people do, not a process that is done to people; They affirm this is true of everyone and it's basic.[6] The experience of Sudbury model democratic schools, they adduce, shows there are many ways to learn without the intervention of a teacher being imperative. They maintain that in the case of reading for instance in the Sudbury model democratic schools some children learn from being read to, memorizing the stories and then ultimately reading them. Others learn from cereal boxes, others from games instructions, others from street signs. Some teach themselves letter sounds, others syllables, others whole words. Sudbury model democratic schools adduce that in their schools no one child has ever been forced, pushed, urged, cajoled, or bribed into learning how to read or write, and they affirm they have had no dyslexia. They also assert that none of their graduates are real or functional illiterates, and claim no one who meets their older students could ever guess the age at which they first learned to read or write.[7] They also claim that in a similar form students learn all the subjects, techniques and skills in these schools. The staff are minor actors, the "teacher" is an adviser and helps just when asked.[8][9]

Describing current instructional methods as homogenization and lockstep standardization, alternative approaches are proposed, such as the Sudbury Model of Democratic Education schools, an alternative approach in which they affirm children, by enjoying personal freedom thus encouraged to exercise personal responsibility for their actions, learn at their own pace and style rather than following a compulsory and chronologically-based curriculum.[10][11][12] Proponents of unschooling have also claimed that children raised in this method learn at their own pace and style, and do not suffer from learning disabilities.

See also

References

  1. ^ [from NSF]
  2. ^ Analysis of Pedagogy
  3. ^ Etymology Site on-line (pedagogue)
  4. ^ Webster definition of education
  5. ^ Webster's definition of Pedagogy
  6. ^ Greenberg, D. (1987) The Sudbury Valley School Experience Back to Basics. Accessed November 26, 2008.
  7. ^ Greenberg, D. (1987) Free at Last, The Sudbury Valley School, Chapter 5, The Other 'R's.
  8. ^ Greenberg, D. (1987), Free at Last, The Sudbury Valley School, Chapter 19, Learning.
  9. ^ Greenberg, H. (1987) The Sudbury Valley School Experience, The Art of Doing Nothing. Accessed November 26, 2008.
  10. ^ Greenberg, D. (1992), Education in America, A View from Sudbury Valley, "Special Education" -- A noble Cause Sacrificed to Standardization.
  11. ^ Greenberg, D. (1992), Education in America, A View from Sudbury Valley, "Special Education" -- A Noble Cause Run Amok.
  12. ^ Greenberg, D. (1987), Free at Last, The Sudbury Valley School, Chapter 1, And 'Rithmetic.
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