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Education theory is the theory of the purpose, application and interpretation of education and learning. Its history begins with classical Greek educationalists and sophists and includes, since the 18th century, pedagogy and andragogy. In the 20th century, "theory" has become an umbrella term for a variety of scholarly approaches to teaching, assessment and education law, most of which are informed by various strands of philosophy, social theory, cultural studies, and psychology.

Aims of Education

Aims that have been proposed for education include:

Preparation for political participation.
Preparation for economic participation.
A product for use as social capital.
Fulfillment of self-development.
Development of character.

These aims are not mutually exclusive and are often combined. For example, the enterprise of civil society depends on educating people to become responsible, thoughtful and enterprising citizens. This is an intricate, challenging task requiring deep understanding of ethical principles, moral values, political theory, aesthetics, and economics, not to mention an understanding of who children are, in themselves and in society.^{[citation needed]}

Content of Education

Classical education movement: trivium, Quadrivium, etc
Paideia Proposal
Educational perennialism
Educational progressivism
International education
Experiential education
Culture-specific methods, such as African-Centered Education

Method of Education

Educational progressivism: Learn by Doing
Alternative education
Lecture
Coyote teaching
Socratic method
Maturationism
Outcome-based education
Taking Children Seriously
Transformative learning

Models of Formal Schooling

Sudbury Model

Learning is a process you do, not a process that is done to you

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 of democratic education schools assert that there are many ways to study and learn. They argue that learning is a process you do, not a process that is done to you. ^[1] The experience of Sudbury model democratic schools shows that there are many ways to learn without the intervention of teaching, to say, without the intervention of a teacher being imperative. 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 have had no dyslexia. None of their graduates are real or functional illiterates, and no one who meets their older students could ever guess the age at which they first learned to read or write.^[2] In a similar form students learn all the subjects, techniques and skills in these schools.

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 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.^[3]^[4]^[5]^[6] 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.

Forms of Self-education

- Autonomous learning: The student teaches himself or herself a curriculum set by others
- Unschooling: The student explores subjects of his or her own choosing
- Constructivist approach to learning

Social concerns

Educational theorists

Miscellaneous

External links

Educational Theory (Journal)

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^ Greenberg, D. (1987) The Sudbury Valley School Experience Back to Basics.
^ Greenberg, D. (1987) Free at Last, The Sudbury Valley School, Chapter 5, The Other 'R's.
^ Greenberg, D. (1992), Education in America, A View from Sudbury Valley, "Special Education" -- A noble Cause Sacrificed to Standardization.
^ Greenberg, D. (1992), Education in America, A View from Sudbury Valley, "Special Education" -- A Noble Cause Run Amok.
^ Greenberg, D. (1987), Free at Last, The Sudbury Valley School, Chapter 1, And 'Rithmetic.
^ Greenberg, D. (1987), Free at Last, The Sudbury Valley School, Chapter 19, Learning.

[1] Greenberg, D. (1987) The Sudbury Valley School Experience Back to Basics.

[2] Greenberg, D. (1987) Free at Last, The Sudbury Valley School, Chapter 5, The Other 'R's.

[3] Greenberg, D. (1992), Education in America, A View from Sudbury Valley, "Special Education" -- A noble Cause Sacrificed to Standardization.

[4] Greenberg, D. (1992), Education in America, A View from Sudbury Valley, "Special Education" -- A Noble Cause Run Amok.

[5] Greenberg, D. (1987), Free at Last, The Sudbury Valley School, Chapter 1, And 'Rithmetic.

[6] Greenberg, D. (1987), Free at Last, The Sudbury Valley School, Chapter 19, Learning.

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[2]

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 * [[Democratic school]]
 * [[Montessori method]]
-* [[Sudbury model of education|Sudbury model democratic schools]]
 * [[Waldorf education]]
 * [[Unschooling]]
+===Sudbury Model===
+''Learning is a process you do, not a process that is done to you''
+{{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 of democratic education]] schools assert that there are many ways to [[study]] and [[learn]]. They argue that learning is a process you do, not a process that is done to you. <ref>Greenberg, D. (1987) The Sudbury Valley School Experience [http://www.sudval.com/05_underlyingideas.html#09 ''Back to Basics''].</ref> The experience of Sudbury model democratic schools shows that there are many ways to learn without the intervention of teaching, to say, without the intervention of a teacher being imperative. 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 have had no dyslexia. None of their graduates are real or functional illiterates, and 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> In a similar form students learn all the subjects, techniques and skills in these schools.
+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 children, by [[Sudbury_model#Individual_freedom.2C_freedom_of_choice.2C_learning_and_learning_through_experience|enjoying personal freedom]] thus [[Sudbury_model#Discipline|encouraged to exercise personal responsibility for their actions,]] [[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><ref>Greenberg, D. (1987), Free at Last, The Sudbury Valley School, Chapter 19, ''Learning''.</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.
 ==Forms of Self-education==