Horace mann 2012_2


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Horace mann 2012_2

  1. 1. Horace MannPresentation by Rebecca Agostino and Douglas Schall
  2. 2. Our SurveyThroughout this presentation, you will be prompted toanswer questions through an online survey. Please onlycomplete the question in the powerpoint directions (nopeaking ahead!) The results will be shared on thediscussion board at the end of the week. All responseswill be recorded anonymouslyThe green button symbol (around thistext box) will remind you to referback to the survey
  3. 3. What is the purpose of education? Who should benefit from our public education system?Who should finance public education? Should this financial burden be shared equally?Is education a natural right?
  4. 4. Background on Horace Mann(Baines, 2006, 269) Worked first as a lawyer, and then as a senator Tireless advocate for not only public education, but also good public education Promoted institutions to train teachers and establish libraries Also was a strong proponent of physical education Mann considered education the "antidote" to many issues that plagued society, including "poverty, crime, poor health, ignorance…" (Mann, 1891, 269)
  5. 5. What is the Purpose of Public Education? Before you start- what do you think? You should complete “Purpose ofCornell West believes that the role of Education” Parts I and IIeducation is to prepare one for their on the surveyeminent death. Don‟t believe me? Watch this clip. AND: The Massachusetts 1647 Charter on Education asserted that, “‟every town with 100 families‟ was required to „set up a grammar school‟ whose master should be „able to instruct youth so far as they are fitted for university.‟‟‟ Respond to this quote through (Valentine, 1891, p.108) the next question on the survey!
  6. 6. So What did Mann think?Mann argues that free and universal education is,“indispensable to the continuance of republicangovernment.” (Mann, 1891, p.113) “Mann envisioned a “common school” that would unite all citizens—of varied religions, ethnic backgrounds, socioeconomic levels, and professions—into one community, educated in the values of a basically white Protestant society.” (Berkman, 2009, p.253)
  7. 7. 2 sides of the argument Without public education… But… Mann asserted that, society,  Think about it! What are as a whole, would be harmed some downsides to public if all did not participate in education? (We know you educating the younger generations: “They who are in an education refuse to train up children in program! Don‟t worry- your a way they should go are responses are anonymous…) training up incendiaries and madmen to destroy property and life, and to invade and pollute the sanctuaries of Enter your thoughts into the society.” (Valentine, 1891, survey p.129)
  8. 8. Who Should Finance PublicEducation?Mann asserted that it was the government’s responsibility to foot the billfor the country‟s educational system because government has a moralobligation to protect the rights of the minority (i.e. the youth), by ensuringtheir access to the shared intellectual property from past generations(Valentine, 1891, p.126)This is the manifestation of Mann‟s greatest fears (of young people beingdenied an education). WHAT DO YOU THINK? Survey time! Complete the question following the title page “Financing Public Education”
  9. 9. Mann’s serious about this!! Really serious. He feels that it’ssocieties MORAL DUTY to provide all citizens with an education.“…any community, whether nation or state, that ventures toorganize a government, or administer a government alreadyorganized, without making provisions for the free education of allits children, dares the certain vengeances of Heaven, and in thesqualid forms of poverty and destitution, in the scourges ofviolence and misrule, in the heart destroying corruptions oflicentiousness and debauchery and in political profligacy andlegalized perfidy, in all the blended and mutually aggravatedcrimes of civilization and barbarism, will be sure to feel theterrible retribution of its delinquency. (Mann, 1891, p.130) Do you agree? To what extent??
  10. 10. “Every Child”  "In 1642, the General Court of the colony, by a public act, enjoined upon the municipal authorities the duty of seeing that every child within their respective jurisdictions should be educated." (106)Thanks to civil rights activists, parents, Survey time! Completestudents, teachers, and administrators, ALL the next question inchildren today must receive a Fair and the survey.Appropriate Education (FAPE), regardless ofdisability. However, some people think that weshould modify our rules and/or expectationsaround students with special needs. What doyou think?
  11. 11. What’s the legal rationale for Government toextract money from its citizens in order to pay forthe enterprise of public education?Mann believed that the legal basis for the common schoolmovement rested in what is called Natural Law, which“compels the state to provide [for] schools that prepareindividuals to perform all the duties essential forcitizenship.” (Grande, 2006, p.69)
  12. 12. Natural law asserts two things First Second There is such a thing as  The existence of this human nature nature means that there are certain basic goods that we should all pursue in our actionsWant to learn more?Or even more? (please excuse theadvertisement that precedes the video)
  13. 13. Opposing Viewpoints (Berkman,2009, 252) Mann On the other hand… According to Mann, all  This might imply that students should be a part of school choice threatens the a “common school” public school values, by community allowing parents to “opt out” of the public educationWhose side are you on? Go to the survey toidentify where on the spectrum you fall
  14. 14. More opposing viewpoints(Baines, 2006, 270) Mann On the other hand… Viewed education as  Many poor families wanted compulsory their children to work, as they needed income merely to sustain their households  The beginning of this video describes many opponents of Mann, and current education reformers, quite wellWhose side are you on? Go to thesurvey to identify where on thespectrum you fall
  15. 15. CitationsBaines, Lawrence (2005, Fall- 2006, Summer). A school for the common good: does Horace Mann still matter. Educational Horizons, 84(2), 268-274Berkman, James S. (2009, Fall). Mann‟s democratic vision of school choice. Schools: Studies in Education, 6(2), 251-256Brick, Blanch (2005). Changing concepts of equal education opportunity: A comparison of the views of Thomas Jefferson, Horace Mann, and John Dewey. American Educational History Journal, 32(2), 166-174
  16. 16. CitationsGrande, Albert (2006, November). Education as a natural right. St. John’s Journal of Legal Commentary, 21(1), 63-72Valentine (1891). Foundations in education: life and works of Horace Mann, vol. IV. Boston: Lee and Shepard, 105-140