The principal is the moral leader, a high priest. Teachers are clergy. Students are novices being inducted into the order. What is studied is good; what is ignored is ignoble. What the teacher or principal tells you, you do. The rules of the school are sacrosanct; authority is unquestioned. Success is acceptance as a properly educated person; a kind of character formation. Infractions are moral evils, a kind of sin.
the main concern of the factory is efficiency The principal is CEO or production manager — “instructional leader” to use a term very much in vogue. Teachers are workers or foremen to students’ being, respectively, raw material or workers. Success is judged by testing outputs. Infractions are dealt with because they impede production.
knowledge, position and power. Negotiation is the process but which concerns are dealt with and appeals to morality or efficiency are just part of this process.
The principal is the representative of an interest group: administration. An individual teacher represents teachers. A student, students. Each is a negotiator for the goals of his or her special interest group.
Moral Community: "Temple" Productive Organization: "Factory" Political Marketplace: "Town Meeting" Benefits Clear Authority Sense of Community Personal contact Ends control means Role models are available Sense of unity Power can be confronted Deep Consensus Given goals, clear measures of costs and benefits Impersonality of decision Technology is applicable Means can be optimized Deep Consensus Moral equality Changeability Responsiveness Broad Consensus Costs Castes develop: -- leaders vs followers -- in-group vs outcasts Domination Nepotism Stereotyping Suppression of dissent, variety Power disguised Narrow Consensus Disputability of Goals Alienation Avoidance of Ethical Issues Roles defined: planners, doers Narrow Consensus Power tends to dominate Instability Frivolousness Shallow Consensus
Divide into groups. Each member of the group will research and prepare a response to the question, "What kinds of student activities help students become better thinkers?" from the point of view of one of the following philosophers: Aristotle, Plato, St. Thomas Aquinas, John Dewey, and Soren Kierkegaard. Participate in a group dialogue representing the point of view.
You will find a mission statement posted on all of the following K-12 school Web sites. Goodwin School Shafter Elementary School Evergreen Kingsburg School
Which of the philosophies covered can you identify within these mission statements? What Web site elements photos, content, format give credence to your appraisal and validate the school's philosophy? Are there conflicting messages?
Which mission statement is most appealing to you? What does this tell you about your own philosophy of education?
From the historical or lived knowledge and experience of curriculum , design a concept map that shows a detailed one-page working metaphor of curriculum . (I use Inspiration 8 software – free 30 day trial from the web, but a word web is fine.)
[Examples that have been developed before: garden, race, house, city: but you begin thinking “ curriculum is like a ___” and then develop its parts.]