A a broadly conceived field of educational study that derives its character and methods from the academic disciplines of history, philosophy, sociology, religion, anthropology, political science, economics, psychology, gender studies, comparative and international education, educational studies and educational policy studies. Council of Learned Societies in Education, 1996
The difficulties of schooling do not change. It will always be difficult to teach well; to teach accurately; to read write and count readily and competently; to acquire a sense of history; to develop a taste for literature and the arts.No school is ever just right. It is only by the constant efforts of its teachers that it can be called satisfactory. Jacques Barzun
Even under the best forms of government those entrusted with power have in time… perverted it into tyranny; and it is believed that the most effectual means of preventing this would be to illuminate the minds of its people at large. Thomas Jefferson
Realistic expectations that education will make a substantial positive difference in the lives of their students may also motivate teachers and other school staff to a higher level of performance Jean Anyon
It is up to the State to remind the teacher constantly of the ideas; the sentiments; that must be impressed upon the child to adjust him into the milieu in which he must live. Emile Durkheim
Most important characteristics correlated with high achievement1. Teacher’s Expectations – high “can do” expectations2. Communication among teachers – high degree of colleagueship3. Task Orientation – serious attitude4. Academic Engaged Time – keep students working
5. Behavior management – maintain classroom order6. Principal –instructional leader7. Parents – parental involvement8. The school environment – environment conducive to learning Cooper & Ryan, 51- 56
1. What should we teach in schools? What is worth teaching? Whose knowledge should be most valued in society?2. Who is to be educated? Is equal education for all possible? Does the gifted child need same support as the average or a child with disability?
3. What makes a good school? Does definition differ depending upon the social and economic background of students? Can we compare schools with different types of students with different types of needs?4. What obligations do schools have beyond simply educating students? Should it address moral development and provide health services?
5. Should schooling be compulsory? What is considered as sufficient education? Should students be compelled to learn things which they/parents oppose?6. What role should religion play in schooling?7. What constitutes the necessary and proper means of training teachers?
8. What is the role of business in shaping and influencing the content of education?9. Should there be national standards and guidelines for the curriculum of the school?10. To what extent should schools be used as a means for correcting or compensating for past injustices.Diaz et. al. pp.158-161