Reconstructionism aims to use education to reform and improve society. It argues that schools should not claim political neutrality, but rather empower students and teachers to critically examine issues and work towards constructive social change. Reconstructionism wants curriculum to address real-world problems and teach students to be informed citizens who can enhance opportunities for all. It sees the classroom as a place for democratic debate and believes education has a role in strengthening society for the interests of the majority.

1. Reconstructionism,
Education and
Curriculum
Presented by Masoud Mahmoodi-Shahrebabaki

2. Background
• Great Depression
• Reconstructionist philosophy is
based on socialistic and utopian
ideas

3. Theodore Brameld`s Perspective
• Theodore Brameld, often credited with
coining reconstructionism in 1950
(actually, Dewey coined the term),
asserted that reconstructionism is a
crisis philosophy and, therefore, suited
to today’s society, which is in crisis.

4. Meeting of the Progressive Education Association 1932
• George Counts urged progressive
educators to consider the era’s
social and economic problems
and use the schools to help
reform society
“Dare the School Build a New
Social Order?”

5. John Dewey's Perspective
“we are doubtless far from realizing
the potential of education as a
constructive agency of improving
society, from realizing that it
represents not only a development of
children and youth but also of the
future society of which they will be
the constituents’” (Dewey 1985).

6. Reconstructionism vs Progressivism
• For them progressivism was too one-sided in its interest in
the individual
• progressivism overemphasized child-centered education and
mainly served the middle and upper classes with its play
theories and private schools.
• Reconstructionist advocated greater emphasis on society-
centered education that addressed the needs of all social
classes

7. Basic principles in Education
Students and teachers must improve society
Classroom political neutrality, disguised as
objectivity and scientific inquiry, does not suit the
democratic process
Teachers and students have a right to take
sides, to stand up for the best reasoned and
informed partialities they can reach as a result of
free, meticulous examination and communication
of all relevant

8. Role of Teachers
• Teachers must measure up to their
social responsibilities.
• Teacher are agents of societal
change
• Teachers should strengthen control
of the schools by and for the goal-
seeking interests of the majority of
mankind.

9. Basic principles in Curriculum
• Curriculum must be transformed in
keeping with a new social-economic-
political education
• It must incorporate reform strategies
• Society is always changing, and the
curriculum has to change.
• A curriculum based on social issues
and services is ideal.

10. A Good Curriculum:
(1) critically examines a society’s
cultural heritage,
(2) examines controversial issues
unabashedly,
(3) commits to bringing about
constructive social change,
(4) cultivates a future-oriented
attitude that considers school reform
(5) enlists students and teachers to
enhance educational opportunities for
all children and youth.

11. Legacy : Critical Pedagogy
• students have the capacity to think, question, and
be critical.
• Teachers and schools need to educate students to be informed
citizens and agents for change.
• The students must be viewed as the major resource for promoting
and protecting democracy

12. Neo- reconstrutivism or global reconstrutivism
• Historically, the United States has taken a
relatively isolationist position,
• Interdependence among nations no
longer allows Americans to remain
ignorant of developments in distant
countries.
• Educators now feel the need to emphasize
understanding of other nations and
cultures.

13. Example

14. • Shallow
• Unrealistic
• Ineffective
• Unpopular