Theorist Paper
Kathleen M. Stemmler
Northern
Abstract
This paper compares and contrasts three theorists’
perspectives on social issues, education and the treatment of individuals as
students and clients. It discusses their pertinent ,pedagogical views as they
were conceived during a 100 hundred year time frame spanning the late 19th
through the late 20th centuries. The author examines these pedagogies in
relation to her classroom perspectives and practices while she was teaching at
Introduction
It was difficult to choose three theorists from a list of sixteen. If time had allowed, I would have enjoyed reading something from and about all of the educational theorists that appeared on the list. Instead, I chose two that are well-known in educational circles, a male and a female, and one from another field, psychotherapy whose influence extends into educational theory. I cannot pretend to know much about any of the above three individuals. I read as much as time allowed, particularly about John Dewey, as he was a prolific writer, philosopher and educator. It was easy to find information on him. So many individuals have thoughts about at least one of his many works. Maria Montessori, the three-time Nobel Prize nominee (Plekhanov, 1992) had less articles online written about her, as did Carl Rogers.
Needless
to say, I was intrigued by all three. It is especially rich, if one considers
not only the theorists, and their philosophies but the environment or era of
which they were a part. As an
anthropologist, I studied some of the early theorists that wrote during the
time of John Dewey (1859-1952). I recognized theoretical similarities between
Franz Boaz, the father of American Anthropology, and Dewey. I researched a
little further, only to discover that they were most likely at
Maria Montessori, (1870-1952), a pedagogical anthropologist in addition to being the first Italian-trained medical doctor (Piekhanov, A., 1992), was also busy during this time period, researching human behavior as it relates to education.
Carl Rogers (1902-1987), came a bit later after the two former theorists, but was able to apply his philosophy regarding authentic learning across cultures, more so than Dewey.
This is an assignment I could spend a great deal more time on in order to get a better sense of what each individual would consider an effective, authentic learning experience in contemporary education. What follows is what I think are essential contributions to the educational experience from each theorist’s perspective.
John Dewey
Deweyan philosophy
has a long history. Dewey wrote and revised his writing and thoughts throughout
his long life. His approach to philosophy was similar to his approach to education;
open-ended and flexible (Schutz, A., 2001). He was labeled a progressive
pragmatist. In part this translated to an almost open door policy towards
revisions of his thoughts presented in almost all of his discourses. In other
words, the door, according to Dewey, was always open for empirical testing. This
is certainly an example of pragmatic thinking, for Dewey realized that times
and events change as do the “laws” for many phenomena. For example, during Dewey’s life time,
Dewey,
inspired by these findings of the origin of species, designed his pedagogical
thinking to incorporate the interaction and survival of organisms described by
Maria Montessori
Maria Montessori like Dewey, established
her school, Casa de Bambini or “Children’s House” in
Montessori’s pedagogical theories on education originally came from observing children from a medical standpoint. She theorized, again, like Dewey through scientific inquiry, that children learned from what they found in their environment (Plekhanov, A. 1992). As a result, she developed what is now referred to as the Montessori method of education. At the center of this methodology, is the idea that children, regardless of their abilities or disabilities, need to be respected. In addition, their education needs to focus on both the spiritual and intellectual essence of the child and teaching methods should include experiences that use sensory exercises: baric, chromatic and motor for example, that can assist the child to learn how to think in broader terms. This methodology Montessori referred to as the “Self-creating” process (Plekhanov, A., 1992).
Montessori’s
pedagogy is world renown. She began a series of teaching training sessions in
Carl Rogers
Carl
Rogers (1902-1987), is often referred to as one of the founding fathers of
counseling (Moodley, R., 2000). While
Dewey could only theorize about pedagogical outcomes for diverse populations,
the time had finally arrived for
In
addition,
Another
important revelation
Conclusion
I have intentionally
presented information about all three theorists that are similar to how I feel
educators and others might want to consider when interacting with other human
beings. It is important to recognize the “entire” person; their physical, spiritual and mental
essences and the need to treat the individual with respect. As Maria Montessori
stresses empathy is a key ingredient.
Finally, all three theorists not only recognize the uniqueness of the individual but stress the incredible interplay and invaluable contributions a group can make when each individual is valued and encouraged to contribute their strengths. I recognized this phenomenon often when my students worked on complicated projects in groups. After all, we need each other to adapt and survive.
References
Billert, G. John
Dewey (1859-1952). Internet Encyclopedia of Philosophy. (n.d). 13p. Retrieved
Deblois, R. (2002). John Dewey in a
New Century: Constructing
Meaning From Real Experience.
Ember, C. and Ember, M. (1977), Cultural
Anthroplogy.
Joyce, B., Weil, M., with Calhoun, M.
(2000), Learning Styles and Models of Teaching: Making Discomfort Productive.
In Models of Teaching (pp.397-408).
Maharg, P. (2002).
Montessori North American Teachers’
Association (n.d.). Maria Montessori: A Brief Biography. Retrieved
Moodley, R. (2000, December). The Right to be Desparate and Hurt and Angered in the Presence of Carl Rogers: a racial/psychological identity approach. Counselling Psychology Quarterly, 13, pp. 352-365.
Musolf, G. (2001). John Dewey’s Social Psychology and Neopragmatism: Theoretical Foundations of Human Agency and Social Reconstruction, 38, pp. 277-296.
Plekhanov, A. (1992, July). The Pedagocical Theory and Practice of Maria Montessori. Russian Social Science Review, 33, pp. 273-280.
Schapiro, D. (1993, March). What If Montessori Education Is Part of the Answer? Education Digest, 58, pp. 40-44.
Schutz, A. (2001, April). John Dewey’s Conundrum: Can Democratic Schools Empower? Teacher’s College Record, 103, pp. 267-302.
Siegel, H. (2002). Philosophy of Education and the Deweyan Legacy. Educational Theory, 52, pp. 273-280.
Shumake, J. (2002). Reconceptualizing Communication and Rhetoric from a Feminist Perspective. Guidance & Counseling, 17, pp. 99-105.