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Education during the Agricultural Society

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Education during the Agricultural Society

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During this period, there was a strong emphasis on learning how to tend to the land and the importance of farming and agriculture. During this First Wave, the article states that there were two forms of education: survival and informal. In farm families, children were taught how to tend to the land, "While the young person’s learning occurred in an informal setting,

there was a formal structure through which the young person progressed from

novice to apprentice to skilled craftsman." Furthermore, during this time period, the most formal education came about with Harvard College in 1636 and William and Mary in 1688. However, these places were only for the elite, but they brought on a new wave of societal change.

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A second wave of societal change occurs during this period of time, with the farm and agricultural lifestyles shifting into more of an industrial society: factories, fewer nuclear families, more children in school, and less out in the fields. "The Common School, created by Horace Mann, in which

all children could learn to read, write, and use numbers, was developed for the purpose of saving the soul and working in the factories." Schoolhouses were more abundant and very structured. The rise of immigration from Ireland and Southern Europe created a need for Catholic schools, bringing private Catholic schools to the U.S. During this time various styles of learning came about, such as the Montessori schools (Maria Montessori), John Dewy brought the idea that all children could learn if they were immersed in "active learning environments", and Carnegie Units were developed. Towards the end of the 19th century and into the middle of the 20th century, schoolhouses were designed with more functionality, and even expanded into large facilities to accommodate not only reading, writing, math, and history but also other specialized subjects such as science, art, and laboratories.

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Education during the Information Society

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Education during the Information Society

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The information society is an ever-changing nation that is moving from an industrial society into one that is a dynamic socio-cultural environment. "The information society requires a global economy with unpredictable, accelerated, differentiated, diverse, and miniaturized markets." The economy is thriving not only from the industrial aspect of the Second Wave, but in this Third Wave, thriving off of new industries, a central one being the computer and electronics. However, it also changes the structure of family, of industry, of knowledge. Society is learning how to work in their neighborhoods and communities, while also wanting to learn about other cultures and countries through global travel. Educational systems have grown, which means the schools have to grow as well. With the actual facility becoming bigger to fit the population's needs, the middle school concept evolves, and an open plan school design also began. This created some struggle during the 1960s and 70s. In addition, schools start to become the center of communities. Leading into the 80's and late 1990's, "the rapid growth in instructional and digital technologies began to create the need to rethink what we mean by school. The first crack of this Third Wave technology into Second Wave thinking began with the re-conceptualization of the library into what is commonly referred to as the instructional media center." These new school models and curriculum were only the beginning of what schools were to become in the future.

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Reading about what education could look like from an article written in 2017, was very interesting, now living in the present of what education is. This article, now 9 years old, had good insight into what education become from the early 2000s to the present day; however, no one could have ever predicted a global pandemic that would change education and the educational system. Living through and being in high school during the pandemic and now graduating and being a teacher post-pandemic is so interesting. I would agree with the article when it states, "more diverse delivery methods to

specific learning styles, and Learning takes place everywhere". I also agree that a more technological academic environment would come about; however, it has gone so far beyond just an increase in technology. With COVID-19 causing a pause on education and a need for everyone to be online, it put many students and people at a disadvantage and has created many new ways of education being perceived.

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Education during the Industrial Society 

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Education during the Industrial Society 

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Horace Mann created The Common School, where children learned how to read, write, and use numbers in order to work in factories.

The main goals of schooling were compliance, conformity, and preparing students for the workplace.

Schools taught reading, writing, arithmetic, and history.

Schools indirectly taught punctuality, obedience, and rules and procedures.

Catholic schools were created as an alternative to public schools due to immigration from Ireland and Southern Europe.

Education started to target younger students and lasted longer because parents worked in factories.

As parents entered factory work, they needed more schooling to help children in urban areas.

IQ tests were introduced to sort and place students.

Learning started to become compartmentalized by subjects and grades.

Schools used standardized schedules and grading systems.

Factory-model school buildings were created.

Desks were arranged in rows and class sizes were large.

In the early 20th century, schools expanded to add auditoriums, laboratories, art studios, gymnasiums, and home arts rooms.

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Agricultural life required family structures to be extended and multigenerational.

This led to home and work life being the same.

Work was performed in the fields or in the home.

Due to this, education at the time had the goal of teaching children how to contribute to labor in the fields or the house so the family could survive.

This education was conducted by the parents or older siblings.

The knowledge was then passed down from generation to generation.

Learning progressed from  novice → apprentice → skilled craftsman.

Some colleges were established during the 1600s. However they were reserved for the elite in society.

The only need for literacy skills was to be able to read and understand the Bible.

Over time, the need for literacy progressed so people could debate and vote. However, only men and property owners were considered elite.

The mid-17 century was when grammar schools and universities were established in the Northeast.

However, education still mainly occurred in the home with parents, tutors, or out with craftsmen.

The first wave of education typically involved gatherings in the community with one teacher. Learning was self paced and relied on very few resources.

Larger schoolhouses did form in more urban areas.

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Education during the Information Society

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Education during the Information Society

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New technological advancements shifted education and the workforce.

These technological advancements made people want to travel more and learn about other cultures.

Educational reform movements in the 1960s were focused on curriculum, instruction, and the middle school model. But these movements did not last, and education returned to the factory model.

Schools had 6-7 period days and traditional schedules.

In the 1990s schools started using cooperative learning strategies. Schools promoted interdisciplinary curriculum.

Partnerships between schools and community organizations started to form in some communities.

Education became more politicized.

Test scores were being compared globally.

Schools started to be seen as centers of their community, and they provided daycare, literacy, and health services.

School buildings grew in size and added resource spaces, teacher offices, and media centers.

Open-plan schools were built to support open education. However, this design failed because teachers were not equipped or trained for big classrooms.

Traditional libraries were turned into media centers, and classrooms created space for technology equipment.

Middle schools were developed due to concerns about the developmental appropriateness of junior high schools.

Teachers started pursuing education opportunities to provide students with project-based, authentic, real learning experiences.

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Jake Karant: Education in the Agricultural Society

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Jake Karant: Education in the Agricultural Society

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The “First Wave” culture was a way of life that many early settlers in the United States lived by up until 1750. The focus in the villages inhabited by these settlers revolved mostly around agriculture, however, it is important to note that the reading states that most of these villages had a “central public meeting space containing public structures” that sometimes included a school. Education during this time was characterized simply, and children were informally taught the necessities in order to survive. In families that were raised on a farm, children were taught how to contribute to labor in order for their families to survive. Skills and knowledge that was necessary was transferred to children from their parents or older siblings as these children participated in work for the families survival. While younger children learned rather informally, there were formal education practices in the spaces where these children eventually progressed from “novice to apprentice to skilled craftsman”. This was done through apprenticeships, where skilled craftsmen passed on their skills of their trade along with important knowledge to the younger generation in order to ensure their prolonged survival. While this information outlines the majority of what education was back during this time, there was a small percentage of people, those considered of the “elite” class, who were provided with the most formal structure of education, academy and university. Colleges such as Harvard and William and Mary in the 1600s were the closest resemblance of formal education that existed during this time. While formal education systems were pretty much non-existent during this period, there was a need for literacy in most villages, as people felt they needed to be able to read and understand the bible in order to save one’s soul. As the period progressed, the necessity for literature turned towards a more democratic viewpoint, as literacy was necessary for people to be able to vote and debate on specific issues or ideas, however this was still reserved for mostly men and elite peoples. Moving forward towards the 1800s, we started to see the concept of a “one-room schoolhouse”, where one teacher would work and teach an array of people of different ages.

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Brianna Bonello 1650–1849: Agricultural Society

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Brianna Bonello 1650–1849: Agricultural Society

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Education in the Agricultural Society was informal, survival-based, and rooted in family and community life rather than formal schools. Most learning occurred in homes, farms, or through apprenticeships, where children learned practical skills by working alongside adults. Education emphasized group survival, moral development, and social stability, not individual achievement or economic mobility.

Literacy was limited and often focused on religious purposes, such as reading the Bible. Formal education existed mainly for elites and reinforced social class divisions through academies and early universities. One-room schoolhouses served small communities with multi-age instruction but were not the primary site of learning. Overall, education reflected agrarian values of tradition, community responsibility, and predetermined social roles.

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Brianna Bonello 1850–1949: Industrial Society

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Brianna Bonello 1850–1949: Industrial Society

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During the Industrial Society, education became formalized and standardized to support an industrial economy. Schools were designed to mirror factories, emphasizing efficiency, order, punctuality, and obedience. The Common School Movement expanded access to public education, but schooling increasingly focused on producing disciplined workers and compliant citizens.

Age-graded classrooms, fixed schedules, and standardized curriculum became the norm. While literacy and numeracy were part of the overt curriculum, the covert curriculum taught conformity and acceptance of authority. Tracking systems and standardized testing sorted students by class and perceived ability, often reinforcing inequality. Education expanded rapidly but preserved social hierarchies while serving as a tool for assimilation and workforce preparation.

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Brianna Bonello 1950–1999: Information Society

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Brianna Bonello 1950–1999: Information Society

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In the Information Society, education struggled to adapt to rapid social and technological change. The economy shifted toward information, services, and knowledge work, yet schools largely retained industrial-era structures. Computers, telecommunications, and global markets transformed how knowledge was produced, but education remained standardized and test-driven.

Reform efforts such as open education, cooperative learning, and interdisciplinary curriculum attempted to address new demands but were inconsistently implemented. Accountability, standards, and global competition increasingly shaped schooling. Schools were expected to solve social and economic problems while maintaining traditional structures, creating a growing disconnect between how students learned in society and how they were taught in schools.

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Brianna Bonello 2000–2026: Knowledge Society

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Brianna Bonello 2000–2026: Knowledge Society

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In the Knowledge Society, education emphasizes flexibility, learner-centered approaches, and lifelong learning. Knowledge is widely accessible, constantly changing, and globally connected, shifting education away from memorization toward critical thinking, collaboration, and information literacy. Learning occurs across schools, homes, communities, and digital spaces.

Teachers increasingly serve as facilitators rather than lecturers, and students take greater ownership of their learning through flexible groupings and personalized pathways. Schools partner with communities and organizations, functioning as learning hubs. Facility design and instructional models become more adaptable, reflecting the need for equity, innovation, and meaningful learning in a rapidly changing world.

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Jake Karant: Education in the Industrial Society

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Jake Karant: Education in the Industrial Society

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The “Second Wave” culture surrounds the industrial society and the aspects that came with it, such as railroads, factories, and cities. By the 1850s, the Northeast of the United States was already in this “Second Wave” culture, while the rest of the country was still living in the “First Wave”. Populations shifted, moving from a mere 2% of people living in urban areas during the “First Wave”, to almost 75% of the population living in urban areas. Villages turned into cities, and private interests took the driving wheel as the interests of the common good became more balanced against it. In this society, we saw “The Common School”, where “all children could learn to read, write, and use numbers”. This school was created the two purposes, to save souls and to prepare students for working in the factories. Goals of these school programs included compliance and conformity, and a hierarchy emerged where certain students were deemed eligible for a “promotion to a higher level in the system”, while others were not. Due to immigration from Ireland and Southern Europe, there was a growing need for a formation of a private Catholic school system for these children, which was much different from the Protestant public school system. In education during this time, “the overt curriculum of reading, writing, arithmetic and history was overlaid on a covert curriculum of punctuality, obedience, rote and repetitive work.” Schooling was made to prepare students for the workplace, and ideas such as psychological testing were introduced during this period to place students within schools. Moving forward, college degrees started to be seen as a symbol of success, and education started to focus on the “enhancement of the individual”. While during this time one-room schoolhouses were still common in rural areas, it became a clear necessity to create larger structures capable of holding large numbers of children in the more urban areas, following the one-room schoolhouse layout, but including multiple classrooms in a single larger building. Starting in the 19th century, students began being separated by age into grade levels, and the average class size was a larger number than we see in today’s classrooms, sitting at 55. While in the 19th century schoolhouses mostly consisted of only classrooms, towards the end of this time period, other functional considerations were starting to be added as well, such as auditoriums and administrative offices.

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Jake Karant: Education in the Information Society

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Jake Karant: Education in the Information Society

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The “Third Wave” was given many different names, such as the post-industrial, information society, or the knowledge society. However, most agreed that this wave represented a completely new paradigm that is still unraveling as we enter the next millennium. While there is great cultural transformation from the second wave, the third wave seems to docus on a new dynamic socio-cultural form that is yet to be fully dominant. There is much change going on during the third wave, and it seems as though the second and third waves are clashing together with each other. Some argued that the icon of this third wave is the modern computer, while others argued it is the fact that “white-collar and service workers outnumber blue-collar workers for the first time.” This wave requires an economy that is based on new industries we haven’t seen before, such as electronics, space sciences, and telecommunications. In this wave, communities continuously get smaller and larger at the same time. Some want to spend more time in their communities while also feeling the want to travel globally. Many people feel a desire to accommodate diverse cultures, and accept and celebrate diversity during this wave. While “educational approaches to accommodate the Third Wave are still not evident”, the response from America is mostly just small tweaks to the conventional system we saw in the Second Wave. There were educational reform movements in the 1960s that focused mostly on curriculum and instruction, introduced open education, individualized instruction, and added other initiatives, but they were quickly rejected, as many turned back to the traditional Second Wave model. While technology changed the way that knowledge was acquired, education itself as a whole remained the same and reverted back to industrial times structures. When it comes to facilities, most have remained the same, and even those who have tried new ways of structuring failed to take hold in practice. One big change that I noticed in this reading is the teacher to student ratio, as they went from 1 to 55 to around 1 to 25.

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Jake Karant: Education in the Knowledge Society

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Jake Karant: Education in the Knowledge Society

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In this reading, we see what the authors predicted schooling in the future would look like. I would say they did a pretty good job taking a guess, as they emphasized child focus on individual potential and social skills, more diverse delivery of content specific to diverse learning styles, activity-based learning and working in the classrooms, flexible schedules, and home-schooling. The reason I would say this prediction was accurate would be because in the school I work at today I see a lot, if not all, of these occurring. When it comes to their facility responses predictions, they seem a little bit off, stating a return to one-room schoolhouses and a 12 month school year.

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In the agricultural society, we learn of the elitist structure of education and how those of the working and lower classes were only taught the skills they needed to survive or make a living. The right to a formal education was held to the elite until the 18th century when common schoolhouses and religious institutions began to be more established. Before this, though, the lower and middle classes were held to instruction in the home and in the trades. They were not taught literacy or writing, still relying on the word of others to gain an education and maintain the traditions and history of the civilization. It would not be until the 19th century that we start to see the more common one room schoolhouses that held bland, organized furniture and only had the bare necessities for students of all age groups. Even then, these schoolhouses were only developed in urban areas and were not established for those living in rural areas, maintaining the classist structure of education despite the improvements in the mid-19th century.

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The shift of the Second Wave demonstrates the changes of the workplace and society and how they were reflected in the educational system. In this time, many of the commonplace educational structures still used today were developed. These include the common curriculum of math, history, writing, and reading, standard sorting of students based on their level, tests meant to analyze student ability, as well as schools running for the majority of the year and developing summer programs. All of these shifts were a result of the change to an industrial society. To accommodate the nuclear family of two working parents in industry, children needed to be looked after for a majority of the day and year. These changes even made their way into the ever-shrinking rural towns. With over 70% of the land being urbanized, the needs of agricultural skill-based education shrunk and instead were taught the curriculum once reserved to the elite. During this time of urbanization and increased immigration, we also see the beginnings of private, Catholic institutions. Schools that would cater to the religious needs of the growing population and separate people based on their beliefs, again, became common practice and an institution still practiced in the modern day. During this time, in urban areas, we also begin to see a shift away from the one room schoolhouses. Again, the division of students based on their ability became an integral part of educational infrastructure, demonstrated by the floorplan of the Giddings School. These shifts from a skill-based, survival oriented society to a more bureaucratic, communal society laid the ground for the shifting educational practices that would become the norm for the coming century.

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Many of the education shifts of the time of the information society did not take hold until the end of the 20th century. While the world continued to shift towards an age of technology and politicization, education continued in its traditional, Second Wave techniques. While professionals focused on being able to capture the world in their office and communicate across the globe, education only saw minor shifts. Later we began to see shifts in the educational sphere, led by the politicization and privatization of educational institutions. The use of choice, private vouchers, and an abundance of institutions catering to smaller groups of students started to lead to smaller and smaller populations for public institutions, fitting the mold of the adult world trying to grow the community yet spend more time in their own private lives. Outside of this, in the late 90s, we did begin to see technical shifts in the way classrooms operated. A new focus on individual instruction, interdisciplinary lessons, familial-like community in the classroom, and technological advances in the school led the charge into the end of the century. The growth of individualized computers and technology in the classroom as opposed to centralized computer rooms and libraries have shifted the way classrooms and schools operate on a daily basis.

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The predictions for the 21st century come with an ever-increasing dependence and use of technology in everyday life by people of all social classes. These predictions include a shift towards more learning in all facets of life. Interdisciplinary curriculum and students learning in all places will become a primary focus to increase our next generation's understanding of the world and the way it works. The authors also predict the instant gratification of using technology to boost student learning not only in traditional schools but also in aiding the growth of homeschooling and charter school opportunities. In these new opportunities, there will be a new focus in activity-based instructional methods as opposed to the traditional lecture based style which has dominated education since its onset. Part of this activity based model will be about learning the processes of how things work as opposed to simple fact memorization, leading to more diverse and critical thinkers. These new shifts will define the future of education and how the world shape its interests and valuable skills.

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Katelyn G: 1650-1849: Agricultural Society

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Katelyn G: 1650-1849: Agricultural Society

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During the Argicultural Society, education was not yet viewed as public responsibility in the way that education is viewed today. Instead, learning was mostly practical, informal, and grounded in everyday life skills. Children at this time were taught at home or in small communities, where knowledge was passed down through family routines, responsibilities, religion, and hands-on work. The purpose of education at this time centered on preparing children to contribute to family and their community, rather than for academic achievement or specialized careers. When formal schooling did occur, it was usually limited and inconsistent, and it often focused on basic literacy skills, such as reading religious texts and basic literacy skills. Schools were commonly small, one-room settings where students of different ages learned together, and teaching methods frequently relied on memorization, repetition, and strict routines. Overall, the educational oppertunities and priorities of the Argicultural Society reflected the needs of this era specifically, basic skills, values, survival, and farming needs that were needed to function within a rural and community cenered time.

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Katelyn G: 1850-1949: Industrial Society

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Katelyn G: 1850-1949: Industrial Society

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In the Industrial era, education became much more structured and standardized as the United States made the shift toward factories, urbanization, specialized labor, and systems of organization. As society became more centered on production and industry, education began to reflect the same values that insdustrial life was centered around. Schools began to value efficiency, order, compliance, and the ability to function successfully within a large system. Education expanded and became more formalized, with stronger expectations for attendance, routines, and standardized learning outcomes. Schools began to run as if they were factories that produced learning, and students were expected to move through school with clearly defined levels and requirements, very similar to how workers in factories opperated. Schools were teaching curriculum that focused on reading, writing, and math but also emphasized behavior habits such as respect, obedience, and repetition. Classrooms were set up with their desks in rows, with large class sizes, and age grouped levels to manage students efficiently. This period highlights how schooling became deeply rooted to social structure and oppertunity for students. In many ways, the Industrial Society era solidified schooling as a tool that could both open doors for some students and restrict possibilities for others, depending on race, class, and access to resources.

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Katelyn G: 1950-1999: Information Society

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Katelyn G: 1950-1999: Information Society

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In the Information Society era the role of education began to shift due to social, economic, and technological changes. As technology grew and expanded, society moved more information-based and shifted towards service-oriented work. Education at this time faced pressure to prepare students for a world where communication, problem-solving, and adaptability mattered more than simply completing repetitive tasks. This time period highlights the growing awareness that schooling needed to evolve, especially as technology such as computers and systems became apart of everyday life. Even though society was changing quickly education systems often changed more slowly. Many schools still continued to operate under the same structures as the Industrial Society, which meant that teaching and learning were still often standardized, teacher-directed, and focused on measurable outcomes. Schools did begin to implement cooperative learning, flexible grouping, interdisciplinary instruction and schools began to recognize the connection between academic performance and larger community and social supports. Schools began to take a community centered approach by partnering with community resources, creating a place that was not just for instruction. The Information Society began acknowledging new demands of a changing word, but also revealed how difficult it is for large systems to shift away from old structures.

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In the Knowledge Society era, education is shaped through the reality that information is everywhere, communication is instant, and is no longer limited to what happens in the walls of a school or classroom. This time recognize the connection between academic performance and larger community and social supports. This era values learning as a lifelong process, and schools are expected to prepare learners for jobs that currentlye exist, but also future careers that don't even exist yet. This time shares the importance of more student-centered learning experiences, where students are encouraged to take ownership of their learning through research, inquiry, discussion, and project-based opportunities. The eduactors role has changed here as it becomes much less about being the only knowledge source but as someone who serves as a facilitator. The educator becomes someone who supports students in developing skills such as, questioning, evaluation resources, and applying ideas into different contexts. The Knowledge Society shows how schooling is being pushed toward flexibility, creativity, collaboration, communication, and critical thimking as essential skills for life now and in the future.

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Isabella Bellini Agricultural Society 1650 - 1849 

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Isabella Bellini Agricultural Society 1650 - 1849 

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During the Agricultural Society, education was shaped by the needs of a survival-based, agrarian culture, as described in the reading and reinforced in Historians on School Reform – David Labaree. Learning was largely informal and occurred at home or through apprenticeships, where children gained practical skills by working alongside family members or craftsmen. Formal schooling was limited and primarily available to elite, property-owning men, with literacy focused on reading the Bible and later supporting democratic participation. When schools did exist, the one-room schoolhouse was most common, serving multi-aged students with one teacher using rote, self-paced instruction. From the reading and Labaree’s video, I learned that education during this time was closely tied to social structure and economic needs, emphasizing practicality, moral instruction, and survival rather than equal access or standardized schooling.

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Isabella Bellini.                                    1850-1949 Industrial Society

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Isabella Bellini.                                    1850-1949 Industrial Society

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During the Industrial Society, education became formalized, standardized, and closely tied to the needs of an industrial economy, as explained in the reading and reinforced in Historians on School Reform David Labaree. Schooling shifted from informal learning to compulsory public education designed to prepare students for factory and bureaucratic work. The Common School model emphasized compliance, punctuality, obedience, and rote learning, reflecting factory values and hierarchical organization. Students were grouped by age, sorted through testing, and taught standardized subjects such as reading, writing, arithmetic, and history, along with a hidden curriculum focused on conformity. Educational facilities mirrored this approach, evolving into large, urban “factory model” schools with long corridors, self-contained classrooms, bolted desks, and large class sizes. From the reading and video, I learned that Second Wave education prioritized efficiency, uniformity, and workforce preparation, shaping both instructional practices and school buildings to function like industrial systems.

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Isabella Bellini 1950-1999 Information Society

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Isabella Bellini 1950-1999 Information Society

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During the Information Society, education began to shift in response to a rapidly changing, knowledge-based, and technology driven society, as described in the reading and reflected in David Labaree’s discussion of school reform. While society moved toward individualism, globalization, and information work, schools largely remained rooted in Second Wave industrial models, making only partial adjustments. Educational reforms emphasized ideas such as cooperative learning, interdisciplinary instruction, multi age groupings, and active, student centered learning, but these approaches were inconsistently implemented. Schools increasingly partnered with communities and expanded services, reflecting changing family structures and social needs. Educational facilities showed experimentation through open-plan schools, community learning centers, house plan middle schools, and expanded use of media and technology spaces, yet most buildings continued to resemble factory model schools. From the reading and video, I learned that Third Wave education represents a period of tension and transition, where innovative ideas and technologies challenge traditional schooling structures, but systemic change has been slow and uneven.

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Isabella Bellini 2000-2026 Knowledge Society

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Isabella Bellini 2000-2026 Knowledge Society

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During the Knowledge Society, education is envisioned as highly flexible, learner-centered, and deeply integrated with technology, community, and global connections, building on ideas introduced in the reading and reinforced through Labaree’s discussion of evolving school reform. Learning focuses on developing individual potential, social skills, and lifelong learning strategies, rather than memorizing facts. Education takes place everywhere at school, at home, in the community, and online using diverse delivery methods tailored to learning styles, flexible schedules, and activity-based, process-oriented learning. Educational facilities are expected to move away from rigid, factory-style schools toward smaller, community-based learning environments with workstations, multi-age groupings, advanced media centers, and remote learning hubs connected through technology. From the reading and video, I learned that the Knowledge Society challenges traditional definitions of schooling by redefining classrooms, teachers, and buildings to support global access to information, collaboration, and continuous learning across the lifespan.

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In an agricultural society, education was community-based, aligned with collectivist values, and often took place in public spaces, such as churches or meeting halls. Schools served a sole purpose: supporting the existing way of life by teaching children how to survive and acquire skills beneficial to agricultural life and community survival. Learning was gained through experience and developed by engaging in home chores, family tasks, and farm work. Through apprenticeships, artisans and tradespeople would pass their skills and knowledge to the next generation. Education was centered on family involvement, intertwining the tasks associated with success in the period. During the agricultural age, societies shifted from small nomadic groups to more stable agricultural villages focused on local survival. Education went hand in hand with the specific community's needs and values rather than being a standard curriculum imposed across states, as it is today. Individual needs often came second to the success of the family and community, whereas education today focuses on individuality, personal gain, and advancement. The first wave of people relied on literacy because communication was a necessity in everyday life, and stories and traditions were passed down orally, leaving people dependent on one another for information. The sole purpose of literacy was the need to read and understand the Bible, a religious moral code that regulated people's way of life. Lastly, colleges such as Harvard and William and Mary were established, but reserved for the elite and members of high societal standing. Learning was rote but self-paced, and larger schoolhouses began to form in urban and wealthy areas.

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The Industrial Revolution marked a significant shift in society from agrarian to industrial life. Factories, railroads, and cities became predominant, transforming agricultural society into an economy dominated by factory-produced goods and specialized labor. Populations grew, and collectivist values and family orientation changed; work became separate from family life. Education evolved to meet society's needs during the Industrial Revolution. Schools were designed to function like factories, producing disciplined, compliant students who are prepared to join the workforce and fuel the economy. The Common School movement, led by Horace Mann, established formal public school education centered on basic skills in reading, writing, math, and history, alongside a "hidden curriculum" that ensured punctuality, obedience, and routine, inscribed in schools to foster efficient workers. Aligning with almost a robotic nature, the school's goals were to produce prepared workers. Skills that are utilized and dominant in society today, such as critical thinking, questioning, and productive structure, were not taught in this time period because they did not benefit the Industrial Revolution. In the timeframe, higher-ups didn't want workers to have a mind of their own or question the work they needed to do, so education was framed to benefit the structure of society. Schooling became standardized and centralized, emphasizing conformity because that is what was required for industrial work. Psychological and IQ testing were introduced to place students within the system and categorize them, aligning with the intended framework of factory life. Schools were often crowded and structured, emphasizing the efficiency and control expected in the workforce students were expected to join. Despite the dominant goal of workforce preparation, educators such as John Dewyw and Maria Montessori began introducing ideas that centered education on individual development and active learning.

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- Education was mostly informal and focused on survival.

- Children learned skills that were practical by working with their families on farms or at home.

- Children learned all of their knowledge from their parents and older siblings.

- Apprenticeships allowed for hands-on learning to learn crafts and trades.

- Formal education was limited and mostly only available to elite, property-owning men.

- Literacy was valued mainly for religious purposes, such as reading the Bible, and later it became more necessary for voting and other things.

- There were one-room schoolhouses where one teacher taught students of all ages in the same room, with limited resources.

What I Learned

- Education reflected the economic and social needs that were necessary for that time.

- Access to education was very unequal and reinforced social hierarchy.

- These early patterns continue to influence modern education systems today.

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Jaden Jusino Industrial Society (1850 - 1949):

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Jaden Jusino Industrial Society (1850 - 1949):

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Society shifted from focusing on agriculture to prioritizing industry, such as factories, cities, railroads, and corporations.

A majority of the population moved from rural areas to urban centers.

Schools were designed to mirror factory organization, emphasizing efficiency, order, and standardization.

The Common School system was created to teach basic skills and prepare students for industrial work.

Education emphasized compliance, punctuality, obedience, and rote learning.

Students were sorted by age, grade level, and ability through standardized curricula and IQ testing.

School buildings shifted from one-room schoolhouses to large, factory-style buildings with long corridors and self-contained classrooms.

Classrooms were overcrowded, with desks arranged in rows and bolted to the floor.

Schools began to include auditoriums, laboratories, gymnasiums, art rooms, and administrative offices later on as education became more specialized.

Progressive education movements like Dewey and Montessori challenged factory-style schooling by promoting active, student-centered learning.

The G.I. Bill expanded access to higher education, making college a symbol of success.

What I Learned

Education during the Industrial Society prioritized economic productivity and social order over individual learning needs.

Many modern school structures, such as grading, schedules, standardized testing, and school building designs, came about during this time and still greatly influence education today.

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The information or knowledge society, also known as the third wave, represents a cultural shift away from the industrial factory model toward a diverse, technology-driven, and knowledge-based society. This period of education saw the rise of computers, shifting the workforce from predominantly blue-collar trade workers to white-collar service workers. The information society solidified rapid change that emphasized information, indeterminacy, and global interconnection. The economy shifted from being dependent on skills associated with factory work to skills such as innovation and teamwork for success in society. Education emphasized individualization, choice, and self-directed learning. Computers, the internet, and digital media reshaped how and where learning occurs, making information instantly accessible. The economy shifted from rote and predictable to accelerated, differentiated, diverse, and unpredictable with the rise of new industries and fluid corporations. Learning extended beyond the classroom. Family and community structures also shifted and became more varied. People were able to travel globally and virtually, so the educational approach had to shift to meet the needs of this specific period. Reform movements of the 1960s, centered on curriculum and instruction, shifted to open education, individual instruction, cooperative learning, and greater flexibility. Education became more politicized, and schools began experimenting with restructuring to mirror today's business and technological advancements. This era opened people's eyes to the concept that learning happens in multiple settings and students should have the tools to self-direct their learning.

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Society changed from focusing on industrial and factory-based models to an information and knowledge-based economy.

Computers and digital technology became more important, with knowledge and service workers being prioritized over industrial workers.

Families became more diverse, moving away from the traditional nuclear family structure.

Education systems struggled to fully transition and remained mostly rooted in the industrial Second Wave models.

Implementation of reform efforts, such as individualized instruction, cooperative learning, interdisciplinary curriculum, and multi-age groupings, was not widely implemented across schools.

Education became more politicized, increasing accountability, standardized testing, school choice, and global comparisons of student achievement.

Schools began forming partnerships with community organizations to offer social services.

Most school buildings continued to replicate factory-style designs but grew larger and added specialized spaces. Some expanded to include media centers, resource rooms, seminar rooms, labs, gyms, and teacher offices.

Open-plan schools emerged in the 1960s–70s to support flexible learning, but often failed due to them not matching with the traditional teaching practices.

Community schools and community learning centers were developed, and began to share facilities for education, health, and social services.

Technology reshaped facilities, transforming libraries into media centers and distributing technology throughout classrooms.

Virtual learning and distance education began challenging traditional definitions of school.

What I Learned

Education during the Information Society reflected the conflict between the way old industrial models supported work and how the new emerging knowledge-based needs supported learning.

While technology and society advanced rapidly, schools adapted very slowly.

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In the 20th and 21st centuries, education has made significant strides in meeting learners' needs. Instruction has shifted to student-centered learning, emphasizing students' individuality while focusing on the skills needed to succeed in the world today, such as social skills, collaboration, and critical thinking. Teachers act as facilitators in students' educational journeys, guiding them to draw their own conclusions and meanings from information. Rather than rote memorization, which was beneficial in eras such as the agricultural and industrial eras, more is needed to succeed in the technological environment we live in today. Information can be obtained through a Google search. In today's society, it is more about being able to synthesize and utilize the information to create, evaluate, and apply it. It is not enough to recall information anymore; it is about shifting the emphasis from memorization to process learning, research skills, and critical thinking. In the Knowledge society, global curricula and connections are integrated into everyday instruction, with students learning curricula that mirror the information across the country. Individuals are more empowered, interconnected, and reflective of personal ambitions and success. Education focuses on the child as a whole, emphasizing individual potential and lifelong learning. Instruction is personalized and activity and project-based, allowing students to formulate their own connections between curriculum, experience, and society. Different learning modalities align with flexible learning patterns, such as public, private, virtual charter, and home schools, that cater to students' needs. The educational model of the 2000s reflects a prominent shift from traditional learning methods that emphasize rote memorization to fluid, diverse, student-centered learning environments that focus on the skill set needed to succeed in the modern world.

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Communication is instant, multi-dimensional, and global.

Families are more diverse than ever, with more shared time, learning from home, and community life is now integrated into the classroom

Education focuses on the individual, social skills, and life-long learning, with learning taking place everywhere and not just in schools.

Delivery methods are made to be more diverse to meet specific learning styles, and rote memorization is not the priority anymore.

Curriculum and activities for learning are made to prepare students for real-world challenges.

Schooling is flexible, and there are many alternative structures, such as home-schooling, charter schools, and remote learning.

Brain research encourages collaboration, communication, and understanding about how students learn best.

Schools are now working to integrate learning hubs into their communities in places like hospitals and libraries.

Learning spaces are flexible, technologically advanced, and multi-purpose, including areas like media centers.

Classrooms and facilities support multi-age groupings, integrated curricula, project-based learning, and technology access.

Traditional factory-model classrooms have been mostly replaced with smaller, student-centered, flexible environments that support collaboration, individualized learning, and real-world connections.

What I Learned

Education in the Knowledge Society is highly flexible and student-centered, which emphasizes real-world and lifelong learning.

Schools are no longer isolated institutions because they function as community hubs and work to collaborate with centers for learning across all ages.

How and where learning happens has been redesigned by technology, global connections, and innovative facility designs.

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Characteristics of Education

Apprenticeships were common at this time as they allowed to students to learned specific skilled crafts.

Education reinforced societal roles and moral behavior. It was tailored towards elite white men.

Marginalized groups had been legally denied an education.

The learning was mainly daily labor, which took place with the family. The skills they learned were needed for trades, farming, and household management.

Schooling in the formal setting was limited and not accessible for all.

Literacy was not taught as much; the main purpose when told was for religion.

What I Learned

I learned that education at this time deeply reflected racial hierarchies rather than meeting student needs or challenging the students. Schooling at this time focused on economic survival and stability.

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Characteristics of Education:

This is the time when public schools started becoming the societal norm. This was called the Common School Movement.

As learned in “Changing Patterns”, schools were made to be standardized and to promote efficiency and obedience. Schools were modeled after factories.

There was an emphasis on rote learning. Rote learning is the memorization of information through repetition. There was also an emphasis on conformity and punctuality.

Prepared students for industrial labor.

Racial segregation was widespread, and Black Schools had unequal funding,

Psychology testing was used to track and sort the students.

What I Learned:

Education in the Industrial Society was designed to meet the growing industrialization of the United States. This caused schooling to emphasize the characteristics they wanted in workers, such as obedience and efficiency. There are still some of these aspects reflected in today’s current system.

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Characteristics of education:

This was the start of a shift from conformity to individualism.

This was also a shift from rote learning to information processing and cognitive work.

During this period, is when we had the introduction of technology into schools. Examples are computers and media centers.

This period did see the continuation of the industrial society model of schools despite the changing society.

There were more community schools, and along with this came partnerships.

Schools promoted collaboration, active learning, and different methods of teaching and learning.

Schools and education saw an increase in politicization, which includes school choice.

What I Learned:

Society was experiencing a rapid change, and the education system was lagging behind. It was a struggle to move away from the factory and industrial structures put in place, but it also showed some positives, such as the start of moving away from rote learning. Schools did not seem to meet the needs of the ever-changing society.

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Characteristics of Education

Learning across cultures and countries.

Technology has become more integrated into instruction. The teacher is no longer the sole source of knowledge.

Education started shifting from teacher-centered to student-centered as it started focusing on social development and individualization. Leaving behind one style for everyone.

Schooling is more flexible now as we have homeschooling, charter schools, and online schooling.

Focusing on the community and the future of students' lives.

Learning happens outside and inside the classroom. Such as real-world experiences.

Focus on critical thinking and collaboration.

What I Learned:

Education in this age has become about how we find the information and how we use it. Schools have become more flexible in multiple ways. There are now more options for schooling, such as charter schools, and classes have become more flexible with learning through the integration of technology. Schools are preparing students for a society that can change over time. School is now becoming for the student.