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Spencer believed that science and technology prepares people to be producers in the industrial society and believed these were two very important subjects. p. 102
(Kayla Lee)

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Pestalozzi developed a method called object lesson that allowed students to used objects to learn form, number, and names of objects. p. 95 (Kayla Lee)

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Froebel believed that kindergarten teachers needed to be able to understand the children and be sensitive to their needs while offering a caring and wholesome learning environment. p. 101 (Kayla Lee)

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Comenius was an early advocate for learning and he believed that children should not learn until they are developmentally ready to learn those skills and ideas. Teachers need to create lessons that work with where the students are educationally, not where they should be. p. 89 (Taylor Avery)

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Herbart's education method was to teach students moral development by using history and literature to get the students minds activated with ideas. The more ideas that students came up with, the most interest. p. 98 (Taylor Avery

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John Dewey's philosophy was that the more interactive activities and group work, will enhance social intelligence in students. He wanted all students to use problem solving and work together to gain more skills. p. 105 (Taylor Avery

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Spencer believed that schools should compete against each other so that strong academic schools prevailed against inferior ones. (Kayla Clonts pg, 102)

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Intelligence develops through a series of stages characterized by the child's set of mental structures and operations at a particular age is what Piaget said. (Kayla Clonts, pg 112)

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Comenius advised teachers against rushing or pressuring children to learn things they weren't ready for and to create pleasant and caring classroom climates. (Kayla Clonts, pg 89)

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Jane Addams based her educational ideas on her efforts to improve the living and working conditions of immigrants within Chicago. She wanted to encourage women to work for social and educational reforms. p. 107 (Savannah Everhart)

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Jane Addams wanted schools to have multicultural curriculum. More so, she wanted this to include history, customs, songs and stories of different ethnic/racial groups. p.108 (Savannah Everhart)

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Jane Addams rebelled against the gender restrictions of her time. She rejected the traditional curriculum that limited women's choices in education and their opportunities. p.107 (Savannah Everhart)

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Maria Montessori advocated for women's educational rights to higher education. She also combatted stereotypes inflicted on women as a whole. Lastly, Montessori experienced gender inequality after being denied the right to attend the University of Rome. However, in the end, she prevailed and became the first woman to receive a degree in medicine in Italy. p.109 (Catylyn Craven)

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Piaget formed the idea that schools should simulate an "informal environment," to teach and explore on their own. He also states that people typically learn this way outside of schools and is most effective. Pg. 113 (Catylyn Craven)

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Rousseau published a novel, On the Origin of the Inequality of Mankind and The Social Contract, which was poorly perceived. He pushes the idea that schools are not responsible for socializing children in his book. Instead, he believed children had good intentions and instincts, and any institution should not be able to limit this either. p.92 (Catylyn Craven)

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Maria Montessori made a pioneering contribution to education when she emphasized that early childhood education has a highly formative power over a person's adult development. pg.111 (Lindsey Batchelor)

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Freire asserted that the school's curriculum and instruction can either indoctrinate students to conform to an official version of knowledge, or it can challenge them to develop a critical consciousness that empowers them to engage in self-liberation. pg. 115 (Lindsey Batchelor)

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Rousseau has influenced modern education. His argument that the curriculum should be based on children's interests and needs profoundly child-centered progressive educators. Despite his distrust of schools, Rousseau's insights-that teachers should follow children's interests and that children should learn from their direct interaction with the environment-have shaped preservice preparation and classroom practice. pg. 93 (Lindsey Batchelor)

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He believed that schooling, by cultivating universal knowledge and values, could promote international understanding and peace and create a nonviolent world. pg. 89 (Caira Turner)

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He believed that schooling, by cultivating universal knowledge and values, could promote international understanding and peace and create a nonviolent world. pg. 89 (Caira Turner)

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Herbart was influential in bringing history and literature into the secondary-school curriculum at a time when it was dominated by the classical Greek and Latin languages. pg. 97 (Caira Turner)

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Herbart was influential in bringing history and literature into the secondary-school curriculum at a time when it was dominated by the classical Greek and Latin languages. pg. 97 (Caira Turner)

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 The kindergarten also featured what Froebel called occupations, materials children could shape and use in building and construction activities. For example, clay, sand, cardboard, and sticks could be shaped into castles, cities, and mountains.pg. 100 (Caira Turner)

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 The kindergarten also featured what Froebel called occupations, materials children could shape and use in building and construction activities. For example, clay, sand, cardboard, and sticks could be shaped into castles, cities, and mountains.pg. 100 (Caira Turner)

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Pestalozzi teacher preparation:
Teachers should..
1. begin with concrete objects before moving to more abstract concepts.
2. being with the learner's immediate environment before moving to what is distant and remote
3.beign with easy and simple exercises.
4. always proceed gradually and cumulatively.
pg. 95
(Carly Whelan)

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In 1896, Dewey established his Laboratory School at the University of Chicago. Dewey saw the school as an experimental setting in which educational ideas were tested in classroom practice. pg. 104
(Carly Whelan)

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Dewey called the school a "miniature society" and an "embryonic community", in which children learned collaboratively by working together to problem solve. He organized the curriculum into constructive, experimental, and create activities to:
- develop children's sensory and physical coordination
-find opportunities for children to make and do things based on their interests
-simulate children to formulate, examine, and test their ideas by acting on them
pg. 104
(Carly Whelan)

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Comenius' purpose of education was to relate instruction to children's natural growth and development. He contributed to peace and social justice. (Brittany Null, pg 90)

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Montessori's purpose of education was that she assisted children's sensory, physical, and intellectual development in a prepared environment.  (Brittany Null, pg 90)

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Freire's purpose of education was to raise consciousness about exploitative conditions. His curriculum was literary circles and critical dialogues. (Brittany Null, Pg 90)

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Piaget identified four distinct and interrelated periods of cognitive growth called the sensorimotor stage, preoperational stage, concreate-operational stage, and the formal-operational stage. He also says as they interact with their environment the children build knowledge of their own world through the creative process called constructivism. Lastly, Piaget believes early childhood and primary education should reflect on how the children learn and as they move through the different stages the children will have their own readiness for new learning base on where they on at cognitively. Michaela Dixon (112-113)

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Addams saw how urbanization, industrialization, and technology were changing society. She argued that education needed to take on new and broadened social purposes. (Found on page 107) [Brayden Patterson]

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Spencer wanted teachers to be curriculum and instructional innovators who promoted science and technology in their classrooms. He wanted to modernize the curriculum.
(Found on page 102) [Brayden Patterson]

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Herbart's method is relevant to the No Child Left Behind guidelines that time spent on instruction should be efficient and effective and that the students should be tested to assess the degree in with they have mastered skills and subjects.
(Found on page 98) [Brayden Patterson]

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Freire's philosophy emphasizes conscientizaçao a Portuguese word, which means to be conscious and critically aware of the social, political and economic conditions (pg 114 Madison Fentress)

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For Freire, literacy meant more than learning to read and write. Freire's Pedagogy of the Oppressed expressed his commitment to an education that empowered people to resist and overcome the forces that limited their freedom and pushed them to the edges of society.  (pg 114 Madison Fentress)

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For Freire teachers cannot be impartial or uncommitted on social political and economic issues. Those who claim to be completely objective are really imposing social, economic, political, and educational structures controlled by dominant classes (pg 115 Madison Fentress)

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Jean-Jacques Rousseau was a Swiss born French theorist who influenced the American and French Revolutions. p. 90 (Almon-re)

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Jean-Jacques Rousseau was a Swiss born French theorist who influenced the American and French Revolutions. p. 90 (Almon-re)

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Pestalozzi was dedicated to teaching children with special needs. He opened his school to children who were poor and hungry victims of poverty and to those who had social, emotional, and psychological problems. p. 97 (Almon-re)

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Johann Friedrich Herbart was a German philosophy and psychology professor who introduced an educational method that systematized institution and encouraged students' moral development by using history and literature to construct ideas. p. 98 (Almon-re)

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In 1908, Montessori created a school for children called the Casa de Bambini (page 109, Flynn Reed)

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"Montessori's curriculum included three major types of activities and experiences: practical, sensory, and formal skills and studies.(page 110)" - Flynn Reed

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"According to Freire, preservice preparation should involve future teachers in dialogues in which they critically 🤬 the social, economic, and political conditions that have an impact on schools and their students. (page 117)" -Flynn Reed

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Rousseau emphasized the crucial importance of stages of human development. In Emile, he identified five developmental stages: infancy, childhood, boyhood, adolescence, and youth. Each stage is sequential, exhibiting its own conditions for readiness to learn and leading to the next stage. p. 92 (Britney Wagner)

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Pestalozzi organized his approach to teaching into “general” and “special” methods. The general method, which had to be in place before more specific instruction occurred, sought to create a caring and emotionally healthy homelike school environment. This required teachers who, emotionally secure themselves, could win students’ trust and affection and nurture their self-esteem.
After the general method was in place, Pestalozzi implemented his special method, which stressed direct sensory learning. Guided by Rousseau’s warnings against highly abstract lessons that were remote from children’s everyday life, Pestalozzi began instruction with children’s direct experiences in their environment. p. 94 (Britney Wagner)

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Enthusiastically accepting Pestalozzi’s vision of schools as emotionally secure places for children to learn, Froebel added that they should also be places where children grew spiritually. Like Comenius, Rousseau, and Pestalozzi, Froebel envisioned a new kind of teacher who would be sensitive to children’s readiness and needs, not pedantic taskmasters who forced children to memorize words they did not understand. p. 99 (Britney Wagner)

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Working to end religious intolerance, he constructed a new educational philosophy, pansophism, to cultivate universal understanding. pg.87 (Jillian)

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Pestalozzi, a realist like Aristotle, believed that the mind formed concepts by abstracting data conveyed to it by the senses. His method of object- centered instruction influenced Froebel and Montessori. pg.94 (Jillian)

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In Dewey’s experimentalist philosophy, using the scientific method to solve problems is the key to both thinking and learning. Problem-solving became the central method of learning at the Laboratory School. pg. 104 (Jillian)

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Piaget’s theory of stage-based human development made instruction more informal so that the gap between learning inside and outside of schools was lessened.
pg. 117 (Jillian)

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Dewey wanted teachers not to transmit students but wanted them to "instrument to solve problem." pg. 105 (Jake Heath)

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Dewey wanted teachers not to transmit students but wanted them to "instrument to solve problem." pg. 105 (Jake Heath)

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that children don't make copy versions of what they think but are unique. Pg 114 (Jake Heath)

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that children don't make copy versions of what they think but are unique. Pg 114 (Jake Heath)

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Jane Addams was a pioneer in social work, the peace movement, and women's rights. She also developed an educational philosophy called socialized education pg.107. (Jasmine McNair)

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Spencer, a key proponent of social Darwinism, applied Darwin's biological theory to society and believed that the fittest individuals of each generation would survive because of their skills, intelligence, and adaptability.

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Concerned with students' character education, Herbart emphasized the humanities, especially history and literature as rich sources of moral values pg.97 (Jasmine McNair).