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Dewey established the Laboratory School at the University of Chicago. At that school, children learned to problem-solve and did things based on what they liked (pg.105).

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Dewey believed in using the scientific method to solve problems. He designed a method called "The Complete Act of Thought" to reflect the scientific method to solve problems (pg.105).

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He was quite suspicious of schools as he believed that schools forced children to conform to societal rules and expectations rather than letting them embrace their own ideas and interests (pg.93).

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He constructed a new philosophy called "pansophism" which focused on a universal understanding. With a universal understanding Comenius believed this would bring order and peace to the world. (pg. 87)

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He created "object lessons" which allowed students to learn the form, number, and shape of objects. To learn numbers, they counted objects. To learn form, they traced, outlined, and sketched objects. After learning the form and numbers, they learned the names of each object. (pg. 95)

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He created kindergarten to be an environment that allowed children to externalize their spirituality through activities such as games, play, songs, crafts, and stories. These activities also helped children with their imagination, physical, and motor skills. (pg. 99)

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The three major types of activities and experiences within Montessori's curriculum were practical, sensory, and formal skills and studies (Pg. 110).

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He discovered that children construct their concepts about reality by actively exploring their environment (pg. 112).

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A German professor of philosophy and psychology who devised an educational method that systemized instruction and encouraged students' moral development (pg.97).

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Pestalozzi was dedicated to teaching children with special needs. He opened his schools to children who were poor and hungry victims of poverty and to those who had social, emotional, and psycho- logical problems. (pg. 96)

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Concerned with students’ character education, Herbart emphasized the humani- ties, especially history and literature as rich sources of moral values. By studying the lives of great men and women, students could discover how people made their defining moral decisions. (pg. 97)

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Rebelling against the Victorian era’s gender restrictions on women, Addams rejected the traditional curriculum that limited women’s educational choices and opportunities.36 She wanted women to define their own lives, to choose their own careers, and to participate fully in politics, society, and education. (pg. 107)

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Rousseau created learning environments in which children's natural goodness can grow (pg. 90). He believed that teaching children through sensations to be much more effective than words, he even called the sensation taught from eyes,ears,feet and hands the first teachers.

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Freire promoted the importance of literacy especially in the lower class. He believed that the power of reading  and writing raises another level of awareness of the conditions that people live in and ultimately will help them. (page 115)

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She believed that children possessed an. inner need to work on what interests them without the prodding of teachers or others. (110)

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Comenius taught in a sensory method rather than passive memorization, which inspired many future pioneers. He even took to creating a picture book for children. (pg. 87).

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Rousseau identified 5 stages of human development and emphasized the importance of it. He wrote a book where he told the story of a boys education from infancy through childhood, emphasizing his philosophy. (pg. 92).

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Spencer was a strong darwinist and believed that only those who were smart and educated would survive and succeed. He strongly believed in competition and believed schools should go head for head to determine superiority. (pgs. 101-102).

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Pestalozzi agreed that humans are naturally good but were spoiled by a corrupt society. (pg. 94)
He also believed schools could become centers of effective learning. (pg. 94)

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John Comenius rejected the child depravity doctrine that suggested that children were inherently bad and that teachers needed to use corporal punishment to discipline them. (pg. 87).

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Fröbel believed that the with object teaching you needed a concrete object in order to stimulate recall of a corresponding concept in the child's mind. He also believed that schools should be a place that is not only emotionally secure for a child but also a place where children grew spiritually. He wanted to create a new kind of teaching that was sensitive to children's readiness and needs rather than just memorization. (Pg.99).

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Froebel's desire to become a teacher took him to Pestalozzi's institute at Yverdon, where from 1808-1810, he interned in the teacher-training program. (pg.99)

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Addams sought to build connections between immigrants and the larger American society. Addams wanted public schools to feature a multicultural curriculum that included history, customs, songs and crafts, and stories of ethnic and racial groups. (pg.108)

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Herbart defined interest as a person's ability to focus on and retain an idea in consciousness. He reasoned that a large mass or network of ideas would generate a great number of interests. Ideas related to each other formed a network, or what he termed as "apperceptive mass," in the mind. Herbart advised teachers to introduce students to an increasing number of ideas and to draw relationships between them. (pg.97)

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He opposed state-funded public schools, which he argued would create a monopoly for mediocrity by catering to the average rather than the gifted students in the school-age population. (pg.102)

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For Freire, real learning takes place as teachers and students engage in open and ongoing dialogue. He attacks instruction, presented as transmitting information that creates false, rather than critical, consciousness in students' minds. (pg.116)

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"Montessori vigorously challenged those who, because of sexist stereotyping, argued that women should be excluded from higher and professional education" (p.109).

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"His ideas stimulated a movement to remake classrooms into informal learning centers" (p.114).

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Freire want people to be aware of what was going on around them socially, politically, and economically. He expected them to reach this conscious through literature. (p. 114)

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Jane Addams educational ideas were based on her efforts to mobilize women to improve the living and working conditions of Chicago immigrants  and advocate social and educational reforms.

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Adams wanted public schools to have a multicultural curriculum that included  history, customs, songs, crafts, and stories from ethnic and racial groups.

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Adam's mission of social justice was to involve ambitious teachers in investigating the issues of multiculturalism and social justice related to education. For practical teachers, this means that the classroom must be connected to the people of the community in which it serves.

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Montessori designed preplanned teaching (didactic) apparatus and materials to develop children's practical, sensory, and formal skills. (Pg. 110)

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He believed children most efficiently learn when they are developmentally ready to learn a particular skill or subject. (Pg.88)

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He organized his curriculum into constructive, experimental and creative activities to : Develop children’s sensory and physical coordination.
Provide opportunities for children to make and do things based on their interests.
Stimulate children to formulate, examine, and test their ideas by acting on them.

(Pg. 104)

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"She wanted women to define their own lives, to choose their own careers, and to participate fully in politics, society, and education."

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Spencer applied Darwins biological theory to society. He believed in survival of the fittest. He believed competition would improve the human race.

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"Piaget reconstructed the concept of the school to resemble the informal environment in which children learn their own way."

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Wanted to develop schools that would nurture students in a holistic way. Believed that traditional schools dull with memorization and recitation. They needed a reform to improve society. (P. 94)

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Believed the cooperative group activities would strengthen students social intelligence.  He rejected Spencer's individual competition ideas. (P. 104)

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He fought for students' rights but he left his own kids in an orphanages. Believed that children should not be repressed in authoritarian schools. (P.92)

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Spencer raised the entry standards for students seeking admission to preservice teacher-education programs, making them more competitive. (Pg. 103)

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John Comenius advised teachers to organize their lessons into easy assimilated small steps that made learning gradual , cumulative ,and pleasant. ( pg. 88 )

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Spencer ranked activities according to the degree that they promoted health, positive social relationships, and economic productivity. He gave science a high priority because it could be applied to all activities. (Pg. 103)

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( Pg 92 ) Jean wanted to liberate from society's imprisoning institutions of which the school was one of the most coercive in that it prepared people to accept the restrictions imposed by other institutions.

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Literacy meant more than learning to read and write. For Freire, it raised people's consciousness about the conditions of their loves, especially those that exploited and marginalized them. (Pg. 114)

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Maria designed a specially prepared environment that featured methods , materials , and activities based on her observations of children. Also , enjoying structure and preferring work to play they liked to repeat actions until they master a given skill.

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Piaget believed that intelligence developed through a series of stages that was characterized by the child's set of mental structures and operations. Theses stages were based off of a particular age and with each new stage children were able to develop new mental abilities, building off of the ones previously learned at other stages, to create a more complex cognitive map. (pg. 112).

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John Comenius wanted teachers to be caring persons who respected children's dignity and created engaging and pleasant classrooms. (87-88)

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Pestalozzi agreed that traditional schools imposed dull routines of memorization and recitation, and that education reform was needed to improve society. (93)

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Herbarts method is especially relevant to the No Child Left Behind guidelines that time spent on instruction should be efficient and effective and that students should be tested to assess the degree to which they have mastered skills and subjects. (98)

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He was a peace educator. Due to his past of seeking religious freedom this led to him holding and advocating for education that developed peace and unit as traits to be seen with schooling. His sensory method of teaching focused more on alternative ways to deliver content instead of memory required reflexes. (p. 87)

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This important educational pioneer developed a theory named "child depravity theory". This claimed that all people are born with the intention to enact "evil" into the world. By providing education, these specific teaching methods would mentally deprive young children of this originated evilness. He also believed they came with a lot of "wilfulness" and "laziness".
(pg. 86)

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John Dewey was a progressivist in education and fought for this reform through the late 19th century. His fight meant reducing government control in education, increasing private schools and funding, and implementing more practical content being delivered. NCLB act stemmed from his ideas and the ways he believed education should run in our country. He was big into holding student-based approaches to ensure students were enlightened with a curriculum that helped them grow as people. (p. 103)