Following on from a previous post where I looked at the philosophy underpinning modern education, I thought I would look in closer detail at the two conflicting educational styles open to us to use. I pray that these posts may help those Christians who are wavering between home-educating and sending their children to school to better understand the issues. They may also be of help to particularly Christian home-educators as they choose the means by which they home-educate as we endeavor to choose methods which fit our aim: to teach our children about the Lord Jesus Christ, and how to live lives that are honouring to Him: to know God's will for their lives. In this post we will explore the main change that took place in education in the early 1900's and that is still rampant in schools today. I briefly made mention of this in this post, but will look in further detail here. It has far reaching consequences. Changing educational aims and objectivesOver the last few decades there has been a gradual shift in the aims and objectives of state education. The changes have been subtly introduced by the means of ‘guidance for teachers’ which means that they could be introduced without a need for a public consultation about them. The shift has been away from the rigorous knowledge-based teaching of traditional subjects, like English, Maths, history, geography, which used to lead to worthwhile qualifications, towards using the state education system to produce a new politically correct society. It has affected all, from nursery to university and not least teacher training institutions. Very few even in the education system recognise what has been happening, let alone those outside of it! Although the changes originally only affected state education, as those taught by these methods (including may of us reading this) have grown up and are now in places of employment, then many of these strategies will be familiar to all. Our education shapes us! Traditional teaching v. progressiveWe can call the two approaches ‘Traditional’ and ‘Progressive’ – both battling to be supreme. Most parents of school-children (I imagine) would support the traditional side and often think that that is what their children are being taught (even though they probably had a progressive education themselves!). However, the progressive education is now favoured by most teaching staff (helped by the colleges – I myself was very much trained in a ‘progressive’ style of education in the late 80’s). The progressive ideals are spread through educational ideologues – many of whom may not even understand the full implications of their beliefs. Progressivism has invaded all government departments and authorities. They give lip-service to ‘traditionalist methods’ to appease public opinion, but however much things seem to be swinging towards a more traditional approach (as they keep saying is so in the UK at present), the truth is the opposite. At its core, education (and society) is still very much progressive. What is 'traditional' education?Traditional methods of education simply seek to pass on a set of knowledge and skills, especially in Maths, English and Science. Traditionally (before the 1900's) this would have included a knowledge of the Bible and the values set forth in it. In this way, it prepares children for adulthood. It favours rigorous methods of teaching. It was seen as a vehicle to help children to rise above the ills of society and to succeed in life. It is the back-bone of the old Grammar schools. It was the method used in days gone by when the Bible was taught and believed: that we are born sinful. Lessons in the past were formal with a teacher imparting knowledge to the pupil, or instructing pupils where the knowledge was to be found and directing the learning process, What is 'progressive' education?Progressive education is based on social needs rather than academic. It puts the focus on personal experience rather than formal learning. It was/is self-centred. Progressive education is based around the perceived needs of the child and individual learning styles. It was brought in gradually as a result of findings by psychologists. For example, Friederich Froebel (1782–1852) believed that the teacher's role was not to indoctrinate but to encourage self-expression through play. It was not so much what a child 'ought' to know, but what would a child like to know. Instruction was seen as interfering with a child's development. It brought about a new way of teaching. Instead of traditional forms of education which involved a teacher teaching, it introduced (among others) the use of techniques such as problem solving and experiental learning. Making the world a better place Educational reformers claimed that a natural educational methodology could free humanity by creating a better world. It was seen as a means by which humans, using reason and science, could shape their environment (Gerald Gutek, A History of the Western Educational Experience, p. 486) According to John Dewey (1859 -1952) education is the "participation of the individual in the social consciousness of the race" (Dewey, 1897, para. 1). He saw education as being concerned with the psychological and social aspects of a child, with psychology at the base. For him, education was better if it focused on the child's powers and natural interests. And so we see that the aim of those who shaped progressive education, was the reconstruction of society. Other names of those who form part of the history of this movement include: Rudolf Steiner and even Baden Powell and Charlotte Mason and Maria Montessori. Maria Montessori is a little of an exception, as although classed by many as being progressive, she was rejected by the progressives who did not agree with some of her more formal methods of teaching. As far as I can see it is fair to say that progressive educators see the child as innately perfect and see outside influences as damaging. When progressivism took off, of course, Darwin's evolutionary theories were just beginning to gain ground and were having a huge impact on how people thought and acted. An on going battleSo we now have an education system where two groups of people are working (supposedly together!) towards different objectives. I see this here in the UK very much in my casual relationships with education. An example - Reading: For example, the government has introduced phonics as the main means by which reading must be taught in schools. Now phonics is a traditional method; the progressive teachers favour ‘Look and say’ and ‘Whole Word methods’ or better still ‘Natural language’ methods which is a nice way to put the previous two! Phonics works with the brain – we build up skills gradually from the bottom, letters to words to sentences, whereas progressive methods work backwards against the brain. Imagine being given a book and being asked to read it when you couldn’t read a single word: what would do? You would start to look at the pictures for clues. This is what ‘real books’ are like. Children are expected to learnt to read by acting as a reader, using context to guess words and picture cues and these are all labelled legitimate ‘reading strategies’. Facts v. feelingsThe proponents of progressive methods aim to educate by changing the values and attitudes of society: egalitarianism, child-centeredness, skills based learning (as opposed to getting a thorough knowledge of your subject along with the skills), discovery learning and relevance. Feelings take precedence over facts and right and wrong are relative, depending on one’s point of view. This has impacted all curiculum subjects. The process matters more that the product, assessment replaces testing and group work replaces competition. Entitlement replaces choice. Teachers or social workers?Now in a school day there are only so many hours, so you can either teach a subject properly, or you can spend the precious time trying to change the attitudes and values of your pupils. Teachers can't be good teachers and social workers at the same time. Either schools must aim for educational success or be training grounds for a new ‘Utopia’. Many 'social work' activities in school are justified as being in the children's best interests; to help them cope in the present age. It has always been the way - break it, and then suggest measures to help cope with the damage, but with no intention to 'fix-it'! Cognitive v. AffectiveThere are two sides to all education: the brain side (cognitive – facts and knowledge) and the ‘affective’ which is your values. In days gone by, values were taught mainly through RE which in the UK was mainly Christian when my parents were at school in the 40’s and early 50’s and before. Parents could take their children out of RE lessons if they so wished. Since then, confidence in the Bible has all but disappeared as religion is very much 'out-dated' due to the findings of Charles Darwin. And so we have new subjects with names like ‘Personal, Social and Health Education’ and ‘Citizenship’ and children cannot be withdrawn from them - which are replacements for the nurturing of the soul. Christians BEWARE! Psychological techniques and peer pressureThese new subjects are the battleground for the progressives in their quest to change society. Teaching in these areas is mostly through psychological techniques and peer pressure. You will probably be aware of the trend towards ‘groups’; ‘get into groups and discuss!’ ‘In your group come up with a consensus of opinion’. Groups generally don’t come up with any definitive answers. These are pressurising tactics because woe betide you if you think differently to the rest of your group! Make parents feel inferiorOne hallmark of the progressives is hostility to parents. They deem themselves to know better than the parents. For all our educational reforms here in the UK which seem to be favouring the traditional, this last point shows the system for what is really is: the rampant campaign to take responsibility away from parents and instil the thought that only ‘they’ know best how to bring up our children. No absolute valuesThere has been a massive shift away from the clear absolute values which usually accompany religious belief, towards the relative values promoted by humanists – a going away from religion towards humanistic psychology. It is now the main way that values are taught in schools. Values that once were traditionally passed on down through families are undermined (remember, parents don’t know what is best anymore and that can be powerfully put across by reminding them how fast things are changing) and children are encouraged to make their own informed choices. Role play, group therapy etc.. all help children to learn to discover values that best suit them in a particular situation. Nothing is private: children are questioned about personal and family beliefs, attitudes and behaviour. The value of circle time in modern educationRole play and group therapies subject children to mental stress through emotional involvement: values they may already hold from home are undermined and questioned and loyalties to the ‘group’ are implanted, leaving them open to others planting their views in their impressionable minds. So where does circle time fits into all this? Well, you may have seen for yourself by now! It is merely one of the many techniques used by progressives to imbibe their values in children. It is usually directed at children in preschool and 5 to 11. The teacher should be in the circle too, and in theory, no-one's beliefs or values should be more important than anyone else’s. It sounds nice, doesn’t it? Cosy even – all sitting in a circle. It sounds appealing: to be accepting of all, everyone matters, everyone’s views count. Mrs Mosely (a leading proponent of circle time) admits that it is a form of therapy intended to promote change and make children ‘powerful’. It is often promoted as a way of dealing with deviant behaviour. Circles are powerful! Teachers very often do not know why they do it. It is sold to them as the way to teach and manage children's behaviour. This is not however the same as getting children into a circle to teach them – as a way to make sure each child can see the teacher and has a good space to sit in. Circle Time sessions are planned sessions – the teacher has a focus for the session - so that circle time is not ‘valueless’ despite the claims to be neutral. Nothing is neutral – ever. God did not make our world that way. The fruit of progressive methods
Where does the Christian stand?In God's word we read what true knowledge is: The fear of the Lord is the beginning of wisdom: and the knowledge of the holy is understanding. Proverbs 9:10 We find out what we need to know by Reading God's Word and following His instructions. The Bible and our own casual observance of young children will both agree that young children do not need to be taught to do wrong. It is indeed true that mankind is born in sin. God does not advocate a 'discovery based' learning technique as we seek to follow Him. His way is clear - Repent and turn away from sin. As followers of Christ, we will want our children to learn facts - first of all facts about God, from His word, then fact about the world He has made - His Word helps us to interpret the world around us, not our ideas shaping the world. Absolute truths that are not dependent upon man's feelings. Things that need learing whether we feel like it or not. Lessons that do not pander to the sinful nature. We know that our children need teaching, and that truth is not in them just needing to be encouraged out. We know that without teaching they will not discover God's ways for themselves. Similarly, left to themselves, they will not learn the essential things that are needed for life. You musn't say people are sinfulAlong with a progressive pedagogy goes the idea that you mustn't say anything to a child to make him/her feel inferior or bad about him/herself - the psychology part of it. And so the true Gospel that tells us we are all sinful and are on the way to eternal damnation because of our sin, is especially abhorrent to the progressive way of doing things. You must only encourage the 'good' (whatever that is at the time) and discourage the 'not so good'. Our feelings are central we are told. A new gospelThis is increasingly reflected in many churches in our land these days - trying to turn Christianity into a discovery method: methods to 'find God', methods to relieve the 'pain and discomfort' which comes from separation from God and lack of faith and trust in him. Methods which all seek to relieve mankind of unpleasant feelings. Anything to avoid talking about SIN - and yet all the while failing, as there is no other remedy for the sick human soul than being washed clean in the fountain of blood from a dear Redeemer's side as the Lord Jesus Christ took our punishment for our sin upon His sinless self on the cross of calvary. The fruit of God's wisdomJames 3:17 - But the wisdom that is from above is first pure, then peaceable, gentle, [and] easy to be intreated, full of mercy and good fruits, without partiality, and without hypocrisy. Thus saith the LORD, Stand ye in the ways, and see, and ask for the old paths, where is the good way, and walk therein, and ye shall find rest for your souls. But they said, We will not walk therein. Jeremiah 6:16 In conclusion - do we need to abandon all modern methods?We need to think about the reasons behind everything we do. We need to see where we are heading. Traditional teaching styles impart knowledge and we have seen how imparting knowledge must be at the heart of a Christian curriculum. On the other hand, I have heard of young children being expected to sit for hours doing 'formal' school work in all subjects - which is just not necessary (in my opinion). My personal conclusion is that we need rigour in the teaching of maths, reading and writing in the early years, with time left for the child to learn from practical everyday experiences - with direction and oversight from an adult - preferably the parents as they have the authority given them by God to teach their children. I think that we need to evaluate the materials and methods that we use to educate our children and make sure that we agree with the philosophy behind them/it - including IGCSE/A level courses. We can no longer say 'This is Christian, it must be OK.' Much of what goes for Christian these days, has been influenced by a progressive mindset. Having said that - most standard Christian homeschool curriculums appear to be based on a traditional style of education -though that per-se does not make them 'good'. They still need evaluating carefully against your family's aims for your child. IGCSE/GCSE curriculums are the end goal of a mainly progressive education. We may need to use them - but use them with your eyes open wide so that you can make sure that your children learn the truth and much more than is contained in these very narrow curriculums. Individual Learning styles I would be wary of overly worrying about my child's learning style - these are linked to a progressive outlook. It is true that how learning is presented to a child can make a great difference to whether the child learns or not, but that is not the same as needing to overly concern ourselves with how the child learns best. What more is needed is intuitive parents, who watch the child's response to each lesson carefully and ask 'How can I help this child learn this?' What is needed will vary from day to day according to what is needed to be learned. Source used: Values Education: a brief guide for Parents, Teachers and Policy Makers, Nick Seaton, 2001
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Welcome!After studying for an Early Years Specialism degree (B.Ed. Hons), and teaching in mainstream education, I home-educated my own children, after my husband and I were persuaded of the need to take responsibility for bringing up our children 'in the nurture and admonition of the Lord.' (Ephesians 6:4) We are a participant in the Amazon Services LLC Associates Program, an affiliate advertising program designed to provide a means for us to earn fees by linking to Amazon.com and affiliated sites.
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