History of Education - Assignment Example

IDEA: REFLECTIVE LEARNING LOG History of Education Online Lesson: x Group Number Information: What arethe main points of the lesson? Lesson 3 provides insights into the system of national schools, founded in 1831, overseen by Roman Catholic Bishops, managed by the local clergyman, monitored by a system of inspection shaped by the Kildare Place Society, and a system that infused only rules not rights for teachers. The national school system was considered differently by the four main church groups; the Presbyterians opposed it, Anglicans were divided and most Roman Catholics were “benignly neutral” but those opposed set up the Christian Brothers system of education. The provision of teacher training underwent change between 1831 and 1922 with Catholics breaking away from multi-denominational free model schools to establish their own teacher training schools. Curriculum, textbooks, written predominately by James Calile and provided free were written in English, and teaching methods also changed significantly during this time spurred by the Powis Commission, the Belmore Commission and the revised national school programme that resulted in much unhappiness by teachers and affronting everyone involved engaged with education. Irish was only permitted as an additional subject and according to Coolahan was “in line with the cultural assimilation policies” of the time. Development: What questions/difficulties were prompted by the online content? The first question raised from the materials is in reference to class sizes, wherein ‘large number of pupils’ is mentioned but with no evidence as to how large or actual numbers. Numbers would help to place a more realistic perspective on the monitorial and simultaneous methods of instruction and on consideration of alternative options that may have been available to teachers at the time. Mention is made to a number of ‘religiously neutral’ textbooks written by James Carlile resulting in an implicit manipulation of the curriculum, but no further information in relation to the books is provided; it raises the questions as to which subjects and how many levels were incorporated; were all subjects compulsory or were some optional, and whether or not he developed the successfully commercial set of graded readers. Later, in reference to the revised national programme introduced by Starkie in 1900, mention is made to the 3 R’s and new subjects. It is interesting to note that the new subjects were listed in such a way as to infer gender separation; for example were compulsory household management subjects specifically for females and was this the beginning of the stereotypical ‘math and science’ for boys and ‘cooking and sewing’ for girls? Further knowledge of the works of Rousseau, Pestalozzi, Froebel and Montessori that were impacting on Irish attention to education would also be beneficial. Elaboration: How can you respond to these difficulties or answer these questions? The questions raised above can most likely be answered by further research and discussion with a tutor. Application: How can the lesson content be applied to our work in classrooms? Some schools incorporate a system of teacher aides who work alongside classroom teachers, thus is seems that such a system is remnant to the monitorial and simultaneous systems; such systems may be useful in developing countries where class numbers often exceed 80. It is not recommended that these systems replace existing teaching methods or approaches but merely to annex them. IDEA: REFLECTIVE LEARNING LOG Subject: History of Education Online Lesson: x Student Name Tutor Group Student Number Date Information: What are the main points of the lesson? Lesson 4 provides an overview of the different textbooks used and developed in and by Hedge schools, the Christian Brothers, the Kildare Place Society and the National schools. Hedge school books, many of which were criticised by the Commissioners in terms of their negatives outcomes on student morals and behavior, included low cost, motivating chapbooks, books on religion, arithmetic, reading, spelling, and more advanced books on English, history, geography and the classics. Books produced by the Christian Brothers focused on aspects of Ireland and being Irish, while those provided by Kildare Place Society were impartial and concerned with basic literacy and numeracy. Commissioners controlled the development and usage of books in National schools and developed their own free series usable until 1863; national school books however, were mostly written by clergymen and appropriate for children from all denominations but in favour of Britain; these books comprised 5 levels in differing subjects, catered for girls, and focused on work ethics and agriculture. Criticism focused on the lack of Latin, Greek and other languages including Irish, and the lack of reference to Ireland in favour of allegiance to Britain, a problem eliminated in 1873; they were successful in their promotion overseas and in their provision for numerous books at the second level, catering for the majority of students who did not go past the second level. Development: What questions/difficulties were prompted by the online content? Rather than questions being raised or difficulties encountered within this lesson, it has provided answers to the questions raised in lesson 3 in terms of textbooks written by James Carlile and subjects covered within the curriculum, together with reference to materials catering for girls. The only questions to be raised are whether the chapbooks were exclusive to and founded in Ireland, whether the Christian Brothers and Kildare Place Society schools were evident in Britain, and if so, was the curricula synonymous. Elaboration: How can you respond to these difficulties or answer these questions? The questions proposed above may be answered in subsequent lessons, as were questions raised in the last lesson, or perhaps by further research or discussion with peers or a tutor. Application: How can the lesson content be applied to our work in classrooms? Application of the information provided in lesson 4 to our lessons today is not evident, other than providing insight into how subjects and denominational schools have arisen. IDEA: REFLECTIVE LEARNING LOG Subject: History of Education Online Lesson: x Student Name Tutor Group Student Number Date Information: What are the main points of the lesson? Lesson 5 provides a comprehensive overview of the impact Patrick Pearce (1879-1916) had on the education system in Ireland. Pearce, a ‘cultural nationalist’ believed that the objective of the British education system in Ireland, which he coined ‘The Murder Machine’, was to render good Englishmen out of Irish children by means of suppression not education, and desired complete reform across all educational levels. In favour of a multi-curriculum system with freedom of choice for teachers and students and founded on a bilingual approach, Pearce established (1908) St Edna’s school for boys in Rathgar, which later moved to Rathfarnham, making way for a girls school, St Ita’s, of which he was principal. St Edna’s was the first Catholic lay middle school and first bilingual (English and Irish) school in Ireland; it was a progressive school centering on students, their strengths and weaknesses, and fostering their talents, motivation and desire for knowledge; advanced ideas included the use of visiting experts from the areas of politics, academia and the arts, who were invited to talk and give lecture to students in an effort to raise their awareness and motivation, and a curriculum that was designed specifically for the needs of St Edna’s students. Extra-curricular activities were encouraged and included such sports as gaelic football and hurling, drama, students magazines and a student council. Pearce’s focus on a student centred education was ‘significant, original, extensive and progressive’ (O’Buachella). Development: What questions/difficulties were prompted by the online content? Information in this lesson centres much on the English education system for Ireland; without any reference to the system in Britain, begging the question as to whether the systems were parallel in terms of teaching approaches and methods, curriculum and materials. It is difficult to determine whether Britain imposed their own system on to Ireland or whether they modified, diluted or completely changed it for Ireland. There is mention that Pearce felt strongly about the salary levels of teachers and that he believed in a tacit relationship between teacher’s pay and a successful education system, but no evidence is provided as to whether Pearce paid his teachers appropriately and how he determined their value if not by results. Did he install a system whereby his staff received tenure, security and respite from educational officials? Elaboration: How can you respond to these difficulties or answer these questions? The questions proposed above may be answered in subsequent lessons, as were questions raised in lesson 3, or perhaps by further research or discussion with peers or a tutor. Application: How can the lesson content be applied to our work in classrooms? Much of this lesson in terms of the ideas put forward by Pearce, can and are being used in today’s educational systems and classrooms. Bilingualism is still very popular and linguists and educationalists alike, purport that small children immersed within bilingual environments are better able to acquire and master the two languages than when learning one later as a second language. Focus from teacher-centred to student-centred education is the preferred method today and rather than teachers being the knowledge base and students taking a passive role as in the Grammar Translation Method (GTM), for example, Communicative Language Teaching (CLT) is preferred, wherein the teacher takes a fostering role (as suggested by Pearce) while students are more involved and learn to become autonomous. IDEA: REFLECTIVE LEARNING LOG Subject: History of Education Online Lesson: x Student Name Tutor Group Student Number Date Information: What are the main points of the lesson? Lesson 6 provides insight into the provision of education in Ireland between 1922-1949 within the contexts of a new arousing of cultural nationalism and Irish independence from Britain which began in 1921 with the establishment of a ‘Irish Free State’ and culminated in the Republic of Ireland in 1949. During this period Irish culture, history and language became prominent across the curriculum but the curriculum reforms took three significant efforts to bring about the change: ‘The First National Programme Conference’ in 1921, which recommended the removal and changes of some subjects to ease the overload, and that the Irish language should be raised in prominence; ‘The Second National Programme Conference’ in 1922,which provided methods of gradual execution of the reforms suggested in the first conference, and ‘The Revised Programme of Primary Instruction’ in 1934, wherein it was suggested that the Irish language take complete dominance at the reduction of other subjects. Such elevation of the Irish language brought much criticism from parents and teachers, mainly because of the detrimental effects on students and the focus on reading and writing; by 1940 the educational policies were evident failures for a number of reasons. Although other subjects were taught during this period, such as history, English, rural science and needlework there were minimal changes implemented even, when in 1947, a new ‘Plan for education’ was published by the Irish National Teachers’ Organisation (INTO), one that adopted Pearce’s earlier notion of a child-centred approach, a broader selection of subjects. During this same period of ‘Irish Free State’ teaching training institutions became denominalised in line with the school system with the Catholic church leading the way; teachers training was increased in terms of bilingual certificates and the learning of Irish, from which a surplus evolved, a primary certificate examination for students was introduced in 1929 and later made compulsory (1949), teachers’ salaries were lowered and married women were banned from teaching, finally in 1946 the INTO called a strike to no avail. Development: What questions/difficulties were prompted by the online content? This lesson did not raise any concerns or questions but provided a comprehensive overview of the period. Elaboration: How can you respond to these difficulties or answer these questions? N/A Application: How can the lesson content be applied to our work in classrooms? As outlined in this lesson the education system in Ireland was not successful and consisted of many inappropriate ideals and solutions. There is little that one would want to adopt today except for the concerns and changes that were contended by the INTO that are now receiving attention in the school systems. Read More