While both Freire and Papert hold a negative view of the institution of school, they each reach different conclusions about the future of school. Freire sees that death of school as we know it to be an opportunity to re-invent it, modify it completely, to work alongside the technological world. Papert sees the death of school as being the result of emerging technologies, where technology will replace school. One has to agree that school can be stiffling due to curricular constraints on what can be taught, in what order and when. Obviously, one of the biggest factors affecting learning is motivation. Whether you are in a classroom listening to a stand and deliver lecture or at a computer working through a software game programmed for you, if you are not interested, you are not engaged in your learning. A teacher could allow me the choice between a game on the computer and an assignment. If the purpose of that game is to provide opportunities for learning how to operate a business and it is presented as a diesel engine repair business, I am unlikely to be motivated to play the game and may well choose an assignment over that game. To me it seems as if the key is choice, whether it be in a traditional school setting or in a virtual school online. I tend to agree with Papert, technology may change the face of school and be the impetus for changing the very structure and nature of school, but I don't see the idea of school becoming extinct. Even when we are learning on our own, we have questions and seek clarificati0ns. The role of school may shift to a more consultive guiding role rather than that of a dispenser of specific bits of knowledge.
Arguing that school is needed in order to socialize children is absurd. There are many other means and opportunites for children to learn social norms. School is not like real life in the sense that at no other time in your life do you spend such a good deal of time with a group of people who are the same age as you. In the real world, we interact with people of all ages. Can you imagine your work place if it was only for 42 year olds? A more realistic socialization process might include activities where mixed age groupings (like that of a family) are the norm. Yes there might be two seven year olds, but there may also be tweens and teens as well as adults. Perhaps re-thinking the outdated notion of same age groupings will be part of modifications that will take place.
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Hi Susan,
ReplyDeleteWhile I agree that there are many ways to socialize a child, I think one of the major functions of a school is to do just that. Sadly, many of the parents in our school seem to think it entirely our job to do that. Have you also noticed that more schools are looking at multi-age groupings, that even three way split grades are becoming more common, resulting in a mixing of age-groups. How far do you think it could go? Technology certainly at the moment is a motivator for students, but will it remain one? It is hard to know. I cannot see technology replacing schools. We all like companionship too much.
Hi susan,
ReplyDeleteThanks for your comments. One of the things that I've recently been thinking about in connection with Papert's position is that he was not the only one to see fixed stages of development (derived from Piaget) as spelling the end of school. The whole "open area" or "open education" movement of the 1970's was also based on the idea that children naturally go through stages. The idea is that if children are naturally going to develop, why do we need all of the structures and limitations of grades, classrooms, curricula, etc.
As adults, we can direct our own learning, and will not be motivated (as you observe, Susan) to learn about what is not relevant to our already established lives. Children are quite different in this regard. How can they figure out what they're interested in if they haven't yet been exposed to types of knowledge and activity that are a part of many careers and callings?
just some thoughts.
-Norm
Yes Hilary, I would agree that school has had to take on a much greater role in terms of social development for many of our families. Some of my comments are derived from witnessing what parents have faced when they choose to school their children in an alternate setting, at home or online. Criticism and peer pressure to send kids to school from other parents arises. "How will they learn to get along with others?" is a common response. For some parents, as you have indicated, school is THE forum for socializing the child. For others, they choose alternate forms outside of the school setting and with great success.
ReplyDeleteIn recent years, there has been movement toward multi-age groupings. Platooning in language arts and math is becoming more common. From my own experience, I have taught in two one-room schools where many of our most successsful learning activities were in multi-age groupings. The incidence of peer tutoring is also on the rise. As for technology, students are motivated to use it but as we have indicated before, ofttimes at a superficial level. When asked to engage on a deeper level with the technology, students can balk just as they would given a more traditional assignment. Technology, like any other tool, can be the factor which propels pariticular students forward while not influencing others at all.
Hi Norm:
ReplyDeleteMulti-age groupings and open education need not imply no structure nor guidance. Choice within a given set of paramaters is often used as a successful form of motivation for both children and adults. A foundation of general knowledge is beneficial in initiating and developing interests, I agree. If our goal is for students to think, then create and apply new knowledge, the questions are what does that general knowledge consist of, how is it related or communicated to the student and at what point do we open the doors for students to pursue their own interests? Susan
I agree with Norm regarding the breadth of choices offered by schools. However, I don't believe all schools can be everything to all students. The introduction of schools with an arts focus, a science focus, an academic focus begins to offer such a breadth but is registration the result of the calling of the children ... or the pushing of the parental units? I sometimes wonder.
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