Discuss the Underlying Philosophy of the Paideia Project
What is the underlying philosophy of the Paideia Project approach? Do you agree or disagree with it?© BrainMass Inc. brainmass.com October 25, 2018, 3:11 am ad1c9bdddf
The overall aim of the Paideia Project is rather simple: students should be taught basic information, then taught essential skills, then provided opportunities to use the essential skills to discuss the various issues concerning the information.
Paideia isn't really designed to be a method that teaches, for example, easy-primary math skills. Class discussion really doesn't teach 1+1 other than the fact that you can use some Paideia teaching methods to have students devise situations in which those skills are used, rather than how to actually DO those skills.
The Paideia Principles are listed below (from http://www.paideia.org/content.php/philo/declprin.htm):
DECLARATION OF PAIDEIA PRINCIPLES
We, the members of the Paideia Group, hold these truths to be the principles of the Paideia Program:
* that all children can learn;
* that, therefore, they all deserve the same quality of schooling, not just the same quantity;
* that the quality of schooling to which they are entitled is what the wisest parents would wish for their own children, the best education for the best being the best education for all;
* that schooling at its best is preparation for becoming generally educated in the course of a whole lifetime, and that schools should be judged on how well they provide such preparation;
* that the three callings for which schooling should prepare all Americans are, (a) to earn a decent livelihood, (b) to be a good citizen of the nation and the world, and (c) to make a good life for one's self;
* that the primary cause of genuine learning is the activity of the learner's own mind, sometimes with the help of a teacher functioning as a secondary and cooperative cause;
* that the three types of teaching that should occur in our schools are didactic teaching of subject matter, coaching that produces the skills of learning, and Socratic questioning in seminar discussion;
* that ...
The Reflective Practitioner
Donald Schon (1983, as cited in Smith, 2009) stated that acting as a reflective practitioner enables educators to spend time exploring actions and observations on what has occurred. In so doing, reflective practice is developed as a mode of inquiry resulting in praxis. As a professional educator incorporate Schon's concepts (a) reflection, (b) practice, and (c) learning systems in your reflective practitioner.
Thinking of a teacher in terms of a learning practitioner contributes to the idea and understanding of the theory and practice of teaching and learning. Donald Schon's innovative thinking around notions such as 'the learning society', 'double-loop learning' and 'reflection-in-action' has become part of the language of education.
"Donald Alan Schon (1930-1997) trained as a philosopher, but it was his concern with the development of reflective practice and learning systems within organizations and communities for which he is remembered. Significantly, he was also an accomplished pianist and clarinetist - playing in both jazz and chamber groups. This interest in improvisation and structure was mirrored in his academic writing, most notably in his exploration of professional's ability to 'think on their feet'."
His first book, Displacement of Concepts (1963) (republished in 1967 helped us to see the importance of seeing things anew. Donald Schon's next book Technology and Change, The new Heraclitus (1967) Schon's central argument was that 'change' was a fundamental feature of modern life and that it is necessary to develop social systems that could learn and adapt He began a very fruitful collaboration with Chris Argyris. This collaboration involved teaching, researching and consulting and resulted in three key publications: Theory in Practice: Increasing Professional Effectiveness (1974), Organizational Learning: A Theory of Action Perspective (1978), and Organizational Learning II: Theory, Method, and Practice (1996). It was the last of these areas that then provided the focus for the deeply influential series of books around the processes and development of reflective practitioners (1983; 1987; 1991). He sought to offer an approach to an epistemology of practice based on a close examination of what a (small) number of different practitioners actually do. The heart of this study was, he wrote, 'an analysis of the distinctive structure of reflection-in-action' (1983: ix). He argued that it was 'susceptible to a kind of rigor that is both like and unlike the rigor of scholarly work and controlled experimentation' (op. cit.). His work was quickly, and enthusiastically, taken up by a large number of people involved in the professional development of educators, and a number of other professional groupings.