Discovering a Route to Revitalize the Foundations of Education: Reflective Thinking from Theory to Practice

Autor/in	Jorgensen, C. Gregg
Titel	Discovering a Route to Revitalize the Foundations of Education: Reflective Thinking from Theory to Practice
Quelle	In: Educational Foundations, 28 (2015) 1-4, S.121-133 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-8248
Schlagwörter	Foundations of Education; Reflection; Theory Practice Relationship; Teachers; Social Justice; Educational Philosophy; Teaching Methods; Learning Processes; Educational History; Teacher Educators + Suchen Sie Ihr Suchwort? Grundlagenausbildung; Theorie-Praxis-Beziehung; Lehrer; Lehrerin; Lehrende; Soziale Gerechtigkeit; Bildungsphilosophie; Erziehungsphilosophie; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; History of education; Bildungsgeschichte; Teacher education; Education; Lehrerausbildung; Lehrerbildung
Abstract	If the Foundations of Education are in danger of becoming extinct, Gregg Jorgensen, associate professor in the Department of Curriculum and Instruction at Western Illinois University, says a critical reexamination of how the ideological foundations of American education impact the development and growth of democratic ideals is long overdue. He suggests that it is possible for educators, as individuals, to initiate and sustain a process of analyzing and revitalizing teaching and learning using the Foundations of Education as a guide. In addition to reconstituting Foundations of Education, the aim is to solidify the commitment to the ideals of equal opportunity and democracy in schooling within an overarching concern for social justice. Jorgensen suggests that it would benefit educators to look back to ideas and ideals of teaching that emanated from noted scholars in the early part of the 20th century. In particular, he believes a good starting point is an examination of the merger of John Dewey's philosophy of education as translated into teaching practices by H. Gordon Hullfish, a renowned educator who taught at The Ohio State University from the early 1920s to 1961. The reason is that both of these noted individuals promoted and developed concepts of reflective thinking practices in the classroom--an essential educational process from which the Foundations of Education evolve. Indeed, Dewey (1927) held, "To learn in a human way and to human effect is not just to acquire added skill through refinement of original capacities" (p. 154). Some scholars of the early 1900s initiated notions of a democratic classroom in public schools that fostered H. Gordon Hullfish's ideas surrounding reflective thinking teaching (Stern, 2013). Herein, Jorgensen examines Hullfish's teaching and learning methodology involving reflective thinking and the influence of Dewey's educational philosophy on Hullfish. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01