5.28.16 Week End Update
JOHN DEWEY, "TRADITIONAL VS. PROGRESSIVE EDUCATION"
From "Traditional vs. Progressive Education." (1938) "The main purpose or objective [of traditional education] is to prepare the young for future responsibilities and for success in life, by means of acquisition of the organized bodies of information and prepared forms of skill which comprehend the material of instruction. Since the subject-matter as well as standards of proper conduct are handed down from the past, the attitude of pupils must, upon the whole, be one of docility, receptivity, and obedience. Books, especially textbooks, are the chief representatives of the lore and wisdom of the past, while teachers are the organs through which pupils are brought into effective connection with the material. …The rise of what is called new education and progressive schools is of itself a product of discontent with traditional education. In effect it is a criticism of the latter…. [Traditional learning]…means acquisition of what already is incorporated in books and in the heads of the elders. Moreover, that which is taught is thought of as essentially static. It is taught as a finished product, with little regard either to the ways in which it was originally built up or to changes that will surely occur in the future. It is to a large extent the cultural product of societies that assumed the future would be much like the past, and yet it is used as educational food in a society where change is the rule, not the exception.
“If one attempts to formulate the philosophy of education implicit in the practices of the newer education, we may, I think, discover certain common principles amid the variety of progressive schools now existing. To imposition from above is opposed expression and cultivation of individuality; to external discipline is opposed free activity; to learning from texts and teachers, learning through experience; to acquisition of isolated skills and techniques by drill, is opposed acquisition of them as means of attaining ends which make direct vital appeal; to preparation for a more or less remote future is opposed making the most of the opportunities of present life; to static aims and materials is opposed acquaintance with a changing world….”
JOHN DEWEY, "PROGRESSIVE ORGANIZATION OF SUBJECT-MATTER"
"…But finding the material for learning within experience is only the first step. The next step is the progressive development of what is already experienced into a fuller and richer and also more organized form, a form that gradually approximates that in which subject-matter is presented to the skilled, mature person.
"…It is a cardinal precept of the newer school of education that the beginning of instruction shall be made with the experience learners already have; that this experience and the capacities that have been developed during its course provide the starting point for all further learning….
The educator more than the member of any other profession is concerned to have a long look ahead…. The educator by the very nature of his work is obliged to see his present work in terms of what it accomplishes, or fails to accomplish, for a future whose objects are linked with those of the present.
"Here, again, the problem for the progressive educator is more difficult than for the teacher in the traditional school. The latter had indeed to look ahead. But unless his personality and enthusiasm took him beyond the limits that hedged in the traditional school, he could content himself with thinking of the next examination period or the promotion to the next class. He could envisage the future in terms of factors that lay within the requirements of the school system as that conventionally existed. There is incumbent upon the teacher who links education and actual experience together a more serious and a harder business. He must be aware of the potentialities for leading students into new fields which belong to experiences already had, and must use this knowledge as his criterion for selection and arrangement of the conditions that influence their present experience.”
REV. SAMUEL DRURY, FOURTH RECTOR OF ST. PAUL'S SCHOOL (1911-1938)
"Education means teaching people how to think, how to learn, and how to behave alone. The best teacher ever seeks to make himself dispensable."
"It is foolish to impose the curriculum of an ancient, learned society on the masses of college candidates in our commercial day."
“Every growing and going concern should…have sort of a rummage sale of methods, ideas, and even of ideals. We ought to take out the venerated antique and ask if it is really beautiful or useful; or if, to speak with brutal frankness, it had better not be scrapped. Just as the Salvation Army junk wagon has been the salvation of many a housekeeper, so such frank revaluation of our venerated and unimprovable ways of doing things might result in our rejecting and discarding certain customs to make room for methods....”
REV. DRURY, ON MEMORIAL DAY
Revised end of the year final assessment period:
Tuesday, May 31
8:00 – 9:00 End of the year Chapel Awards Ceremony
9:05-9:55 C Block
10:00-10:50 A Block
10:55-11:20 Hum Flex
11:25-12:15 F Block
1:15-2:35 B Block
2:40-3:30 Department Meetings
Wednesday, June 1 (as published in the calendar)
9:00 AM - Final grades due for Sixth Formers
Thursday, June 2 (Note: Only Arts, Humanities and Language Classes can give/ collect final assessments during these blocks; Math and Science classes may meet at the teachers’ discretion for review/ extra help.)
A Block 8:45-10:15
B Block 10:45-12:15
C Block 1:30-3:00
Friday, June 3 (Note: Only Arts, Humanities and Language Classes can give/ collect final assessments during these blocks; Math and Science classes may meet at the teachers’ discretion for review/ extra help.)
D Block 8:45-10:15
E Block 10:45-12:15
F Block 1:30-3:00
Monday, June 6
9:45 - Science exams
Tuesday, June 7
9:45 - Math exams
Friday, June 10
9:00 AM - Final grades due for Third, Fourth and Fifth Formers