Part 2: Historical Foundations of Teaching and Learning

Herbst’s reading observes how educational historians have made a change to the field of education through time. As seen in his quote, “whether they teach in public or private  institutions  of higher  education, historians of education should be committed in their research and in their teaching to present their field in all its aspects to the best of their ability”, he emphasizes the importance of recognizing the history of private institutions and public institutions as equally important. In addition to this, he recognizes that informal education such as tutoring, are just as significant and need to be valued (p. 11). Learning occurs in a diverse range of settings and is all valuable to supplementing the traditional formal classroom environment. Herbst critiques educational historians and their responsibility to reflect on all kinds of education to ensure a comprehensive perspective on the history of education. 

In connection to our working definitions in the glossary, we can observe several different ideas: 

  1. Learning: recognizing all types of educational environments (ie. public, private or tutoring) will allow us to observe diverse learning. All students are unique in their own way and require individualized approaches to learning. By putting emphasis on a variety of learning environments, historians will be able to explore the differences of each learning pathway. 

  2. Teaching: through historical perspectives, educators will be able to foster a learning environment that invokes diversity and inclusivity. 

  3. Innovation & Creativity: acknowledging all forms of education will spark creativity and innovation. Both private and public schools adopt alternative teaching methods that can benefit students in any learning environment. It encourages schools to adapt and learn from each other's challenges and wins. 

Questions I have for Herbst:

  1. Vice versa, how can public and private schools learn from each other's innovative and creative practices? 

  2. Since both public and private institutions both offer valuable strengths, what do you think the future of education will look like if we merge these ideas? 

References 

Herbst, J. (1999). The history of education: State and the art at the turn of the century in Europe and North America. Paedegogia Historica: International Journal of the History of Education, 35(3), 737–-47. doi: 10.1080/0030923990350308

Comments

Post a Comment

Popular posts from this blog

Original Post: History x Innovation

Image
Herbst’s Analysis Herbst’s, “The History of Education: State and the Art at the Turn of the Century in Europe and North America”, examines how Canadian education has been influenced internationally. As stated in his quote, “during the last four decades the history of education underwent a period  of  unparalleled fruitful scholarly activity”, he focuses on why scholarly work should be taught in both public and private schools and that historical pedagogies should be taught nonetheless. With that being said, he states that contemporary topics of  “women, the family, racial minorities, ethnic groups, working people and multicultural and bilingual education became firmly established” have recently been topics for discussion that have gained new prominence in education.  Past VS Present When I think about Herbst’s ideologies, I think about how history has influenced and developed our curriculum by reflecting on major societal issues such as diversity and inclusion. Philo...
Read more

Original Post: Innovation & Creativity x Engineering

Image
Inspecting Badran’s Article Badran’s, “Enhancing Creativity and Innovation in Engineering Education”, discusses the “essential constituents” of innovation and creativity in the world of engineering education (Badran, 2007). As we all know, engineers are the backbone of our society, as they critically drive and solve modern-day problems amid our rapid-changing world. This reading examines 2 key words: creativity and innovation. Creativity is understood as “bringing something being” or “the ability to make something new, whether a thought or idea, an object, a product or a process, a work of art or performance, or an interpretation” (Morrison and Johnston, 2006). Specifically in engineering, creativity “tolerates risk, possible failure, and is a strong investment of time, effort and resources” (Badran, 2007). In contrast, innovation is understood as “adding something new to an existing project or process”, with low risk as it is incremental and can be halted at any time. Compare and Cont...
Read more

Professional Learning Network

Image
(Green, 2020) Part 1: Initial Reflections As a lifelong learner and educator, I learn about new developments, ideas, and opportunities in the teaching field using all four of my networks: professional, educational, social, and blogs/news feeds. Online tools act as a pivotal role in enlightening me on educational innovation and to stay connected to like-minded individuals. Social media has proven to be a powerful tool for educators to learn about new opportunities and to stay updated on the latest trends. I dedicate my nights to exploring online resources such as TikTok, Pinterest, and Twitter, to further my research findings and to stay informed on emerging trends. I utilize educational hashtags, such as “#teachingtips”, “#STEMproject”, or “#education” on networks to help me sieve through relevant content. This strategy has helped me enormously in finding a wealth of information facilitating innovative teaching practices and resources to try. To delve deeper, I follow education experts...
Read more