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Differences in Education By Steven Rauer, Kiki Archer, and Jennifer Johnston

Differences in Education By Steven Rauer, Kiki Archer, and Jennifer Johnston. Howard Gardner- Progressivist E.D.Hirsch, Jr.- Essentialist Maxine Greene- Existentialist. 1. Howard Gardner. Born in Scranton Pennsylvania in 1943 German decent (but secret Jewish identity)

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Differences in Education By Steven Rauer, Kiki Archer, and Jennifer Johnston

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  1. Differences in EducationBy Steven Rauer, Kiki Archer, and Jennifer Johnston Howard Gardner- Progressivist E.D.Hirsch, Jr.- Essentialist Maxine Greene- Existentialist 1

  2. Howard Gardner • Born in Scranton Pennsylvania in 1943 • German decent (but secret Jewish identity) • Older brother, Eric died right before Howard was born • Eric's death had significant impact on Howard’s thinking and development • Deep interest in psychology and social sciences 2

  3. Education Recognition Accomplishments • Author of over twenty books • Professor of Cognition and Education at the Harvard Graduate School of Education • Honorary degrees from 22 colleges and universities world-wide • Prospect magazine's list of top 100 most influential public intellectuals in the world • Contributions • "his work has been marked by a desire not to just describe the world but to help to create the conditions to change it." • formulated a list of seven intelligences • linguistic • logical-mathematical • musical • bodily-kinesthetic • spatial • interpersonal • intrapersonal 3

  4. Multiple Intelligence Model 4

  5. E.D. Hirsch, Jr. • Eric Donald Hirsch, Jr. Born March 22, 1928. • Raised in Memphis, Tennessee. • Earned doctorate from Yale in 1957. • Began career as English professor and scholar of the romantic poets. • Retired University Professor of Education and Humanities at U. of Virginia. • Founder and Chairman of the nonprofit Core Knowledge Foundation (1986). • Best known for his writings on cultural literacy. 5

  6. Educational Philosophy • Essentialist • Belief that all students should have the same strong foundations of knowledge, found in the "core curriculum". • This curriculum has specific academic content that is sequenced that Hirsch believes every literate American needs to know in order to succeed. • Goal for students is to become "culturally literate". 6

  7. Core Knowledge Sequenced Specific Shared Solid 7

  8. Maxine Greene • Born in 1918 and still going ( now 91 years old) • Maxine Greene holds a PhD (1955) and M.A. (1949) from New York University and a B.A. from Barnard College, Columbia University (1938) • Currently she is Professor of Philosophy and Education and The William F. Russell Professor in the foundation of Education at Teacher’s College at Columbia University. • She is Director of The Maxine Greene foundation: Social Imagination and the Arts, and Education. • She serves as “philosopher in residence” at the Lincoln Center Institute of the Arts in Education. • She is past president of the American Education Research Association, The American Education Studies Association, and the Philosophy of Education Society Philosophy. 8

  9. Philosophy, Accomplishments, and more….. • Existentialist - each individual human being has the responsibility for creating meaning in her or his life. • Her existential view: “The world does not swirl around us, but the, “knower as person”. exists in a concrete situation, seeing the world from that vantage point. Once a person can do this, he or she is empowered, is autonomous, and can make real choices “ • She was influenced by many Existential philosophers, including : - Jean-Paul Sartre, Hannah Arendt, and Maurice Merleau-Ponty - John Dewey and “The Great Community” • She thinks teacher’s need to awaken the minds and spirits of the students. • She is the author of six books and many essays including: • -Releasing the Imagination - Essays on Education • -The Dialectic of Freedom (John Dewey Series) • She is the founder and director of: • -The Maxine Greene Foundation for Social Imagination, the Arts, and Art Education • http://www.maxinegreene.org • Sunday Salon • - Video Clip 9

  10. Education Whole Child • Experiential • a constructivist process that takes place • from the inside out, helping each • individual make • sense of her or his world. • uses reflection to make meaning • From the lived world. • allows people to • take conscious action. • Multiculturalism • believes people have one • perspective on the world and • to truly be "free" need to see • the angles of the • world from the views of other • human beings • Wide-Awakeness • acting on / intentional choices • Without the ability to think about • yourself, to reflect on your life, • there's really no awareness, • no consciousness. • “Consciousness doesn't come • automatically; it comes through • Being alive, awake, curious, • and often furious." • Freedom • achieved through continued • resistance to the forces • that limit, condition, • determine, and too • frequently opress • Dialogue • Deafen the silence • Similar to Dewey’s idea of “democracy • to be lived for.” • damage society when we silence people of • different cultures, races, and sexes. • Imagination • use the arts as catalysts for • "wide-awakeness" in people to engage • in the world and be truly free • the arts can help release the human • imagination and enable the young to • reach toward their vision • of the possible. 10

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