Journal 1: Eva Broder

In this post, I will discuss some similar themes in two of the class readings. I am interested specifically in how the later (Gardner) article draws on John Dewey’s discussion on the future movement of education.
Dewey has a clear agenda on his mind as he writes about the “traditional” mode of education and what should and could be reformed as his society moved into the future. He writes about the needs of students in what he describes as a more well rounded and perhaps individualistic society while at the same time assuring the reader that educators hold on to the value of concrete planning in progressive education: “Just because traditional education was a matter of routine in which plans and programs were handed down from the past, it does not follow that progressive educations is a matter of planless improvisation (Dewey, 1938, p28). Instead, he writes, planning takes on a new kind of meaning, inclusive of the incorporation of experiential learning and fluid, flexible lessons.
The Gardner article addresses the history of education with a specific look of the development of societal needs and values represented in the educational system. The authors move from past to future, emphasizing the point that with the development of technology, the face of education will change around new technology. I feel that this “progression” into the future, is something that is addressed in both readings. In a sense, the Gardner article is an extension of Dewey’s thoughts on educational reform. As we develop as a society, we must, as teachers tailor the educational system to teach what is necessary to thrive in the new society while keeping a close eye on our educational roots.
In the introduction to the Gardner article, the authors speak about the changes that must take place in education as well as the traditional foundation that will continue to exist:
certain information, knowledge, skills, beliefs, and values need to be transmitted to the younger generation. By the same token, there will certainly be new information, knowledge, skills, beliefs, and values that will be important in the future, though elders may not be willing or able to anticipate the specifics of these new competences (Gardner, James, & Weigel, 2009).
It seems from these two readings that an underlying sentiment is present: As we grow as a society, we must grow and develop parallel as educators of the future citizens of this society.


References
Dewey, J. (1938). Experience and education. London, UK: Collier Books.


Gardner, H., James, C, & Weigel, M, (2009). Learning: Peering backward and looking forward in the digital era. [Electronic Version]. International Journal of Learning and Media, 1, (1). Retrieved May 5, 2009 from http://www.mitpressjournals.org/doi/full/10.1162/ijlm.2009.0005