RECONSTRUCTIONISM Thoder Brameld (1904-1987) founder of social reconstructionism, in reaction against the reality of world war II.
Also known as SOCIAL RECONSTRUCTIONISM, this theory claims to be the true successor of the progressivism and declares that the chief purpose of education is to "RECONSTRUCT" society in ordered to meet the culture crisis brought about by social, political, and economic problem.
Social recontructionism is a philosophy that emphasize the addressing of social question and a quest to create a better society and worldwide democracy.
Typically a Reconstructionist focuses on a curriculum that highlights social reform.
MAJOR THINKER
George Counts (1889-1974)
Theoder Brameld (1904-1987), Originator of the term reconstructionism 1950.
Pulo Freire (1921-1997)
George Counts- "Dare the Schools Build a New Social Order Education must be used as a positive force for establishing new cultural patterns for eliminating social evils".
Theodore Brameld – "He viewed reconstructionism as a crisis (সংকট) philosophy. He felt that humanity was at a crossroad. One road lead to destruction (ধ্বংস) and the other lead to salvation (পরিত্রাণ)".
THEODORE BRAMELD
Theodore Brameld was considered the founder of social reconstructionism. His philosophy originated in 1928 when he enrolled as a doctoral student at the University of Chicago in the field of philosophy. Brameld’s philosophy of education was called reconstructionism. He was not the first to come up with this idea, but he was one of the first to support it publicly. In response to the existing crisis of the time period, he believed reconstructionism in schools was the solution to the problem. In his book, Education as Power, he clearly outlines the two major roles of reconstructionism.
Education has two major roles: to transmit culture and to modify culture. When American culture is in a state of crisis, the second of these roles–that of modifying and innovating–becomes more important. Reconstructionism, Brameld affirmed, is a crisis philosophy; the reconstructionist is "very clear as to which road mankind should take, but he [or she] is not at all clear as to which road it will take"(Brameld, Theodore, p. 75).
With this philosophy of reconstructionism, his main focus was to create a school system with democracy where controversial topics play a huge role. Students are expected use their mind and ask questions when this philosophy is in use. He wanted students to realize that values are not unchanging, they must be tested continuously by evidence. He was one of the signers of the Humanist Manifesto
He recognized the potential for either human annihilation through technology and human cruelty or the capacity to create a beneficent society using technology and human compassion.
EDUCATIONAL AIMS
The educational aims of reconstructionism is that people act as change agents. They do not think that schools should be separate from society, and educators should be more involved in the social cause. Three ideas reconstructionist believe are world community, brotherhood, and democracy should be implemented in school and society.
EDUCATIONAL METHODS
Cooperative learning.
Problem solving
Critical Thinking
Reconstructionist want to see people actively participating in the educational methods than being passive.
CURRICULUM
The curriculum should encourage students to use and apply what they learn. Half of the student's time is in the classroom and the other half is spent learning outside the school structure.
ROLE OF THE TEACHER
Social change activist
Facilitator
Reconstruction's wants teachers to be social activist. They believe the improvement in society results from continuous thoughtful change and the best change agent is the educational process. Teachers need to focus on critical issues and allow students to have a active say in education.
Perceptions of Students Beliefs About Teaching and Learning Understanding of Knowledge What is Worth Knowing (value of knowledge)
Students are the hope for future growth and change in society.
Students are capable of changing society if given necessary knowledge and skills. Teachers lead by modeling democratic actions and exciting students about the needs for social change.
Much of true learning occurs outside the classroom as students work to change society. The information and skills needed to be a part of society while working to implement positive change is important. Life skills necessary for serving as successful change agents in society are sought.
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