First, the historical background of reformism
? Karl Marx: Education should not be something in an ivory tower, but a way to change the world.
? Many utopian thinkers regard education as the main way of social change. (such as Plato, Marx, Locke, Dewey, etc. )
? John dewey believes that education is a tool for personal development and social change.
? Reformism promotes the development of scientific methods, problem solving, naturalism and humanism.
Second, reformist philosophy.
? George S. Kantz: Education must be regarded as a positive force to establish a new cultural model and eliminate evil forces in society. Educators must imagine the prospect of fundamental changes in society and strive to make it a reality. Educators should pay attention to social problems outside the classroom.
? Theodore Brameld: Regard reformism as a philosophy about value, ultimate goal and will.
Reformists tend to look at problems as a whole and are optimists facing the future.
? Toffler, alvin toffler: In order to resist the "future impact", "future learning" should be the curriculum content of all kinds of schools at all levels. (The third wave, studying for tomorrow)
? John dewey: The key point is to teach students how to solve problems.
Siwu 1 According to the reformist idea, schools undertake the responsibility and mission of promoting students' individual development and social change, and school curriculum should correspond to this responsibility and mission. The school curriculum should help students face the future, and it is a course to help students learn to solve practical problems.
Thirdly, reformism as a philosophy of education.
Education and human crisis.
? In order to let educators really promote social change, reformists advocate that they should be involved in things outside the classroom and school.
? Action without thinking is blind, and thinking without action is untenable Putting an idea into action can make people reevaluate it in the field of experience and form a more perfect idea through subsequent thinking. Dewey
? Reformists are willing to link thought with action, theory with practice and thinking ability with action ability.
Four-dimensional 2 education (curriculum and teaching) must be combined with social life and production practice. Solidly promote research-based learning and comprehensive practical activities, so that students can acquire the necessary character, key ability and correct concept. The core literacy requirements pointed by the college entrance examination and enrollment reform need such curriculum reform and teaching reform to be realized. The traditional "brushing questions" to meet the exam-oriented courses and teaching will inevitably be eliminated by the requirements of the times and social development.
453 Education is a superstructure. It should have a stand, an ideological point of view and stand the test of history and basic human ethics. "The hottest furnace in hell is reserved for those who remain neutral in moral crisis."
2. The role of schools
? Schools are not divorced from society, but integrated into society; Social transformation is not driven by schools, but carried out together with schools.
? We need educators who are willing to explore possibilities through action, and teachers who can find possible ways and have a better world picture in their minds.
? Reformists believe that school education must have humanized goals.
? Ivan illich: Formal school education is not the only way, and it is not the last way at any time. (non-school, learning network)
? Paulo freire (Brazilian philosopher and educator): The ideal teacher should be a friend of the students.
3. Educational purposes
? Reformers firmly believe that the world community, brotherhood and democracy will eventually be realized, and schools should cultivate these beliefs through curriculum, management and teaching practice.
4. Educational methods
? Textbooks, teaching skills and teaching process should be reviewed, students' autonomy and critical spirit should be encouraged, and educators and students' social participation should be encouraged.
5. Courses
? Reformists hope that students can take part in social activities as much as possible, where they can learn and apply what they have learned.
? Brameld's "wheel" course: the core content-wheel hub, spokes represent related learning, such as discussion group, field experience, learning of content and skills, career discussion, etc. The hub and spokes support each other, and the edge of the wheel plays a comprehensive and unified role.
? Reformers appreciate the "cosmopolitan" curriculum with truth, friendship and justice as its core, emphasize the study of world history, and explore the work of the United Nations and other world institutions in contemporary society. Participate in meaningful community activities, multicultural education and future-oriented issues (such as resources, environment and sustainable development).
6. The role of teachers
? Reformists hope that teachers are both educators and social activists. They need to be able to keep pace with the times, pay close attention to social problems personally and have the courage to put them into action.
? Education should make the world more humane.
? School education at all levels should implement democratic procedures.
7. Criticism of reformist education.
? Reformers are determined to change, but their reform proposals are often rash. However, the multicultural education advocated by reformers and the social inertia that reformist philosophy has been trying to get rid of are worth learning.
? Dewey, a pragmatist, believes that the solution to social problems must be well thought out, and all possible results need to be carefully considered and tested by experiments.
Thinking about pragmatism and reformism, I prefer the former. However, every proposition has its social and historical roots, which can be learned and applied in the practice of educational reform. The philosophical basis of learning education aims at understanding the production process and core viewpoints of various educational philosophies. It is important to keep pace with the times, combine our own reality and educational practice, and find a personalized school education concept through systematic thinking. The key is to practice. Every choice is not perfect, but it is the mission and responsibility of our educators to pursue more perfect, more appropriate and better educational goals, and it is also the happiness of living in their careers.