DEAF 406 Lecture Notes - Lecture 10: John Dewey, Progressive Education, Teachable Moment
Wednesday, November 8, 2017
Historical Roots of Critical Pedagogy Part 2
- Other Aspects of Critical Pedagogy
o Socrates, 469-399 BC (p. 93-97)
▪ Main Ideas
• Critical Pedagogy
• Wisdom
• Transformative
• Pedagogical Questions (Socratic Dialogue)
▪ Specific Example
• Freire tree, top level (transformative)
• Open to asking questions
• More even ground and responsibility of learning is on each other
and not on the system
• Unfinished man
• “…he can show what he thinks about anything, unless he is
deaf or dumb from the first” – 369 BC
o Plato, 428-328 BC (p. 97-98)
▪ Main Ideas
• Believed that education was very important, especially for social
individual justice
• Everyone is equal and deserves an equal education
• Believed in advanced democracy for all in schools
▪ Specific Examples
• Grouping is better for education because you can’t teach yourself
• Wink (2011) claims that “The ideas from Plato and Socrates
continue to be very applicable to teaching and learning today.
However, much of what we see today is the exact opposite of their
ideals. Today education is too often driven by power and money.
The high-stakes testing, with money tied to performance, has
driven school districts to mandate prescriptive pedagogy and
materials because they fear financial punitive consequences if
specific test scores don’t move up at a prescribed rate. The
government wants to tie salary to performance” (p. 98)
• No Child Left Behind
• To seek a “perfect” world
• “Without speech there was no outward sign of intelligence, so
deaf people must not be capable of thinking if they cannot
speak” – 360 BC
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find more resources at oneclass.com
o Aristotle, 384-322 BC (p. 99)
▪ Main Ideas
• Believes in 3 aims for Education
o The Possible
o The Appropriate
o The “Happy Mean”
• Examination of proposed principles and consideration of others’
ideas
▪ Specific Examples
• Full access between students and teachers
• Encouraging analyzing of the system and improving the system
• To seek improvement, even perfection (seek the truth before
making charges)
• “Deaf people could not be educated without hearings” and
“those who are born deaf all become senseless and incapable of
reason” – 355 BC
o Lev Vygotsky, 1896-1943 (p. 99-101)
▪ Main Ideas
• Zone of Proximal Development
• Sociocultural Context
• Inquiry and Dialectal Learning
• Paternalism
▪ Specific Examples
• ASL helps deaf children learn in the classroom and gain access to
their social culture
o Antonio Gramsci, 1891-1934 (p. 110-112)
▪ Main Ideas
• How institutions maintained their power (hegemonic forces)
• Which causes counter-hegemony protesting against that power
• Hegemony
▪ Specific Examples
• Deaf people told they can’t their whole lives, but Deaf people say
no, we can and we will
find more resources at oneclass.com
find more resources at oneclass.com
