How can we understand new educational trends in relation to the global network context? How may we build upon and direct these new educational trends to realize the contemporary democratic aspirations of a global network society?
To develop an understanding to the global network context, we need to reflect on the effects of the industrial revolution in society. John Dewey noted that the challenge of “progressive” education began with the introduction to the factory system, he states: “with households and neighborhoods destroyed as centers of production, only the schools remained available as agencies to provide this basic grounding in real-world experience and social responsibility” (Waks, 2013, p. 74). During the construction of the industrial revolution, school’s aimed to produce good workers rather than having the primary focus on personal development and intellectual achievements. The design of the classroom was setup to produce good workers, for example, the desks were aligned in rows resembles the layout of a factory as the teacher resembles a manager of a factory being at a hierarchy position in the front of the classroom. In present time, school system’s are trying to incorporate active-learning by allowing children to act independently in the classroom rather than being solely dependent on instruction from their teacher. Therefore the role of the teachers has changed from providing instructions that the students follow to now allowing individual learning, creativity , and critical thinking. Students are now offered opportunities for individual growth in learning as well as allowing them the chance to seek out any career opportunity they desire by supporting the student’s own personal goals in knowledge and learning rather than teachers solely creating good workers for our own economy. Us future educators must aid students in letting them know that there is no limitations to student learning and encourage our students to pursue their own avenues and aspirations.
Waks emphasizes that “Most progressive-oriented educators today do demand equal access to high-technology educational opportunities and claim that constructivist methods are effective for learners from disadvantaged groups” (Waks, 2013, p. 81). Us future educators must reflect on the effects of power in relation to economic globalization and social status, especially in relation to the increasing rates of poverty and mental health disorders. The school system and society is still controlled by the government which promotes the traditional learning views and limits progressive learning in the school systems. Although the progressive learning approach is expanding, there are still key issues in relation to power and the government, making it difficult for educators to transform their pedagogies. All current and future educators need to work together to ensure that the school systems are able to reform and develop in a positive manner.
Waks, L. J. (2013). John Dewey and the Challenge of Progressive Education. International Journal of Progressive Education, 9(1), 73.