Paideia Proposal
Encyclopedia
The Paideia Proposal was a K-12
educational reform plan proposed by Mortimer Adler
. Adler was a prolific author, and references to the Paideia plan for educational reform can be found in a number of his books listed in the references below.
intended for all children, including those who will never attend a university. It was a response to what Adler characterized as the United States
' antidemocratic or undemocratic educational system, a holdover from the 19th century, when the understanding of universal suffrage
and basic human rights fell short of 20th century expectations. Adler further believed that a system oriented primarily for vocational training has as its objective the training of slaves, not free men, and that the only preparation necessary for vocational work is to learn how to learn, since many skilled jobs would be disappearing.
As the Paidea Proposal developed, the original Paideia Group gave way to a National Center for the Paideia Program. That organization, which eventually became the National Paideia Center, formulated a Declaration of Principles.
Adler stressed that the proposal is much more than just a return to the basic skills of reading, writing and arithmetic. It is not simply a return to the values of classical civilization, but a return to what is of enduring value. It is a democratic proposal intended for the education of all, and not an elitist program as some have alleged. He also believed that individual differences, especially with respect to the natural endowments and natural environments from which children come, must be compensated by remedial or supplementary instruction and preschool tutoring, as needed.
He proposed a curriculum framework within which each state or school district could pluralistically vary constituent areas of study. The curriculum of the Paidea Proposal was divided into five broad categories, with the first three being conventionally intellectual. The fourth involved manual skills (not for a vocational purpose, but to acquire the mental agility of learning with one's hands), and the fifth category introduced students to the world of work:
Didactic instruction (traditional lecturing) was by and large the primary mode of teaching being applied in the traditional system. Its purpose was for the acquisition of organized knowledge or facts. Adler placed the least value on this form of knowledge, arguing that it generally fades away with time, asserting for example that he had forgotten almost all of the information imparted to him in this fashion.
Coaching is performed so that the student may acquire skills, such as reading, writing, speaking, listening, calculating, problem-solving, estimating, measuring, and exercising critical judgement. Skills are habits, not memories, thus are much more durable than memories, especially memories not based upon understanding. Skills must also be maintained to remain sharp, and are less durable than the understanding achieved through the Socratic method.
The Socratic method
(extended discussion) is the only path to understanding basic ideas and values. This cannot be acquired through didactic teaching or coaching. The basis of discussion cannot be textbooks, but must be works of art and books that deal with ideas and values. Adler states that our teachers are totally untrained for this. The seminars would be constructed in two dimensions. In the vertical dimension, the teacher would provide and order questions aimed at the development of understanding ideas (not for covering predetermined ground). In a horizontal dimension, discussion would be open to all possible answers from students in response to the questions. If a seminar is too open in both dimensions, or focused primarily within the horizontal dimension, it may become loose and undirected. When it is directed and controlled in both dimensions or focused primarily on the vertical dimension, it becomes didactic and dogmatic. Seminar styles would vary widely depending on subject matter and participants, but Adler felt that any teacher who follows his prescription and is also a superior learner, cannot fail to allow his students to also become inspired and lifelong learners.
K-12
K–12 is a designation for the sum of primary and secondary education. It is used in the United States, Canada, Australia, and New Zealand where P–12 is also commonly used...
educational reform plan proposed by Mortimer Adler
Mortimer Adler
Mortimer Jerome Adler was an American philosopher, educator, and popular author. As a philosopher he worked within the Aristotelian and Thomistic traditions. He lived for the longest stretches in New York City, Chicago, San Francisco, and San Mateo, California...
. Adler was a prolific author, and references to the Paideia plan for educational reform can be found in a number of his books listed in the references below.
The Proposal
The Paideia Proposal is a system of liberal educationLiberal education
A Liberal education is a system or course of education suitable for the cultivation of a free human being. It is based on the medieval concept of the liberal arts or, more commonly now, the liberalism of the Age of Enlightenment...
intended for all children, including those who will never attend a university. It was a response to what Adler characterized as the United States
United States
The United States of America is a federal constitutional republic comprising fifty states and a federal district...
' antidemocratic or undemocratic educational system, a holdover from the 19th century, when the understanding of universal suffrage
Universal suffrage
Universal suffrage consists of the extension of the right to vote to adult citizens as a whole, though it may also mean extending said right to minors and non-citizens...
and basic human rights fell short of 20th century expectations. Adler further believed that a system oriented primarily for vocational training has as its objective the training of slaves, not free men, and that the only preparation necessary for vocational work is to learn how to learn, since many skilled jobs would be disappearing.
As the Paidea Proposal developed, the original Paideia Group gave way to a National Center for the Paideia Program. That organization, which eventually became the National Paideia Center, formulated a Declaration of Principles.
- All children are educable;
- Education is never completed in school or higher institutions of learning, but is a lifelong process of maturity for all citizens;
- The primary cause of learning is the activity of the child's mind, which is not created by, but only assisted by the teacher;
- Multiple types learning and teaching must be utilized in education, not just teacher lecturing, or telling;
- A student's preparation for earning a living is not the primary objective of schooling.
Adler stressed that the proposal is much more than just a return to the basic skills of reading, writing and arithmetic. It is not simply a return to the values of classical civilization, but a return to what is of enduring value. It is a democratic proposal intended for the education of all, and not an elitist program as some have alleged. He also believed that individual differences, especially with respect to the natural endowments and natural environments from which children come, must be compensated by remedial or supplementary instruction and preschool tutoring, as needed.
He proposed a curriculum framework within which each state or school district could pluralistically vary constituent areas of study. The curriculum of the Paidea Proposal was divided into five broad categories, with the first three being conventionally intellectual. The fourth involved manual skills (not for a vocational purpose, but to acquire the mental agility of learning with one's hands), and the fifth category introduced students to the world of work:
- Language, Literature and the Fine Arts;
- Mathematics and Natural Science;
- History, Geography and Social Studies;
- Physical Education (12 years), and Manual Training including cooking, sewing, typing, machine repair (6 years);
- A general introduction to the world of work (last 2 years).
Teaching and learning styles
The essence of the proposal involved three necessary types of learning and respective types of teaching: knowing what, knowing how, and knowing why: One of these was lacking from present-day practice after kindergarten and first grade.Didactic instruction (traditional lecturing) was by and large the primary mode of teaching being applied in the traditional system. Its purpose was for the acquisition of organized knowledge or facts. Adler placed the least value on this form of knowledge, arguing that it generally fades away with time, asserting for example that he had forgotten almost all of the information imparted to him in this fashion.
Coaching is performed so that the student may acquire skills, such as reading, writing, speaking, listening, calculating, problem-solving, estimating, measuring, and exercising critical judgement. Skills are habits, not memories, thus are much more durable than memories, especially memories not based upon understanding. Skills must also be maintained to remain sharp, and are less durable than the understanding achieved through the Socratic method.
The Socratic method
Socratic method
The Socratic method , named after the classical Greek philosopher Socrates, is a form of inquiry and debate between individuals with opposing viewpoints based on asking and answering questions to stimulate critical thinking and to illuminate ideas...
(extended discussion) is the only path to understanding basic ideas and values. This cannot be acquired through didactic teaching or coaching. The basis of discussion cannot be textbooks, but must be works of art and books that deal with ideas and values. Adler states that our teachers are totally untrained for this. The seminars would be constructed in two dimensions. In the vertical dimension, the teacher would provide and order questions aimed at the development of understanding ideas (not for covering predetermined ground). In a horizontal dimension, discussion would be open to all possible answers from students in response to the questions. If a seminar is too open in both dimensions, or focused primarily within the horizontal dimension, it may become loose and undirected. When it is directed and controlled in both dimensions or focused primarily on the vertical dimension, it becomes didactic and dogmatic. Seminar styles would vary widely depending on subject matter and participants, but Adler felt that any teacher who follows his prescription and is also a superior learner, cannot fail to allow his students to also become inspired and lifelong learners.