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How Tyack and Cuban Assumptions and Purposes and Politicization Differ from John Dewey approaching Public Education

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Jasper Thompson jasper.thompson@waldenu.edu ID A00240846
Specialization: Educational Technology

Paper Submitted in Partial Fulfillment of the Requirements for
EDUC 8111: Principles of Social Change
Walden University
April 24, 2011

Comparing Tyack and Cuban With Dewey on Social Change 2
Abstract
The essay material will examine the viewpoints of the Assumptions Tyack and Cuban concerning the Public Schools traditional strategies and social change will blend gradually to form the essay that compare the theories of John Dewey involving traditional and progressive approaches of schooling pertaining to their purposes and assumptions about Public Education.

Comparing Tyack and Cuban With Dewey on Social Change 3
How Tyack and Cuban Assumptions and Purposes Differ from John Dewey approaching Public Education The title of the essay paper is How Tyack and Cuban Assumptions and Purposes Differ from John Dewey Approaching Public Education. The essay will discuss the assumption and purposes of both theorist John Dewey and Tyack and Cuban about public schooling reform and social change. The organization of the essay will first analyze the central concepts of Tyack and Cuban and the theories of John Dewey. The Assumption and Purposes of Public Education will be discussed from three view points. Similarities, Differences, and Uniqueness are researched from three topics. (1) The Assumption and Purposes of Public Education. (2) Quality and Integrity with the Politicization of Education and (3) The Interaction of Social Change and School Reform. The conclusion will summarize the objective of what has been accomplished in the essay paper.
Theorists
Tyack and Cuban The assumptions and purposes of public education, the politicization of education, and the interaction of social change reflections by Tyack and Cuban impart that the purpose of public education is to instruct children and correct some of the perceived social and educational reform problems to enhance our societies. The procedures to solve the reform issues of institutional will be improvement of the youth through education. Education will provide solutions to educational, economic and social problems. Comparing Tyack and Cuban With Dewey on Social Change 4
The interactions of social change and school reform establish an assortment of methods for instructions where social reformers altered the governance of public schools. Tyack and Cuban view education and politicization in social reform as creating the most comprehensive system of public schooling in the world. The interaction of social change and school reform believe that public schools have remained fundamentally similar in their core operation. A political perspective shows how social groups become mobilized to publicize problem, devise remedies and adopt policies by legislation (Metz, 1990).
John Dewey
The views of John Dewey attempts to reconcile the benefits of traditional and progressive education for social change and reform through the process role of liberal education. The views of John Dewey attempts to reconcile the benefits of traditional and progressive education for social change and reform through the process of liberal education. Progressive education brings about positive social change and social reform that is the democratic ideas people are committed to learning culturally. Dewey emphasized experience, experiment, and purposeful learning freedom and other concepts in comparison to the current education practice and traditional form of educating. The methods of Professor Dewey in education that abide by the basic purpose of progressive social institutions include (1) cultivation of individuality; (2) external discipline that opposes unrestrained activity. (3) Learn from texts and teachers by experience-manually; (4) acquire skills and techniques by drill. (5) Attain ends that can build persuasive appeals and (6) preparation for the future by accepting the opportunities of the present.

Comparing Tyack and Cuban With Dewey on Social Change 5
Assumption and Purposes of Public Education
Similarities
The ideas of Tyack and Cuban will be analyzed to compare and contrast with the theories of John Dewey from the content of Education and Experience about the assumptions and purposes of public education. The first assumption and purpose of public education by Tyack and Cuban that show similarities involve how to improve the youth and society through public education. The second assumption is that American should reform public schools to correct social educational problems. Third, political debate shapes the form and course of public education. The Assumptions and purposes of public education of John Dewey about public education are (1) preparing youth for the future responsibilities for success in life. (2) Create positive social change and reform with education. (3) Create a new form of educating the society with progressive education.
Differences
The differences and ways in which the ideas of Tyack and Cuban contrast begin with their purposes of education that suggest success judging hold narrow success in public schooling. (2) The Schools reform remains a debated issue of the 20th century with little progress.

Comparing Tyack and Cuban With Dewey on Social Change 6

(3) Key problems involving ethnic, religious, racial, gender and class differences concerning public education. The ideas of John Dewey exhibit differences on public education by (1) The protection of aims, objectives and materials that resists the routine of the society for educating children of the society. (2) Dr. Dewey thoughts emphasize experience, experimental purposeful learning, and freedom concept of progressive education. (3) Dewey wants to implement the progressive approach that could create a new form of educating the society with progressive educational strategies.
Uniqueness
The Uniqueness of the beliefs on assumptions and purposes of public education that Tyack and Cuban suggest are Millennial thinking about schooling favored solutions to social and economic problems.(2) The significant of Progress or Regress made during the Great Depression of believing that American were approaching with steady progress the goal of giving each child an appropriate education.(3) The structure and organization of schooling in America remains committed to the academic values, purpose, instructional ideas and credits of an established free public form of education. The reasoning of John Dewey on assumptions and purposes of public education propose recognition to the changing world of education. (2) Democratic social arrangements promote a better quality of human experience for continuity when seeing education in terms of life experience. (3) Education is developed from within.
Comparing Tyack and Cuban With Dewey on Social Change
Conclusion
The conclusion to the essay paper designed to compare and contrast the ideas of Tyack and Cuban with the thoughts and judgments of John Dewey concerning assumptions and purposes of public education has been analyzed with similarities, differences and uniqueness.

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