Reconstructionism/Critical Theory (reconstructionism as a philosophy of education)

Social reconstructionism is a philosophy that emphasizes the addressing of

social questions and a quest to create a better society and worldwide democracy.
Reconstructionist educators focus on a curriculum that highlights social reform as the
aim of education. Theodore Brameld (1904-1987) was the founder of social
reconstructionism, in reaction against the realities of World War II. He recognized the
potential for either human annihilation through technology and human cruelty or the
capacity to create a beneficent society using technology and human compassion.
George Counts (1889-1974) recognized that education was the means of preparing
people for creating this new social order.
Critical theorists, like social reconstructionists, believe that systems must be
changed to overcome oppression and improve human conditions. Paulo Freire (1921-
1997) was a Brazilian whose experiences living in poverty led him to champion
education and literacy as the vehicle for social change. In his view, humans must learn
to resist oppression and not become its victims, nor oppress others. To do so requires
dialog and critical consciousness, the development of awareness to overcome
domination and oppression. Rather than "teaching as banking," in which the educator
deposits information into students' heads, Freire saw teaching and learning as a
process of inquiry in which the child must invent and reinvent the world.
For social reconstructionists and critical theorists, curriculum focuses on student
experience and taking social action on real problems, such as violence, hunger,
international terrorism, inflation, and inequality. Strategies for dealing with controversial
issues (particularly in social studies and literature), inquiry, dialogue, and multiple
perspectives are the focus. Community-based learning and bringing the world into the
classroom are also strategies.

Reconstructionism
1. RECONSTRUCTIonISM SOCIAL CARLO ROMMELY. LATRIZ
2.  Also known as SOCIAL RECONSTRUCTIONISM, this theory claims to be the true
successor of progressivism and declares that the chief purpose of education is to
“RECONSTRUCT” society in order to meet the cultural crisis brought about by social,
political, and economic problems.
3. Social Reconstructionism is a philosophy that emphasizes the addressing of social
questions and a quest to create a better society and worldwide democracy. Typically a
Reconstructionist focuses on a curriculum that highlights social reform.
4. PRAGMATISM -A REASONABLE AND LOGICAL WAY OF DOING THINGS OR
THINKING ABOUT PROBLEMS THAT IS BASED ON DEALING WITH SPECIFIC
SITUATIONS INSTEAD OF IDEAS ANDTHEORIES.
5. Theodore Brameld (1904-1987) was considered the founder of social
reconstructionism.  He recognized the potential for either human annihilation through
technology and human cruelty  and the use technology and human compassion to
create a beneficent society
6. George Counts (1889-1974) - recognized that education was the means of
preparing people for creating this new social order.
7. Paulo Freire (1921-1997) - a Brazilian whose experiences living in poverty led him
to champion education and literacy as the vehicle for social change. - humans must
learn to resist oppression and not become its victims, nor oppress others. - saw
teaching and learning as a process of inquiry in which the child must invent and reinvent
the world.
8. The Purpose of Schooling Critically examine all cultural and educational institutions
and recommended change and reform as needed. To teach students and the public
not to settle for "what is" but rather to dream about “what might be”. Prepare Students
to become agents for change Foudations of American Education Josh Wilson
9. Nature of the Learner Students are a critical element in bringing social change
Students are capable of initiating and adapting to change especially if they are
influenced by appropriate adult role models Foundations of American Education Josh
Wilson
10. Curriculum Reflect democratic ideals and emphasize civic education Opportunity
for students to gain first hand experience in studying real social problems and
controversial issues Students consider societal problems such as place of ethics in
improving quality of life, conserve natural resources, and issues of foreign policy and
naturalism. Foundations of American Education Josh Wilson
11. Instructional Methods Cooperative learning, problem solving, critical thinking
Focus on active learning and activities outside of school Students spend time in the
community to learn its problems Would analyze research and link issues to place in
the community and larger society Take action or responsibility in planning for change
Foundation of American Education JoshWilson
12. Classroom Management Teacher and students question the assumptions of the
status quo and examine social issues and future trends. Organize classroom in a
classless nonsexist and non racial manner Less emphasis on management and
control and more focus on community building Atmosphere promotes analysis,
criticism, and research would best describe the classroom environment Conflict
resolution and differences in world views would be encouraged and reinforced.
Foundations of American Education Josh Wilson
13. Assessment Students have the ability to think in critical terms and expose their
assumptions and practices Oppose standardized test of both students and teachers.
Should only if mandated by local, state, or federal authorities. Foundations of American
Education Josh Wilson
14. As a Teacher Must be willing to engage in ongoing renewal of their person and
professional lives Criticize and evaluate work conditions and extend educational role
outside of the classroom Must be comfortable with constant change Dislikes the
status quo and views school as a particular culture in evolution Willing to engage and
form alliances with the community and parents to make the school better. Foundations
of American Education Josh Wilson
15. THANK YOU! Prepared by : Carlo Rommel Y. Latriz