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Educational Essentialism WebQuest

An Online Brochure Exploring Essentialist Sexuality Education
by

Rebecca Bunten

on 25 March 2011

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Transcript of Educational Essentialism WebQuest

Essentialism and Sexuality Education An Introduction to the Educational Philosophy & An Exploration of Sexuality Education Back to the Basics Essentials of Essentialism Theorists and Advocates Head Honchos, Believers, & Followers Curriculum Components Essentialist Sexuality Education Curricula Might Look Like This... Essentialist Sexuality Education Curricula Probably Won't Look Like This... Classroom Structure Typical Essentialist Evironment Educator Essentials The Role of the Teacher in Essentialist Education Student Participation The Role of the Student in Essentialist Education References Essentialist SExuality
Lesson Plans Sexuality Education Lesson Plans from an Essentialist Perspective Focus on traditional/core academic disciplines Math, Science, Reading, Writing, Literature, History, Foreign Languages (Hobbs, 2007; Koenecke, n.d.; Maya 2007). Assessment through rigorous testing ("Educational essentialisn," 2011; Koenecke, n.d.). Progressive intruction, increase in complexity over time ("Educational essentialism," 2011). Schools and education are vehicles for the furthering of societal, political, and economic laws/norms (Rowe, n.d.). Curriculum changes to reflect current societal beliefs (Cohen, 1999). Does not attempt to change/reshape society (Rowe, n.d.). Traditional Academic Disciplines + Traditional Moral Values = Creation of Ideal Citizen (Rowe, n.d.) No "soft" subjects like philosophy ( Hobbs, 2007; Rowe, n.d.) William Bagley (1874-1946) Founded/popularized the philosophy ('38). Was the common educational practice for years prior (Albear, n.d.; Hobbs, 2007). Former President G. W. Bush - No Child Left Behind (Maya, 2007). Sputnik ('57) - Educational panic revived use of theory (Albear, n.d.; Martin & Loomis, 2007). Often criticized for theory being too rigid (Hobbs, 2007). E.D. Hirsh Jr. Core concepts to be covered: anatomy, physiology, hygiene, biology, abstinence until marriage. Increasing complexity of subjects (Rowe, n.d.). Elementary School Education: hygiene and anatomy Middle/High School Education: biology and abstinence until marriage. Only provides knowledge essential to students becoming valuable members of society (Cohen, 1999). Teen's who get pregnant are not ideal citizens. Married couples should have children All knowledge must be testable (Rowe, n.d.). Soft Skills and Knowledge (Rowe, n.d.). Information on: relationships, pleasure, love, communication, and orientation. Hands-on or interactive learning (Cohen, 1999). Any dominant social view of sexuality (Cohen, 1999). Teacher Oriented (Hobbs, 2007) Disciplined, Rigid Structure (Maya, 2007) Longer School Days (Maya, 2007) Dense Course Readings and Textbooks (Maya, 2007) Traditional Row Style Seating (Hobbs, 2007) Teaching Method = Lecture (Maya, 2007) Student imput/interests are unimportant (Hobbs, 2007; Maya, 2007). Responsible for instilling traditional moral values such as... Respect for authority, hard work, sense of duty/obligation, and care of others (Hobbs, 2007; Maya, 2007). Intellectual and moral role model (Hobbs, 2007). Teacher knows best. Teaches for the test (Hobbs, 2007). Help to keep students in line and on task (Cohen, 1999). Teacher is transmitter of information (Martin & Loomis, 2007). Students are receivers of information. Little to no "hands-on" or "real life" training (Maya, 2007). Students are to achieve expected test scores. Mastery of grade appropriate skills and knowledge (Hobbs, 2007; Martin & Loomis, 2007; Maya, 2007). Students are expected to apply learning toward goal of ideal citizenry and for use in real world (Hobbs, 2007). Passive learning (Hobbs, 2007). http://www.lessonplanspage.com/PETheMaleReproductiveSystem68.htm http://www.uen.org/Lessonplan/preview.cgi?LPid=5174 Author of "Cultural Literacy: What Every American Needs to Know" (Martin & Loomis, 2007). Believes in core subjects and knowledge (Martin & Loomis, 2007). References

Criteria for a good resource: Finding information on the web can be challenging, at best. Many website do not include information such as authors, publication dates, and references for the information available, making it hard to determine its validity as an academic source. That being said, there are other aspects of a website which can speak for its validity, such as the sites host/sponsor or its affiliation with an educational organization. For each of the sites referenced below, a reason for validity is given.

Albear, G. D. (n.d.). Essentialism [PowerPoint slides]. Retrieved from http://www.library.eiu.edu/ersvdoc/4458.pdf
This site provides its readers with educational references for all of its information.

Cohen, L. M. (1999). Educational philosophies. Retrieved from http://oregonstate.edu/instruct/ed416/PP3.html
This site provides its readers with educational references for all of its information. The sites validity is also supported by its host, Oregon State University.

Galente, J. (2010, November 10). The male reproductive system. Retrieved from http://www.lessonplanspage.com/PETheMaleReproductiveSystem68.htm
Lesson Plans Page offers a variety of lesson plans for different ages and educational topics. This lesson plan is a great example of sexuality education from the essentialist perspective.

Hobbs, S. F. (2007). Introduction to educational philosophy. Retrieved from http://www.msubillings.edu/COEFaculty/Hobbs/Perspectives.htm
This information available on this website was compiled by a professor for her students to learn educational philosophies from. Its host, Montana State University Billings, also supports this sites validity.

K12 Academics (2011). Educational essentialism. Retrieved from http://www.k12academics.com/educational-philosophy/educational-essentialism
K12 Academics is an online education information website, providing accurate information to students, teachers, and other professionals. This site acts as a general reference site to anyone seeking educational information.

Koenecke, W. (n.d.). Progressivism, essentialism, perennialism, & postmodernism. Retrieved from http://coekate.murraystate.edu/professor/koenecke/pages/progressivism-essentialism-perennialism-postmodern/
This is an introductory informational site written by a professor and aimed at student learning. This site is sponsored and approved by Murray State University.

Martin, D. J., & Loomis, K. S. (2007). Your philosophy of education. In Building teachers: A constructivist approach to introducing education (2). Retrieved from http://www.wadsworthmedia.com/marketing/sample_chapters/0534608493_ch02.pdf
This site is an online chapter to an educational book for teachers. The book is currently in circulation and provides references for information.

Maya, B. (2007, June 29). The five key educational philosophies. Retrieved from http://www.helium.com/items/424989-the-five-key-educational-philosophies
This online journal contains references for its information.

Robinson, D. (2003, July 16). Teen pregnancy (dat). Retrieved from http://www.uen.org/Lessonplan/preview.cgi?LPid=5174
UEN, the Utah Education Network, provides its visitors with dozens of fully formed lesson plans. Lesson plans are written by a variety of different authors and from a variety of different perspectives.

Robinson, D. (2005, June 23). Marriage unit. Retrieved from http://www.uen.org/Lessonplan/preview.cgi?LPid=13328
See above...

Rowe, R. (n.d.). Essentialism. Retrieved from http://www.rrowe.net/about-me/tp/essentialism
This site is an introductory informational site set up by a professor for his students. The site, and all of its information, are supported by Burapha University International College. By Rebecca Bunten http://www.uen.org/Lessonplan/preview.cgi?LPid=13328 If Essentialist Sexuality Education were to cover a "soft" subject, a lesson plan might look like this...
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