Blog Post #4 Historical Foundations of Teaching and Learning: A Reflection on Herbst and Tomkins
The articles by Jürgen Herbst (1999) and George Tomkins (1981) have caught my interest in shaping my understanding of the historical foundations of teaching and learning and provide perspectives on the evolution of education that I have not considered previously.
Based on the article by Jürgen Herbst (1999), here are three key takeaways on the historical foundations of teaching and learning:
1. The article emphasizes the importance of understanding the state of education, suggesting that the practices and policies that evolved from the sixties to the seventies to the time of writing the article, education systems cannot be fully understood without considering their historical development, which is best viewed across multiple continents. One point he makes is the consideration of public and private schools, which could have their own history (Herbst, 1999).
2. Herbst discusses the evolution of educational practices over time, highlighting how these practices have been shaped and influenced by different periods’ societal, cultural, and political contexts (e.g. gender, race and class). Herbst suggests that the excitement of the seventies has evaporated and that the discipline lacks a sense of direction and purpose (Herbst, 1999).
3. From an innovation perspective, the article underscores the role of innovation in developing educational practices and policies, suggesting that the continuous evolution of education is driven by the need to meet the changing demands of society (Herbst, 1999). While there are similarities around the disenchantment of the field between American and European educators, one key difference is that American educators view changes as transformational and revolutionary. In contrast, Europe views changes as a type of continuity of reform (Herbst, 1999).
Based on the article by George Tomkins (1981), here are three key takeaways on the historical foundations of teaching and learning:
1. Foreign Influences have a significant impact on the Canadian curriculum. These influences have shaped the education development in Canada, affecting both the content and the curriculum structure. They can be viewed over time and focus on the American influence on Canada (Tomkins, 1981).
2. These American foreign factors have influenced curriculum policymaking in shaping educational policies in Canada, leading to changes in teaching and learning approaches such as public issues and value education(Tomkins, 1981).
3. Historical and contemporary perspective provides a unique view on the evolution of education in Canada by examining historical and contemporary influences, which offers a comprehensive understanding of how teaching and learning have evolved in response to foreign influences (Tomkins, 1981).
These takeaways underscore the importance of understanding the historical foundations of teaching and learning, as they provide valuable insights into the factors that have shaped education over time. They highlight the dynamic nature of education and the role of foreign influences in shaping educational practices and policies across continents. Both works provide insights into the historical foundations of teaching and learning and highlight the importance of innovation, creativity, and foreign influences in shaping education, offering an essential historical perspective on these critical aspects of education.
Questions for the Authors
After reading these articles, several questions arise.
- For Herbst, one might ask how further changes in educational history over the years since his article further influenced current educational practices and policies and if there is a new understanding we need to discuss.
- For Tomkins, how have foreign influences continued to shape the Canadian curriculum in the contemporary context, given the rapid growth of globalization and internationalism?
References
Herbst, J. (1999). The History of Education: State of the Art at the Turn of the Century in Europe and North America.
Paedagogica Historica, 35(3), 737–747. https://doi- org.proxy.queensu.ca/10.1080/0030923990350308
Tomkins, G. (1981). Foreign Influences on Curriculum and Curriculum Policy Making in Canada:
Some Impressions in Historical and Contemporary Perspective. Curriculum Inquiry, 11(2),
157–166. https://doi-org.proxy.queensu.ca/10.1080/03626784.1981.11075245