People of Education

Her methods included utilizing child-sized school furniture and specially designed learning material. Emphasized independent work by children under the guidance of a trained directress. 2-50

He realized that African American children needed an education to compete in society, so he founded Tuskegee Institute, which provided basic and industrial education. 2-47

He was a successful teacher of aristocratic whites who was sent to Princeton by his white neighbors "to see if a Negro would take a college education." 2-47

She established an academy for African American girls. The School of Education at the University of the District of Columbia. 2-46

She opened one of the first female seminaries and gave a speech proposing the benefits of seminaries for girls. 2-49

She earned a doctorate, became superintendent of Chicago public school system and elected first female president of the National Education Association. 2-50

She believed that education helps everyone to respect the dignity of all people regardless of color or creed, and is needed equally by all Americans. 2-50

He served as Charlemagne's chief educational adviser. 2-33

He wrote, "The duty of instructing the young includes several elements, the first and also the chief of which is that the tender mind of the child should be instructed in piety; the second, that he love and learn the liberal arts; the third, that he be taught tact in the conduct of social life; and the fourth, that from his earliest age he accustom himself to good behavior, based on moral principles." 2-34

He organized the Society of Jesus (Jesuits), who worked to establish schools to further the cause of the Roman Catholic Church, resulting in improved teacher training. 2-35

His contributions included the establishment of the first kindergarten, an emphasis on social development, a concern for the cultivation of creativity, and the concept of learning by doing. Also originated the idea that women are best suited to teach young children. 2-38

He was secretary of the state board of education who helped establish common elementary schools and published "The Common School Journal". 2-40

He was a run away slave who devoted all his efforts to improving vocational education. 2-46

She worked for the abolition of slavery, for women's rights, and for African American education. She admitted a "colored girl" into her boarding school and was persecuted for it. 2-47

He was the most influential Roman educator who wrote the set of twelve books, "The Institutes of Oratory". 2-33

He was a ruler of Europe during the Dark Ages who realized the value of education and was in a position to establish schools and encourage scholarly activity. 2-33

He formalized scholasticism and wrote "Summa Theologica", which became the doctrinal authority of the Roman Catholic Church. 2-33

He believed that people could be educated and also be Christians at the same time. 2-34

He published his ninety-five theses, which stated his disagreements with the Roman Catholic Church. He felt that people were intended to read and interpret the Bible for themselves. 2-34

His textbooks were among the first to contain illustrations and reflected the increasing interest in developing science. 2-35

He viewed a young child's mind as a blank slate on which an education could be imprinted. He also believed that teachers needed to create a nonthreatening learning environment. 2-35

He was a leader of a revolt of intellectuals against the superstition and ignorance that dominated people's lives during the Age of Reason. 2-35

He laid the foundations for rationalism. 2-36

He was a ruler of Prussia who passed laws regarding education and required teachers to obtain special training as well as licenses to teach. 2-36

He believed that education must be a natural process, not an artificial one. He also believed that children were inherently good. 2-37

He believed that a teacher should treat students with love and kindness. Key concepts of his method included the expression of love, understanding, and patience for children; compassion for the poor; and the use of objects and sense perception as the basis for acquiring knowledge. 2-37

He was the first U.S. commissioner of education.2-40

He established the American Academy. 2-41

He was the President of Harvard University who helped create the Educational Testing Service (ETS). 3-64

He developed the Scholastic Aptitude Test (SAT). 3-64

He established the first private school dedicated to teacher training. 3-68

He developed observational scales for assessing verbal communications between and among teachers and students. 3-71

He attempted to analyze teacher behaviors, delineate the components of effective teaching, and introduce teacher candidates to the elements judged most important to good teaching. 3-71

He developed a social development theory that suggested social interaction among children plays a major role in cognitive development. 3-71

He identified specific developmental tasks that he believed children must master if they are to develop normally. 3-72

He believed that children learn facts, concepts, and principles in four major stages. 3-72

He postulated a series of developmental steps or stages that he believes children encounter as they mature, involving: action, imagery, and symbolism. Stressed inquiry and the breaking down of larger tasks into components. 3-72

He believed that one can predict learning outcomes by assessing three factors: (1) the cognitive entry behaviors of a student, (2) the affective entry characteristics, and (3) the quality of instruction 3-72

He suggested that students could be successfully trained and conditioned to learn just about anything a teacher desired. He also experimented with computer-assisted instruction. Leader of the behaviorism movement. 3-72

He was a critic of the educational school system who plead for equal opportunities for all students. 3-73

He influenced a school of thought which endorses direct instruction in moral development. A body of morals exists that spans all cultures and should be taught directly to students in public schools. 4-82

He rejects the direct instruction of morals on the grounds that democracy demands that its citizens be free to clarify their own sets of values. Teachers should remain neutral in their presentations of opposing value systems. 4-82

He believed the second step of analytic thinking is the use of imagination. 4-83

He identified four basic components of prophetic thinking: discernment, connection, tracking hypocrisy, and hope. 4-84

He believed technology provided the greatest danger, yet the greatest possibility for humankind. 4-87

He considered technology a natural component of the changing world. The key is to use our rational minds and inquiry to determine the effects of a technology and use it in ways that enhance but do not detract from the needs of all members in society. 4-87

He believed humanity once had true knowledge but lost it by being placed in a material body that distorts and corrupts that knowledge. Thus, humans have the arduous task of trying to remember what they once knew. 4-88

He believed that the only way humankind can know things is through the process of reason. Hence, reality is not a thing unto itself but the interaction of reason and external sensations. Reason fits perceived objects into classes or categories according to similarities and differences. It is only through reason that we acquire knowledge of the world. 4-89

She believed that education - the conversation - is the place where one comes to learn what it is to be a person. 4-89

He believed that one could acquire knowledge of ideas or forms by investigating matter. To understand an object, one must understand its absolute form, which is unchanging. 4-91

He believed the universe is characterized by patterns, and these patterns can be verified and analyzed through mathematics. Warned against inert ideas. 4-91

He believed that the purpose of thought is to produce action and that the meaning of a thought is the collection of results of actions. Founded the philosophical system call pragmatism. 4-93

He believed that disciplines such as science, mathematics, art, and history are not rooted in a fixed reality but are constructed by groups of people who are trying to make sense of the world. Because disciplines are created by persons, they are subject to all the foibles, limitations, and prejudices of any human convention. 4-93

He believed that existence (being) comes before essence (meaning). 4-95

He believed in a need to cultivate a healthy love of self-care, a taste for solitude, a perspective on perspective, literacy as a vital capacity, and an overall gratitude for one's existence. 4-95

She believed that schools must be places that offer "an authentic public space where diverse human beings can appear before one another as best they know to be." 4-95

He believed that people need standards for all of life, so rules were developed for a wide range of activities. 4-98

He developed a contemporary school reform effort called, The Essential Schools movement in an attempt to encourage schools to strip away the non essentials and focus on having students "use their minds well." 5-110

He described "positive knowledge" by dividing the thinking of humankind into three historical periods, each of which was characterized by a distinct way of thinking. 5-112

He believed that if an idea works well it can be considered true. The satisfactory working of an idea constitutes its whole truth. 5-114

He believed that in a proper relationship between teacher and student, there is a mutual sensibility of feeling. There is empathy, not a subject - object relationship. 5-117

He, along with Glickman, identified three schools of thought along a teacher-student control continuum: noninterventionists, interactionists, and interventionists. 5-123

He, along with Wolfgang, identified three schools of thought along a teacher-student control continuum: noninterventionists, interactionists, and interventionists. 5-123

He believes that people are driven by six basic needs. All our choices and behaviors are based on the urgency for survival, power, love, belonging, freedom, and fun. 5-124

He developed the assertive discipline approach. 5-125

He observed more than one thousand classrooms and found that differences in the quality of schools have little to do with teaching practices. Differences come from an overall classroom climate. 5-126

He set out to uncover the underlying characteristics of a classroom climate that could be linked to increased student achievement. 5-127

He brought the term voice to education. 5-127

He believed that school should provide students with an unbiased picture of the changes that occur in society, but schools cannot educate for a new social order, nor should teachers use the classroom to promote doctrine. 5-129

He, along with Gintis, believe that entities such as schools, churches, peer groups, and town meetings should attempt to mediate tension between individual freedom and responsibility for the community. 5-130

He, along with Bowles, believe that entities such as schools, churches, peer groups, and town meetings should attempt to mediate tension between individual freedom and responsibility for the community. 5-130