This is a list of people, ideas, models, theories, etc... that I should consider including in my literature review.
------------------------------------------ From Clark (2008):
Lao-Tse (5th century BC) - "If you tell me, I will listen. If you show me, I will see. But if you let me experience, I will learn." ; Kung Fu-tse (Latinized as Confucius) and Han Fei-Tzu, followed Lao-Tse by using a method that closely resembles what we now call the case method or case study
Socrates: the socratic method
Plato: the dialectic (the socratic method); first university 385 BC; knowledge innate at birth and perfectable by experiential learning during growth
Aristotle: association of ideas, balanced develoment (music, sports, play, debate, science, ...); recall
Organized apprenticeship in Egypt around 2000 BC
Schools organized around the 10th century
Teaching: transmitting content from teacher to student; students are "empty vessels" and teacher can "pour" content into them
Comenius (mid 17th century) aka Jan Komensky (1592-1670) - pansophism (universal knowledge); use childrens' senses rather than memorization; The Gate of Tongues Unlocked (1631) book for teaching Latin in the student's own language; Orbis Sensualium Pictus (1658) The Visible World in Pictures, pictures with labeled objects in both Latin and vernacular names, one of the first illustrated books written especially for children
John Locke (1632-1704) - English philosopher; set out principles of empricism; advanced the hypothesis that people learn primarily from external forces; Examined how people acquire ideas in An Essay Concerning Human Understanding (1690); mind is blank slate (tabular rosa) at birth; we acquire knowledge from information about objects in the world that our senses bring to us; we begin with simple ideas and then combine them into more complex ones; Some Thoughts Concerning Education (1697); believed that a sound education began in early childhood and insisted that the teaching of reading, writing, and arithmetic be gradual and cumulative
Jean Jacques Rousseau - While John Locke developed a theory of testing for the validity of knowledge and John Comenius established that children learn better from experience, Jean Jacques Rousseau, who supported these educational approaches, wrote the influential Emile (1762). Rousseau expounded a new theory of education emphasizing the importance of expression rather than repression to produce a well-balanced, freethinking child; belief that knowledge acquisition occurs though experience and that reason and investigation should replace arbitrary authority; also proposed that education should follow natural inclination impulses and feelings (learning styles)
Johann Heinrich Pestalozzi - In the late 1700's, Johann Heinrich Pestalozzi, a Swiss educational reformer, put Rousseau's theories into practice and thus became the first applied educational psychologist; believed that thought began with sensation and that teaching should use the senses; children should study the objects in their natural environment (Object Lesson) Pupils determined and traced an object's form, counted objects, and named them. Students progressed from these lessons to exercises in drawing, writing, adding, subtracting, multiplying, dividing, and reading; concrete before abstract, immediate before distant and remote, easy before complex, proceed gradually, cumulatively, and slowly
Prussians started to apply gaming situations to military training during the 1800s.
Johann Friedrich Herbart (1776-1841) - the analysis of experience; rejected all concepts of separate mental faculties, postulating instead that all mental phenomena result from interaction of elementary ideas; educational methods and systems should be based on psychology and ethics: psychology to furnish necessary knowledge of the mind and ethics to be used as a basis for determining the social ends of education; first scientist to distinguish instructional process from subject matter; past associations motivate apperception of current ones; stressed the study of the psychological processes of learning as a means of devising educational programs based on the aptitudes, abilities, and interests of students; Herbart's followers designed a five-step teaching method: 1) Prepare the pupils to be ready for the new lesson. 2) Present the new lesson. 3) Associate the new lesson with ideas studied earlier. 4) Use examples to illustrate the lesson's major points. 5) Test pupils to ensure they had learned the new lesson.
The Lyceum - largest early adult education program in the U.S., the Lyceum, founded in Massachusetts in 1826 by Josiah Holbrook, was a local association of men and women with some schooling who wanted to expand their own education while working to establish a public school system
Vestibule Training - In the early 1800s, factory schools were created, due to the industrial revolution, in which workers were trained in classrooms within the factory walls; combined the benefits of the classroom with the benefits of on-the-job training; classroom was located as close as conditions allowed to the department for which the workers were being trained; furnished with the same machines as used in production; normally six to ten workers per trainer, who were skilled workers or supervisors from the company
Case Method (Case Study) - In the 1880s, Christopher Langdell, the dean of the Harvard Law School, revived the case method that the early Chinese Philosophers used. It slowly won acceptance in the schools of business, law, and medicine.
Correspondence Schools - In 1883, the first correspondence program in the United States gained academic respectability through recognition by the State of New York, as a valid educational program was the Chautauqua Institute, which trained Sunday school teachers; In 1891, the International Correspondence Schools (ICS) grew from the Colliery Engineer School of Mines; Correspondence education developed in the mid-19th century in Great Britain, France, Germany, and the United States, and spread rapidly; In 1840, the English educator Sir Isaac Pitman taught shorthand by mail; The university extension movement grew out of off-campus lectures given by the Scottish educator James Stuart of the University of Cambridge, England; the precursor of distance education
Charles R. Allen (1917) - World War I training method: Show, Tell, Do, Check (adapted from Herbart's 5 step process)
John Dewey (1867-1949) - always striving to show how abstract concepts could work in everyday life; emphasized hands-on learning; ideas prompted a drastic change in United States education beginning in the 20th century; Considered to be the leading progressive educator of this century; wrote Education and Experience, exploring a synthesis of the principles of traditional education and those of progressive education; Two essential components: 1) experience of the learner and 2) critical inquiry; Dewey wrote, "any theory and set of practices is dogmatic which is not based upon critical examination of its own underlying principles." ; thinking and reflection; functionalism - encouraged mental testing and studies of adaptive behavior
Yerkes-Dodson law - Arousal - The Relation of Strength of Stimulus to Rapidity of Habit-Formation (1908) Journal of Comparative Neurology and Psychology, 18, 459-482). It predicts an inverted U-shaped function between arousal and performance. A certain amount of arousal can be a motivator toward change (with change in this discussion being learning). Too much or too little change will certainly work against the learner; optimal level is lower for intellectually challenging tasks (learners need to concentrate) and higher for tasks requiring endurance and persistance (learners need more motivation)
Role Playing - Dr. J. L. Moreno designs the first known role playing techniques in 1910; allows the learner to receive objective feedback about one's performance; One of its primary benefits is that it allows the learner to experience a real life situation in a protected environment.
Frederick Winslow Taylor (1856-1950) - In 1911, Frederick Taylor published his book The Principles of Scientific Management that conceived of a method for shortening the amount of time a task took by studying workers doing the task and removing "non-productive time."
Ivan Pavlov - Stimulus-Response - Pavlov conducted, perhaps, the most famous of all psychological experiments (1927) when he showed that by pairing a conditioned stimulus (a bell) with an unconditioned stimulus (food), a dog would begin to salivate (response) when the bell was rung without presenting the food.
J. B. Watson and Behaviorism - a theory proposed by J.B. Watson and based on the works of Pavlov and Bekhterev, two Russian psychologists who developed an animal training model known as stimulus-response (Classical Conditioning); Watson argued that such conditioning is the basis of human behavior - if you stand up every time a lady enters the room, you're acting not out of 'politeness', but because behavior is a chain of well-set reflexes; recency and frequency
Gestalt - John Stuart Mill (1806-1873) was disturbed by earlier associationists that complex ideals are just a combination of simple ideals; "The whole is more than the sum of its parts." ; Max Wertheimer (1880-1943), the founder of gestalt psychology, launched it in 1912 with an article on apparent motion. He had an insight while riding a train that if two lights blink on and off at a certain rate, they give the impression that one light is moving back and forth; Wertheimer contrasts rote memorization with problem solving based on the Gestalt principles. In the former, the learner has learned facts without understanding them;
The Teaching Machine - In 1924, Sidney L. Pressey created a crude teaching machine suitable for rote-and-drill learning; automated-instruction facilitated learning by providing for immediate reinforcement, individual pace setting, and active responding; He wrote, "teaching machines are unique among instructional aids, in that the student not merely passively listen, watches, or reads but actively responds. And as he does so he finds out whether his response is correct or not. And a record may be kept which aids in improving the materials." ; his machine incorporated Thorndike's laws of exercise and effect
Eduard C. Lindeman - 1926, the first book explaining the unique characteristics of adult learners was published, The Meaning of Adult Education.; "...the teacher finds a new function. He is no longer the oracle who speaks from the platform of authority, but rather the guide, the pointer-outer who also participates in learning in proportion to the vitality and relevancy of his facts and experiences."
Edward L. Thorndike (1874-1949) - believed that instruction should pursue specified, socially useful goals; wrote Adult Learning (1928) decline of 1%/yr after 35, later shown that not the power of learning but the speed of learning declines; law of effect (behaviors that are followed by pleasant consequences will be more likely to be repeated in the future); The Identical Elements Theory of the Transfer of Training (the amount of transfer between the familiar situation and the unfamiliar one is determined by the number of elements that the two situations have in common); active learning (had low opinion of lectures) "The lecture and demonstration methods represent an approach to a limiting extreme in which the teacher lets the student find out nothing which he could possible be told or shown...They ask of him only that he attend to, and do his best to understand, questions which he did not himself frame and answers which he did not himself work out." ; supported Dewey's functionalism and added a stimulus-response component and renamed it connectionist; three conditions that maximized learning: law of effect, law of recency, law of exercise
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