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A2Artanov_V_WilliamChandlerBagley.pptxWilliam Chandler Bagley The Essentialist
PRESENTED BY: Slava Artanov
Touro University
EDSN 600 History and Philosophy of Education
Professor Carolyn Givens-Lambert
Due Date: April 11, 2024
William Chandler Bagley is the education philosopher in focus.
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Biographical Sketch
Born on March 15th, 1874 in Detroit, Michigan
Died in 1946 in New York
Graduated from Michigan Agricultural College with a Bachelors degree in scientific agriculture in 1895 - had no money or land to engage in farming
Studied education and learning theories at the University of Chicago in 1896.
Taught for one year
Completed his Masters in Education in 1898
Completed a Doctorate in education and psychology at Cornell University in 1900
Started work as an elementary school Principle in St. Louis
Married with 4 children
William is a great educational philosopher who was born in 1874 and died in 1946 at the age of 72 years. He did not start as an educational philosopher but studied scientific agriculture first before enrolling to study education and learning theories at the university of Chicago. Upon graduation, William taught for one year and then enrolled for a master’s in education which he completed in 1898 and a doctorate in education and psychology in 1900.
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Biographical Sketch continued….
At Montana Normal College
Was a Professor of Psychology, Pedagogy, and Director of teacher training
Was a Superintendent - promoted the use of college student teachers in public school
Wrote his first major book, the Educative Process (1905)
Appointed Professor and Director of the School of Education at the University of Illinois in 1909.
Bagley initiated a prominent program in education at the University of Illinois (Cunanan, 2016)
In 1917, Bagley received a Professorship at the Teachers College at Columbia University in New York
He structured a department for the study of Normal Schools and teacher education
He entered into educational discussions about the role of intelligence testing in schools
Worked here until retirement in 1939
During retirement and until his death on July 1, 1946, in New York City, he served as editor of School and Society. He died while completing editorial work for this journal.
Still committed to the improvement of good teaching, Bagley accepted a position, beginning in the fall of 1901, as principal of Meramec Elementary School in St. Louis, Missouri. He worked in St. Louis for only one year, after which he accepted his first professorship as director of the Teacher Practice School and professor of psychology and pedagogy at the Montana State Normal School in Dillon, Montana. While in Montana, Bagley became active throughout the state by speaking at teachers institutes, by delivering commencement speeches, among other thigs.
While working in Montana Bagley wrote his first major book, the Educative Process (1905). With this book, Bagley's name received national, and even international, prominence.
Bagley received an offer to return to New York State to work at Oswego State Normal School in Oswego, New York. In the fall of 1906 he began his appointment there as superintendent of the Teacher Training Department. He also served as principal of the practice school and taught courses on educational methods.
After only two short years he left Oswego to accept his first position at a state university, the University of Illinois.
At Illinois, Bagley helped to develop the Department of Education to the point that it became one of the most well known in the nation. In the nine years he was on the Illinois faculty, Bagley attracted to Illinois such prominent educational scholars
As a professor at the University of Illinois, Bagley worked diligently to create a School of Education that was to differ remarkably from the Department of Education that he inherited. This transition ultimately required three main changes:
a. an additional number of education faculty members
the construction of a building to house the school
the creation of a program that permitted the School of Education to enroll its own students
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Historical Context: The Rise of Competing Educational Philosophies (Late 19th - Early 20th Century)
The late 19th and early 20th centuries saw a period of significant educational reform in the United States.
Traditional methods, focused on rote memorization and discipline, were challenged by new ideas.
Two main philosophies emerged:
Progressivism: Emphasized student-centered learning, focusing on developing critical thinking skills and preparing students for real-world experiences.
Essentialism: Advocated for a core curriculum of essential knowledge and skills deemed necessary for all citizens.
Historical Context continued…
Dr. Bagley’s educational contributions occurred at a time when America had divergent philosophies of life and education.
Bagley was critical of progressive education, which he believed damaged the intellectual and moral standards of students (Gutek, 2010)
Problems with Progressivism:
Progressives gave the primary emphasis to interest and maintained that interest in solving a problem or in realizing a purpose generates effort
While Essentialists believed that many interests (the higher and more nearly permanent interests) arise from learning things that are not at first interesting or appealing.
Progressives regard teacher-initiative a necessary evil (Hass, 2000)
Essentialists - adult responsibility for the guidance and direction of the immature is inherent in human nature (Hass, 2000)
Bagley lived and started his career in education at a time when there were many controversial educational and life philosophies. In particular, progressivism had started to get roots and Bagley was highly critical of it because he found it to be damaging to the moral and intellectual standards of students.
One of the problems that he found with progressivism is its emphasis on interest. According to progressivists, interest in solving a problem lead to efforts while essentialists of which Bagley was a part, believe that interest grows from efforts regardless of whether something is interesting, appealing or not.
Secondly, progressivists disregard teacher-initiated approaches to teaching while essentialism believed in teacher as the ship-captain. The teacher must guide and direct the immature students.
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Historical Context: Normal Schools
Bagley entered education in 1902
He served as the Director of teacher practice school at Montana State Normal School (Gutek, 2010)
American Normal School originated in the first half of 19th century; they complemented the common school movement
Practically, Bagley entered the education career in 1902 where he served as the director of teacher education at Montana state normal school. hence, normal schools form the most significant part of the historical context behind Bagley’s educational philosophy.
Normal schools complemented common schools. They had originated in France but reached in America in the first half of the 19th century.
While working at the normal school, Bagley realized the importance of staffing schools with professionally trained teachers as had been proposed previously by a philosopher, Horace Mann.
The essentialists noted that most teachers lacked knowledge of the subjects that they taught and also, they were unskilled in the methods of teaching.
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Historical Context continued…
Normal school
Originated in France
Was used to prepare teachers
Trainees engaged in practice teaching in demonstration schools
In US, Massachusetts was the first state to authorize normal school, other states followed
Normal school students, most women, aged 16-20, had to sign a declaration of their intention to become a teacher (Gutek, 2010)
Normal school curriculum comprised of: reading, writing, grammar, spelling, composition, arithmetic, principles of natural science, history , geography, health, music, drawing etc. (Gutek, 2010)
Courses in education-history and philosophy of education, classroom management, and methods of instruction. (Gutek, 2010)
Normal school as the most prominent historic context behind essentialism, originated in France. These schools were meant to train teachers and prepare them for teaching in schools. Those who attended normal schools would engage in practice teaching in demonstration schools.
In America, Masachussets was the first state to have a normal school but other states followed closely. Bagley thus was involved in preparing teachers. Students in normal schools were mainly women aged between 16 and 20 years and who were required to sign a decalaration that they would become teachers after completing their study at Normal schools. They were taught about reading, writing, grammar, spelling, and other core educational curriculum. They would also study history and philosophy in education, classroom management and methods of instructions as the primary course in education.
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Philosophical ideas: Essentialism
Bagley believed that public schools needed to be staffed with professionally trained educators (Gutek, 2010)
This was in support of Horace Mann
They had realized that many teachers
lacked thorough knowledge of the subjects they taught
Were unskilled in methods of teaching (Gutek, 2010)
In April 1938, Bagley published the Essentialist's Platform, which outlined three major points of essentialism:
He described the right of students to a well-educated and culturally knowledgeable teacher (Perez, 2022)
He discussed the importance of teaching the ideals of community to each group of students
He wrote of the importance of accuracy, thoroughness, and effort on part of the student in the classroom (Perez, 2022)
As mentioned previously, William Bagley is considered the father of essentialism. In April, 1938, William published a platform that outlined the three major areas of focus for essentialists. These are the right of students to a well educated and culturally knowledgeable teachers, the need for schools to teach the community ideals and lastly, the platform outlines the importance of accuracy, thoroughness and effort on part of the students in a classroom.
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Essentialism
Essentialism is a teacher-centered educational philosophy that emphasizes learning skills through traditional subjects like reading, writing, math, and science (Gutek, 2010)
It began in the 1930s as a result of the “perceived decline of intellectual rigor and moral standards in the schools” (Perez, 2022)
In the classroom, essentialists value a focus on core subjects over a wider array of subjects
Essentialists believe students are able to gain deeper knowledge when exposed to fewer core subjects
As an educational philosophy, Essentialism begun in 1930 following a realization that there was a major decline in intellectual rigor and moral standards in school. This philosophy is mostly a teacher-centered approach to teaching and learning that also insist on traditional subjects such as reading, writing, math and science.
Under this philosophy too, students are exposed to core subjects that help them gain deeper knowledge.
Essentialists also believe that it is important for enhanced educational standards in America, so that it could compete effectively with nations such as Germany and Japan.
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Philosophical Foundations of Essentialism
Essentialism is more like “back-to-the-basics” movement (Perez, 2022). It is a teacher-centered philosophy of education.
This movement also insisted on:
Holding teachers accountable for student learning
Providing instruction geared toward organized learning through textbooks
Teaching methods that center on regular assignments, homework, recitations, and testing
Under essentialism, which is closely similar to the back-to-the basics movement of the 1970s, the teacher is responsible and accountable for student learning, teacher should also provide all instructions and lead organized learning through text books and deploy popular teaching methods which include assignments, homework, recitations and testing.
Essentialists insist on learners gaining core/essential knowledge that is broken down in to grade levels. anything outside the core or essential knowledge is considered as weakening the academic rigor and destructive to schools.
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Philosophical Foundations of Essentialism
When translated into practice, the teacher is the one who takes primary responsibility for organizing the classroom, curriculum, instruction, and assessment (ŞAHIN, 2018)
3 basic principles of essentialism are:
a core of information
hard work and mental discipline
teacher-centered instruction (Perez, 2022)
Essentialists found it important to increase the educational standards in American Education so that it could compete with countries e.g. Japan and Germany(Gutek, 2010)
Essentialism is therefore a teacher-centered approach to teaching and learning. Basically, essentialist argue that the teacher should take the sole primary responsibility to organize the classroom, curriculum, instruction and assessment.
The three basic foundational principles of essentialism are:
A core of information
Hard work and mental discipline
Teacher-centered instruction
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Personal Reflection
Essentialism remains relevant today by emphasizing a core curriculum of foundational knowledge and skills deemed necessary for all students to function effectively in a complex world. This ensures a shared base of literacy, numeracy, and critical thinking abilities.
While essential skills are crucial, I find myself yearning for a more engaged classroom. Essentialism feels limited. When for example, Reconstructionism would allow me to ignite students' passions and connect learning to real-world issues. This approach empowers them to see education as a tool for building a better future, not just acquiring knowledge.
Resources
Cunanan, J. S. (2016, June 27). History of essentialism. Retrieved from Slideshare: https://www.slideshare.net/AlexanderCunanan/history-of-essentialism-63466726
Gutek, G. L. (2010). Chapter 21: William Chandler Bagley: The Stalwart Traditionalist Educator . In G. L. Gutek, Historical and Philosophical Foundations of Education: A Biographical Introduction (pp. 369-385). Pearson.
Hass, F. P. (2000). The Case for Essentialism in Education: WILLIAM C. BAGLEY (1874-1946). In F. P. Hass, Curriculum Planning . Boston: Allyn and Bacon, Inc.
Perez, D. D. (2022). Chapter 8: Essentialism. In D. D. Perez, Social Foundations of K-12 Education. Press Books.
ŞAHIN, M. (2018). ESSENTIALISM IN PHILOSOPHY, PSYCHOLOGY, EDUCATION, SOCIAL AND SCIENTIFIC SCOPES. Journal of Innovation in Psychology,, 193-204.
William C. Bagley (1874–1946) Early Career, Teachers College. (n.d.). Retrieved from https://education.stateuniversity.com/pages/1780/Bagley-William-C-1874-1946.html
