Type #1 and Type #2 Education are contrasted on the introduction page to this blog. Type #1 is traditional education. Type #2 is the type of education that has been gradually replacing Type #1 education in our country for many decades.
Some names for Type #2 education are: Outcome Based Education, Goals 2000, No Child Left Behind, Common Core, etc.
Below you can see a chart contrasting the two types of education:
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CHART — COMPARISON OF TWO TYPES OF EDUCATION:
Type #1 (Traditional) vs. Type #2 (CSCOPE & Common Core)
|Description||Type #1TraditionalClassical Learning||Type #2CSCOPE andCommon Core StandardsProgressive,Radical Social Justice Agenda|
|Instruction||Direct instruction by teacher||Self-directed learning, group-thinkEmphasis on:Subjectivity, feelings, emotions, beliefs, multiculturalism, political correctness, social engineering, globalism, evolution, sexual freedom, contraceptives, environmental extremism, global warming and climate change, victimization, diversity, acceptance of homosexuality as normal, redistribution of wealthDe-emphasis on:Declaration of Independence, Bill of Rights, Constitution, national sovereignty, Founding Fathers, American exceptionalism|
|Curriculum||Academic, fact-based, skills, research||Social concerns, project-based, constructivism, subjective, uses unproven fads and theories|
|Type #1 (Traditional)||Type #2 (CSCOPE & Common Core)|
|Teacher’s Role||Authority figure; sets the plan for the class; academic instruction||Facilitator|
|Student’s Role||Learn from teacher; focus on factual learning, develop foundation skills for logical and analytical reasoning, independent thinking||Students teach each other; focus on feelings, emotions, opinions; group-think|
|English, Language Arts, Reading (ELAR)||Phonics; classical literature; cursive handwriting; grammar; usage; correct spelling; expository, persuasive, research writing||Whole language, balanced literacy, Guided Reading; no cursive writing instruction so cannot read primary documents of Founding Fathers|
|Mathematics||“Drill and Skill,” four math functions learned to automaticity||Fuzzy math, rejects drill and memorization of math facts, dependent on calculators|
|Social Studies||Focus on American heritage and exceptionalism, national sovereignty, Founding documents||Diversity, multiculturalism, globalization, revisionist history, political correctness|
|Character Development||Pro-faith, self-control, personal responsibility, self-discipline, solid work ethic||Secular, moral relativism, anti-faith, victimization|
|Equality||Equal opportunities||Equal outcomes|
|Assessment||Students evaluated by earned grades, objective tests||Inflated grades, subjective assessments evaluated based upon value system of grader, group grades|
|Outcomes||Objective tests (right-or-wrong answers), emphasis on academic skills and knowledge||Subjective assessments; emphasis on holistic, “feel good” scoring|
Original chart finally produced by Carole H. Haynes, Ph.D.
Henry Burke ( firstname.lastname@example.org )revised and formatted this chart 11.04.13.