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An Investigation Into the Sociological, Ideological and Institutional Constraints Affecting the Teaching of Thinking in Public Schools

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An Investigation Into the Sociological, Ideological and Institutional Constraints Affecting the Teaching of Thinking in Public Schools University of Massachusetts Amherst ScholarWorks@UMass Amherst Doctoral Dissertations 1896 - February 2014 1-1-1984 An investigation into the sociological, ideological and institutional constraints affecting the teaching of thinking in public schools. Judith A. Siciliano University of Massachusetts Amherst Follow this and additional works at: https://scholarworks.umass.edu/dissertations_1 Recommended Citation Siciliano, Judith A., "An investigation into the sociological, ideological and institutional constraints affecting the teaching of thinking in public schools." (1984). Doctoral Dissertations 1896 - February 2014. 3973. https://scholarworks.umass.edu/dissertations_1/3973 This Open Access Dissertation is brought to you for free and open access by ScholarWorks@UMass Amherst. It has been accepted for inclusion in Doctoral Dissertations 1896 - February 2014 by an authorized administrator of ScholarWorks@UMass Amherst. For more information, please contact [email protected]. AN INVESTIGATION INTO THE SOCIOLOGICAL, IDEOLOGICAL AND INSTITUTIONAL CONSTRAINTS AFFECTING THE TEACHING OF THINKING IN PUBLIC SCHOOLS A Dissertation Presented By JUDITH A. SICILIANO Submitted to the Graduate School of the University of Massachusetts in partial fulfillment of the requirements for the degree of DOCTOR OF EDUCATION May 1984 School of Education Judith A. Siciliano All Rights Reserved AN INVESTIGATION INTO THE SOCIOLOGICAL, IDEOLOGICAL AND INSTITUTIONAL CONSTRAINTS AFFECTING THE TEACHING OF THINKING IN PUBLIC SCHOOLS A Dissertation Presented By JUDITH A. SICILIANO 'oved as^-ta style and content by: David Schuman, Chairperson of Committee . ' /. r/CJ ~~r / Albert Anthony, Member i21 <UuJ!) 73 $ Marion Rhodes, Member Mario Fantini. Dean School of Education DEDICATION In gratitude, and with love, I dedicate this dissertation to my parents. ACKNOWLEDGMENTS A few times in one's life you find a teacher who also becomes a friend. David Schuman was both throughout the dissertation process. Working with David was a special gift. He taught me about teaching and thinking. David was a constant example of what this dissertation is about: he helps people practice thinking. Professors Albert Anthony and Marion Rhodes were generous and gracious committee members. A1 was a source of encouragement and intellectual stimulation. Marion pushed gently for me to think further about the problems facing teachers who want to help students practice thinking. Her enthusiasm and our wonderful breakfast chats were truly inspirational. In part this dissertation was completed because of the presence of four fellow graduate students. Lucy, Richard, Lee and Peter taught me what it means to share a common world. We practiced thinking to¬ gether. They gave me hope for the future in general and for the fu¬ ture of education in particular. Finally there are the special friends who encourage and listen patiently. Thank you Annette and Rita. And, of course, a special thank you to Michelle, who lived with a dissertation writer for the past three years. It could not have been easy. Karen Thatcher typed this work and often took the time to make helpful comments and remind me that I would finish one day. Thank youl v Uncle Tino taught me to read. In important ways he introduced me to the activity of thinking. Barbara Meyer helped me to remember him with love and joy. Thank you, Barbara. Somehow I know Uncle Tino is proud of this work. vi ABSTRACT AN INVESTIGATION INTO THE SOCIOLOGICAL, IDEOLOGICAL AND INSTITUTIONAL CONSTRAINTS AFFECTING THE TEACHING OF THINKING IN PUBLIC SCHOOLS May 1984 Judith A. Siciliano, B.S., Westfield State College M.Ed., University of Massachusetts Ed.D., University of Massachusetts Directed by: Professor David Schuman Hannah Arendt, noted political scientist and scholar, examined the nature of thinking as part of her investigation into the life of the mind. Arendt postulated that human beings possess the ability to think in non-cognitive ways. By this she meant individuals are cap¬ able of a kind of thinking which has political and moral overtones. Arendt believed that inherent within the thinking activity itself is the potential to discover the meaning of events. Furthermore, once an individual has formulated that meaning it is then possible to make a moral consideration regarding the event or issue involved. Think¬ ing, as Arendt discussed it, is a broader interpretation of the activ¬ ity itself when compared to more educationally oriented conceptions of thinking. This dissertation investigated the nature and extent of the comparative differences between non-cognitive thinking and think¬ ing in its cognitive sense. The investigation included an examination of the sociological, ideological and institutional impediments to the vii teaching of non-cognitive thinking. The impediments to teaching non- cognitive teaching were located by examining the literature describing the social role of the teacher, the liberal context of American educa¬ tion, the bureaucratic arrangements of public schools, and the con¬ temporary emphasis on teaching thinking as a cognitive activity. The analysis indicated that Hannah Arendt's understanding of thinking is confronted with serious sociological, ideological and pedagogical constraints when applied to public schools settings. Nevertheless, since her interpretation of thinking illuminates the breadth and richness of the activity, the argument is made that it merits serious attention. An examination of her work was undertaken to discover its appropriateness for teachers and public schools. Having uncovered the major characteristics of non-cognitive thinking recommendations are offered for applying Hannah Arendt's work on thinking in elementary and secondary classrooms. vi i i TABLE OF CONTENTS ACKNOWLEDGMENTS . v Chapter INTRODUCTION . ! Scope and Purpose. 4 I. THE MANDATE TO SOCIALIZE. 12 The Role of the Teacher in American Society. 14 Where Our Expectations Come From. 16 Willard Waller: The Sociologist's View . 24 John Dewey: The Educator's View. 30 The Teacher's Role as an Impediment to Teaching Thinking . 36 II. THINKING IN A LIBERAL SOCIETY. 41 What is Liberalism?. 42 A Classic Liberal's Thought About Thinking . 48 Competition and Thinking . 49 American Education and Liberalism . 54 Making the Liberal Connections . 56 III. BUREAUCRACY AND THE SCHOOLS: ANOTHER LAYER . 61 Disorganized Schools . 63 Organizing the Schools . 65 Max Weber and Bureaucracy. 67 A Time for the Common Man. 68 The Common Man and the Cities. 71 The Common School Movement as Reform . 73 Bureaucracy Becomes More Obvious . 78 Bureaucracy and Teaching: What Became Important ... 80 Teachers and the Hierarchy. 82 Teacher Certification . ...... 84 Teachers and Unions: Bureaucracy and Unionization . 90 Bureaucracy and Teaching Thinking . 102 IV. TEACHING THINKING IN PUBLIC SCHOOLS . 110 Toeing the Line in the Reformed Schools.115 John Dewey and the Reformed Schools.118 IX Dewey and American Education Today . 121 Science, the Scientific Method and Dewey . 123 Dewey and Occupations as Curriculum.125 John Dewey, Science and Thinking . 127 Dewey's Method for Teaching Thinking . 136 The Psychological Approach and Jean Piaget . 141 Confusing Thinking and Action . 154 The Limitations of Dewey's and Piaget's Vision .... 159 V. HANNAH ARENDT AND THINKING . 167 What is Non-Cognitive Thinking? Arendt's Perspective . 169 Science and Thinking Are Not the Same.173 Common-Sense Reasoning and Cognition . 174 Non-Cognitive Thinking . 180 The Distinctions.182 Arendt's Poetic Explanation . 188 The "Two-in-One," or the Reflexivity of Thinking ... 193 Non-Cognitive Thinking and Teachers . 201 Non-Cognitive Thinking in the Schools . 206 SELECTED BIBLIOGRAPHY . 226 x INTRODUCTION Junior high schools are challenging places for teachers. They certainly were in the early seventies. Teachers are often physically and emotionally exhausted. Faculty rooms take on the atmosphere of trenches after long battles. We compare wounds and casualties. Stained coffee mugs, ashtrays and cigarette smoke surround the tired warriors. The mugs and smoke take some getting used to. The conver¬ sation is another story. Tired teachers talk about students. Diets seem to be the next favorite topic. Students are discussed because they are late or ab¬ sent, lazy or failing. Occasionally, students are discussed for ath¬ letic or intellectual achievements. Most often, however, it is the lack of achievement which is noted. During what seemed to me to be a depressingly long harrangue about our miserable students, I decided to wonder out loud about the nature of our conversations. I asked, of no one in particular, why we seldom chatted about helping students do better work. As a social studies teacher, I puzzled over the fact that almost no students ever raised questions about the material we were covering. I asked if it bothered anyone that students didn't seem to be thinking and teachers were not doing much to improve that lamentable situation. As I re¬ call, I did go on for a while before I realized how quiet the room had become. 1 2 A fellow teacher waited patiently for a pause. He looked at me with a mixture of pity and anger. Like a good teacher, he did a quick pre-test. Did I know the purpose of a faculty room, he wondered. He didn't wait for my answer. Faculty rooms were designed as places teachers could go to let out steam. We don't have "heavy discussions" here, he informed me. He mumbled something about my youth and ideal¬ ism— and left. I stayed trying not to be embarassed. The door opened after
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