Some kids are good fits - I wasn't. We have to stop trying to force fit bits and pieces of what might be "21st century" into business as usual. Share. And they’re worth considering. Abandon the factory model of education. Tweaking around the edges will not work. If we go back and check our university courses on Learning Theory, we will recall that real learning is not something that we "do to students"; rather, it is something that students DO - through trial and error, inquiry, making connections to previous experiences. One of the most common ways to criticize our current system of education is to suggest that it’s based on a “factory model.” An alternative condemnation: “industrial era.” The implication is the same: schools are woefully outmoded. Why India Must Worry About a Factory School Model Like KISS for Adivasis. If you visited 100 schools this semester you would probably see very similar classrooms! Arguments over what public education should look like and what purpose public education should serve – God, country, community, the economy, the self – are not new. This does not mean, in any unfortunate sense, the mechanization of education. The crux of the problem as it stands today, in 2016, is this factory model. According to Gladman, the Lancaster system was replaced by the Glasgow system, developed by David Stow, which emphasized the training of teachers so as to “cultivate the whole nature of the child, instead of the mere head – the affections and habits, as well as the intellect.” Training of teachers was necessary, Gladman contended, as “it is useless to have the machinery without the skilled workman, or the well-trained workman without the suitable premises.”. In his book A Voyage to India (1820), James Cordiner explains the functioning of the Madras system following his visit to the Military Male Orphan Asylum in India where this model originated: From the perpetual agency of this system, idleness cannot exist. The problem was inordinately complex. Tweet. It’s a story cited by homeschoolers and by libertarians. The majority of students at that time were educated to prepare for work on farms or in factories. But the factory model of education is the wrong model for the 21st century.” – US Secretary of Education Arne Duncan (2010). According to Piaget, Montessori, Dewey, and many more, learning is experiential and exploratory. Bells rang to announce changes of time. “Industry” here isn’t simply a reference to manufacturing or production; “industry” is the opposite of “idleness.” To counter idleness, students must be taught to work – and the functioning of the classroom should be like a machine. In a post-industrial world, education … Google anything that is still the same as it was 150 years ago. Despite these accounts offered by Toffler, Brooks, Khan, Gatto, and others, the history of schools doesn’t map so neatly onto the history of factories (and visa versa). In this post I am offering my perspectives on how education today remains firmly entrenched in what is often called the Factory Model, which was … This video was recorded by a student using his phone; it was immediately uploaded to the Internet. Lose the "cells and bells"! In In H. P. Baptiste, A. Ryan, B. Arajuo, & R. Duhon-Sells (Eds). Yet the whole idea of assembling masses of students (raw material) to be processed by teachers (workers) in a centrally located school (factory) was a stroke of industrial genius. The linear, factory system of education is counter to the messy, irregular, and creative learning process that our students have grown accustomed to outside of school. There were vast differences between public education in Mann’s home state of Massachusetts and in the rest of the country – in the South before and after the Civil War no doubt, as in the expanding West. The central design flaw of the Prussian system is the coherence-interference … Or maybe you think industrialization was assembly-line factories, private-worker unionization supported by federal law, the maturation of marketing techniques and the growth of a consumer economy, major economic crises, the introduction of cars and trucks, the mechanization of agriculture, and brutal, mechanized wars. Maybe you think industrialization is the development of railroads, monopolies, national general strikes, metastasizing metropolises, and mechanized production. This whole paradigm, the factory model, began when schools adopted the Scientific Method created and marketed by Frederick Taylor in his monograph, Principles of Scientific Management published in 1911. Life is irregular—thus, learning is irregular. There are several errors and omissions in Khan’s history. I published some 3400 words this past weekend on “The Invented History of ‘the Factory Model of Education.’” It’s part of my ongoing series on “The History of the Future of Education,” which in turn is part of the research for my book Teaching Machines. Our K–12 system largely still adheres to the century-old, industrial-age factory model of education. There are definitely no project-based, student-centered activities happening here. Most teachers - the ones I've known - are extremely hardworking, dedicated and caring. This is the result of over 100 years of inertia and more recently, the NCLB, RTTT and the CCSS. It was also an era of mass-produced textbooks, and an era when rote learning was highly valued in school, despite arguments against the same. As Victor Cousin wrote in his Report on the State of Education in Prussia (1837) – a report commissioned by the French government but, once translated into English, with great influence in the US: Our principal aim, in each kind of instruction, is to induce the young men to think and judge for themselves. Then you’re talking about the first half of the twentieth century. On entering the school, you can discover no individual unemployed, no boy looking vacantly round him: the whole is a beautiful picture of the most animated industry, and resembles the various machinery of a cloth or thread manufactory, completely executing their different offices, and all set in motion by one active engine. [xii] In fact, the standard terms of a collective bargaining agreement seldom properly … Do our students have any choice or voice in what or how they learn, or any choice related to standardized testing? But it is still with us today, well into the 21st century: Now, take a look at the video below that was taken in a high school classroom in Texas in May of 2013. Much of what is done in literacy education today reflects the philosophy of the industrial (or factory) model of education, which evolved during the late nineteenth and early twentieth centuries. Research has shown that the reasons 7,000 students drop out of school every day are that a.) Both the Little Tramp and our students are powerless; notice that Charlie Chaplin is trapped/bound in the machine; he is standing, still at his designated place on the assembly line. So, let's get rid of the obstacles and do what we know is best for kids and what works for actual learning! Jose Ferreira Our schools have become nothing more than test prep centers; perhaps test prep factories is more accurate. Here’s one version of events offered by Khan Academy’s Sal Khan along with Forbes’ writer Michael Noer – “the history of education”: Khan’s story bears many of the markers of the invented history of the “factory model of education” – buckets, assembly lines, age-based cohorts, whole class instruction, standardization, Prussia, Horace Mann, and a system that has not changed in 120 years. It does mean freeing the teacher from the drudgeries of her work so that she may do more real teaching, giving the pupil more adequate guidance in his learning. This age changed what was required from the workforce. The European expansion to new worlds overseas had stimulated … Khan argues in his “History of Education” video that the Prussian model was the only way to provide a free public education, but as the widespread popularity of the monitorial system in the same period demonstrates, it was really just one way. The factory-model education system no longer works. Education must now do more than create factory workers, yet it remains one of the few areas of life almost untouched by technology (apart from dopey ideas to give iPads to kids). Root cause: factory model of management. Education is the one major activity in this country which is still in a crude handicraft stage. Multicultural educationL A renewed paradigm of transformation and call to action (pp. These battles have persisted – frequently with handwringing about education’s ongoing failures – and as such, they have shaped and yes changed, what happens in schools. This can be done by dropping some courses, combining others and letting students experience student-driven, interdisciplinary, project-based curriculum. In the Industrial Age, education was handled much differently than today. San Francisco: Caddo Gap Press. Generally speaking, when used, the terms are referencing characteristics of European education that emerged in the late 18th century and then in North America in the mid-19th century that include top-down management, outcomes designed Learning Factory II: Academic application scenario In Vienna, the TU Wien Learning and Innovation Factory for integrative production education represents the physical educational platform for an activity-based course to give students the real experience and a broad understanding of the integrative product emergence process [24]. For what it’s worth, Prussia was not highly industrialized when Frederick the Great formalized its education system in the late 1700s. Memorizing massive amounts of facts is not learning. The standardization of public education into a “factory model” – hell, the whole history of education itself – was nowhere as smooth or coherent as Khan’s simple timeline would suggest. Why is that so hard? It's a story featured in one of Sir Ken Robinson's TED Talks. We have to help change it. That argument is now and has been for a century the rationale for education technology. Notice that there is nothing on the students' desks. Teachers' jobs are to ensure that the students memorize as many facts as possible, as quickly as possible, and hopefully remember as many as possible for the test. What are we going to do about that? If you think industrialization is the shift of large portions of working people to wage-labor, or the division of labor (away from master-craft production), then the early nineteenth century is your era of early industrialization, associated closely with extensive urbanization (in both towns and large cities) and such high-expectations transportation projects as the Erie Canal or the Cumberland Road project (as well as other more mundane and local transportation improvements). In this book, the term is used in pejorative.. “The principle goal of education is to create humans who are capable of doing new things — not simply repeating what other generations have done – humans who are creative, inventive, and discoverers.” – Jean Piaget. It’s a story told by John Taylor Gatto in his 2009 book Weapons of Mass Instruction. It’s a story echoed by The New York Times’ David Brooks. There may well be an “industrial revolution” in education. The factory model of education, for example, has a badly misunderstood history. Students, it is said, are products produced assembly-line style, then sold to the highest bidder in the labor market. “What do I mean when I talk about transformational productivity reforms that can also boost student outcomes? We tend to not see automation today as mechanization as much as algorithmization – the promise and potential in artificial intelligence and virtualization, as if this magically makes these new systems of standardization and control lighter and liberatory. Our team is prepared to support you in transitioning your schools into the 21st century. Prussian school model or Prussian education system is a model of schooling that dates back to Martin Luther and Frederick the Great of Prussia (see: Education: Free and Compulsory).The system became very popular worldwide and survives to this day in various forms. The Little Tramp character struggles to survive in the modern, industrialized world. (After all, the major innovation of the Prussian model was in levying a tax to fund compulsory schooling, not in establishing a method for instruction.). The factory owners were trying to make everything, including eating, as efficient as possible. Alternate title: Men Explain “The Factory Model of Education" to Me. What comparisons can you think of between the Eating Machine feeding the Little Tramp, and today's standardized testing mania and our students? In this post I am offering my perspectives on how education today remains firmly entrenched in what is often called the Factory Model, which was designed for the Industrial Revolution. It’s tempting to say that those who argue that today’s schools are fashioned on nineteenth century factories have never read much about the Industrial Revolution. (Frederick Engels’ The Condition of the Working-Class in England in 1844 is in the public domain and available via Project Gutenberg, for what it’s worth.) Translation - "Instead of putting the students and myself through a year's worth of grinding through a boring curriculum, I could have been creating schedules and educational experiences which were relevant, rigorous, real world, engaging and motivational!". They know better! But the economic depression may here work beneficially, in that it may force the consideration of efficiency and the need for laborsaving devices in education. As Sidney Pressey, one of the inventors of the earliest “teaching machines” wrote in 1932 predicting "The Coming Industrial Revolution in Education,". Education - Education - Western education in the 19th century: From the mid-17th century to the closing years of the 18th century, new social, economic, and intellectual forces steadily quickened—forces that in the late 18th and the 19th centuries would weaken and, in many cases, end the old aristocratic absolutism. Notice how the classroom is set up. The masters of our primary schools must possess intelligence themselves, in order to be able to awaken it in their pupils; otherwise, the state would doubtless prefer the less expensive schools of Bell and Lancaster. It was an era when rote learning was highly valued in school, despite arguments against the same. Did you notice the expressions of horror and confusion on the face of the Little Tramp? I hope not! The rows of desks, packets of materials containing many facts to memorize, etc. Probably not many teachers do that. As Mike Caulfield points out, the monitorial system quite arguably provided a certain amount of “personalization” – at least as that word is often used today – insofar as students could move at their own pace, one of the shortcomings so often indentified in the “factory model of education.” Caulfield cites Andrew Bell’s guide to the monitorial system Mutual Tuition and Moral Discipline (1823): The Madras System consists in conducting a school, by a single Master, THROUGH THE MEDIUM OF THE SCHOLARS THEMSELVES, by an uniform and almost insensibly progressive course of study, whereby the mind of the child is often exercised in anticipating and dictating for himself his successive lessons, by which the memory is improved, the understanding cultivated, and knowledge uniformly increased – a course in which reading and writing are carried on in the same act, with a law of classification by which every scholar finds his level, is happily, busily, and profitably employed every moment, is necessarily made perfectly acquainted with every lesson as he goes along, and without the use or the need of corporeal infliction, acquires habits of method, order, and good conduct, and is advanced in his learning, according to the full measure of his capacity. Due to labor costs alone, the monitorial system was actually far cheaper. school is not relevant to their lives. "Factory model schools", "factory model education", or "industrial era schools" are terms that emerged in the mid to late-20th century and are used by writers and speakers as a rhetorical device by those advocating a change to the American public education system. She is literally barricaded away from the students. school is boring, and b.) In this talk from RSA Animate, Sir Ken Robinson lays out the link between 3 troubling trends: rising drop-out rates, schools' dwindling stake in the arts, and ADHD. We have to do it for our kids. It is easier than you may think! We are opposed to all mechanical study and servile transcripts. The education system that my dad attended, the one I attended, the one you attended and even the ones your children attend is antiquated. Stop kidding ourselves with fads, myths, legends and fallacies. And the way to make it less like a factory is to bring in the expertise of a craftsman, in this case, the trained teachers that were the heart of the Mannian, Glasgow, and Prussian systems.”, Many education reformers today denounce the “factory model of education” with an appeal to new machinery and new practices that will supposedly modernize the system. How to pre-adapt children for a new world – a world of repetitive indoor toil, smoke, noise, machines, crowded living conditions, collective discipline, a world in which time was to be regulated not by the cycle of sun and moon, but by the factory whistle and the clock. Anne Shaw is the Founder and Director of 21st Century Schools. The automation of the menial tasks of instruction would enable education to scale, Pressey – presaging MOOC proponents – asserted. Even today it retains throw-back elements from pre-industrial society. According to the students' testimony online the teacher was playing Candy Crush on her computer. From Industrial Models and 'Factory Schools' to … What, Exactly? Education is a large-scale industry; it should use quantity production methods. There was free public education in the US too prior to Horace Mann’s introduction of the “Prussian model” – the so-called “charity schools.” There were other, competing models for arranging classrooms and instruction as well, notably the “monitorial system” (more on that below). The irony is that the Red-Tailed Hawk Problem is, in its own way, just one more version of the factory model: Instead of reproducing the work of Wikipedia, students reproduce the work of … The film is a comment on the desperate employment and financial conditions many people faced during the Great Depression, conditions created, in Chaplin's view, by the efficiencies of modern industrialization.[1]. And so too we’ve invented a history of “the factory model of education” in order to justify an “upgrade” – to new software and hardware that will do much of the same thing schools have done for generations now, just (supposedly) more efficiently, with control moved out of the hands of labor (teachers) and into the hands of a new class of engineers, out of the realm of the government and into the realm of the market. He has no choice or voice. The “factory model of education” is invoked as shorthand for the flaws in today’s schools – flaws that can be addressed by new technologies or by new policies, depending on who’s telling the story. Additionally, all our students already have access to any facts needed right in their pockets. That was an era of rural-school consolidation forced by states, continued racial segregation, efforts to Americanize immigrant children and force them to speak English only in schools, the first legal successes in undermining segregation, the growth of (mostly small) high schools across the U.S. and tracking within those schools, the growth of standardized testing for local administrative purposes (including tracking), the evolution of normal schools into teachers colleges, and the slow separation of higher education into secondary and tertiary levels. We can do much more to give the next generation a personalized educational experience that equips them with the skills, values, characteristics and knowledge they need to thrive in our modern society. Here he is in 2012: “The American education model…was actually copied from the 18th-century Prussian model designed to create docile subjects and factory workers.”. The “factory model of education” is invoked as shorthand for the flaws in today’s schools – flaws that can be addressed by new technologies or by new policies, depending on who’s telling the story. Education Next’s Joanne Jacobs points us “Beyond the Factory Model.” “The single best idea for reforming K–12 education,” writes Forbes contributor Steve Denning, ending the “factory model of management.” “There’s Nothing Especially Educational About Factory-Style Management,” according to the American Enterprise Institute’s Rick Hess. Notice the bare walls. As education historian Sherman Dorn has argued, “it makes no sense to talk about either ‘the industrial era’ or the development of public school systems as a single, coherent phase of national history.”. In other words, the monitorial system expressly operated like a factory. And by extension, it’s part of a narrative that now contends that schools are no longer equipped to address the needs of a post-industrial world. The “factory model” is also shorthand for the history of public education itself – the development of and change in the school system (or – purportedly – the lack thereof).Here’s one version of events offered by Khan Academy’s Sal Khan alo…
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