History 3510: History of Childhood and Education have been very beneficial towards my overall view of education in Canada. Personally, I enjoyed taking the time through my research project to learn about the Residential schooling system in Canada. I found me research to be very surprising as I have not learned about the Residential school system until this class. From the information I learned through Canada’s educational history I found that even today it has flaws which need to be exploited in order for students to gain a better education.
The most important topics have been Traditional vs. Progressive education and Social control vs. Social concern. Throughout the course I have developed a great source of knowledge towards these two main topics which I have been able to relate towards my Research project and other assignments throughout the course.
Traditional education has been acknowledged as a ‘black and white’ form of education. This means that the education style oriented basic programs which allow students to develop a proper education and successful job in life.
Progressive education allows students to develop skill which can broaden their learning and ability to face challenges throughout their lives. These skills involve problem solving, critical thinking, and leadership.
Social control has been implemented into Canadian society through government programs to establish and society view on certain values. Social control began with Egerton Ryerson implemented of educational systems to create political socialization in Canada (McDonald 2012).
Social concern had been implemented into Canadian society to help decrease any social risking that society may face. Social concern has been implemented into education to develop important Canadian values of its students.
Through class discussions, presentations and readings I have developed a clear understand of course content which has been executed through my research proposal, primary source, presentation and paper.
Bibliography
McDonald, Neil, “Egerton Ryerson and the School as an Agent of Political Socialization,” in Sara Burke and Patrice Milewski (Eds.), Schooling in Transition: Readings in the Canadian History of Education, Toronto: University of Toronto Press, 2012: 39-56.