In this essay I will argue that the Church, above all else, was to have the most profound effect on schooling in Ireland from 1922 to 1965. Firstly, it is necessary to look at the beliefs of this period that allowed the church to inform schooling. Secondly, we will look at what informed schooling in each decade. Finally, we will conclude on our findings.
1. Social, Cultural, Political backgrounds 1922-1965
In the 19th century the Catholic laity provided an all encompassing definition of reality with religion dictating the curriculum of national schools (Fuller, 2002, 2005). In 1922 the new nation emerged with this identity and an emphasis of reviving the Irish language. The emergent hegemony was Catholic and it was their social, cultural and political beliefs and hence their identity that was to prevail (O’Mahoney and Delanty, 2001). In the 1920s and 1930s Cosgrave and De Valera ensured that the Catholic moral code was upheld by legislation and cultural nationalism (Fuller 2002). Archbishop McQuaid was involved in the new constitution in 1937 which replaced the 1922 constitution. Articles 41-44 were particularly Catholic. Article 42 provided a summary of Catholic teaching on education. All sorts of forces were at work to make Ireland a more totally committed Catholic state. Mr Justice Gavin Duffy throughout the 1940s invoked new legal precedents favourable to Catholic viewpoint. In 1948 John A. Costello sent the following message to Pope Pius XII: ‘to strive for the attainment of social order in Ireland based on Christian principles’. During the 1950s Archbishop McQuaid saw the Taoiseach off at the airport as he went away to public engagements. Our devotion could be seen in packed churches and ceremonies giving the world view of Catholic Ireland in the decades following independence (Fuller, 2002).
2. Social, Cultural, Political beliefs that informed Schooling 1922-1965 By 1922 the church knew that control over education was a vital means of transmitting...
...A, The History and development of the ECCE in Ireland
The environments in which our youngest children live, grow and play have changed dramatically over the past century. For the best part of the twentieth century, young children were cared for in the family home and went to school sometime after the age of three. For much of that time, Irish society was largely agrarian based and children worked on the farm; work which had economic value to the family. Families were large, twice as large on average as those in the rest of Europe for most of the century. Children lived in households which frequently comprised members of the extended family. Emigration was a way of life and many children must have grown up in the knowledge that they would leave and not return. The Catholic Church and the State operated a symbiotic relationship in relation to many aspects of Irish life, including education, following Independence. In particular, the Church appears to have had considerable influence in terms of family life, a position consolidated by the 1937 Constitution. Changes began to occur in the 1950s when increasing industrialisation and urbanisation began to have an impact. Around this time, too, family size began to reduce. It was not until the 1970s, though, that substantial numbers of women began to enter – and stay in – the paid workforce. This was partly due to the lifting of the marriage bar in the civil service and the beginnings of movement...
...The Irish education system has experienced dramatic changes in the last few decades. Education plays a major role in Ireland today, with the growing importance of good education credentials to obtain high skills and competitive jobs. We have seen change in the areas of technology, increased marketisation of education, different types of education, Ethnicities, religions role, women's equality, class and so forth. These changes have brought many benefits and enhanced education standards in this country for most, however they have not benefited others as much.
A major turning point in the Irish education system was the introduction of free education into this country. This allowed everyone the right and opportunity to education despite their background or social class. While in the past only the rich could afford to educate their children and very few working class children had the opportunity to continue onto secondary school, if even finish primary school. Education stopped people from moving upwards in an already class divided society. Normally a working class child was only sent to primary school for a few years until they reached a suitable age to start working. However this changed drastically with the introduction of free fees for second level education in 1967 and free third level fees in 1995, in an...
...schooling in Ireland, but also in the way in which schooling was understood.”
The period between 1965 and the latter end of the 1980s witnessed significant developments in the provision of post primary education in Ireland. This coincided with changes in Irish and indeed worldwide society. What makes the changes that came about so significant was the fact that for so long education policy in Ireland had remained practically untouched. From the 1920s to the 1950s, Ireland was still a place where education was seen as Ideological and a “preserve of the middle classes”. The church/religious orders were still underpinning the structures in education. The 1920s was the era of the Gaelic League, and an attempt at reviving the ancient life of Ireland as a Gaelic State. During this time little was done to tackle the low levels of participation in education, especially amongst some groups of society, particularly people from poorer socio economic areas, people from rural areas, and girls in education. It was essentially a period of stagnation from the point of view of any development by government, or any change in attitude from the public towards education. Children were needed on farms to make ends meet.
From the mid-sixties onwards however, things began to change. Over the course of the...
...09004209 (Essay 1 from Section A) | EN4006
Bachelor of Technology (Education) in Materials and Engineering Technology | Curriculum Studies - Orla McCormack |
Provide examples of effective (deep change) changes/reforms at post-primary level in Ireland and examples of ones that were not effective. Justify your selection of one change/reform from each category in some detail and propose related recommendations for the future.
It is extremely difficult to source a wide public or even professional consensus concerning the definitions of a change and a reform. Furthermore, changes and reforms can both be sub-categorised into two strains, they are; 1. Deep & 2. Surface. In addition, the words ‘change’ and ‘reform’ have two very different definitions when it comes to curriculum and schooling. To begin with, ‘change’ (in terms of education) can be vaguely described as a ‘bottom up’ alteration. Bottom up change is usually initiated by principals, teachers, parents and students. Change may be pursued by these people when they feel the must to respond to a need in their environment i.e. school (McCormack 2011). For me personally, being aware of these changes, past, present and potential, and how they come about is somewhat important as it can often be teachers that follow up any queries or matters parents or students may have. We, as teachers, play a vital role in initiating, and further to that, developing a possible change...
...compassionate and just society inspired by the life and teachings of Jesus Christ whose mission is to provide a holistic education in the Catholic Tradition.5 The school operates an open enrolment system with the vast majority of students coming from the local primary schools. Students also travel from the surrounding hinterlands such as Bagenalstown, Athy, Stradbally, Ballon, Baltinglass, Hacketstown and Tullow.
The main school building comprises two large buildings linked by a corridor, an extensive sports hall, a hockey pitch with a surrounding running track and a grass football pitch. The school has 35 classrooms, 3 Art Rooms, Assembly Hall, Biology Laboratory, Chemistry Laboratory, Physics Laboratory, 2 Computer Rooms, 3 Home Economics Rooms, Craft Room, Geography Room, Language Laboratory, Library, Music Room, Photography Room and Technology Laboratory.
In first year pupils take twelve academic subjects thus offering them a wide range of subjects. To ensure that adequate time is available to properly prepare for the Junior Certificate this number is reduced by two in second and third year. The following subjects are offered at Junior Certificate cycle: Art, Business Studies, Choral Singing, Computer Studies, CSPE English, French, Geography, German, Technology, History, Home Economics, Irish, Mathematics, Musicianship, Physical Education, Religious Education, Science and SPHE.
Following the Junior Certificate pupils may...
Student number: 20134571
Science 1 in the Early Years
Assessment: Item 1- Views of teaching and promoting science of young learners
The pedagogy of play can be hard to understand and part of the reason for this is it’s so difficult to explain how children learn by play because play isn’t simply; it is complex. Each child begins their early childhood education with a set of skills and prior knowledge that is influenced by their family, culture and past experiences (Fellows &Oakley, 2010). The past knowledge should become the foundation for developing an understanding of scientific concepts (Duschl, Schweingruber & Shouse, 2007). Children are naturally inquisitive, creative and aware of the world around them (Campbell & Jobling, 2012). Play is an important development tool and an effective way to teach children scientific concepts while using their prior knowledge (Preston, Mules, Baker & Frost, 2007). Learning science through play shows children that science is useful and enjoyable and is a significant aspect of the real world (Bulunuz, 2013). This essay will review teaching science through play, theorists who support play and the way in which the Australian curriculum and EYLF support play pedagogy.
Science and Play
Play pedagogy is a context for learning through which children organise and make sense of their social worlds, as they engage actively with people, objects and representations. Research shows...
...INDIA'S GROWTH THROUGH ADVANCEMENT IN EDUCATION SECTOR
*Research scholar,sri Venkateshwara university,gajraula
**Supervisor, Maharaja agarsen college,Delhi university.
Education in India today is nothing like it was in Pre-Independence and Post-Independence Era. Education System in India today went through a lot of changes before it emerged in its present form. Presenteducation system in India is also guided by different objectives and goals as compared to earlier time. Present system of education in India, however is based around the policies of yesteryears. After independence, it was on 29th August 1947, that a Department of Education under the Ministry of Human Resource Development was set up. At that time the mission was the quantitative spread of education facilities. After, 1960’s the efforts were more focussed to provide qualitative education facilities. The present research focus on steps through which our indian education system had gone through. The basic moto of this research is to show that india has done serious efforts in education nd has shotremendous development but it is still lacking in comparison with developed nations. This study is an effort to suggest some measures for its improvement.
Education in every sense is one of...