Theodore Sizer's Education Theories

Theodore Sizer received his BA at Yale and an MAT and PhD in History at Harvard. He then became a professor and dean at the Harvard Graduate School of Education until 1972 when he became the headmaster of Phillips Academy until 1981. He was an advocate of high school reform and a founder of many organizations such as the Coalition of Essential School and the Francis W. Parker Charter Essential School. He is now working on school reform and has written many books and articles, both individually and cooperatively with his wife, Nancy Faust Sizer.

Sizer's theory can be broken into eight individual theories: the theory of value, knowledge, human nature, learning, communication, society, opportunity, and agreement. His theory of value questions what skills are actually worth working to obtain? What should be the goals of education? Sizer states that what is worth knowing is completely relative to the individual. People think different and are interested in different things. Individuals are likely to pick a profession in a field that they are interested. The knowledge and skills that are worthwhile to that individual would be those that will help them in the career that holds their interest. For example, a person would be more interested in taking many courses in psychology to help them in a career as a marriage counselor, whereas someone aspiring to be a nutritionist would be more interested in biology and nutrition courses. Sizer theory of value also continues to suggest that skills are best learned through experience and that teachers should be more like coaches. Sizer feels the goal of education is to gain useable skills and knowledge that are assessed outside the standard test method. (Sizer 1985)

Sizer's theory of knowledge addresses the distinction between knowledge and beliefs. He answers the questions, what separates the two? He says that knowledge is to be used in the world. Knowledge includes the useable skills and information we obtain at school. He continues on to define beliefs as the way knowledge is taught. He feels that beliefs typically influence knowledge, or simply, the way a teacher assists learning directly influence what knowledge is obtained. He states that teachers are to be coaches to the student, assisting learning, but allowing students to do it according to their own beliefs or style. (Sizer 1985)

His third theory questions human nature. What makes humans unique and what are our limitations? Sizer acknowledges the biological differences between humans and other animal species, but feels it is our "strong disposition to act on the environment, rather then being passive" (Sizer) that makes humans truly distinct. He continues that as infants, humans being to explore and manipulate their surroundings. He also acknowledges that this is characteristic of almost all mammals, but is very prominent in humans. Sizer says that it is humans' satisfaction with the results of their discovery that helps humans as a species to survive. This survival then continues to encourage us to continue to explore and discover. (Sizer 1997)

Sizer's theory of learning inquires about the methods through which skills and knowledge are acquired. Sizer feels that the purpose of an education can be broken down into two items: education of the mind, and education of the character. He feels that many schools are dedicated only to the education of the mind, and that schools need to be reformed to also entertain the education of the character. He feels that education of the intellect is extremely important, but without education of character, it is useless. He feels that with moral development students can gain a comprehensive learning. He feels that student should not be assessed on whether or not he or she arrived at the correct answer, rather they should be evaluated on their efforts the acquire that answer. He feels that this would address both the instruction of both the intellect and the character producing successful, intuitive thinkers. (Sizer 1997)

The fifth of Sizer's eight major theories pertaining to education is the theory of communication: who is to teach, how and what? He feels that there are five ways that schools can become better. The first is to give teachers and students their space to work in individual, suitable ways. Second, is to insist that students are able to demonstrate mastery of their skills. Next, is to provide the correct motivation for both students and teachers. Fourth, to maintain the use of the minds during learning, allowing students to experience their education. Finally to keep the structure of the school and curriculum simple so it can be flexible. Sizer feels that the role of a school is to facilitate conditions for teachers to properly assist student experience education that is significant to them. (Sizer 1985)

Next, is Sizer's theory of society. He feels that society is not only the community in which the student lives, but also the institutions, government, health-care systems, and religious organizations. He feels that community also include the socio-economic status of the area in which the student lives. Factors such as birth and marriage rate, family size, crime rates, employment, and income levels also set the tone of society. Sizer feels that students learn not only in educational settings, but also in society. Moral and intellectual development will also depend on the environment of the community as a whole. In other words, a child will not value their education and morals, if they don't see the people in their own neighborhood valuing it. (Sizer 1997)

The seventh of Sizer's theory is that of opportunity. Sizer acknowledges that all American parents want their children to be given the correct tools and skills to become successful adults. He also acknowledges though, that there are many disagreements over what a proper curriculum is and who should be schooled. Sizer continues by acknowledging that the democracy of American is reliant on having dedicated, educated citizens, and that schools are to prepare children to grow into such adults. Knowing this, Sizer believes that students should be equipped with not only the proper information, but also decent morals to help them make informed decisions. The child should be taught values that can carry onto world beyond school. School is a place where students should be able to pursue learning what is important to their society. (Sizer 1973)

The last of Sizer's eight theories is the theory of agreement. As previously stated there are many debates on what is the correct curriculum. These disagreements bring up several issues including what are the cause of the disagreement, how does a community come to an agreement and whose opinion takes priority. Many people do not want a change in the curriculum despite the change in the environment. Sizer also feels that politics corrupt the school systems. He feels that education has simply become a campaigning chip, and contenders simply manipulate their promises over the system to buy votes. Sizer says that the only democratic way is to allow the school systems to adapt and change to the changing environment in an appropriate and suitable way. (Sizer 1973)

REFERENCES

Gustafson, J.M., Sizer, N.F., & Sizer, T. (1982). Moral Development. Harvard University Press. Cambridge, M.A.

Sizer, T. (1973). Places for learning, places for joy: Speculations on American school reform. Harvard University Press. Cambridge, M.A.

Sizer, T. (1985). Horace's Compromise. Houghton Mifflin Co. Boston, M.A.

Sizer, T. (1997). Horace's Hope: What works for American high schools. Houghton Mifflin Co. Boston, M.A.