Film+Annotation+14

Allison Mrugal 12/14/15 Film Annotation 14: Sust. Ed., 4280-01 Prof. Fortun
 * Principles of Place-Based Education **

Prompt: Watch (Michigan State University's) [|Principles of Place-Based Education] (20 minutes) list three key points then explain how place-based education is said to differ from environmental education, and how it realizes John Dewey's arguments about what education should accomplish.

Response: Michigan State University’s Principles of Place-Based Education are founded in three main values such that it is…


 * is an “osmotic”, and dynamic relationship between community and school—school is community and community is school.
 * interprets the format of standardized tests and applies it to a local setting.
 * and adapts to what children already know, which helps develop life-long learners in any (excelling or failing) school program.

Although it is a progressive program, applications of place-based learning have produced successful, albeit also traditionally measured, results. Schools across the country using place-based education have seen increased test scores.

However, place-based education is rooted in environmental education and not simply the debate on common core or No Child Left Behind. Place-based education is designed to extend environmental education into all areas within school and life. It differs from environmental education in that place-based education ideology is geared toward forming “a web of fabric” rather than completing a straightforward task. Unlike environmental education which often solely strives to create stewards of the environment out of children, place-based education does more than provide students with knowledge about the places where they live. More importantly, it leverages the education of various subject areas—including the environment—by looking at the social histories associated with a single place. Furthermore, place-based education develops active young citizens in the community. It openly engages students in democracy now instead of only preparing them take part in the community later (if ever) in their professional lives.

As a result, place-based education realizes John Dewey’s arguments that education itself should create active and engaged citizens. While place-based education informs students of concrete material that is used in traditional study, it teaches students how to manage that knowledge and other resources in their community. Since place-based education recognizes citizenship through action and not theory, it shows that education is not just another facet of life but in fact is a malleable medium flowing throughout an entire lifetime. As such, place-based education can be implemented for all grade levels and uses different activities for different ages. For example, as children get older, they will grasp concepts like empathy and access to the environment before they have political awareness and/or social understanding. Tailored to human development, place-based education embodies the steps towards citizenship and the true purpose of education.