students complete in order to receive their diploma. (R & C, 2015, p.268). As an effect of this system, “Education is measured by seat time, not time for learning.” (R&C, 2015, p.268). Students have been conditioned in a way that by the time they get into high school they stop asking questions out of sheer curiousity, but rather begin to ask questions such as, “Will this be on the test?” (R&C, 2015, p.268). As a result, students are spending more time focusing on rote learning, which is usually not as meaningful and impactful. Boyer has eight commonalities that bind each and every single person together. The eight are as followed; the life cycle, language, the arts, time and space, groups and institutions, work, natural world, and search for meaning. On the other hand, John Dewey, in My Pedagogic Creed, splits it into five separate articles which focus on the following; what education is, what the school is, the subject-matter of education, the nature of method, and the school and social
students complete in order to receive their diploma. (R & C, 2015, p.268). As an effect of this system, “Education is measured by seat time, not time for learning.” (R&C, 2015, p.268). Students have been conditioned in a way that by the time they get into high school they stop asking questions out of sheer curiousity, but rather begin to ask questions such as, “Will this be on the test?” (R&C, 2015, p.268). As a result, students are spending more time focusing on rote learning, which is usually not as meaningful and impactful. Boyer has eight commonalities that bind each and every single person together. The eight are as followed; the life cycle, language, the arts, time and space, groups and institutions, work, natural world, and search for meaning. On the other hand, John Dewey, in My Pedagogic Creed, splits it into five separate articles which focus on the following; what education is, what the school is, the subject-matter of education, the nature of method, and the school and social