Research Paper on:
Graded v. Nongraded Classrooms

Unformatted Sample Text from the Research Paper:
educators over the course of the twentieth century have been constantly updating and innovating their methods, searching for ways to improve instructions, particularly in regards to laying the foundation for  future learning in the elementary grades. The following proposed research study seeks to explore the ramifications of one such innovation, specifically, the concept of the non-graded classroom. However,  before exploring where this new paradigm may be taking us, it is helpful to first explore where we have been. The following section explores the theoretical underpinnings for current  classroom pedagogy. Background of the Problem Seventeenth century philosopher John Locke maintained that there is no knowledge that is innate and that the mind of a child is  like a blank slate, a "white paper" which is written upon by experience and, by implication, the childs teachers (Honderich, et al, 1995). Not surprisingly, considering this orientation, Locke  had strong opinions concerning education. He maintained that the ideal situation was a sound mind in a sound body (Frost, 1962). While much of Lockes philosophy toward education has  been discounted, this legacy remains as physical education is still considered an essential part of the modern curriculum for young children. Eighteenth century French philosopher Jean-Jacques Rousseau also had definite  ideas concerning education. Rousseaus thoughts were very different. Rather then seeing the mind of the child as a blank slate, Rousseau held that children, like primitive humanity, are innately "good."  A central thought in Rousseaus work is that humanity is, by nature, good, but that the individual is corrupted and depraved by society (Honderich, et al, 1995). In  other words, Rousseau felt that a child is born with a certain amount of natural, innate "knowledge" about how life should be approached that can be corrupted by outside influences.