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Thursday, July 27, 2023

Computer data storage

From Wikipedia, the free encyclopedia
GiB of SDRAM mounted in a computer. An example of primary storage.
15 GB PATA hard disk drive (HDD) from 1999. When connected to a computer it serves as secondary storage.
160 GB SDLT tape cartridge, an example of off-line storage. When used within a robotic tape library, it is classified as tertiary storage instead.
Read/Write DVD drive with cradle for media extended

Computer data storage is a technology consisting of computer components and recording media that are used to retain digital data. It is a core function and fundamental component of computers.

The central processing unit (CPU) of a computer is what manipulates data by performing computations. In practice, almost all computers use a storage hierarchy, which puts fast but expensive and small storage options close to the CPU and slower but less expensive and larger options further away. Generally, the fast technologies are referred to as "memory", while slower persistent technologies are referred to as "storage".

Even the first computer designs, Charles Babbage's Analytical Engine and Percy Ludgate's Analytical Machine, clearly distinguished between processing and memory (Babbage stored numbers as rotations of gears, while Ludgate stored numbers as displacements of rods in shuttles). This distinction was extended in the Von Neumann architecture, where the CPU consists of two main parts: The control unit and the arithmetic logic unit (ALU). The former controls the flow of data between the CPU and memory, while the latter performs arithmetic and logical operations on data.

Functionality

Without a significant amount of memory, a computer would merely be able to perform fixed operations and immediately output the result. It would have to be reconfigured to change its behavior. This is acceptable for devices such as desk calculators, digital signal processors, and other specialized devices. Von Neumann machines differ in having a memory in which they store their operating instructions and data. Such computers are more versatile in that they do not need to have their hardware reconfigured for each new program, but can simply be reprogrammed with new in-memory instructions; they also tend to be simpler to design, in that a relatively simple processor may keep state between successive computations to build up complex procedural results. Most modern computers are von Neumann machines.

Data organization and representation

A modern digital computer represents data using the binary numeral system. Text, numbers, pictures, audio, and nearly any other form of information can be converted into a string of bits, or binary digits, each of which has a value of 0 or 1. The most common unit of storage is the byte, equal to 8 bits. A piece of information can be handled by any computer or device whose storage space is large enough to accommodate the binary representation of the piece of information, or simply data. For example, the complete works of Shakespeare, about 1250 pages in print, can be stored in about five megabytes (40 million bits) with one byte per character.

Data are encoded by assigning a bit pattern to each character, digit, or multimedia object. Many standards exist for encoding (e.g. character encodings like ASCII, image encodings like JPEG, and video encodings like MPEG-4).

By adding bits to each encoded unit, redundancy allows the computer to both detect errors in coded data and correct them based on mathematical algorithms. Errors generally occur in low probabilities due to random bit value flipping, or "physical bit fatigue", loss of the physical bit in the storage of its ability to maintain a distinguishable value (0 or 1), or due to errors in inter or intra-computer communication. A random bit flip (e.g. due to random radiation) is typically corrected upon detection. A bit or a group of malfunctioning physical bits (the specific defective bit is not always known; group definition depends on the specific storage device) is typically automatically fenced out, taken out of use by the device, and replaced with another functioning equivalent group in the device, where the corrected bit values are restored (if possible). The cyclic redundancy check (CRC) method is typically used in communications and storage for error detection. A detected error is then retried.

Data compression methods allow in many cases (such as a database) to represent a string of bits by a shorter bit string ("compress") and reconstruct the original string ("decompress") when needed. This utilizes substantially less storage (tens of percents) for many types of data at the cost of more computation (compress and decompress when needed). Analysis of the trade-off between storage cost saving and costs of related computations and possible delays in data availability is done before deciding whether to keep certain data compressed or not.

For security reasons, certain types of data (e.g. credit card information) may be kept encrypted in storage to prevent the possibility of unauthorized information reconstruction from chunks of storage snapshots.

Hierarchy of storage

Various forms of storage, divided according to their distance from the central processing unit. The fundamental components of a general-purpose computer are arithmetic and logic unit, control circuitry, storage space, and input/output devices. Technology and capacity as in common home computers around 2005.

Generally, the lower a storage is in the hierarchy, the lesser its bandwidth and the greater its access latency is from the CPU. This traditional division of storage to primary, secondary, tertiary, and off-line storage is also guided by cost per bit.

In contemporary usage, memory is usually semiconductor storage read-write random-access memory, typically DRAM (dynamic RAM) or other forms of fast but temporary storage. Storage consists of storage devices and their media not directly accessible by the CPU (secondary or tertiary storage), typically hard disk drives, optical disc drives, and other devices slower than RAM but non-volatile (retaining contents when powered down).

Historically, memory has, depending on technology, been called central memory, core memory, core storage, drum, main memory, real storage, or internal memory. Meanwhile, slower persistent storage devices have been referred to as secondary storage, external memory, or auxiliary/peripheral storage.

Primary storage

Primary storage (also known as main memory, internal memory, or prime memory), often referred to simply as memory, is the only one directly accessible to the CPU. The CPU continuously reads instructions stored there and executes them as required. Any data actively operated on is also stored there in uniform manner.

Historically, early computers used delay lines, Williams tubes, or rotating magnetic drums as primary storage. By 1954, those unreliable methods were mostly replaced by magnetic-core memory. Core memory remained dominant until the 1970s, when advances in integrated circuit technology allowed semiconductor memory to become economically competitive.

This led to modern random-access memory (RAM). It is small-sized, light, but quite expensive at the same time. The particular types of RAM used for primary storage are volatile, meaning that they lose the information when not powered. Besides storing opened programs, it serves as disk cache and write buffer to improve both reading and writing performance. Operating systems borrow RAM capacity for caching so long as not needed by running software. Spare memory can be utilized as RAM drive for temporary high-speed data storage.

As shown in the diagram, traditionally there are two more sub-layers of the primary storage, besides main large-capacity RAM:

  • Processor registers are located inside the processor. Each register typically holds a word of data (often 32 or 64 bits). CPU instructions instruct the arithmetic logic unit to perform various calculations or other operations on this data (or with the help of it). Registers are the fastest of all forms of computer data storage.
  • Processor cache is an intermediate stage between ultra-fast registers and much slower main memory. It was introduced solely to improve the performance of computers. Most actively used information in the main memory is just duplicated in the cache memory, which is faster, but of much lesser capacity. On the other hand, main memory is much slower, but has a much greater storage capacity than processor registers. Multi-level hierarchical cache setup is also commonly used—primary cache being smallest, fastest and located inside the processor; secondary cache being somewhat larger and slower.

Main memory is directly or indirectly connected to the central processing unit via a memory bus. It is actually two buses (not on the diagram): an address bus and a data bus. The CPU firstly sends a number through an address bus, a number called memory address, that indicates the desired location of data. Then it reads or writes the data in the memory cells using the data bus. Additionally, a memory management unit (MMU) is a small device between CPU and RAM recalculating the actual memory address, for example to provide an abstraction of virtual memory or other tasks.

As the RAM types used for primary storage are volatile (uninitialized at start up), a computer containing only such storage would not have a source to read instructions from, in order to start the computer. Hence, non-volatile primary storage containing a small startup program (BIOS) is used to bootstrap the computer, that is, to read a larger program from non-volatile secondary storage to RAM and start to execute it. A non-volatile technology used for this purpose is called ROM, for read-only memory (the terminology may be somewhat confusing as most ROM types are also capable of random access).

Many types of "ROM" are not literally read only, as updates to them are possible; however it is slow and memory must be erased in large portions before it can be re-written. Some embedded systems run programs directly from ROM (or similar), because such programs are rarely changed. Standard computers do not store non-rudimentary programs in ROM, and rather, use large capacities of secondary storage, which is non-volatile as well, and not as costly.

Recently, primary storage and secondary storage in some uses refer to what was historically called, respectively, secondary storage and tertiary storage.

Secondary storage

A hard disk drive (HDD) with protective cover removed

Secondary storage (also known as external memory or auxiliary storage) differs from primary storage in that it is not directly accessible by the CPU. The computer usually uses its input/output channels to access secondary storage and transfer the desired data to primary storage. Secondary storage is non-volatile (retaining data when its power is shut off). Modern computer systems typically have two orders of magnitude more secondary storage than primary storage because secondary storage is less expensive.

In modern computers, hard disk drives (HDDs) or solid-state drives (SSDs) are usually used as secondary storage. The access time per byte for HDDs or SSDs is typically measured in milliseconds (thousandths of a second), while the access time per byte for primary storage is measured in nanoseconds (billionths of a second). Thus, secondary storage is significantly slower than primary storage. Rotating optical storage devices, such as CD and DVD drives, have even longer access times. Other examples of secondary storage technologies include USB flash drives, floppy disks, magnetic tape, paper tape, punched cards, and RAM disks.

Once the disk read/write head on HDDs reaches the proper placement and the data, subsequent data on the track are very fast to access. To reduce the seek time and rotational latency, data are transferred to and from disks in large contiguous blocks. Sequential or block access on disks is orders of magnitude faster than random access, and many sophisticated paradigms have been developed to design efficient algorithms based upon sequential and block access. Another way to reduce the I/O bottleneck is to use multiple disks in parallel in order to increase the bandwidth between primary and secondary memory.[5]

Secondary storage is often formatted according to a file system format, which provides the abstraction necessary to organize data into files and directories, while also providing metadata describing the owner of a certain file, the access time, the access permissions, and other information.

Most computer operating systems use the concept of virtual memory, allowing utilization of more primary storage capacity than is physically available in the system. As the primary memory fills up, the system moves the least-used chunks (pages) to a swap file or page file on secondary storage, retrieving them later when needed. If a lot of pages are moved to slower secondary storage, the system performance is degraded.

Tertiary storage

A large tape library, with tape cartridges placed on shelves in the front, and a robotic arm moving in the back. The visible height of the library is about 180 cm.

Tertiary storage or tertiary memory is a level below secondary storage. Typically, it involves a robotic mechanism which will mount (insert) and dismount removable mass storage media into a storage device according to the system's demands; such data are often copied to secondary storage before use. It is primarily used for archiving rarely accessed information since it is much slower than secondary storage (e.g. 5–60 seconds vs. 1–10 milliseconds). This is primarily useful for extraordinarily large data stores, accessed without human operators. Typical examples include tape libraries and optical jukeboxes.

When a computer needs to read information from the tertiary storage, it will first consult a catalog database to determine which tape or disc contains the information. Next, the computer will instruct a robotic arm to fetch the medium and place it in a drive. When the computer has finished reading the information, the robotic arm will return the medium to its place in the library.

Tertiary storage is also known as nearline storage because it is "near to online". The formal distinction between online, nearline, and offline storage is:

  • Online storage is immediately available for I/O.
  • Nearline storage is not immediately available, but can be made online quickly without human intervention.
  • Offline storage is not immediately available, and requires some human intervention to become online.

For example, always-on spinning hard disk drives are online storage, while spinning drives that spin down automatically, such as in massive arrays of idle disks (MAID), are nearline storage. Removable media such as tape cartridges that can be automatically loaded, as in tape libraries, are nearline storage, while tape cartridges that must be manually loaded are offline storage.

Off-line storage

Off-line storage is a computer data storage on a medium or a device that is not under the control of a processing unit. The medium is recorded, usually in a secondary or tertiary storage device, and then physically removed or disconnected. It must be inserted or connected by a human operator before a computer can access it again. Unlike tertiary storage, it cannot be accessed without human interaction.

Off-line storage is used to transfer information, since the detached medium can easily be physically transported. Additionally, it is useful for cases of disaster, where, for example, a fire destroys the original data, a medium in a remote location will be unaffected, enabling disaster recovery. Off-line storage increases general information security, since it is physically inaccessible from a computer, and data confidentiality or integrity cannot be affected by computer-based attack techniques. Also, if the information stored for archival purposes is rarely accessed, off-line storage is less expensive than tertiary storage.

In modern personal computers, most secondary and tertiary storage media are also used for off-line storage. Optical discs and flash memory devices are the most popular, and to a much lesser extent removable hard disk drives. In enterprise uses, magnetic tape is predominant. Older examples are floppy disks, Zip disks, or punched cards.

Characteristics of storage

A 1 GiB module of laptop DDR2 RAM

Storage technologies at all levels of the storage hierarchy can be differentiated by evaluating certain core characteristics as well as measuring characteristics specific to a particular implementation. These core characteristics are volatility, mutability, accessibility, and addressability. For any particular implementation of any storage technology, the characteristics worth measuring are capacity and performance.

Overview
Characteristic Hard disk drive Optical disc Flash memory Random-access memory Linear tape-open
Technology Magnetic disk Laser beam Semiconductor Magnetic tape
Volatility No No No Volatile No
Random access Yes Yes Yes Yes No
Latency (access time) ~15 ms (swift) ~150 ms (moderate) None (instant) None (instant) Lack of random access (very slow)
Controller Internal External Internal Internal External
Failure with imminent data loss Head crash Circuitry
Error detection Diagnostic (S.M.A.R.T.) Error rate measurement Indicated by downward spikes in transfer rates (Short-term storage) Unknown
Price per space Low Low High Very high Very low (but expensive drives)
Price per unit Moderate Low Moderate High Moderate (but expensive drives)
Main application Mid-term archival, routine backups, server, workstation storage expansion Long-term archival, hard copy distribution Portable electronics; operating system Real-time Long-term archival

Volatility

Non-volatile memory retains the stored information even if not constantly supplied with electric power. It is suitable for long-term storage of information. Volatile memory requires constant power to maintain the stored information. The fastest memory technologies are volatile ones, although that is not a universal rule. Since the primary storage is required to be very fast, it predominantly uses volatile memory.

Dynamic random-access memory is a form of volatile memory that also requires the stored information to be periodically reread and rewritten, or refreshed, otherwise it would vanish. Static random-access memory is a form of volatile memory similar to DRAM with the exception that it never needs to be refreshed as long as power is applied; it loses its content when the power supply is lost.

An uninterruptible power supply (UPS) can be used to give a computer a brief window of time to move information from primary volatile storage into non-volatile storage before the batteries are exhausted. Some systems, for example EMC Symmetrix, have integrated batteries that maintain volatile storage for several minutes.

Mutability

Read/write storage or mutable storage
Allows information to be overwritten at any time. A computer without some amount of read/write storage for primary storage purposes would be useless for many tasks. Modern computers typically use read/write storage also for secondary storage.
Slow write, fast read storage
Read/write storage which allows information to be overwritten multiple times, but with the write operation being much slower than the read operation. Examples include CD-RW and SSD.
Write once storage
Write once read many (WORM) allows the information to be written only once at some point after manufacture. Examples include semiconductor programmable read-only memory and CD-R.
Read only storage
Retains the information stored at the time of manufacture. Examples include mask ROM ICs and CD-ROM.

Accessibility

Random access
Any location in storage can be accessed at any moment in approximately the same amount of time. Such characteristic is well suited for primary and secondary storage. Most semiconductor memories, flash memories and hard disk drives provide random access, though both semiconductor and flash memories have minimal latency when compared to hard disk drives, as no mechanical parts need to be moved.
Sequential access
The accessing of pieces of information will be in a serial order, one after the other; therefore the time to access a particular piece of information depends upon which piece of information was last accessed. Such characteristic is typical of off-line storage.

Addressability

Location-addressable
Each individually accessible unit of information in storage is selected with its numerical memory address. In modern computers, location-addressable storage usually limits to primary storage, accessed internally by computer programs, since location-addressability is very efficient, but burdensome for humans.
File addressable
Information is divided into files of variable length, and a particular file is selected with human-readable directory and file names. The underlying device is still location-addressable, but the operating system of a computer provides the file system abstraction to make the operation more understandable. In modern computers, secondary, tertiary and off-line storage use file systems.
Content-addressable
Each individually accessible unit of information is selected based on the basis of (part of) the contents stored there. Content-addressable storage can be implemented using software (computer program) or hardware (computer device), with hardware being faster but more expensive option. Hardware content addressable memory is often used in a computer's CPU cache.

Capacity

Raw capacity
The total amount of stored information that a storage device or medium can hold. It is expressed as a quantity of bits or bytes (e.g. 10.4 megabytes).
Memory storage density
The compactness of stored information. It is the storage capacity of a medium divided with a unit of length, area or volume (e.g. 1.2 megabytes per square inch).

Performance

Latency
The time it takes to access a particular location in storage. The relevant unit of measurement is typically nanosecond for primary storage, millisecond for secondary storage, and second for tertiary storage. It may make sense to separate read latency and write latency (especially for non-volatile memory) and in case of sequential access storage, minimum, maximum and average latency.
Throughput
The rate at which information can be read from or written to the storage. In computer data storage, throughput is usually expressed in terms of megabytes per second (MB/s), though bit rate may also be used. As with latency, read rate and write rate may need to be differentiated. Also accessing media sequentially, as opposed to randomly, typically yields maximum throughput.
Granularity
The size of the largest "chunk" of data that can be efficiently accessed as a single unit, e.g. without introducing additional latency.
Reliability
The probability of spontaneous bit value change under various conditions, or overall failure rate.

Utilities such as hdparm and sar can be used to measure IO performance in Linux.

Energy use

  • Storage devices that reduce fan usage automatically shut-down during inactivity, and low power hard drives can reduce energy consumption by 90 percent.
  • 2.5-inch hard disk drives often consume less power than larger ones. Low capacity solid-state drives have no moving parts and consume less power than hard disks. Also, memory may use more power than hard disks. Large caches, which are used to avoid hitting the memory wall, may also consume a large amount of power.

Security

Full disk encryption, volume and virtual disk encryption, andor file/folder encryption is readily available for most storage devices.

Hardware memory encryption is available in Intel Architecture, supporting Total Memory Encryption (TME) and page granular memory encryption with multiple keys (MKTME).[17][18] and in SPARC M7 generation since October 2015.

Vulnerability and reliability

S.M.A.R.T. software warning suggests impending hard drive failure.

Distinct types of data storage have different points of failure and various methods of predictive failure analysis.

Vulnerabilities that can instantly lead to total loss are head crashing on mechanical hard drives and failure of electronic components on flash storage.

Error detection

Error rate measurement on a DVD+R. The minor errors are correctable and within a healthy range.

Impending failure on hard disk drives is estimable using S.M.A.R.T. diagnostic data that includes the hours of operation and the count of spin-ups, though its reliability is disputed.

Flash storage may experience downspiking transfer rates as a result of accumulating errors, which the flash memory controller attempts to correct.

The health of optical media can be determined by measuring correctable minor errors, of which high counts signify deteriorating and/or low-quality media. Too many consecutive minor errors can lead to data corruption. Not all vendors and models of optical drives support error scanning.

Storage media

As of 2011, the most commonly used data storage media are semiconductor, magnetic, and optical, while paper still sees some limited usage. Some other fundamental storage technologies, such as all-flash arrays (AFAs) are proposed for development.

Semiconductor

Semiconductor memory uses semiconductor-based integrated circuit (IC) chips to store information. Data are typically stored in metal–oxide–semiconductor (MOS) memory cells. A semiconductor memory chip may contain millions of memory cells, consisting of tiny MOS field-effect transistors (MOSFETs) and/or MOS capacitors. Both volatile and non-volatile forms of semiconductor memory exist, the former using standard MOSFETs and the latter using floating-gate MOSFETs.

In modern computers, primary storage almost exclusively consists of dynamic volatile semiconductor random-access memory (RAM), particularly dynamic random-access memory (DRAM). Since the turn of the century, a type of non-volatile floating-gate semiconductor memory known as flash memory has steadily gained share as off-line storage for home computers. Non-volatile semiconductor memory is also used for secondary storage in various advanced electronic devices and specialized computers that are designed for them.

As early as 2006, notebook and desktop computer manufacturers started using flash-based solid-state drives (SSDs) as default configuration options for the secondary storage either in addition to or instead of the more traditional HDD.

Magnetic

Magnetic storage uses different patterns of magnetization on a magnetically coated surface to store information. Magnetic storage is non-volatile. The information is accessed using one or more read/write heads which may contain one or more recording transducers. A read/write head only covers a part of the surface so that the head or medium or both must be moved relative to another in order to access data. In modern computers, magnetic storage will take these forms:

In early computers, magnetic storage was also used as:

Magnetic storage does not have a definite limit of rewriting cycles like flash storage and re-writeable optical media, as altering magnetic fields causes no physical wear. Rather, their life span is limited by mechanical parts.

Optical

Optical storage, the typical optical disc, stores information in deformities on the surface of a circular disc and reads this information by illuminating the surface with a laser diode and observing the reflection. Optical disc storage is non-volatile. The deformities may be permanent (read only media), formed once (write once media) or reversible (recordable or read/write media). The following forms are currently in common use:

Magneto-optical disc storage is optical disc storage where the magnetic state on a ferromagnetic surface stores information. The information is read optically and written by combining magnetic and optical methods. Magneto-optical disc storage is non-volatile, sequential access, slow write, fast read storage used for tertiary and off-line storage.

3D optical data storage has also been proposed.

Light induced magnetization melting in magnetic photoconductors has also been proposed for high-speed low-energy consumption magneto-optical storage.

Paper

Paper data storage, typically in the form of paper tape or punched cards, has long been used to store information for automatic processing, particularly before general-purpose computers existed. Information was recorded by punching holes into the paper or cardboard medium and was read mechanically (or later optically) to determine whether a particular location on the medium was solid or contained a hole. Barcodes make it possible for objects that are sold or transported to have some computer-readable information securely attached.

Relatively small amounts of digital data (compared to other digital data storage) may be backed up on paper as a matrix barcode for very long-term storage, as the longevity of paper typically exceeds even magnetic data storage.

Other storage media or substrates

Vacuum-tube memory
A Williams tube used a cathode-ray tube, and a Selectron tube used a large vacuum tube to store information. These primary storage devices were short-lived in the market, since the Williams tube was unreliable, and the Selectron tube was expensive.
Electro-acoustic memory
Delay-line memory used sound waves in a substance such as mercury to store information. Delay-line memory was dynamic volatile, cycle sequential read/write storage, and was used for primary storage.
Optical tape
is a medium for optical storage, generally consisting of a long and narrow strip of plastic, onto which patterns can be written and from which the patterns can be read back. It shares some technologies with cinema film stock and optical discs, but is compatible with neither. The motivation behind developing this technology was the possibility of far greater storage capacities than either magnetic tape or optical discs.
Phase-change memory
uses different mechanical phases of phase-change material to store information in an X–Y addressable matrix and reads the information by observing the varying electrical resistance of the material. Phase-change memory would be non-volatile, random-access read/write storage, and might be used for primary, secondary and off-line storage. Most rewritable and many write-once optical disks already use phase-change material to store information.
Holographic data storage
stores information optically inside crystals or photopolymers. Holographic storage can utilize the whole volume of the storage medium, unlike optical disc storage, which is limited to a small number of surface layers. Holographic storage would be non-volatile, sequential-access, and either write-once or read/write storage. It might be used for secondary and off-line storage. See Holographic Versatile Disc (HVD).
Molecular memory
stores information in polymer that can store electric charge. Molecular memory might be especially suited for primary storage. The theoretical storage capacity of molecular memory is 10 terabits per square inch (16 Gbit/mm2).
Magnetic photoconductors
store magnetic information, which can be modified by low-light illumination.
DNA
stores information in DNA nucleotides. It was first done in 2012, when researchers achieved a ratio of 1.28 petabytes per gram of DNA. In March 2017 scientists reported that a new algorithm called a DNA fountain achieved 85% of the theoretical limit, at 215 petabytes per gram of DNA.

Related technologies

Redundancy

While a group of bits malfunction may be resolved by error detection and correction mechanisms (see above), storage device malfunction requires different solutions. The following solutions are commonly used and valid for most storage devices:

  • Device mirroring (replication) – A common solution to the problem is constantly maintaining an identical copy of device content on another device (typically of a same type). The downside is that this doubles the storage, and both devices (copies) need to be updated simultaneously with some overhead and possibly some delays. The upside is possible concurrent read of a same data group by two independent processes, which increases performance. When one of the replicated devices is detected to be defective, the other copy is still operational, and is being utilized to generate a new copy on another device (usually available operational in a pool of stand-by devices for this purpose).
  • Redundant array of independent disks (RAID) – This method generalizes the device mirroring above by allowing one device in a group of ndevices to fail and be replaced with the content restored (Device mirroring is RAID with n=2). RAID groups of n=5 or n=6 are common. n>2 saves storage, when comparing with n=2, at the cost of more processing during both regular operation (with often reduced performance) and defective device replacement.

Device mirroring and typical RAID are designed to handle a single device failure in the RAID group of devices. However, if a second failure occurs before the RAID group is completely repaired from the first failure, then data can be lost. The probability of a single failure is typically small. Thus the probability of two failures in a same RAID group in time proximity is much smaller (approximately the probability squared, i.e., multiplied by itself). If a database cannot tolerate even such smaller probability of data loss, then the RAID group itself is replicated (mirrored). In many cases such mirroring is done geographically remotely, in a different storage array, to handle also recovery from disasters (see disaster recovery above).

Network connectivity

A secondary or tertiary storage may connect to a computer utilizing computer networks. This concept does not pertain to the primary storage, which is shared between multiple processors to a lesser degree.

  • Direct-attached storage (DAS) is a traditional mass storage, that does not use any network. This is still a most popular approach. This retronym was coined recently, together with NAS and SAN.
  • Network-attached storage (NAS) is mass storage attached to a computer which another computer can access at file level over a local area network, a private wide area network, or in the case of online file storage, over the Internet. NAS is commonly associated with the NFS and CIFS/SMB protocols.
  • Storage area network (SAN) is a specialized network, that provides other computers with storage capacity. The crucial difference between NAS and SAN, is that NAS presents and manages file systems to client computers, while SAN provides access at block-addressing (raw) level, leaving it to attaching systems to manage data or file systems within the provided capacity. SAN is commonly associated with Fibre Channel networks.

Robotic storage

Large quantities of individual magnetic tapes, and optical or magneto-optical discs may be stored in robotic tertiary storage devices. In tape storage field they are known as tape libraries, and in optical storage field optical jukeboxes, or optical disk libraries per analogy. The smallest forms of either technology containing just one drive device are referred to as autoloaders or autochangers.

Robotic-access storage devices may have a number of slots, each holding individual media, and usually one or more picking robots that traverse the slots and load media to built-in drives. The arrangement of the slots and picking devices affects performance. Important characteristics of such storage are possible expansion options: adding slots, modules, drives, robots. Tape libraries may have from 10 to more than 100,000 slots, and provide terabytes or petabytes of near-line information. Optical jukeboxes are somewhat smaller solutions, up to 1,000 slots.

Robotic storage is used for backups, and for high-capacity archives in imaging, medical, and video industries. Hierarchical storage management is a most known archiving strategy of automatically migrating long-unused files from fast hard disk storage to libraries or jukeboxes. If the files are needed, they are retrieved back to disk.

Critical pedagogy

From Wikipedia, the free encyclopedia
https://en.wikipedia.org/wiki/Critical_pedagogy

Critical pedagogy is a philosophy of education and social movement that developed and applied concepts from critical theory and related traditions to the field of education and the study of culture.

It insists that issues of social justice and democracy are not distinct from acts of teaching and learning. The goal of critical pedagogy is emancipation from oppression through an awakening of the critical consciousness, based on the Portuguese term conscientização. When achieved, critical consciousness encourages individuals to effect change in their world through social critique and political action in order to self-actualize.

Critical pedagogy was founded by the Brazilian philosopher and educator Paulo Freire, who promoted it through his 1968 book, Pedagogy of the Oppressed. It subsequently spread internationally, developing a particularly strong base in the United States, where proponents sought to develop means of using teaching to combat racism, sexism, and oppression. As it grew, it incorporated elements from fields like the Human rights movement, Civil rights movement, Disability rights movement, Indigenous rights movement, postmodern theory, feminist theory, postcolonial theory, and queer theory.

Background

Critical Pedagogy is believed to have its roots in the critical theory of the Frankfurt School, which was established in 1923. As an outgrowth of critical theory, critical pedagogy is intended to educate and work towards a realization of the emancipatory goals of critical pedagogy. The theory is influenced by Karl Marx who believed that inequality is a result of socioeconomic differences and that all people need to work toward a socialized economy. More recently, critical pedagogy can also be traced back to Paulo Freire's best-known 1968 work, The Pedagogy of the Oppressed. Freire, a professor of history and the philosophy of education at the Federal University of Pernambuco in Brazil, sought in this and other works to develop a philosophy of adult education that demonstrated a solidarity with the poor in their common struggle to survive by engaging them in a dialog of greater awareness and analysis. Although his family had suffered loss and hunger during the Great Depression, the poor viewed him and his formerly middle-class family "as people from another world who happened to fall accidentally into their world". His intimate discovery of class and their borders "led, invariably, to Freire's radical rejection of a class-based society".

While prominent figures within Critical Pedagogy include Paulo Freire, Henry Giroux, Peter McLaren, bell hooks, and others, it is important to note that their work on critical pedagogy varies in focus. For example, some approach critical pedagogy from a Marxist perspective with a focus on socioeconomic class. Paulo Freire, on the other hand, writes about how critical pedagogy can lead to liberty and freedom of the oppressed and marginalized. bell hooks applies a feminist perspective to critical pedagogy and Ira Shor, for example, advocates for the need of moving the theoretical framework of critical pedagogy to a more practical one.

The influential works of Freire made him arguably the most celebrated critical educator. He seldom used the term "critical pedagogy" himself when describing this philosophy. His initial focus targeted adult literacy projects in Brazil and later was adapted to deal with a wide range of social and educational issues. Freire's pedagogy revolved around an anti-authoritarian and interactive approach aimed to examine issues of relational power for students and workers. The center of the curriculum used the fundamental goal based on social and political critiques of everyday life. Freire's praxis required implementation of a range of educational practices and processes with the goal of creating not only a better learning environment but also a better world. Freire himself maintained that this was not merely an educational technique but a way of living in our educative practice.

Freire endorses students' ability to think critically about their education situation; this method of thinking is thought by practitioners of critical pedagogy to allow them to "recognize connections between their individual problems and experiences and the social contexts in which they are embedded". Realizing one's consciousness ("conscientization", "conscientização") is then a needed first step of "praxis", which is defined as the power and know-how to take action against oppression while stressing the importance of liberating education. "Praxis involves engaging in a cycle of theory, application, evaluation, reflection, and then back to theory. Social transformation is the product of praxis at the collective level."

Critical pedagogue Ira Shor, who was mentored by and worked closely with Freire from 1980 until Freire's death in 1997, defines critical pedagogy as:

Habits of thought, reading, writing, and speaking which go beneath surface meaning, first impressions, dominant myths, official pronouncements, traditional clichés, received wisdom, and mere opinions, to understand the deep meaning, root causes, social context, ideology, and personal consequences of any action, event, object, process, organization, experience, text, subject matter, policy, mass media, or discourse. (Empowering Education, 129)

Critical pedagogy explores the dialogic relationships between teaching and learning. Its proponents claim that it is a continuous process of what they call "unlearning", "learning", and "relearning", "reflection", "evaluation", and the effect that these actions have on the students, in particular students whom they believe have been historically and continue to be disenfranchised by what they call "traditional schooling".

The educational philosophy has since been developed by Henry Giroux and others since the 1980s as a praxis-oriented "educational movement, guided by passion and principle, to help students develop a consciousness of freedom, recognize authoritarian tendencies, and connect knowledge to power and the ability to take constructive action". Freire wrote the introduction to his 1988 work, Teachers as Intellectuals: Toward a Critical Pedagogy of Learning. Another leading critical pedagogy theorist who Freire called his "intellectual cousin", Peter McLaren, wrote the foreword. McLaren and Giroux co-edited one book on critical pedagogy and co-authored another in the 1990s. Among its other leading figures in no particular order are bell hooks (Gloria Jean Watkins), Joe L. Kincheloe, Patti Lather, Myles Horton, Antonia Darder, Gloria Ladson-Billings, Peter McLaren, Khen Lampert, Howard Zinn, Donaldo Macedo, Dermeval Saviani, Sandy Grande, Michael Apple, and Stephanie Ledesma. Educationalists including Jonathan Kozol and Parker Palmer are sometimes included in this category. Other critical pedagogues known more for their Anti-schooling, unschooling, or deschooling perspectives include Ivan Illich, John Holt, Ira Shor, John Taylor Gatto, and Matt Hern.

Critical pedagogy has several other strands and foundations. Postmodern, anti-racist, feminist, postcolonial, queer, and environmental  theories all play a role in further expanding and enriching Freire's original ideas about a critical pedagogy, shifting its main focus on social class to include issues pertaining to religion, military identification, race, gender, sexuality, nationality, ethnicity, and age. Much of the work also draws on anarchism, György Lukács, Wilhelm Reich, postcolonialism, and the discourse theories of Edward Said, Antonio Gramsci, Gilles Deleuze (rhizomatic learning) and Michel Foucault. Radical Teacher is a magazine dedicated to critical pedagogy and issues of interest to critical educators. Many contemporary critical pedagogues have embraced Postmodern, anti-essentialist perspectives of the individual, of language, and of power, "while at the same time retaining the Freirean emphasis on critique, disrupting oppressive regimes of power/knowledge, and social change".

Developments and critiques

Like critical theory itself, the field of critical pedagogy continues to evolve. Contemporary critical educators, such as bell hooks and Peter McLaren, discuss in their criticisms the influences of many varied concerns, institutions, and social structures, "including globalization, the mass media, and race/spiritual relations", while citing reasons for resisting the possibilities to change. McLaren has developed a social movement based version of critical pedagogy that he calls revolutionary critical pedagogy, emphasizing critical pedagogy as a social movement for the creation of a democratic socialist alternative to capitalism.

Curry Malott and Derek R. Ford's first collaborative book, Marx, Capital, and Education built on McLaren's revolutionary pedagogy by connecting it to the global class struggle and the history of the actually-existing workers' movements. As Curry Malott noted, "Critical pedagogy was created as a break from the Marxism of Freire's Pedagogy of the Oppressed and Bowles and Gintis' Schooling in Capitalist America. Even though it is true that critical pedagogy has become increasingly domesticated and watered down, it's birth was an act of counterrevolution itself." In particular, they argued for a critical pedagogy that simultaneously pursued communism and national liberation. Malott and Ford were the first authors to bring Harry Haywood's work into critical pedagogy. They believed that critical pedagogy had been divorced from its radical roots. Yet when Malott went to re-investigate those roots, he decided that they were not revolutionary at all. In fact, he argued that they were permeated by anti-communism and hostility to any actually-existing struggles of oppressed peoples. As a result, both Malott and Ford moved away from critical pedagogy. Ford developed a political pedagogy that built on McLaren's revolutionary critical pedagogy but took "a distanced and expository position" to link the project more explicitly to communism. Yet he later abandoned that as a starting point and instead turned his attention to educational forms.

Joe L. Kincheloe and Shirley R. Steinberg have created the Paulo and Nita Freire Project for International Critical Pedagogy at McGill University. In line with Kincheloe and Steinberg's contributions to critical pedagogy, the project attempts to move the field to the next phase of its evolution. In this second phase, critical pedagogy seeks to become a worldwide, decolonizing movement dedicated to listening to and learning from diverse discourses of people from around the planet. Kincheloe and Steinberg also embrace Indigenous knowledges in education as a way to expand critical pedagogy and to question educational hegemony. Joe L. Kincheloe, in expanding on the Freire's notion that a pursuit of social change alone could promote anti-intellectualism, promotes a more balanced approach to education than postmodernists.

We cannot simply attempt to cultivate the intellect without changing the unjust social context in which such minds operate. Critical educators cannot just work to change the social order without helping to educate a knowledgeable and skillful group of students. Creating a just, progressive, creative, and democratic society demands both dimensions of this pedagogical progress.

One of the major texts taking on the intersection between critical pedagogy and Indigenous knowledge(s) is Sandy Grande's, Red Pedagogy: Native American Social and Political Thought (Rowman and Littlefield, 2004). In agreement with this perspective, Four Arrows, aka Don Trent Jacobs, challenges the anthropocentrism of critical pedagogy and writes that to achieve its transformative goals there are other differences between Western and Indigenous worldview that must be considered. Approaching the intersection of Indigenous perspectives and pedagogy from another perspective, critical pedagogy of place examines the impacts of place.

Critical pedagogy has often ignored the implications of sanism in education and excluded Mad persons' knowledges from informing curriculum and pedagogy. Castrodale has stated a greater need to identify ableist and sanist ideals shaping educational paradigms by drawing on the fields of critical disability studies and Mad Studies to advance inclusive enabling approaches to teaching and learning 

In the classroom

Ira Shor, a professor at the City University of New York, provides for an example of how critical pedagogy is used in the classroom. He develops these themes in looking at the use of Freirean teaching methods in the context of the everyday life of classrooms, in particular, institutional settings. He suggests that the whole curriculum of the classroom must be re-examined and reconstructed. He favors a change of role of the student from object to active, critical subject. In doing so, he suggests that students undergo a struggle for ownership of themselves. He states that students have previously been lulled into a sense of complacency by the circumstances of everyday life and that through the processes of the classroom, they can begin to envision and strive for something different for themselves.

Of course, achieving such a goal is not automatic nor easy, as he suggests that the role of the teacher is critical to this process. Students need to be helped by teachers to separate themselves from unconditional acceptance of the conditions of their own existence. Once this separation is achieved, then students may be prepared for critical re-entry into an examination of everyday life. In a classroom environment that achieves such liberating intent, one of the potential outcomes is that the students themselves assume more responsibility for the class. Power is thus distributed amongst the group and the role of the teacher becomes much more mobile, not to mention more challenging. This encourages the growth of each student's intellectual character rather than a mere "mimicry of the professorial style."

Teachers, however, do not simply abdicate their authority in a student-centered classroom. In the later years of his life, Freire grew increasingly concerned with what he felt was a major misinterpretation of his work and insisted that teachers cannot deny their position of authority.

Critical teachers, therefore, must admit that they are in a position of authority and then demonstrate that authority in their actions in supports of students... [A]s teachers relinquish the authority of truth providers, they assume the mature authority of facilitators of student inquiry and problem-solving. In relation to such teacher authority, students gain their freedom--they gain the ability to become self-directed human beings capable of producing their own knowledge.

And due to the student-centeredness that critical pedagogy insists upon, there are inherent conflicts associated with the "large collections of top-down content standards in their disciplines". Critical pedagogy advocates insist that teachers themselves are vital to the discussion about Standards-based education reform in the United States because a pedagogy that requires a student to learn or a teacher to teach externally imposed information exemplifies the banking model of education outlined by Freire where the structures of knowledge are left unexamined. To the critical pedagogue, the teaching act must incorporate social critique alongside the cultivation of intellect.

Joe L. Kincheloe argues that this is in direct opposition to the epistemological concept of positivism, where "social actions should proceed with law-like predictability". In this philosophy, a teacher and their students would be served by Standards-based education where there is "only be one correct way to teach" as "[e]veryone is assumed to be the same regardless of race, class, or gender". Donald Schön's concept of "indeterminate zones of practice" illustrates how any practice, especially ones with human subjects at their center, are infinitely complex and highly contested, which amplify the critical pedagogue's unwillingness to apply universal practices.

Furthermore, bell hooks, who is greatly influenced by Freire, points out the importance of engaged pedagogy and the responsibility that teachers, as well as students, must have in the classroom:

Teachers must be aware of themselves as practitioners and as human beings if they wish to teach students in a non-threatening, anti-discriminatory way. Self-actualisation should be the goal of the teacher as well as the students.

Resistance from students

Students sometimes resist critical pedagogy. Student resistance to critical pedagogy can be attributed to a variety of reasons. Student objections may be due to ideological reasons, religious or moral convictions, fear of criticism, or discomfort with controversial issues. Kristen Seas argues: "Resistance in this context thus occurs when students are asked to shift not only their perspectives, but also their subjectivities as they accept or reject assumptions that contribute to the pedagogical arguments being constructed." Karen Kopelson asserts that resistance to new information or ideologies, introduced in the classroom, is a natural response to persuasive messages that are unfamiliar.

Resistance is often, at the least, understandably protective: As anyone who can remember her or his own first uneasy encounters with particularly challenging new theories or theorists can attest, resistance serves to shield us from uncomfortable shifts or all-out upheavals in perception and understanding-shifts in perception which, if honored, force us to inhabit the world in fundamentally new and different ways.

Kristen Seas further explains: "Students [often] reject the teacher's message because they see it as coercive, they do not agree with it, or they feel excluded by it." Karen Kopelson concludes "that many if not most students come to the university in order to gain access to and eventual enfranchisement in 'the establishment,' not to critique and reject its privileges." To overcome student resistance to critical pedagogy, teachers must enact strategic measures to help their students negotiate controversial topics.

Critical pedagogy of teaching

The rapidly changing demographics of the classroom in the United States has resulted in an unprecedented amount of linguistic and cultural diversity. In order to respond to these changes, advocates of critical pedagogy call into question the focus on practical skills of teacher credential programs. "[T]his practical focus far too often occurs without examining teachers' own assumptions, values, and beliefs and how this ideological posture informs, often unconsciously, their perceptions and actions when working with linguistic-minority and other politically, socially, and economically subordinated students." As teaching is considered an inherently political act to the critical pedagogue, a more critical element of teacher education becomes addressing implicit biases (also known as implicit cognition or implicit stereotypes) that can subconsciously affect a teacher's perception of a student's ability to learn.

Advocates of critical pedagogy insist that teachers, then, must become learners alongside their students, as well as students of their students. They must become experts beyond their field of knowledge, and immerse themselves in the culture, customs, and lived experiences of the students they aim to teach.

Criticism

Critical pedagogy has been the subject of varied debates inside and outside the field of education. Philosopher John Searle characterized the goal of Giroux's form of critical pedagogy "to create political radicals", thus highlighting the antagonistic moral and political grounds of the ideals of citizenship and "public wisdom." These varying moral perspectives of what is right are to be found in what John Dewey has referred to as the tensions between traditional and progressive education. Searle argued that critical pedagogy's objections to the Western canon are misplaced and/or disingenuous:

Precisely by inculcating a critical attitude, the "canon" served to demythologize the conventional pieties of the American bourgeoisie and provided the student with a perspective from which to critically analyze American culture and institutions. Ironically, the same tradition is now regarded as oppressive. The texts once served an unmasking function; now we are told that it is the texts which must be unmasked.

In 1992, Maxine Hairston took a hard line against critical pedagogy in the first year college composition classroom and argued, "everywhere I turn I find composition faculty, both leaders in the profession and new voices, asserting that they have not only the right, but the duty, to put ideology and radical politics at the center of their teaching." Hairston further confers,

When classes focus on complex issues such as racial discrimination, economic injustices, and inequities of class and gender, they should be taught by qualified faculty who have the depth of information and historical competence that such critical social issues warrant. Our society's deep and tangled cultural conflicts can neither be explained nor resolved by simplistic ideological formulas.

Sharon O'Dair (2003) said that compositionists "focus [...] almost exclusively on ideological matters", and further argues that this focus is at the expense of proficiency of student writing skills in the composition classroom. To this end, O'Dair explained that "recently advocated working-class pedagogies privilege activism over "language instruction." Jeff Smith argued that students want to gain, rather than to critique, positions of privilege, as encouraged by critical pedagogues.

Scholars who have worked in the field of critical pedagogy have also critiqued the movement from various angles. In 2016, Curry Stephenson Malott, who had written several books about critical pedagogy and identified as a critical pedagogue, renounced and critiqued his previous work. In History and Education: Engaging the Global Class War, he writes about his "long journey of self-reflection and de-indoctrination" that culminated in the break. Malott writes that "the term critical pedagogy was created by Henry Giroux (1981) as an attempt to dismiss socialism and the legacy of Karl Marx." During the same period, Derek R. Ford also broke with critical pedagogy, claiming that it was "at a dead end." While Ford is not concerned with "proficiency" like O'Dair, he agrees that the focus on critique at the expense of imagination and actual political engagement serves to produce the critical pedagogue as "the enlightened and isolated researcher that reveals the truth behind the curtain." Both Malott and Ford, however, note exceptions to their critiques within the field, such as the work of Peter McLaren.

Progressive education

From Wikipedia, the free encyclopedia
https://en.wikipedia.org/wiki/Progressive_education

Progressive education, or educational progressivism, is a pedagogical movement that began in the late 19th century and has persisted in various forms to the present. In Europe, progressive education took the form of the New Education Movement. The term progressive was engaged to distinguish this education from the traditional curricula of the 19th century, which was rooted in classical preparation for the early-industrial university and strongly differentiated by social class. By contrast, progressive education finds its roots in modern, post-industrial experience. Most progressive education programs have these qualities in common:

  • Emphasis on learning by doing – hands-on projects, expeditionary learning, experiential learning
  • Integrated curriculum focused on thematic units
  • Strong emphasis on problem solving and critical thinking
  • Group work and development of social skills
  • Understanding and action as the goals of learning as opposed to rote knowledge
  • Collaborative and cooperative learning projects
  • Education for social responsibility and democracy
  • Integration of community service and service learning projects into the daily curriculum
  • Selection of subject content by looking forward to ask what skills will be needed in future society
  • De-emphasis on textbooks in favor of varied learning resources
  • Emphasis on lifelong learning and social skills
  • Assessment by evaluation of child's projects and productions

Educational theory

Progressive education can be traced back to the works of John Locke and Jean-Jacques Rousseau, both of whom are known as forerunners of ideas that would be developed by theorists such as John Dewey. Considered one of the first of the British empiricists, Locke believed that "truth and knowledge… arise out of observation and experience rather than manipulation of accepted or given ideas". He further discussed the need for children to have concrete experiences in order to learn. Rousseau deepened this line of thinking in Emile, or On Education, where he argued that subordination of students to teachers and memorization of facts would not lead to an education.

Johann Bernhard Basedow

In Germany, Johann Bernhard Basedow (1724–1790) established the Philanthropinum at Dessau in 1774. He developed new teaching methods based on conversation and play with the child, and a program of physical development. Such was his success that he wrote a treatise on his methods, "On the best and hitherto unknown method of teaching children of noblemen".

Christian Gotthilf Salzmann

Christian Gotthilf Salzmann (1744–1811) was the founder of the Schnepfenthal institution, a school dedicated to new modes of education (derived heavily from the ideas of Jean-Jacques Rousseau). He wrote Elements of Morality, for the Use of Children, one of the first books translated into English by Mary Wollstonecraft.

Johann Heinrich Pestalozzi

Johann Heinrich Pestalozzi (1746–1827) was a Swiss pedagogue and educational reformer who exemplified Romanticism in his approach. He founded several educational institutions both in German- and French-speaking regions of Switzerland and wrote many works explaining his revolutionary modern principles of education. His motto was "Learning by head, hand and heart". His research and theories closely resemble those outlined by Rousseau in Emile. He is further considered by many to be the "father of modern educational science" His psychological theories pertain to education as they focus on the development of object teaching, that is, he felt that individuals best learned through experiences and through a direct manipulation and experience of objects. He further speculated that children learn through their own internal motivation rather than through compulsion. (See Intrinsic vs. Extrinsic motivation). A teacher's task will be to help guide their students as individuals through their learning and allow it to unfold naturally.

Friedrich Fröbel

Friedrich Wilhelm August Fröbel (1782–1852) was a student of Pestalozzi who laid the foundation for modern education based on the recognition that children have unique needs and capabilities. He believed in "self-activity" and play as essential factors in child education. The teacher's role was not to indoctrinate but to encourage self-expression through play, both individually and in group activities. He created the concept of kindergarten.

Johann Friedrich Herbart

Johann Friedrich Herbart (1776–1841) emphasized the connection between individual development and the resulting societal contribution. The five key ideas which composed his concept of individual maturation were Inner Freedom, Perfection, Benevolence, Justice, and Equity or Recompense. According to Herbart, abilities were not innate but could be instilled, so a thorough education could provide the framework for moral and intellectual development. In order to develop a child to lead to a consciousness of social responsibility, Herbart advocated that teachers utilize a methodology with five formal steps: "Using this structure a teacher prepared a topic of interest to the children, presented that topic, and questioned them inductively, so that they reached new knowledge based on what they had already known, looked back, and deductively summed up the lesson's achievements, then related them to moral precepts for daily living".

John Melchior Bosco

John Melchior Bosco (1815–1888) was concerned about the education of street children who had left their villages to find work in the rapidly industrialized city of Turin, Italy. Exploited as cheap labor or imprisoned for unruly behavior, Bosco saw the need for creating a space where they would feel at home. He called it an 'Oratory' where they could play, learn, share friendships, express themselves, develop their creative talents and pick up skills for gainful self-employment. With those who had found work, he set up a mutual-fund society (an early version of the Grameen Bank) to teach them the benefits of saving and self-reliance. The principles underlying his educational method that won over the hearts and minds of thousands of youth who flocked to his oratory were: 'be reasonable', 'be kind', 'believe' and 'be generous in service'. Today his method of education is practiced in nearly 3000 institutions set up around the world by the members of the Salesian Society he founded in 1873.

Cecil Reddie

While studying for his doctorate in Göttingen in 1882–1883, Cecil Reddie was greatly impressed by the progressive educational theories being applied there. Reddie founded Abbotsholme School in Derbyshire, England, in 1889. Its curriculum enacted the ideas of progressive education. Reddie rejected rote learning, classical languages and corporal punishment. He combined studies in modern languages and the sciences and arts with a program of physical exercise, manual labour, recreation, crafts and arts. Schools modeling themselves after Abbotsholme were established throughout Europe, and the model was particularly influential in Germany. Reddie often engaged foreign teachers, who learned its practices, before returning home to start their own schools. Hermann Lietz an Abbotsholme teacher founded five schools (Landerziehungsheime für Jungen) on Abbotsholme's principles. Other people he influenced included Kurt Hahn, Adolphe Ferrière and Edmond Demolins. His ideas also reached Japan, where it turned into "Taisho-era Free Education Movement" (Taisho Jiyu Kyoiku Undo)

John Dewey

Education according to John Dewey is the "participation of the individual in the social consciousness of the race" (Dewey, 1897, para. 1). As such, education should take into account that the student is a social being. The process begins at birth with the child unconsciously gaining knowledge and gradually developing their knowledge to share and partake in society.

For Dewey, education, which regulates "the process of coming to share in the social consciousness," is the "only sure" method of ensuring social progress and reform (Dewey, 1897, para. 60). In this respect, Dewey foreshadows Social Reconstructionism, whereby schools are a means to reconstruct society. As schools become a means for social reconstruction, they must be given the proper equipment to perform this task and guide their students.

Helen Parkhurst

The American teacher Helen Parkhurst (1886–1973) developed the Dalton Plan at the beginning of the twentieth century with the goal of reforming the then current pedagogy and classroom management. She wanted to break the teacher-centered lockstep teaching. During her first experiment, which she implemented in a small elementary school as a young teacher in 1904, she noticed that when students are given freedom for self-direction and self-pacing and to help one another, their motivation increases considerably and they learn more. In a later experiment in 1911 and 1912, Parkhurst re-organized the education in a large school for nine- to fourteen-year-olds. Instead of each grade, each subject was appointed its own teacher and its own classroom. The subject teachers made assignments: they converted the subject matter for each grade into learning assignments. In this way, learning became the students' own work; they could carry out their work independently, work at their own pace and plan their work themselves. The classroom turned into a laboratory, a place where students are working, furnished and equipped as work spaces, tailored to meet the requirements of specific subjects. Useful and attractive learning materials, instruments and reference books were put within the students' reach. The benches were replaced by large tables to facilitate co-operation and group instruction. This second experiment formed the basis for the next experiments, those in Dalton and New York, from 1919 onwards. The only addition was the use of graphs, charts enabling students to keep track of their own progress in each subject.

In the nineteen-twenties and nineteen-thirties, Dalton education spread throughout the world. There is no certainty regarding the exact numbers of Dalton schools, but there was Dalton education in America, Australia, England, Germany, the Netherlands, the Soviet Union, India, China and Japan.

Rudolf Steiner

Rudolf Steiner (1869–1925) first described the principles of what was to become Waldorf education in 1907. He established a series of schools based on these principles beginning in 1919. The focus of the education is on creating a developmentally appropriate curriculum that holistically integrates practical, artistic, social, and academic experiences. There are more than a thousand schools and many more early childhood centers worldwide; it has also become a popular form of homeschooling.

Maria Montessori

Maria Montessori (1870–1952) began to develop her philosophy and methods in 1897. She based her work on her observations of children and experimentation with the environment, materials, and lessons available to them. She frequently referred to her work as "scientific pedagogy", arguing for the need to go beyond observation and measurement of students, to developing new methods to transform them. Although Montessori education spread to the United States in 1911 there were conflicts with the American educational establishment and was opposed by William Heard Kilpatrick. However Montessori education returned to the United States in 1960 and has since spread to thousands of schools there.

In 1914 the Montessori Society in England organised its first conference. Hosted by Rev Bertram Hawker, who had set up, in partnership with his local elementary school in the Norfolk coastal village of East Runton, the first Montessori School in England. Pictures of this school, and its children, illustrated the 'Montessori's Own Handbook' (1914). Hawker had been impressed by his visit to Montessori's Casa dei Bambini in Rome, he gave numerous talks on Montessori's work after 1912, assisting in generating a national interest in her work. He organised the Montessori Conference 1914 in partnership with Edmond Holmes, ex-Chief Inspector of Schools, who had written a government report on Montessori. The conference decided that its remit was to promote the 'liberation of the child in the school', and though inspired by Montessori, would encourage, support and network teachers and educationalists who sought, through their schools and methods, that aim. They changed their name the following year to New Ideals in Education. Each subsequent conference was opened with reference to its history and origin as a Montessori Conference recognising her inspiration, reports italicized the members of the Montessori Society in the delegate lists, and numerous further events included Montessori methods and case studies. Montessori, through New Ideals in Education, its committee and members, events and publications, greatly influenced progressive state education in England. (references to be added).

Robert Baden-Powell

In July 1906, Ernest Thompson Seton sent Robert Baden-Powell a copy of his book The Birchbark Roll of the Woodcraft Indians. Seton was a British-born Canadian-American living in the United States. They shared ideas about youth training programs. In 1907 Baden-Powell wrote a draft called Boy Patrols. In the same year, to test his ideas, he gathered 21 boys of mixed social backgrounds and held a week-long camp in August on Brownsea Island in England. His organizational method, now known as the Patrol System and a key part of Scouting training, allowed the boys to organize themselves into small groups with an elected patrol leader. Baden Powell then wrote Scouting for Boys (London, 1908). The Brownsea camp and the publication of Scouting for Boys are generally regarded as the start of the Scout movement which spread throughout the world. Baden-Powell and his sister Agnes Baden-Powell introduced the Girl Guides in 1910.

Comparison with traditional education

Traditional education uses extrinsic motivation, such as grades and prizes. Progressive education is more likely to use intrinsic motivation, basing activities on the interests of the child. Praise may be discouraged as a motivator. Progressive education is a response to traditional methods of teaching. It is defined as an educational movement which gives more value to experience than formal learning. It is based more on experiential learning that concentrate on the development of a child's talents.

21st century skills

21st century skills are a series of higher-order skills, abilities, and learning dispositions that have been identified as being required for success in the rapidly changing, digital society and workplaces. Many of these skills are also defining qualities of progressive education as well as being associated with deeper learning, which is based on mastering skills such as analytic reasoning, complex problem solving, and teamwork. These skills differ from traditional academic skills in that they are not primarily content knowledge-based.

In the West

Germany

Hermann Lietz founded three Landerziehungsheime (country boarding schools) in 1904 based on Reddie's model for boys of different ages. Lietz eventually succeeded in establishing five more Landerziehungsheime. Edith and Paul Geheeb founded Odenwaldschule in Heppenheim in the Odenwald in 1910 using their concept of progressive education, which integrated the work of the head and hand.

Poland

Janusz Korczak was one notable follower and developer of Pestalozzi's ideas. He wrote The names of Pestalozzi, Froebel and Spencer shine with no less brilliance than the names of the greatest inventors of the twentieth century. For they discovered more than the unknown forces of nature; they discovered the unknown half of humanity: children. His Orphan's Home in Warsaw became a model institution and exerted influence on the educational process in other orphanages of the same type.

Ireland

The Quaker school run in Ballitore, Co Kildare in the 18th century had students from as far away as Bordeaux (where there was a substantial Irish émigré population), the Caribbean and Norway. Notable pupils included Edmund Burke and Napper Tandy. Sgoil Éanna, or in English St Enda's was founded in 1908 by Pádraig Pearse on Montessori principles. Its former assistant headmaster Thomas MacDonagh and other teachers including Pearse; games master Con Colbert; Pearse's brother, Willie, the art teacher, and Joseph Plunkett, and occasional lecturer in English, were executed by the British after the 1916 Rising. Pearse and MacDonagh were two of the seven leaders who signed the Irish Declaration of Independence. Pearse's book The Murder Machine was a denunciation of the English school system of the time and a declaration of his own educational principles.

Sweden

In Sweden, an early proponent of progressive education was Alva Myrdal, who with her husband Gunnar co-wrote Kris i befolkningsfrågan (1934), a most influential program for the social-democratic hegemony (1932–1976) popularly known as "Folkhemmet". School reforms went through government reports in the 1940s and trials in the 1950s, resulting in the introduction in 1962 of public comprehensive schools ("grundskola") instead of the previously separated parallel schools for theoretical and non-theoretical education.

United Kingdom

The ideas from Reddie's Abbotsholme spread to schools such as Bedales School (1893), King Alfred School, London (1898) and St Christopher School, Letchworth (1915), as well as all the Friends' schools, Steiner Waldorf schools and those belonging to the Round Square Conference. The King Alfred School was radical for its time in that it provided a secular education and that boys and girls were educated together. Alexander Sutherland Neill believed children should achieve self-determination and should be encouraged to think critically rather than blindly obeying. He implemented his ideas with the founding of Summerhill School in 1921. Neill believed that children learn better when they are not compelled to attend lessons. The school was also managed democratically, with regular meetings to determine school rules. Pupils had equal voting rights with school staff.

United States

Early practitioners

Fröbel's student Margarethe Schurz founded the first kindergarten in the United States at Watertown, Wisconsin, in 1856, and she also inspired Elizabeth Peabody, who went on to found the first English-speaking kindergarten in the United States – the language at Schurz's kindergarten had been German, to serve an immigrant community – in Boston in 1860. This paved the way for the concept's spread in the USA. The German émigré Adolph Douai had also founded a kindergarten in Boston in 1859, but was obliged to close it after only a year. By 1866, however, he was founding others in New York City.

William Heard Kilpatrick (1871–1965) was a pupil of Dewey and one of the most effective practitioners of the concept as well as the more adept at proliferating the progressive education movement and spreading word of the works of Dewey. He is especially well known for his "project method of teaching". This developed the progressive education notion that students were to be engaged and taught so that their knowledge may be directed to society for a socially useful need. Like Dewey he also felt that students should be actively engaged in their learning rather than actively disengaged with the simple reading and regurgitation of material.

The most famous early practitioner of progressive education was Francis Parker; its best-known spokesperson was the philosopher John Dewey. In 1875 Francis Parker became superintendent of schools in Quincy, Massachusetts, after spending two years in Germany studying emerging educational trends on the continent. Parker was opposed to rote learning, believing that there was no value in knowledge without understanding. He argued instead schools should encourage and respect the child's creativity. Parker's Quincy System called for child-centered and experience-based learning. He replaced the traditional curriculum with integrated learning units based on core themes related to the knowledge of different disciplines. He replaced traditional readers, spellers and grammar books with children's own writing, literature, and teacher prepared materials. In 1883 Parker left Massachusetts to become Principal of the Cook County Normal School in Chicago, a school that also served to train teachers in Parker's methods. In 1894 Parker's Talks on Pedagogics, which drew heavily on the thinking of Fröbel, Pestalozzi and Herbart, became one of the first American writings on education to gain international fame.

That same year, philosopher John Dewey moved from the University of Michigan to the newly established University of Chicago where he became chair of the department of philosophy, psychology and education. He and his wife enrolled their children in Parker's school before founding their own school two years later.

Whereas Parker started with practice and then moved to theory, Dewey began with hypotheses and then devised methods and curricula to test them. By the time Dewey moved to Chicago at the age of thirty-five, he had already published two books on psychology and applied psychology. He had become dissatisfied with philosophy as pure speculation and was seeking ways to make philosophy directly relevant to practical issues. Moving away from an early interest in Hegel, Dewey proceeded to reject all forms of dualism and dichotomy in favor of a philosophy of experience as a series of unified wholes in which everything can be ultimately related.

In 1896, John Dewey opened what he called the laboratory school to test his theories and their sociological implications. With Dewey as the director and his wife as principal, the University of Chicago Laboratory school, was dedicated "to discover in administration, selection of subject-matter, methods of learning, teaching, and discipline, how a school could become a cooperative community while developing in individuals their own capacities and satisfy their own needs." (Cremin, 136) For Dewey the two key goals of developing a cooperative community and developing individuals' own capacities were not at odds; they were necessary to each other. This unity of purpose lies at the heart of the progressive education philosophy. In 1912, Dewey sent out students of his philosophy to found The Park School of Buffalo and The Park School of Baltimore to put it into practice. These schools operate to this day within a similar progressive approach.

At Columbia, Dewey worked with other educators such as Charles Eliot and Abraham Flexner to help bring progressivism into the mainstream of American education. In 1917 Columbia established the Lincoln School of Teachers College "as a laboratory for the working out of an elementary and secondary curriculum which shall eliminate obsolete material and endeavor to work up in usable form material adapted to the needs of modern living." (Cremin, 282) Based on Flexner's demand that the modern curriculum "include nothing for which an affirmative case can not be made out" (Cremin, 281) the new school organized its activities around four fundamental fields: science, industry, aesthetics and civics. The Lincoln School built its curriculum around "units of work" that reorganized traditional subject matter into forms embracing the development of children and the changing needs of adult life. The first and second grades carried on a study of community life in which they actually built a city. A third grade project growing out of the day-to-day life of the nearby Hudson River became one of the most celebrated units of the school, a unit on boats, which under the guidance of its legendary teacher Miss Curtis, became an entrée into history, geography, reading, writing, arithmetic, science, art and literature. Each of the units was broadly enough conceived so that different children could concentrate on different aspects depending on their own interests and needs. Each of the units called for widely diverse student activities, and each sought to deal in depth with some critical aspect of contemporary civilization. Finally each unit engaged children working together cooperatively and also provided opportunities for individual research and exploration.

In 1924, Agnes de Lima, the lead writer on education for The New Republic and The Nation, published a collection of her articles on progressive education as a book, titled Our Enemy the Child.

In 1918, the National Education Association, representing superintendents and administrators in smaller districts across the country, issued its report "Cardinal Principles of Secondary Education." It emphasized the education of students in terms of health, a command of fundamental processes, worthy home membership, vocation, citizenship, worthy use of leisure, and ethical character. They emphasized life adjustment and reflected the social efficiency model of progressive education.

From 1919 to 1955, the Progressive Education Association founded by Stanwood Cobb and others worked to promote a more student-centered approach to education. During the Great Depression the organization conducted the Eight-Year Study, evaluating the effects of progressive programs. More than 1500 students over four years were compared to an equal number of carefully matched students at conventional schools. When they reached college, the experimental students were found to equal or surpass traditionally educated students on all outcomes: grades, extracurricular participation, dropout rates, intellectual curiosity, and resourcefulness. Moreover, the study found that the more the school departed from the traditional college preparatory program, the better was the record of the graduates. (Kohn, Schools, 232)

By mid-century, many public school programs had also adopted elements of progressive curriculum. At mid-century Dewey believed that progressive education had "not really penetrated and permeated the foundations of the educational institution."(Kohn, Schools, 6,7) As the influence of progressive pedagogy grew broader and more diffuse, practitioners began to vary their application of progressive principles. As varying interpretations and practices made evaluation of progressive reforms more difficult to assess, critics began to propose alternative approaches.

The seeds of the debate over progressive education can be seen in the differences of Parker and Dewey. These have to do with how much and by whom curriculum should be worked out from grade to grade, how much the child's emerging interests should determine classroom activities, the importance of child-centered vs. societal–centered learning, the relationship of community building to individual growth, and especially the relationship between emotion, thought and experience.

In 1955, the publication of Rudolf Flesch's Why Johnny Can't Read leveled criticism of reading programs at the progressive emphasis on reading in context. The conservative McCarthy era raised questions about the liberal ideas at the roots of the progressive reforms. The launching of Sputnik in 1957 at the height of the Cold War gave rise to a number of intellectually competitive approaches to disciplinary knowledge, such as BSCS biology PSSC physics, led by university professors such as Jerome Bruner and Jerrold Zacharias.

Some Cold War reforms incorporated elements of progressivism. For example, the work of Zacharias and Bruner was based in the developmental psychology of Jean Piaget and incorporated many of Dewey's ideas of experiential education. Bruner's analysis of developmental psychology became the core of a pedagogical movement known as constructivism, which argues that the child is an active participant in making meaning and must be engaged in the progress of education for learning to be effective. This psychological approach has deep connections to the work of both Parker and Dewey and led to a resurgence of their ideas in second half of the century.

In 1965, President Johnson inaugurated the Great Society and the Elementary and Secondary Education Act suffused public school programs with funds for sweeping education reforms. At the same time the influx of federal funding also gave rise to demands for accountability and the behavioral objectives approach of Robert F. Mager and others foreshadowed the No Child Left Behind Act passed in 2002. Against these critics eloquent spokespersons stepped forward in defense of the progressive tradition. The Open Classroom movement, led by Herb Kohl and George Dennison, recalled many of Parker's child centered reforms.

The late 1960s and early 1970s saw a rise and decline in the number of progressive schools. There were several reasons for the decline:

  • Demographics: As the baby boom passed, traditional classrooms were no longer as over-enrolled, reducing demand for alternatives.
  • The economy: The oil crisis and recession made shoestring schools less viable.
  • Times changed: With the ending of the Vietnam War, social activism waned.
  • Co-optation: Many schools were co-opted by people who didn't believe in the original mission.
  • Centralization: The ongoing centralization of school districts
  • Non-implementation: Schools failed to implement a model of shared governance
  • Interpersonal dynamics: Disagreement over school goals, poor group process skills, lack of critical dialogue, and fear of assertive leadership

Progressive education has been viewed as an alternative to the test-oriented instruction legislated by the No Child Left Behind educational funding act. Alfie Kohn has been an outspoken critic of the No Child Left Behind Act and a passionate defender of the progressive tradition.

In the East

India

Rabindranath Tagore (1861–1941) was one of the most effective practitioners of the concept of progressive education. He expanded Santiniketan, which is a small town near Bolpur in the Birbhum district of West Bengal, India, approximately 160 km north of Kolkata. He de-emphasized textbook learning in favor of varied learning resources from nature. The emphasis here was on self-motivation rather than on discipline, and on fostering intellectual curiosity rather than competitive excellence. There were courses on a great variety of cultures, and study programs devoted to China, Japan, and the Middle East. He was of the view that education should be a "joyous exercise of our inventive and constructive energies that help us to build up character."

Japan

Seikatsu tsuzurikata is a grassroots movement in Japan that has many parallels to the progressive education movement, but it developed completely independently, beginning in the late 1920s. The Japanese progressive educational movement was one of the stepping stones to the modernization of Japan and it has resonated down to the present.

Inequality (mathematics)

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