ABSTRACT
This chapter describes the differences between the two systems of education: graded and multiage. It addresses the history of the two systems and the issues that arise from the conflicting philosophies. Characteristics of the graded and multiage systems are defined. The graded system is described as a byproduct of the Industrial Revolution – traditional, mechanical, impersonal, behaviorist, pedagogy of teaching, standardized, product oriented, curriculum-centered, test driven, children grouped by same age, and an outmoded relic of the past. Multiage education is described as rooted in the philosophy of the British primary schools – progressive, organic, personalized learning, constructivist, pedagogy of learning, process oriented, child-centered, whole child, context for social learning, family groupings of different ages, and a future hope for the well-being of our children and society. Multiage education is proposed as a system where our children can flourish, rather than follow a narrow, arbitrary curriculum that limits their possibilities and potentials. The two systems are significantly different and cannot successfully mix. This chapter ultimately asks, “What is the aim of education?” and proceeds to ignite the flame to change our graded educational system to a multiage system.
