A Reexamination of “Cooperation in Education”

Abstract

The aim of this paper is to reexamine the concept “Cooperation in Education.” There is no doubt that many teachers and educationists regard “cooperation in education” as important. However, implementing and continuing cooperative learning processes in the actual classroom setting faces many difficulties. I will try to examine the reasons for these difficulties, looking at what I will call a “structural defect in public education.”

This “Structural Defect” is concomitant with the function of socialization in public education, and it necessitated by the variety of children attending school. On the other hand, “Cooperation” is a methodology for letting children establish good human relations, and it may be said that it is a “third way” for maintaining classroom order.