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The document outlines different educational philosophies and their approaches to the goals of education, nature of curriculum, and roles of teachers and students. Existentialism aims to develop authentic individualism through encouraging students to philosophize about life and take responsibility for their actions. Teachers act as facilitators and students are curious, assertive inquirers. Pragmatism views education as developing practical knowledge and skills for democratic society through hands-on learning and group work.
The document outlines different educational philosophies and their approaches to the goals of education, nature of curriculum, and roles of teachers and students. Existentialism aims to develop authentic individualism through encouraging students to philosophize about life and take responsibility for their actions. Teachers act as facilitators and students are curious, assertive inquirers. Pragmatism views education as developing practical knowledge and skills for democratic society through hands-on learning and group work.
The document outlines different educational philosophies and their approaches to the goals of education, nature of curriculum, and roles of teachers and students. Existentialism aims to develop authentic individualism through encouraging students to philosophize about life and take responsibility for their actions. Teachers act as facilitators and students are curious, assertive inquirers. Pragmatism views education as developing practical knowledge and skills for democratic society through hands-on learning and group work.
Education Students Teacher Methods Studied Existentialism Develop authentic Develop Encourage studentsDiscussion and Drama individualism who independence, to philosophize analysis, Art exercise freedom of self-discipline, set about life and to examination of Literature choices and take challenges and recognize and fulfill choice-making in Social Science responsibility for solve problems personal freedom. own and others’ History their actions lives Marxism Shape people and Live and work Lead and advocate Scientific Emphasis on institutions; change harmoniously change methodology, science and material conditions with others, practical activity history of society, producing acquire and use (problem solving) classless society knowledge that will enable them to transform natural and social world. Behaviorism Engineer Respond to Manipulate the Programmed Learning tasks in environments that environmental learning instruction that which behavior efficiently maximize and behavioral environment and provides feedback can be directly learning. stimuli: become present stimuli, on performance observed, self-regulated. using conditioning behavioral measured, and and social learning contracts evaluated. to shape student reinforcement. behavior. Cognitivism Develop thinking Construct Stimulate cognitive Use of Integrated skills for lifelong self- meaningful development; manipulatives curricula; directed learning. knowledge mediate student and real-life emphasis on through learning and learning thinking and experience and monitor thought opportunities critical thinking interaction. processes. relevant to skills, study students prior skills, and experiences. problem solving skills. Pragmatism Develop and apply Active learning Teach inductive and Hand-on Emphasis on practical knowledge and participation. deductive curricula; group citizenship, and skills for life in a reasoning, the work; knowledge and progressive scientific method, experimental. skills applicable democratic society. and the powers of to daily life, and observation and career or job practice. preparation. Perennialism Acquisition of Receive Guide to the Teacher-centered Emphasis on timeless principles of knowledge and classics; teach basic direct instruction Great Books and reality, truth, and academic skills. skills. core curricula in value; learning for the arts and the sake of learning. sciences. Essentialism Acquisition of Receive Deliver a standard Subject-centered Uniform culture; cultural knowledge; curriculum. direct instruction curriculum for literacy for personal demonstrate all students that benefit. minimum emphasizes the competencies. essence of traditional cunture DEFFERENT PHILOSOPHIES AS APPLIED IN EDUCATION Philosophies Idealism Realism Humanism Pragmatism Reconstruction Existentialism Democracy
1. Aims of Development Development Culture Individual Social Philosophical Welfare of
Education of mind & of mind & bod balance growth thru awareness analysis of the body thru the sense physical and processes, reforms & human individual & & reason Mental experience construct of a experience, society growth & construct new society. life, love & of a new death society 2. Nature of Subject Subject Individual & Child & Child, subject Child & Child & Curriculum matter- matter- society – process – &human subject society- centered centered centered centered reaction- matter- centered centered centered 3. Role/ Dispenser of Initiator & Dispenser of Facilitator/ Aware of Facilitator, Facilitator, character of knowledge/ facilitator/ knowledge, dynamic dominant moderator, liberal, open- teacher active, practical, facilitator/ good social values, consultant, minded, imposing, organizer, tradition classroom issue & adviser provides for serious, strict authoritarian when manager problems, goal individual emphasizing Result & &future differences. values process- oriented oriented 4. Role/ Receives Discover of Discover of Problem- Organizer, Curious, Free- seekers character of knowledge, knowledge knowledge Solvers, lead, future & assertive of learning passive, thru sensation thru the arts observe the goal- oriented, inquiry, knowledge, dependent & abstraction, & literature scientific, socially aware expressive inquisitive, good at method, & responsible articulate, adventurous, classifying & curious personally & indencent. sorting critical socially objects based result & aware on the process- characteristics oriented
5. Method Lecture Grouping or Traditional, Scientific Group Group Group
of teaching deductive classifying lecture method & activities & dynamics dynamics method objects method, experimental dynamics appreciation of the arts 6. Nature of Traditional, Traditional Artistic with Flexible, rich Modern, Democratic/ Classroom rigid, but with plenty of in needs-based liberal inflexible little reading opportunities flexibility in material for students the to experience arrangement what they’re of seats learning 7. Source of Books Objects, Working of Challenging Social, issues, Books, Books, Knowing nature arts and experience problems and experience, environment, theology current issues society, experience, environment society current issues 8. Plato, Aquinas, Dewey, Brameld, Sartre, Proponents Froebel, Aristotle, James, Pierce James, Pierce Marcel, Herbert, Broudy, Mowes, Buther, Martin, Soderquist Hegel, Pestalozzi Berkeley 9. Values, Use of realia Humanities Learning by Politics and The use of Social Influences GMRC as a course, experience social work group sciences, on the arts, dynamics anthropology, Present architecture, sociology Educational painting System