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5 Educational Philosophies

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Presentation on theme: "5 Educational Philosophies"— Presentation transcript:

1 5 Educational Philosophies
Introduction to Education

2 Table of Contents Philosophical Inventory Scoring the Inventory
Analyzing the Inventory Essentialism Perennialism Progressivism Social Reconstructionism Existentialism

3 Philosophical Inventory
Listen to each statement. Using the following scale, score the statement accordingly: 1 - Strongly agree 2 - Agree 3 - Neither agree nor disagree 4 - Disagree 5 - Strongly disagree Conclusion to course, lecture, et al.

4 A school curriculum should include a common body of information that all students should know.
The school curriculum should focus on the great ideas that have survived through time. The gap between the real world and schools should be bridged through field trips , internships and adult mentors. Schools should prepare students for analyzing and solving the social problems they will face beyond the classroom Each student should determine his or her individual curriculum and teachers should guide and help them. Students should not be promoted from one grade to the next until they have read and mastered certain material. Schools, above all, should develop students’ abilities to think deeply, analytically, and creatively rather than focus on transient concerns like social skills and current trends. Whether inside or outside the classroom, teachers must stress the relevance of what students are learning to real and current events. Conclusion to course, lecture, et al. 4

5 Education should enable students to recognize injustices in society and schools should promote projects to redress social inequities. Students who do not want to study much should not be required to do so. Teachers and schools should emphasize academic rigor, discipline, hard work and respect for authority. Education is not primarily about workers and world economic competition; learning should be appreciated for its own sake and students should enjoy reading, learning, and discussing intriguing ideas. The school curriculum should be designed by teachers to respond to the experiences and needs of the students. Schools should promote positive group relationships by teaching about different racial and ethnic groups. The purpose of school is to help students to understand themselves, appreciate their distinctive talents and insights, and find their own unique place in the world. For the United States to become competitive economically in the world marketplace, schools must bolster their academic requirements in order to train more competent workers. Conclusion to course, lecture, et al. 5

6 Teachers ought to teach from the classics because important insights related to many of today’s challenges and concerns are found in these Great Books. Since students live effectively through social interaction, schools should plan for substantial social interaction in their curricula. Students should be taught to be politically literate, and learn how to improve the quality of life for all people. The central role of school is to provide students with options and choices. The student must decide what and how to learn. Schools must supply students with a firm grasp of basic facts regarding the books, people, and events that have shaped the nation’s heritage. The teacher’s main goal is to help students unlock the insights learned over time, so they can gain wisdom from the great thinkers of the past. Students should be active participants in the learning process, involved in democratic class decision making and reflective thinking. Teaching should mean more than simply transmitting the Great Books which are replete with biases and prejudices. Rather, schools need to identify a new list of Great Books more appropriate for today’s world, and prepare students to create a better society than their ancestors did. Effective teachers help students to discover and develop their personal values, even when those values conflict with traditional ones. Conclusion to course, lecture, et al. 6

7 Scoring the Inventory Add up the score for each of the following groups: 1, 6, 11, 16, 21 My score is____ 2, 7, 12, 17, 22 My score is____ 3, 8, 13, 18, 23 My score is____ 4, 9, 14, 19, 24 My score is____ 5, 10, 15, 20, 25 My score is____ Conclusion to course, lecture, et al. 7

8 Analyzing the Inventory
If your highest score is in group 1, you lean in the direction of Essentialism If your highest score is in group 2, you lean in the direction of Perennialism If your highest score is in group 3, you lean in the direction of Progressivism If your highest score is in group 4, you lean in the direction of Social Reconstructionism If your highest score is in group 5, you lean in the direction of Existentialism Conclusion to course, lecture, et al. 8

9 Essentialism Back-to-Basics approach
Fed by events such as Sputnik and A Nation at Risk “Essentials” are academic knowledge, patriotism, & character development Traditional disciplines such as math, science, history, foreign language, and literature Electives “water-down” and weaken content Teacher is the center of the class room. They are the intellectual & moral role model of students Conclusion to course, lecture, et al. 9

10 Perennialism Similar to Essentialism but more philosophical
School organized around “Great Books”, ideas, and concepts to reinforce enduring themes Goal of education is to develop rational thinkers, “Truth for its own sake” Universities should be for a few “gifted” knowledge seekers, not a career training ground Teachers facilitate discussion via Socratic method Conclusion to course, lecture, et al. 10

11 Progressivism Focus is on student concerns, curiosities, real world experiences, and practical skills for the future. Student Centered Learning Learning through experience and social interaction. Book learning is no substitute for actually doing things. High amount of experiments, electives, and field trip learning Multiple intelligences. Conclusion to course, lecture, et al. 11

12 Social Reconstructionism
Focus is on alleviating pervasive social inequities Originated with Progressivists Racism, sexism, environmental abuse, poverty are all rooted in misinformation and ignorance. Teachers facilitate analysis of issues, model democratic principles, and students select educational & social priorities Student Centered Learning Conclusion to course, lecture, et al. 12

13 Existentialism Focus is on students directing their learning
Purpose of education is to assist students to find meaning and purpose to their lives and rejects the idea that adults can determine this for them Buddhist proverb, “When the student is ready, the teacher will appear” Teachers expose students to various paths, “Truth” is not objective to all, but must be individually discovered. Strong emphasis on the Humanities Conclusion to course, lecture, et al. 13

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