EDUC-107.course-audit.2025.1ds;'csah.pptx

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1. EDUC 107 THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE, AND THE ORGANIZATIONAL LEADERSHIP

2. Empiricism - John Locke (1632-1704) Utilitarian Education - Herbert Spencer (1820-1903) Learning through Experience - John Dewey (1859-1952) Building a New Social Order - George Counts (1889-1974) Social Reconstructionism - Theodore Brameld (1904-1987) Critical Pedagogy - Paulo Freire (1921-1997) PHILOSOPHICAL THOUGHTS ON EDUCATION

3. He was an English philosopher, often classified as an 'empiricist’ He believed that knowledge was founded in empirical observation and experience . Acquire knowledge about the world through the senses - learning by doing and by interacting with the environment Simple ideas become more complex through comparison, reflection and generalization- the inductive method A. John Locke (1632-1704): The Empiricist Educator

4. Political order should be based upon a contract between the people and the government People should be educated to govern themselves intelligently and responsibly (Ornstein, 1984) For John Locke, education is not acquisition of knowledge contained in the Great Books . It is learners interacting with concrete experience , comparing and reflecting on the same. The learner is an active not a passive agent of his/her own learning. A. John Locke (1632-1704): The Empiricist Educator

5. In teaching methods, he advocated the automatic learning based on students and emphasized the role of interest in the process of teaching , In the aspect of moral education, individual self preservation is the most important moral principle and coined the moral evolution formula . Spencer's concept of " survival of the fittest " means that human development had gone through an evolutionary series of stages from the simple to the complex and from the uniform to the more specialized kind of activity. B. Herbert Spencer (1820-1903): Utilitarian Education

6. Industrialized society require vocational and professional education based on scientific and practical (utilitarian) objectives rather than on the very general educational goals associated with humanistic and classical education. Curriculum should emphasize the practical , utilitarian and scientific subjects that helped human kind master the environment. . B. Herbert Spencer (1820-1903): Utilitarian Education

7. Was not inclined to rote learning; schooling must be related to life and to the activities needed to earn a living. Curriculum must be arranged according to their contribution to human survival and progress Science and other subjects that sustained human life and prosperity should have curricular priority since it aids in the performance of life activities. Individual competition leads to social progress. He who is fittest survives B. Herbert Spencer (1820-1903): Utilitarian Education

8. To survive in a complex society, Spencer favors specialized education over that of general education. We are in need of social engineers who can combine harmoniously the findings of specialized knowledge . This is particularly true in the field of medicine B. Herbert Spencer (1820-1903): Utilitarian Education

9. The school is a special environment established by members of society, for the purpose of simplifying, purifying and integrating the social experience of the group so that it can be understood, examined and used by its children. The sole purpose of education is to contribute to the personal and social growth of individuals C. John Dewey (1859-1952): Learning through Experience

10. Education is a social activity and the school is a social agency that helps shape human character and behavior. Values are relative but sharing, cooperation, and democracy are significant human values that should be encouraged by schools. (Ornstein, A. 1984) C. John Dewey (1859-1952): Learning through Experience

11. Schools are democratic institutions where everyone regardless of age, ethnicity, social status is welcome and is encouraged seem to participate in the democratic process of decision-making. Learners and stakeholders practice and experience democracy in schools. C. John Dewey (1859-1952): Learning through Experience

12. American educator and activist who was a leading proponent of social reconstructionism He believed that schools should bring about social change. Founder of liberal party, progressive educator, sociologist and political activist Recognized that education was the means of preparing people for creating new social order “teacher educators to use school as a means for critiquing and transforming the social order.” D. George Counts (1889-1974): Building a New Social Order

13. Education is not based on eternal truths but is relative to a particular society living at a given time and place There is a cultural lag between material progress and social institutions and ethical values. Schools become instrument for social improvement rather than an agency for preserving the status quo. Teachers should lead society rather than follow it. Teachers are agents of change. D. George Counts (1889-1974): Building a New Social Order

14. One of the leading educational philosophers of the twentieth century. He helped pioneer the idea that education can be used to transform society for the better . He believed that schools should help the individual not only to develop socially but to learn how to be responsible citizens as well. He believed that education had the responsibility to mold human beings into a cohesive and compassionate society E. Theodore Brameld (1904-1987) - Social Reconstructionism

15. For the social reconstructionist, education is designed "to awaken students' consciousness about social problems and to engage them actively in problem solving Social reconstructionists are firmly committed to equality or equity in both society and education. Barriers of socio-economic class and racial discrimination should be eradicated. E. Theodore Brameld (1904-1987) - Social Reconstructionism

16. Like John Dewey and George Counts, he believe in active problem solving as the method of teaching and learning. Social reconstructionists are convinced that education is not a privilege of the few but a right to be enjoyed by all (Education is for ALL) E. Theodore Brameld (1904-1987) - Social Reconstructionism

17. He created “critical pedagogy”, where the teacher doesn’t teach, but is learning while in dialogue with the students. In critical pedagogy, the student’s actions aren’t limited to receiving, sorting and storing the teacher’s banking deposit. The student has a real opportunity to recognize reality and to act on that recognition. F. Paulo Freire (1921-1997) - Critical Pedagogy

18. Meaning, Needs and Its Implication in Teacher Education To empower students and help to grow To liberate students from oppression To receive knowledge and anti-colonial studies To identify source of power and political agenda To bring justice and equality in education To lessen human suffering To end of banking system of education F. Paulo Freire (1921-1997) - Critical Pedagogy