GROUP-2111 contemporary artsssssssss.pptx

contemporary

1. CONTEMPORARY PHILOSOPHIES

2. PERENNIALISM Perennial means “ everlasting or lasting for many years”. The roots of perennialism lie in the philosophy of Plato and Aristotle. For perennialists ,The aim of education is to ensure that students acquire understanding about the great ideas of Western civilization. Teaching ideas that are everlasting. Why teach? To teach students to think rationally and develop mind that can think d\critically

3. What to teach? The focus is to teach ideas that are everlasting, to seek enduring truths which are constant, not changing, as the natural and human worlds are at their most essential level. Lessons are lifted from classic and greatest books Focus of education should be the ideas that have lasted over centuries How to teach? Teacher-centered Students are engaged in Socratic Dialogue

4. Central Idea We are all rational animals. Schools should, therefore, develop the students’ rational and moral powers. Utilizing the great books

5. ESSENTIALISM This philosophy contends that teachers teach learners to acquire basic knowledge , skills and values. Training the mind what is essentials. Why teach? It instill students with “essentials” of academic knowledge, enacting a back-to-basic approach

6. What to teach? The emphais is on academic content fo r students to learn the basic skills or the fundamental R’s Reading, writing (‘riting), arithmetic (‘rithmetic), right conduct How to teach? Emphasis on mastery of subject matter Observance of core requirements and longer academic year

7. Central Idea “Learning the essential like the R’s(Reading, writing and arithmetic)”

8. EXISTENTIALISM Individual's starting point is characterized by what has been called "the existential attitude“ Individuals have to take responsibility for their own actions and shape their own destinies The main concern is to “help the tudents understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings and actions.” Why teach?

9. Students are given a wide variety of options from which to choose. Humanities are given emphasis. What to teach? How to teach? Methods focus on individual Learning is self-paced and self-directed

10. Existentialism S ӧ ren Kierkegaard Martin Heidegger Jean-Paul Sartre Albert Camus PROPONENTS: Existentialist Philosophers The father of existentialism Human existence is always individual in character, never social. “ Life is not a problem to be solved, but a reality to be experienced.” His ideas have exerted influence on the development of contemporary European philosophy . “ Every man is born as many men and dies as a single one.” An atheistic existentialist Arguably the best known philosopher of the twentieth century “ Existence precedes essence.” Essence is created by existence; human nature is a product of existence Dealt over such questions as the meaning of life in the face of death. “ I would rather live my life as if there is a God and die to find out there isn't, than live as if there isn't and to die to find out that there is.”

11. Central Idea “Having individual choice.” “Existence precedes essence”

12. PROGRESSIVISM Progressivism is a theory of education that is concerned with “learning by doing” and purports(claims to) that children learn best when pursuing their own interests and satisfying their own needs. Progessivists believe that people learn best from what they consider most relevant to their lives.

13. Progressivist teachers teach to develop learners into becoming enlightened and intelligent citizens of democratic society. Why teach? What to teach? Curriculum that responds to students’ needs and that relates to students’ personal lives and experiences

14. PROGRESSIVISM John Dewey believed that people learn best from social interaction in the real world. He believed that book learning was no substitute for actually doing things.

15. Central Idea “Learning by doing.”

16. SOCIAL RECONSTRUTIONISM It is a philosophy of education that focuses on using education to eliminate social inequities . Prepares students for a future that is ever changing . Its focuses on educating students about issues going on in their society.

17. SOCIAL RECONSTRUTIONISM It inform students, give them the skills they need to be able to take action with what they learn, encourage them to improve society and guide them in improving society. Reconstructionist believe that students learn more, remember it longer, and apply it to new situations better if they learn through experience, rather than trough being told something.

18. Central Idea “Having social reform.”

19. POST-MODERN PHILOSOPHIES Postmodernism is one of the leading contemporary philosophical orientations. It is especially influential in academic fields such as literary criticism and educational foundations.

20. Metaphysics – Postmodernists reject the grand philosophical systems purported to explain reality as an architecture of the universe, and the metaphysical assumption that an ultimate ground of being, a transcendent cosmic reality, exists above and beyond the physical world. Epistemology – Postmodernism argues against traditional philosophies’ epistemological claims that we know objects as they correspond to reality. Postmodernists suggest that rather than looking outside of the human experience and history for truth, they advise us to look within the human past and present to see how claims to truth have originated, been constructed and expressed Axiology – The postmodernists rejection of metaphysical systems and the analytical tools they use examine the language of dominant and suppressed groups reveal much about their views of ethics and aesthetics. Postmodernists reject the Idealist, Realist, and Thomist metaphysical claims that there are universal and eternal values that prescribe and proscribe ethical and moral actions.. POST-MODERN PHILOSOPHIES AS PHILOSPHY OF EDUCATION

21. PRINCIPLES AND PHILOSOPHY OF PHILIPPINE EDUCATION

22. Article II. Declaration of Principles and State Policies Principles Section 17 The State shall give priority to education, science and technology, arts, culture, and sports to foster patriotism and nationalism, accelerate social progress, and promote total human liberation and development.

23. Article XIV. Education, Science and Technology, Arts, Culture, and Sports Section 1 The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all.

24. Section 2 The State shall . Establish , maintain, and support a complete, adequate, and integrated system of education relevant to the needs of the people and society , Establish and maintain a system of free public education in the elementary and high school levels. Without limiting the natural right of parents to rear their children, elementary education is compulsory for all children of school age. Establish and maintain a system of scholarship grants, student loan programs, subsidies, and other incentives which shall be available to deserving students in both public and private schools, especially to the underprivileged, Encourage non-formal, informal, and indigenous learning systems, as well as self-learning, independent, and out-of-school study programs particularly those that respond to community needs; and Provide adult citizens, the disabled, and out-of-school youth with training in civics, vocational efficiency, and other skills.

25. PERSONAL PHILOSOPHY OF TEACHING

26. What is Teaching Philosophy? Teaching Philosophy -is a systematic and critical rationale that focuses on the important components defining effective teaching and their impact on student learning Quite personal A representation of who and what you are

27. Importance of a Personal Philosophy of Teaching Your philosophy of education is your “window” to the world and “compass” in life. Conveys your teaching values, beliefs, and goals to a broader audience. Provides evidence of your teaching effectiveness. Identify ways you can grow and improve.

28. How to write a Personal Philosophy of Teaching? Make your Teaching Statement brief and well written . While Teaching Statements are probably longer at the tenure level (i.e. 3-5 pages or more), for hiring purposes they are typically 1-2 pages in length . Use a narrative, first-person approach. This allows the Teaching Statement to be both personal and reflective.

29. How to write a Personal Philosophy of Teaching? Make it specific rather than abstract. Ground your ideas in 1-2 concrete examples, whether experienced or anticipated. This will help the reader to better visualize you in the classroom . Be discipline-specific. Do not ignore your research. Explain how you advance your field through teaching.

30. How to write a Personal Philosophy of Teaching? Avoid jargon and technical terms, as they can be off-putting to some readers . Try not to simply repeat what is in your CV. Teaching Statements are not exhaustive documents and should be used to complement other materials for the hiring or tenure processes.

31. How to write a Personal Philosophy of Teaching? Be sincere and unique. Avoid clichés, especially ones about how much passion you have for teaching . Be humble. Mention students in an enthusiastic, not condescending way, and illustrate your willingness to learn from your students and colleagues . Revise . Teaching is an evolving, reflective process, and Teaching Statements can be adapted and changed as necessary.

32. REFERENCES https://kstatelibraries.pressbooks.pub/dellaperezproject/chapter/chapter-8-social-reconstructionism / https ://slideplayer.com/slide/11699431 / https:// www.slideshare.net/ruchi263/philosophy-of-progressivism https :// www.slideshare.net/liraleiannbondoc/social-reconstructionism-ppt

33. Thank You Any question?

34. Members: Anna Abayhon Erica Adol Alcent Blanco Jhon Paul Blanco Jimboy Mendoza Jean Cres Peralta Jenny Pichon