Philosophies and Theories in Education.pptx

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1. PHILOSOPHIES AND THEORIES IN EDUCATION

2. WHAT MAKES A TEACHER? There are many different ways to teach, varying circumstances to account, and philosophies to apply to each classroom. And what better way to have a positive impact on the world than to offer knowledge for consumption. The term “teacher” can be applied to anyone who imparts knowledge of any topic, but it is generally more focused on those who are hired to do so. In imparting knowledge to our students, it is inevitable that we must take into account our own personal philosophies, or pedagogies, and determine not only how we decide what our philosophies are, but also how those impact our consumers.

3. LESSONS IN PEDAGOGY According to Thelma Roberson (2000), most prospective teachers confuse their beliefs with the ideas of teaching. Education philosophies, then, are not what you want to do in class to aid learning, but why you do them and how they work. For example, Roberson’s students state they “want to use cooperative learning techniques” in their classroom. The question posed is, why? [I]s cooperative learning a true philosophy or is it something you do in the classroom because of your belief about the way children learn? Philosophies need to translate ideas into action- if you want to use certain techniques, then you need to understand how they are effective in the classroom to create that portion of your education philosophy. It helps to have an overview of various schools out there.

4. PERENNIALISM Focuses on human concerns that have caused concern for centuries, revealed through ‘great works’. It focuses on great works of art, literature and enduring ideas. Knowledge that has been passed through the ages should be continued as the basis of the curriculum, like the classic works of Plato and Einstein.

5. PERENNIALISM Reason, logic, and analytical thought are valued and encouraged. Only information that stood the test of time is relevant. It is believed that these prepare the students for life and help to develop rational thinking. The classes most likely to be considered under this approach would be history, science, math, and religion classes.

6. ESSENTIALISM Emphasizes skills and subjects that are needed by all in a productive society. This is the belief in “ Back to Basics.” Rote learning is emphasized. Essentialists believe that there is a universal pool of knowledge needed by all students.

7. ESSENTIALISM The fundamentals of teaching are the basis of the curriculum: math, science, history, foreign language, and English. Vocational classes are not seen as a necessary part of educational training. Classrooms are formal, teacher- centered, and students are passive learners. Evaluations are predominately through testing, and there are few, if any, projects or portfolios.

8. PROGRESSIVISM Instruction features problem solving and group activities. The instructor acts as a facilitator as opposed to a leader (Ornstein, 2003). This is a student- centered form of instruction where students follow the scientific method of questioning and searching for the answer. Evaluations include projects and portfolios.

9. PROGRESSIVISM Current events are used to keep students interested in the required subject matter. Students are active learners as opposed to passive learners. The teacher is the facilitator rather than the center of the educational process. Student input is encouraged, and students are asked to find their interpretation of the answer, have a choice in projects and assignments

10. PROGRESSIVISM Real world problem solving emphasized. Subjects are integrated. Interaction among students. Students have a voice in the classroom.

11. SOCIAL RECONSTRUCTIONISM Instruction that focuses on significant social and economic problems in an effort to solve them ( Ornstein, 2003). This student- centered philosophy strives to instill a desire to make the world a better place. It places a focus on controversial world issues and uses current events as a springboard for the thinking process.

12. SOCIAL REACONSTRUCTIONISM The students are taught the importance of working together to bring about change. The teachers incorporate what is happening in the world with what they are learning in the classroom.

13. EXISTENTIALISM Classroom dialogue stimulates awareness- each person creates an awareness gleaned from discussion and encourages deep personal reflection on his or her convictions (Ornstein, 2203).

14. PROF. EXEQUIEL A. CALIMUTAN THANK YOU!!!