TRADITIONAL_AND_CONTEMPORARY_EDUCATIONAL_PHILOSOPHIES.pptx

PPT

1. TRADITIONAL AND CONTEMPORARY EDUCATIONAL PHILOSOPHIES Presented and submitted by: Mrs . Jerely P. Estabillo MaEd -Science

2. IDEALISM PLATO – THE FATHER OF IDEALISM

3. CONCEPTS AIMS IN EDUCATION DISCIPLINE ROLE OF A TEACHER CURRICULUM METHOD OF TEACHING Associates reality to ideas in the mind rather than to material objects. To discover and develop each individual's abilities and full moral excellence in order to better serve society. Self -insight and self-analysis Teacher should gain respect from the child by his affectionate and sympathetic behavior and then motivate him by his praiseworthy ideals. It believes in guided freedom and strict discipline. Literature, History, Philosophy, Religion. Focus on handling ideas through lecture, discussion, and Socratic dialogue (a method of teaching that uses questioning to help students discover and clarify knowledge).

4. NATURALISM EMILE ZOLA- the father of naturalism

5. Concepts Aims in education Discipline Role of a teacher Curriculum Methods of Teaching Does not believe in spiritualism. It denies the existence of a spiritual universe — the universe of ideas and values. Educational aim according to Naturalism is the self-expression and satisfaction of the natural impulses of the child. Natural consequences. Naturalism has no faith in formal education. The teacher has to play the role of acquainting children with their natural environment. According to him nature is the only pure and man. physics, chemistry, zoology, botany Attaches no importance to formal schools and textbooks as these hinder the natural development of children. It condemns note-learning and encourages learning by doing. They emphasize auto-education and self-development, and learning through personal experience of the child.

6. Reconstructionism Theodore Burghard Hurt Brameld is the father of Reconstructionism

7. Concept Aims in education Discipline Role of a teacher Curriculum Methods of Teaching Emphasizes the addressing of social questions and a quest to create a better society and worldwide democracy People act as change agents. They do not think that schools should be separate from society, and educators should be more involved in the social cause. Three ideas reconstructionist believe are world community, brotherhood, and democracy should be implemented in school and society. Social experiences (social sciences)- bringing about change in areas that concern them, they will not become frustrated, and therefore, will not be likely to become discipline problems. Reconstructionist want teachers to be social activist. They believe the improvement in society results from continuous thoughtful change and the best change agent is the educational process. Teachers need to focus on critical issues and allow students to have a active say in education. The curriculum should encourage students to use and apply what they learn. Half of the students time is in the classroom and the other half is spent learning outside the school structure. Reconstructionist believe that students are shaped to fit the preexisting models of living. Reconstructionist want to see people actively participating in the educational methods than being passive. Students should participate in service learning to gain firsthand knowledge and experience community life.

8. The prefer the wheel curriculum where the core (central theme of the school) of the curriculum is at the hub of the wheel and the spokes represents the related studies, such as: discussion groups, field experiences and content. Reconstructionist want teachers to be internationally oriented and humanitarian in their outlook.

9. Existentialism Søren Kierkegaard is the founder of Existentialism

10. Concept Aims in education Discipline Role of a teacher Curriculum Methods of Teaching 1.Human free will 2.Human nature is chosen through life choices 3.A person is best when struggling against their individual nature, fighting for life 4.Decisions are not without stress and consequences 1. To help the students and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings and actions. Safeguarding “human being” in the world of nature and history, come together to give his existential philosophy its unique character. This is also the framework within which nihilism reappears as the ground of philosophy. 1. To help students define their own essence by exposing them to various paths they take in life. 2. To create an environment in which they freely choose their own preferred way. 3. To relate with each student openly and honestly. 1. Learning is self-paced, self-directed. 2. Students are given a wide variety of options from which to choose. 3. Students are afforded great latitude in their choice of subject matter. on. 1. Focus is on the individual. 2. In teaching history, existentialists focus on the actions of historical individuals, who provide possible models for the student’s own behavior, rather than emphasizing historical events. 3. In arts, creativity and imagination

11. 5.There are things that are not rational 6.Personal responsibility and discipline is crucial 7.Society is unnatural and its traditional religious and secular rules are arbitrary 8.Worldly desire is futile 2. To educate the whole person, not just the mind, since feeling is not divorced from reason in in decision making. 3. To help the learner become fully his authentic self. 4. To assist and guide the learner in the process of becoming intelligent, sensitive, choosing and acting individual who knows the obligation and responsibility and freedom. 5. To help individual identify and know himself better. 6. Questioner 4. The humanities are given emphasis to provide students with vicarious experiences that will help unleash their own creativity and self-expression. 4. Teaching values to help students know themselves and their place in society. 5. Open Space in the classroom for dialogues and small group discussions and individualization to lessen the tension. 6. Criticism to any individual work is less important.

12. 7. Poser of alternatives 8. Identifier of choices who challenges the learner to become fully existent. 9. To freely choose what subject they want to study as long as they are interested in it. 10. To define their own essence and meaning in life. 5. Composed of fine arts, drama, creative expression, literature, and philosophy 6.Vocational education is seen more as a means of teaching students about themselves and their potentials than that of earning a livelihood.

13. Perennialism Robert Hutchins and Mortimer Adler

14. Concepts Aims in education Discipline Role of a Teacher Curriculum Methods of Teaching 1. To teach ideas that are everlasting. 2. To seek enduring truths which are constant (not changing), as the natural and human worlds at their most essential level, do not change. The aim of education is to ensure that students acquire understandings about the great ideas of Western civilization. 1. Develop the intellect of all learners and prepare them for life and moral qualities through emphasizing knowledge and the meaning of knowledge, servings to enhance student’s critical thinking skills in their search for individual freedoms, human rights and responsibilities through nature. 1. Instill respect for authority, perseverance, duty, consideration, and practicality. 2. As the director and coach of intellect respondent. 3. Must deliver clear lectures. 4. Coaching in critical thinking skills. The perennialist curriculum is universal and is based on their view that all human beings possess the same essential nature. Perennialists think it is important that individuals think deeply, analytically, flexibly, and imaginatively Perennialists use a lot of teacher telling. In other words, they like the lecture method. However, it is not their favorite method. Perennialists frequently use catechism

15. . This is simply a refined version of the recitation method where the student “lectures back” to the teacher. All of the questions relevant to the subject matter are ordered and organized in a published list. Each question has one and only one correct answer. The student commits both the question and the answer to memory.

16. Essentialism William Bagley known as the Father of Essentialism

17. Concepts Aims in education Discipline Role of a Teacher Curriculum Methods of Teaching Educational essentialism is an educational philosophy whose adherents believe that children should learn the traditional basic subjects thoroughly. In this philosophical school of thought, the aim is to instill students with the "essentials" of academic knowledge, enacting a back-to-basics approach. From the Essentialist point of view, the aim of education is to equip students with common core or the “basic” of information and skills needed for the promotion of citizenship. For this reason, essentialists believe that students should master “the essentials” before they are to study other less essential material that is possibly more interesting to them. Hence, Essentialists believe in education that stresses the fundamentals Adults are also responsible for imposing discipline in an essentialist classroom. Teachers must guide students by using strict, external discipline with fair and consistent consequences. Self-discipline, according to essentialist philosophy, will eventually develop from this outwardly imposed discipline. Essentialism in the classroom means that teachers and administrators have the duty to promote student self-discipline through strict daily guidance. The teacher teaches discipline and hard work. The teacher is an expert of content knowledge. The teacher is accountable for student learning. Mathematics, Natural Science Literature Foreign Language History Strong emphasis on basic skills in elementary schools and on disciplined knowledge and scholastic achievement in secondary schools. There should be a common core curriculum that is taught to all students. Essentialists believe that the core knowledge could change. Use instructional strategies Lecture Memorization Homework Teacher and subject centered Mastery learning

18. Progressivism John Dewey- father of Progressivism

19. Concept Aims in Education Discipline Role of a teacher Curriculum Methods of Teaching Contemporary reform movement in educational, social and political affairs. Dewey viewed the school as a miniature democratic society in which students could learn and practice the skill and tools necessary for democratic living. To develop a personality of an individual through providing a democratic environment in the educational institutions. An all-round development of a child. Co-operative behavior and social participation Education of the whole man, or whole personality Progressivists believe that education should focus on the whole child, rather than on the content or the teacher. This educational philosophy stresses that students should test ideas by active experimentation. .. The human elements , human beings are given more importance. The teacher has to meet the needs of pupil as a good human being. As a facilitator or guide Determine student interests Involve students in curriculum development It should be based on the actual giving environment to the child. It must reflect his daily life. The curriculum is interdisciplinary in nature. Books and subject matter were part of the learning process rather than sources of ultimate knowledge. Project method- active participation of the pupils in learning. Socialized method- to bring all the individual into a group system of interaction. Conferences Demonstration Group work Role play Debates Inquiry Discussion

20. Which includes the physical, emotional, social and intellectual aspects of individuals. 5. Stimulate direct learning process. The teacher who is vital in education process and having richer, superior experience and can analyze the present situation. Teacher will act as an stage setter, guide and coordinator but he is not a total authority, just he guides the situation. 4. Curriculum is based on student’s interests, involves the application of human problems and affairs. 5. It uses the life experience approach to fit the student for future social action. 6. Curriculum is based on a specific group of students. 7. Political, moral, social, intellectual, vocational, mathematics, general science, languages, integration of experiences. 10. Planning and participation in the activities

21. Realism Aristotle- father of realism

22. Concept Aims in education Discipline Role of a Teacher Curriculum Methods of Teaching Based on science only Emphasizes on behavior and experiment Child and his present life are the centers of education It opposes book learning. Both the individual and the society are valued. Preparing the child for happy and successful life Preparing the child for a real life Developing the physical and mental powers of the child Developing and training of senses 5. Acquainting the child with nature and social environment 6. Imparting vocational education. Emphasizes a synthetic form of impressionistic and emancipatory discipline according to natural and social procedures. Supreme- brings the child in touch with external realities of life. Imparts scientific knowledge in an essay and effective way Gets testing results than can help improve that the students are learning the material Developed according to utility and needs Subjects concerning day to day activities Main subjects are: natural science, physical science, health culture, physical exercise, maths , geography, history, astronomy Scientific and objective method Informal method Self experience and research Experimental method Heuristic method Correlation method

23. Pragmatism Charles Sanders Peirce- father of Pragmatism

24. concept Aims in education Discipline Role of a Teacher Curriculum Method of Teaching Gives importance to action Gives importance to experience Believes in change No belief in permanent values A practical philosophy A humanistic philosophy Pragmatists believe on present Pragmatists don’t believe in pre-conceived aims of education Education becomes the laboratory of life Consider while forming aims- creation of new values( for experience and values) Activity and exercise ( to create new values) Gives a lot of freedom to children Teacher- guide- self-discipline Acts- carried in a happy and free environment Self-discipline- not exposed by authority Social discipline- participation in school society Creates a real life situation- child interested to solve Keep student as- discoverer and experimenter Not impose anything- child will decide own aim, goal Not a dictator- only “leader of group activities” Experience- to educate Life- centered curriculum Only one subject- the art of modern living Curriculum- formulated based on: Activity curriculum Principle of utility Principle of interest Principle of integration Gives importance to a child than books or teachers Avoids outdated and rigid method of learning Methods include: Learning by doing Provision of real life situation Project method( real and purposeful task) Discussion,

25. 8. Believe that growth and development takes place through interaction and environment 9. Deep faith in democracy 10. Emphasis on means not on ends. Personal and social adjustment (cope up) Reconstruction of experience (providing social setting) All around personality development 5. As a friend, philosopher and guide 6. Can maintain a close relationship Questioning and inquiry