Educational Branches of Philosophy
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Educational Branches of Philosophy
Errafaziramahdi . (2012, June 29). Perennialism Philosophies of education. RetrievedMarch 07, 2018, fromhttps://www.slideshare.net/errafaziramahdi/perennialism-philosophies-of-educationi
Kauchak, D. P., & Eggen, P. D. (2017).Introduction to teaching: becoming aprofessional (5th ed.). Boston: Pearson.
Kaynat, H. (2016, November 09). Essentialism.Retrieved March 07, 2018, fromEssentialism
Latriz, C. (2018). Reconstructionism. [online]Slideshare.net. Available at:Reconstructionism[Accessed 7 Mar. 2018].
Pappas, C. (2008, April 22). John Dewey 's EducationalProgressivism. Retrieved March 07, 2018, from JohnDewey’s Educational Progressivism
Social Reconstructionism: &quot;Aneducational philosophy assertingthat schools, teachers, andstudents should take the lead inaddressing social problems andimproving society&quot; (Kauchak &Eggen 158 & 161).
Educational Goal: Contribute to the creationof a just society
Curriculum: Social issues
Teaching Methods: Discussion;collaboration; student projects
Learning Environment: Model for equityand justice
Assessment: Examination of writtenproducts; informal observation
Notes: What is the purpose of schooling?schools should take lead in social problemsand improve society, related to socialjustice, fair and equal treatment of groups,politically controversial, in need ofrestructuring, students critical to bringchange,
Based on: Theodore Brameld influence byJohn Dewey
Educators: George Counts and Paulo Freire
Progressivism: &quot;An educationalphilosophy emphasizingreal-world problem solving andindividual development (Kauchak& Eggen 157 & 161).
Educational Goal: Develop problem solving,decision making, and other life skills
Curriculum: Practice in problem solving andother life skills
Teaching Methods: Emphasizes applicationsin problem-based learning, cooperativelearning, and guided discovery
Learning Environment: Democratic;collaborative; emphasis on learnerresponsibility
Assessment: Ongoing informal assessment
Notes: projects, problem-solving, topics ofinterest, real-world applicable, developphysically, intellectually, socially, andemotionally, teachers should question andguide discussions, John Dewey 's work hasmore impact on American education thanany other, classroom should be democratic,interest of the child is more important thanthe knowledge of the subject matter,21st-century skills, technology taught forreal-world applications, role of technologyin ones life, and meaningful learning occurswhen school experiences mirror real-world,
Based on: John Locke and JacquesRousseau
Educators: John Dewey
Essentialism: &quot;An educationalphilosophy suggesting thatspecific knowledge and skillsexist that all people shouldpossess&quot; (Kauchak & Eggen 155 & 161).
Educational Goal: Acquire the basic skillsneeded to function in today 's world
Curriculum: Essential knowledge and basicskills
Teaching Methods: Lecture; questioning;practice and feedback
Learning Environment: High structure;strong focus on essential knowledge andskills
Assessment: Frequent objective andperformance assessments and feedback
Notes: specific knowledge and skillseveryone should posses, advance societywith curriculum and skills needed tofunction in today 's work, teacher 's play anessential role, Nation at Risk Reform, NoChild Left Behind Act, High stakes tests,influenced teacher programs, curriculumwill change and update with the times,essential role in American education,believes technology literacy is a basic skill,emphasizes on reading and writing
Based on: Idealism and Realism
Educators: William Bagley
Perennialism: &quot;Educationalphilosophy suggesting thatnature--including humannature--is constant and schoolsshould teach content and topicsthat have withstood the test oftime&quot; (Kauchak & Eggen 154 &161).
Educational Goal: Train to intellect
Curriculum: Focus on enduring ideas
Teaching Methods: Lecture; questioningdiscussion
Learning Environment: High structure;strong focus on academic work
Assessment: Frequent assessment andfeedback
Notes: human nature combined withcontent, right vs. wrong, human condition,emphasizes on math and science, believetechnology makes instruction moreeffective, stresses knowledge, and timehonored absolutes
Based on: Plato, Aristotle, and St. ThomasAquinas
Educators: Robert Hutchins, MortimerAlder, Jacques Maritain
My Philosophy: Progressivismwith Social Reconstrutionism
My Philosophy: To obtain achallenging position as anintermediate or junior highteacher in which, I may utilizemy skills, education, andenthusiasm to benefit the schooldistrict, students and myself.
Teaching not Lecturing
Small groups of all students
Manageable group work
Freedom to ask questions
Social Activities and practical applications
School resembles real life
The class operates like a team sport
Students as players
Teacher as a coach