Edu101 Highlight Handouts PDF

“Foundations of Education” EDU 101 Introduction (Topic: 01) Ideology is the common understanding and believes that people in a group have accepted by which to live their lives. Here Islamic ideology will be discussed in thiscourse below because we are Pakistani and many people living here are Musl...

“Foundations of Education” EDU 101 Introduction (Topic: 01) Ideology is the common understanding and believes that people in a group have accepted by which to live their lives. Here Islamic ideology will be discussed in thiscourse below because we are Pakistani and many people living here are Muslims. Islamic Perspective: “ A continuous process that nurtures the natural potentials of human beings from the intellectual, behavioural, spiritual and physical aspects in an integrated and balanced manner so as to produce righteous human beings who will bring goodness to this worldand hereafter.” Islamic Philosophers in this perspective: - According to the scholar ‘ Abd Halim Hj. Mat Diah’ , 1989: “ Islamic education is a process for all under the purposeful guidance of educators whowill shape Muslims based on the teachings of Islam.” - According to the scholar ‘ Abdul Halim El-Muhammady, 1993’ : “ The purpose of education is to produce the righteous individuals who are willing to takeon the responsibility of the caliphs (successors of Prophet Muhammad) entrusted by Allah to lead us to happiness in this world and in the next.” Aims of educating people: (Topic: 02) - To inculcate a noble character - To educate the soul to be refined and perfect - To teach students to do good, respectful and noble deeds - To train students to be courteous and be good human beings - To inculcate cleanliness, purity and sincerity as well as noble practices in students. Areas of Islamic Education: (Topic: 03) Page 1 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 1. Character Building: Character building is the teaching of values and morals. How to lead a good life, treat yourself and others? Moral education is critical because it helps you to become a betterindividual, citizen and a better person in the long run. 2. Physical Education: We would like to have healthy and active people who are constructive contributors to thesociety. People who are slow, unhealthy and not well are not good contributors to the society. So, if we want individuals to live a healthy life, they must be physically fit. This encompasses sports, games, athletics and any other physical activity that people are involved in. What this all teaches them is sharing and cooperation because many sports are played in teams. Some sports are played as individuals events but most of them are not and so there is a lot of good learning that happens here. 3. Mental Education: It is the development of the mind and is the basis of education. How does an individual develop his capacity to think and use his brain? It happens when in education we make the individual be embedded in creative, natural and analytical thinking and thinking outside the box through activities that enable the individuals to solve problems, come todecisions, give their opinions and recommendations, share their ideas etc. only when weforce students to think for themselves then this mental education proves to be meaningful and fruitful. 4. Life Education: Education is not a morning to afternoon activity, it happens outside the school and classroom also. It happens both formally and informally. Learning through other informal Page 2 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 experiences such as gatherings and markets is also essential for young people. If youonly limit education to what happens in a classroom, people will never learn as much because a classroom in its true sense is an artificial setting. 5. Social Education: We cannot live on our own alone. We will not be able to survive because we will not be able to do all everything for us, we need other people to help us in our life and so that social interaction is important. Social education teaches us cooperation, sharing, tolerance, listening, not only thinking about you but others as well. With the virtual worldbecoming more and more of a reality today and the world shrinking to a global village scenario, it is more important for the individuals today to be socially adapt at how to interact with individuals in your own cultural setting and other cultural settings. 6. Sex Education: This education is not in the sense of love and romance, this is the education of how you will deal with the individual of opposite gender. When you are with friends who are all girlsand all boys, you behave differently. But when you are in mixed gathering, you behave differently. Sex education teaches you how to behave in such gatherings with the individual of opposite gender. 7. Muslim Faith Education: This really is religious education. We need people to understand what their religion helpsthem learn, understand and do. So in the Islamic perspective, it involves the teaching of Quran, Hadiths, dealing of the Caliphs and other Muslims, philosophers and all that should be taught to young people. Islamic Philosophy-1: (Topic: 04) Islamic Philosophers 1. Ibnu Rushd (520-595 Hijrah) He put many good and new ideas not only in the field of Philosophy but also inMedicine and Islamic Legislation. - His great works: Page 3 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Kulliyah fit-tibb: 16 volumes in general medicineFoundations of Philosophy (Malbadil Falsafah) 2. Al-Ghazali (1058-1111) Produced more than 400 literary works in Theology (Study of Religion),Philosophy, Science and Sufism (a mystic tradition within Islam) 3. His great works: Ihya al-Ulum al-Din: a broad field of Islamic Science, Jurisprudence, Logic,Sufism Islamic Philosophy-2: (Topic: 05) 1. Ibn Khaldun (1332-1406) - Major contribution was in the History of Philosophy and Sociology. - Wrote about the History of the world. His great works: Universal History Summary of the result (religion) 2. Al-Frabi (870-950 AD) - Major contribution was in philosophy, Logic and Sociology His great works: Kitab al-ihsa al ulum: explains the classification and principles of basicscience. Kitab al-Musiqa: a book on music Information or Knowledge or Much More….. - Our condition: “ we are drowning in information and starving for knowledge.” - Hikmah is an abundant and huge gift of Allah. It shows us how to use the knowledge. Ideological Foundations of Education Concepts I (Topic: 06) Ontological Concepts - The only ontological reality is God himself. Page 4 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - God is external and the universe and man’ s existence is a reality but it is an apparent reality. - The creation of the universe and man is not a futile thing but it has an aim. Epistemological Concept - The ultimate source of knowledge is revelation from God. - The five senses and reason are also sources of knowledge but those should beunder the theological teachings. (Theology: the study of the nature of God and religious belief.) Concepts II (Topic: 07) Axiological Concept - Since Islamic values are dependent on orders from God, so values have been devised by Almighty God, the creator of the universe. - These are, therefore, permanent, eternal and heavenly. - Whatever are the ways of passing or living our lives, these are accountable andgood will be rewarded and vice will be punished. Aims of Education - The aim education is to seek the will of God and to have the fear of Day of Judgment. - An individual should be made God-fearing so that he may become and prove apious person for the society. - Islam stresses material development provided it is according to the dictates of God. - Islam stresses the welfare of human society. Page 5 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - Islam holds the life of Prophet Muhammad (PBUH) as model for all human beings. Curriculum (Topic: 08) - Quran, Hadith and Fiqa have a prime place in the curriculum. - Islam urges to conquer the universe and it includes sciences and technology,industry, banking, space science. Modern medical facilities and research in different fields. - The study and pursuits of Physics, Chemistry, Mathematics and Computers should not turn an individual into a secular minded person. Method of teaching (Topic: 09) - Islam does not confine itself to a particular method of teaching rather it encourages any method through which the students are able to understand thesubject matter. - According to Islamic philosophy any method may be adopted according to theneed of a topical lesson. - For example, problem solving, debate, research, experimental, demonstrative, lecture, practical, group or an individual method may be used according to theneed of the topic. The Teacher (Topic: 10) - A teacher in the Islamic system of education holds a place of mother/father. - He/she should be an exemplary individual and should have a high moral character. - He/she should be an expert in his/her field of knowledge. Ideological Foundations of Education Page 6 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 The Student (Topic: 11) - A student should think his/her teacher is a spiritual father/mother and showrespect to them. - A student has the right to get the advice. - Student should be an active participant in the classroom. - It is the duty of every man and woman to get education. The Institution (Topic: 12) - Islam is against conservativeness and retrogression. - It stresses the establishment of good schools and institutes which should have thefacility for modern scientific and skilled education in addition to religious education. - It should be able to give modern arts and humanities education also. Administration/Management (Topic: 13) - According to Islamic philosophy, the orders of a supervisor or head of the institution in administrative matters should be carried out. - Islam recognizes democracy and freedom but to a reasonable and suitable extent. It does not allow such freedom or democracy which is injurious or damaging forthe administration of an institution. - The different groups of students should NOT rule or influence the rule of the headof an institution. Definition of Islamic Philosophy: (Topic: 14) Al-Kindi Al-Farabi Ibn Sina Page 7 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Consists of 3 aspects: Can be seen from 2 Categorized into 2 angles: types of knowledge: Physics Theory – knowledge Revelation of God Mathematics about existing things. delivered through Attributes of God messengers Practice – things that exist in action. The hereafter. Comprehensive Education (Topic: 15) Allah’ s Word (Direct studies) Allah’ s World (Supporting studies)To live in Allah’ s World And handle it according to Allah’ s Word… … To become true Khalifah…. To get HIS PLEASURE Page 8 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Philosophical Foundations of Education Introduction (Topic: 16) The Meaning of Philosophical Inquiry “ Whenever people choose to embrace, if their choices are made in a logical, rationalmanner, they are engaged in the process of doing philosophy”. Four specific areas of philosophical inquiry: - Metaphysics concerned with questions about the nature of reality. - Epistemology concerned with the nature of knowledge. - Axiology concerned with the nature of values. - Logic concerned with the nature of thinking and reasoning. Tools of Philosophy-1 (Topic: 17) Page 9 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - Metaphysics is somewhat related to epistemology and asks the question “ What is real?” - Are the things that are real only the things that can be touched and measured? - Behaviorists vs. existentialists. - Epistemology- “ How do we know what is true?” - This is a live question today – Do we listen to standardized test results to determine how much students know, or read their portfolios? Tools of Philosophy-2 (Topic: 18) - Axiology is the study of values; it asks the question of “ What is good?” From axiology we arrive at an understanding of “ What is good?” - We get the ethics from the study of axiology. - Logic has to do with thinking, reasoning and problem solving. - Leeds to decision making. - Thinking can be: Inductive Deductive What is philosophy of education (Topic: 19) All teachers have a personal philosophy that colors the way they teach. Who they are or intend to be. Why they do or propose to do what they do. Eric Berne’ s three important questions: Who am I? Why am I here? Page 10 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Who are all these other people and what do they want of me? Philosophies of Education Idealism (Topic: 20) Ideas are the only true reality, the only thing worth knowing. Ideas are generated in the hand and these need to be translated as these are only thoughts. So, as people developideas, old ideas lead to newer ideas, lots of ideas and information is created and that brings us to know how many of these new ideas do we need. Focus: Mind Originators: Plato Socrates Goal of Education (Topic: 21) Educators are interested in the search of truth through ideas rather than throughthe examination of the false shadowy world of matter. They encourage students to search for truth as individuals. Education is transformation: ideas can change lives. Idealism Role of Teacher (Topic: 22) Page 11 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Dealing with abstract notions through dialectic method and connecting analysiswith action. Active, posing questions, selecting materials and establishing an environment toensure the desired outcomes. A role model to be imitated by students. Methods of Instruction (Topic: 23) Teachers active in students’ learning. Through questioning, students encouraged to discuss, analyze, synthesize andapply what they have read. Lecturing but particularly using dialectic approach. Students encouraged to work in groups/ individually on research projects both oraland written. Curriculum (Topic: 24) Examining the roots of contemporary problems in the past (great literature/classics etc) Education at any level should teach students to think. Subject- matter curriculum Back-to-basics approach in education Perennialism Related Educational Philosophy to Idealism Perennialism (Topic: 25) Focus: Teach ideas that are everlasting. Seek enduring realities which are constant,through great literature, art, philosophy, religion. Page 12 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Key Proponents Robert Hutchins Jacque Maritain Mortimer Adler Allan Bloom Realism (Topic: 26) Reality exists independent of the human mind. World of physical object is ultimate reality.They say that reality is something that exists. The ultimate reality is the physical objects so everything that you can see, touch and feel is real. Focus: Body Originator: Aristotle Goal of Education (Topic: 27) Develop intellectual abilities To equip students with information to understand current events (Tabula Rasa) Tabula Rasa means a blank slate Realism Role of Teacher (Topic: 28) Having a social grounding in science, math and the humanities Relying on test scores to place students (competency testing of students withvarious methods) Readily adopting new technology Enabling students to learn objective methods of evaluating the works above Page 13 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Teacher’ s responsibility is to teach skills and disciplined knowledge Teacher should be competent in a specific subject matter Teacher presenting ideas in a clear and consistent manner and demonstrating thatthere are definite ways to judge works of art, music, poetry and literature. Methods of instruction (Topic: 29) Lecture, question and answer (formal ways of teaching) Inductive and scientific reasoning Competency-based assessments as a way of ensuring that students learnt whatthey are being taught Emphasis on critical reason aided by observation (our experiences) and experimentation Stressing, precision and accuracy in math, science, social studies and writing Emphasizing realistic novels such as Oliver Twist, Great Expectations, For Whom the Bell Tolls etc. to give life’ s laws and principles and such novels are the keys for students to reach the ideal world through material world Curriculum (Topic: 30) Curriculum consists of the basics- math, science, reading etc. Attention is given to didactic and object studies in education (use of pictures, TV,videos in educational process) Use of objects in education (Montessori) Emphasis is on subject matter (highly organized and systematic in approach) Criticism Page 14 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Empirical facts always subject to change Essentialism (Topic: 31) Related Educational Philosophy to Realism Focus: Teach the common core, “ the basics” of information and skills (cultural heritage) neede for citizenship. (Curriculum can change slowly) Key Proponents William Bagley Arthur Bestor E.D. Hirsch Chester Finn Diane Ravitch Theodore Sizer Pragmatism (Topic: 32) Universe is dynamic and evolving. Purpose of thought is action. Truth is relative. The keyterm here is evolving which means that when you evolve you change. So, when you change, nothing can be permanent. Things change, nothing is permanent is the pragmatism approach. Focus: Experience Originators PierceDewey Page 15 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Goals of Education (Topic: 33) Primary goal of education is growth Education should not be looked upon merely as schooling and the acquisition ofacademic subject matter but as a part of life itself School should balance the needs of the society and community on the one handand the needs of the students on the other Helping people direct, control and guide personal and social experience (self actualization) Schools should foster habits of thought, invention and initiative Education should promote our true individualism (self-directed learning) Education has a moral influence and should play a vital part in helping us become the kind of moral persons who are interested not only in promoting our own growthbut also in promoting the growth of others Pragmatism Role of Teacher (Topic: 34) Applies democratic methods Classroom is a community of learners Teacher encourages, offer suggestions, questions and helps plan and implementthe courses of study Teacher is facilitator no authoritarian Teacher writes curriculum and must have a command of several disciplines tocreate and implement curriculum Page 16 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Methods of Instruction (Topic: 35) Problem solving. experiential learning, inquiry methods, field trips, projects (not all students can learn in the same way-vary strategies) Formal instruction is abandoned (flexible methods are used) moveable chairs,freedom in class etc. Lockstep, rote memorization of traditional schools are replaced with individualizedstudies Action-oriented education (activity oriented approach to curriculum) Learning in groups and individually Curriculum (Topic: 36) Learner centered curriculum Pragmatist curriculum is composed of both process (experience) and content (knowledge) All academic and vocational disciplines in an integrated and connected way Problem centered learning/project method: such approaches to curriculum start with a central question, core/problem. Students attack the problem in diverse waysaccording to interest and need. They work independently or in groups. They evaluate their growth and development. Child interest to be considered in the curriculum. Varied needs, interests leading todifferent curricula. Progressivism (Topic: 37) Related Educational Philosophy to Pragmatism Focus: ideas should be tested by active experimentation. Learning rooted in questions oflearners in interaction with others. Experience3 and student centered. Page 17 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Key Proponents John Dewey William Kilpatrick Reconstructionism (Topic: 38) Critical pedagogy: Analysis of world events, controversial issues and diversity to providevision for better world and social change. Focus: Freedom Originators George Counts J. Habermas Ivan Illich Henry Giroux Goal of education (Topic: 39) Education is an activity liberating the individual from a chaotic, absurd world. Individuals are responsible for consequences. Individuals should be given creditfor the creation of concepts like peace, truth and justice. So, focus is n humans and their ideas. Good education would encourage individuals to ask such questions: ” Who am I?” , “ Where am I going?” , “ Why am I here?” AIM: to make the world better. Good education is one that” Page 18 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Emphasizes individuality through intellectual journeys so that we can seeand understand ourselves. Helps individuals to examine the abnormal/corrupted side of life, the irrational as well as the good side. (life/death, wars, peace …..) Reconstructionism: Role of the Teacher: (Topic: 40) - Emphasizes individual choices (there is no common way of viewing the world). - Teachers must take risks; expose themselves to resistant students; and workconstantly to enable their students to become ‘ wide awake’. - Due to greater experience and knowledge, it is the teacher’ s responsibility to develop an educational environment that promotes awareness of the past and present, and of the future possibilities. - Teachers help students become sensitive to human possibility and understand that they themselves are both necessarily and fully determined by the past (everypresent is conditioned by the past) but every present is pregnant with future possibilities for change and new direction-individuals can change the future. Methods of Instruction: (Topic: 41) - Stressing individual freedom. - Empowering students to make choices about what and how they will learn. - Buber “ I-thou approach” - Student and Teacher learn cooperatively from each other in a non-traditional, nonthreatening friendship. (posing questions, generatingactivities, and working together). - Educational methods which help teacher in rediscovering the excitement oflearning and opening up a whole new world of possibilities for students. - Students become more articulate and capable of comprehension andself- expression with the help of teacher’ s approach. Curriculum: (Topic: 42) - Stressing arts and literature, little emphasis is given on math and science. Page 19 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - The humanities are considered because they deal with the essential aspects of human existence, such as the relations between people, the tragic side of humanlife as well as the happy, the absurdities as well as the meaning. - Through humanities, try to awaken modern individuals to the dangers of being swallowed up by the megalopolis and runway technology (wide awaken) - Do not have definite rules about what the curriculum should compromise. Believe that the Student-In-Situation making a choice should be the deciding factor. (Curriculum from the standpoint of the learner rather than as a collection of discrete subjects). Related Educational Philosophy to Reconstructionism: Existentialism: Focus: (Topic: 43) - Reality is subjective, within the individual. Individual rather than external standards. Key Proponents: - Sartre - Kierkegaard Eclecticism: (Topic: 44) - There is a way of dealing with all the various models. - Eclecticism is not a philosophical system or model, but rather is the synthesizing and personal interpretation of various models to draw out the best components foryou. - Thus, you pull the best from various models in an effort to build your own statement of personal philosophy. Philosophies of Education: Humanistic School-1: (Topic: 45) - Show respect to students - Considerations of students’ needs, expectations, feelings, values. - Accepting students as they are Page 20 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 What things happen in a humanistic classroom? (Topic: 46) - Active learning strategies - Conflict resolution - Incorporating whole class Characteristics and beliefs of humanistic approach: (Topic: 47) - Meaning: intellect distinguishes humans from animals - What is reality? Humans have potential and innate goodness - Nature of Humanness: Autonomy, dignity, and freedom are sacred. - Educational aim: Individual potentiality; self-actualization - Educational Methods: Facilitation, self-direction; team work - Educational content: Any curriculum is a vehicle for meeting needs - Main criticism: Important societal goals can be missed - Key proponents: Maslow, Knowles, Elias/Merriam, Tough Programs/Practices-1: (Topic: 48) - Individualized instructional process - Learning projects - Sensitivity training - Teacher effectiveness training - Active listening Programs/Practices-2: (Topic: 49) - Conflict resolution - Invitational learning - Values clarification - Moral education - Multiethnic educational approaches A Comparison: (Topic: 50) Education School Page 21 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Broad Specific Take place anywhere anytime,anyplace Particular location; limited definition Place for education collective body of Behavior change processes pupils Lack of formalization Formalized No assessment processes Assessment Non-official Official Systemic Lack of system Certified person No need for certified person Compulsory period for attendance No specific time limit for learning Idealism/Perennialism: (Topic: 51) Axiology: - Values, ethics, and athletics. - Changeless - Determined by the very nature of reality Logic: How we think? Inductive and deductive. - Rationality, especially deductive thought is developed by studying classics andthrough the Socratic dialectic Applications to Education: (Topic: 52) Metaphysics: What is real? Does it have meaning? Page 22 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 The meaning of life is the search for unchanging truth found in the collective wisdom ofthe great books. Epistemology: Knowledge and knowing---- What is truth? Truth and knowledge are changeless, revealed through guided reflection and in literatureof the classics. Role of the teacher under Idealism and Perennialism: (Topic: 53) - Teacher is expert of content knowledge - Passes on to next generation the accumulated wisdom of the past The student: - Is there to learn what is taught Realism-Essentialism Application to Education: (Topic: 54)Metaphysics: What is real? Does it have meaning? - What are relevant are what helps an individual lives well and what benefits humanity. Epistemology: Knowledge and knowing --- What is truth? - Truth exists in the classics and modern science. Students must learn process andcontent. Knowledge is gained through the interaction of experiences and rational thought. Realism/Essentialism: (Topic: 55) Axiology: Values, ethics and athletics Page 23 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Determined by the natural order of things. Values exist in the best of culture. Logic: How we think? Deductive and Inductive. Rationality is best developed through interplay of deductive and inductive thinking. The teacher: (Topic: 56) - Teacher is expert of content knowledge. - Teaches essential knowledge - Maintains task-oriented focus The students: - Is there to listen and learn Pragmatism/Progressivism: (Topic: 57) Applications to Education: Metaphysics: What is real? Does it have meaning? Reality is in flux and ever-changing, so meaning is in the context of the individual, who is a“ problem-solver.” Epistemology: - Knowledge and knowing---- What is truth? - Knowledge is gained via individual experience. Truth is individually defined so that emphasis is on learning how to learn. Axiology: (Topic: 58) - Values, ethics and athletics. - Determined by each individual in interaction with his/her culture, based on theshared values of the community or culture. Logic: Page 24 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - How we think? Deductive and Inductive - Emphasis is on inductive thinking and problem solving The teacher’ s role: (Topic: 59) - Teacher is facilitator of student learning; provides resources for students’ problem- solving abilities. Develop students’ problem solving abilities. Helps students to do what they want to do. The student: - Learns by doing and discovering Reconstructionism/ Existentialism: (Topic: 60) Applications to Education: Metaphysics: - What is real? Does it have meaning? - Reality is stable; the meaning of life is derived primarily through self-developmentaway from society. Epistemology: Knowledge and knowing---- what is truth? - Knowledge is gained through sensory experiences and interaction with one’ s environment. Axiology: (Topic: 61) - Values, ethics and athletics - Determined by the individual Logic: - How we think? Deductive and Inductive - Emphasis is primarily on inductive thought, because learning starts with experiences and moves to hypothesis. Page 25 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 The teacher: (Topic: 62) - The teacher responds to the learner’ s requests for knowledge, does not initiate learning in the students. The Student: - Is naturally good and must be protected from the evils of society. Postmodernism: (Topic: 63) Modernism: - God, reason and progress - Progress is based upon knowledge, and man is capable of discerning objectiveabsolute truths in science and the arts. - Modernism is linked to capitalism-progressive economic administration of world - Modernization of 3rd world countries (Imposition of Modern Western values) Language and truth: - People are the same everywhere. - There are universal laws and truths - Knowledge is objective, independent of culture, gender etc. - Language is a man-made tool that refers to real things/truths - I have a discernible self - The self is the center of existence What is postmodernism? (Topic: 64) - Postmodernism means literally ‘ after the modern era’. The modern era was the time of certainty and stretched from the 18th century to the late 20th century. - Post modernists believe that this era was far more predictable than the times welive in today, e.g. jobs were for life and class was major source of identity. Page 26 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - Since around the 1970’ s we have been living in times characterized by risk and diversity. - Consequently, this has had huge implications for education. - Continuation of modernist view - Does not mourn loss of history, self, religion, center - A term applied to all human sciences ---anthropology, psychology, architecture,history etc. - Reaction to modernism; systematic skepticism - Anti-foundational Postmodernism: Basic Concepts (Topic: 65) Life just is: - Rejection of all master narratives - All “ truths” are contingent, cultural constructs - Skepticism of progress; anti-technology bias - Sense of fragmentation and decentered self - Multiple conflicting identities - Mass mediated reality - Language is a social construct that “ speaks” and identifies the subject. - Knowledge is contingent, contextual and linked to POWER - Truth is pluralistic, dependent upon the frame of reference of the observer - Values are derived from ordinary social practices, which differ from culture toculture and change with time. Postmodernism (Critical Theory): (Topic: 66) - An educational philosophy contending that many of the institutions in our society, including schools, are used by those in power to marginalize those who lack power. - History/Classics examined for power issues, struggles of marginalized groups. - Criticized for using schools for political purposes. Postmodernism and Knowledge: (Topic: 67) Page 27 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - Societies that have computer knowledge are at the forefront in the transformationprocess to postmodernity. - Advancing technology has a direct effect on knowledge (economically powerfulnations have exerted their will on less-developed nations). - Knowledge and power are the two sides of the same question: Who decides what knowledge is, and who knows what needs to be decided? Postmodernism: Proponents (Topic: 68) - Fredrick Jameson - Jean Baudrillard - Michel Foucault - Jacques Derrida - Gilles Deleuze - Felix Guattari Postmodernists: The hope of Postmodernist: - The deconstruction of foundational views will lead to a recognition and acceptance of a pluralistic worldview. - Create a truly global civilization Topic: 69 (Psychological Foundations of Education: Introduction)What is psychology? Psychology is the scientific study of mental functions and behaviors including: - Perception - Cognition - Behavior - Emotion - Personality - Interpersonal relationships Page 28 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Topic: 70 (What is Psychology-1) The major theories of learning have been classified into three groups: 1. Behaviorist Theories: - Focuses on stimulus response and reinforcers - Studies conditioning, modifying or shaping behavior through reinforcement andrewards 2. Cognitive Theories: Topic: 71 - Focuses information processing in relation to the total environment - Studies developmental stages, understanding, multiple forms of intelligence,problem solving, critical thinking, and creativity. 3. Phenomenological and Humanistic theories: Topic: 72 - Focuses on the whole child, their social, psychological and cognitive development - Studies focus on human needs, attitudes, feelings and self awareness. Topic: 074 (Edward Thorndike) Thorndike is said to be the Father of Modern Educational Psychology and founder ofBehavioral Psychology. - Started his research with animals using stimulus-response (Classical Conditioning) and develop the idea of Connectionism. - In 1928 – Thorndike conducted his first major study with adults Edward Thorndike’ s Connectionism: - Defined learning as a connection or association of an increasing number of habits. More complicated associations means higher levels of understanding. - Three laws of learning Topic: 075 Three Laws of Learning-1: 1. Law of Readiness: - Often misinterpreted as educational readiness - Deals with attitudes and focuses on “ Why Should I do This?” - If nervous system is ready, conduction is satisfying and lack of conduction is annoying. Topic: 076 Three Laws of Learning-2: Page 29 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 2. Law of exercise: - Strength of connections is proportional to the frequency, duration and intensity ofits occurrence. - Justifies drill, repetition and review. - Seen today in behavior modification and basic skill instruction. Topic: 077 Three Laws of Learning-3: 3. Law of Effect: - Responses that cause satisfaction, strengthen connections and discomfortweakens connections. - Justifies use of rewards and punishments, especially Skinner’ s Operant Model. Topic: 078 Thorndike’ s Influence: Thorndike and other followers believed that rote memorization does not necessarilystrengthen connections. - There has to be some sort of meaning associated with it in order to be transferredto other situations. Thorndike broke the traditional thinking about the hierarchy of subject matter. - One subject was no more important to meaningful learning than other. - Until then, maths and science were seen as more important to teaching structure. Topic: 079 – Ivan Pavlov - Pavlov was the first behaviorist to demonstrate Classical Conditioning. - He is best known for his experiment with salivating dogs Classical Conditioning: - Eliciting an unconditioned response by using previously neutral stimuli. - Unconditioned stimuli create reflexes that are not “ learned,” but are instinctual. - Neutral and unconditioned stimuli are introduced at the same time. Unconditionedstimuli are gradually removed, and the neutral stimuli elicit the same reflex. Topic: 080 – Pavlov’ s Dog: Pavlov’ s experiment with salivating dogs best demonstrated the principal of Classical Conditioning. Dogs were trained to salivate at the sound of a bell Page 30 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - Dogs naturally salivated with food. (Unconditioned response) - A bell (neutral stimuli) was rung every time the dogs were fed over a period of timecreating the association/connection of bell with food. - After time the dogs salivated at the sound of the bell alone. Topic: 081 – James Watson Watson took Pavlov’ s findings to another level. Emphasized that learning was observable or measureable, not cognitive Believed the key to learning was in conditioning a child from an early age basedon Pavlov’ s methods. Nurture vs nature - Watson’ s theories strengthened the argument for the influence of experiences asopposed to genetics. Topic: 082 – B. F. Skinner B. F skinner was one of the most influential American Psychologists. He began his research with rats at Harvard and pigeons during WWII. His work led to the development of Theory of Operant Conditioning. - The idea that behavior is determined or influenced by its consequence. Respondent vs Operant behavior - Respondent behavior is the elicited response tied to a definite stimulus. - Operant behavior is the emitted response seemingly unrelated to any specificstimuli. Topic: 083 – Operant Conditioning-1 Types of reinforcers (stimuli) - Primary – Stimuli fulfilling basic human drives such as food and water. - Secondary – personally important such as approval of friends or teachers, winning money, awards or recognition. Secondary reinforcers can become primary.Due to the wide range of secondary reinforcers, Skinner referred to them as generalized. Topic: 084 – Operant Conditioning-2 Operant behavior will “ extinguish” without reinforcement. - Positive reinforcement – presenting a reinforcing stimulus. Page 31 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - Negative reinforcement – removing/withdrawing a stimulus or reinforce but it isnot punishment. Topic: 085 – Operant Conditioning-3 Operant behavior will “ extinguish” without reinforcement. - Punishment – presenting harmful stimuli (rejected by Skinner because he felt itinferred with learning) - “ Reinforcers often strengthen behavior” - “ Punishment is used to suppress behavior” Topic: 086 – Operant Conditioning-4 Desired operant behaviors must be reinforced in a timely manner. Delay of reinforcement hinders performance. By selecting, which behavior to reinforce, we can direct the learning process inthe classroom. Learner’ s can acquire new operant’ s. - As behavior is shaped, new and more complex concepts can be introduced anddesired behavior again reinforced. - “ Education is what survives when what has been learned as been forgotten” Topic: 087 – Albert Bandura Bandura contributed to the understanding of learning through observation and modelling - He showed that aggressive behavior can be learnt from watching adults fighting, violent cartoons or even violent video games. Passive behavior can also be learnt from watching adults with subdued attitudes. - Repeated demonstration and modeling is used by coaches in various sports, military endeavors, and is also used in the classroom setting to model and practicedesired behaviors. Topic: 088 – Robert Gagne Gagne’ s hierarchy of learning notes the transition from behaviorism to cognitive psychology. Page 32 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 The hierarchy of learning is an arrangement of 8 behaviors ranging from simple to complex. He also describes 5 observable and measureable learning outcomes. The hierarchy of learning is an arrangement of 8 behaviors ranging from simpleto complex. - The first five behaviors are Behaviorist, the nest 2 are both behaviorist and cognitive and the last (highest form) is cognitive. - The hierarchy suggests a “ bottom-up” approach to learning where general principles/concepts must be learnt before advanced learning can take place. Topic: 089 – Gagne’ s Hierarchy of Learning-1 1. Signal learning (behavioral) Classical conditioning – response to a signal. Students have to be trained what a signal means and what they are required to do.It is very similar to what Pavlov was trying to do. So, this is learning by association 2. Stimulus response: (behavioral) Operant Conditioning – response to a given stimulus. This is the learning through reinforcement because your behavior is reinforced. Topic: 090 – Gagne’ s Hierarchy of Learning-2 3. Motor chains (behavioral) Linking two or more stimulus responses connections toform a more complex skill 4. Verbal association (behavioral) Linking two or more words or ideas Topic: 091 – Gagne’ s Hierarchy of Learning-3 5. Multiple discriminations (behavioral) Responding in different ways to differentitems in a set. 6. Concept (Behavioral - Cognitive) Reacting to stimuli in an abstract way Topic: 092 – Gagne’ s Hierarchy of Learning-4 7. Rules (behavioral - Cognitive) Chaining two or more stimulus situations or concepts 8. Problem solving (Cognitive) Combining known rules/principles into new situations to solve a problem Topic: 093 – Robert Gagne’ s Learning outcomes-1 Five learning outcomes (observable and measureable) Page 33 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 1. Intellectual skills: “ knowing how” to organize and use verbal and mathematical symbols, concepts and rules to solve a problem. 2. Information: “ knowing what” – knowledge and facts Topic: 094 – Robert Gagne’ s Learning outcomes-2 3. Cognitive strategies: “ learning strategies” needed to process information 4. Motor skills: Ability to coordinate movements. Topic: 095 – Robert Gagne’ s Learning outcomes-3 5. Attitudes: feelings and emotions developed from positive and negative experiences. Mental operations needed for each outcome differ. Gagne’ s Instructional Events lead into cognitive psychology. Classroom Implications Under Gagne’ s theory, the teachers need to observe andrelate lessons to students interests so it is easier for the students to understand. Teachers then need to gain attention and this can be done by showing PowerPoints, diagrams, videos, etc. to help inform the students of what they will be learning. The teacher will then present the stimulus and this can be done by demonstrating how toperform the task(example: how to create a diagram). The teacher will be there for guidance and then will assess the performance of the students. The students will be active listeners and will learn how to perform various tasks. The student will have established an interest and will use their prior knowledge to perform a new task. The students will complete the task and then give feedback as to what they have learned. The students will then be able to apply their new acquired skills intotheir everyday lives on their own so they can actually have a learning experience. Topic: 096 – Cognitive Psychology Replaced behaviorism as dominant philosophy in 1960s 1. Criticism of behaviorism: Did not explain - language and learning - why people respond differently to the same stimulus - reinforcement can reduce motivation Page 34 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 2. Popularity of newly discovered theories of Piaget and Vygotsky in the 50’ s and 60’ s Topic: 097 – Cognitive Psychology: Basic Characteristics - Focus on how individuals process information - Emphasis on memory (storage, retrieval, types) chunking can aid working memory,which is limited. Successful learners transfer information to long term memory --- “ infinite” in capacity. Topic: 098 – Behaviorism vs Cognitivism Attribute Behaviorism Cognitivism Behaviors The end in themselves ---theonly Evidence pointing to brainactivity observable truth --- learning Activation of prior Irrelevant Essential knowledge Teachers role Provide stimulus Prepare environment Topic: 099 – Cognitive Psychologist (Maria Montessori) Rationale for including her: - Authors do not place her with progressive child-centered. Approaches --- Lack of“ free- play” vs. freedom within structure - Opposed behaviorist focus only on “ doing” but focused also on looking and listening - Focus on how sensory stimulation from the environment shapes thinking Topic: 100 – (Maria Montessori’ s Legacy) What she did: Page 35 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Psychiatrist Clinic at the University of Rome --- taught “ difficult” children to readat a normal level. 1906 asked to start a progressive school for slum children of Italy --- Casa deiBambini (Children’ s House) Why she was important? Pioneer of child advocacy --- for exceptional children, low SES children. Discuss Tyler and Taba’ s Traditionsl vs. Progressive study (1920 ---- 30% HS) Modern Irony --- Expense of Montessori School. Topic: 101 – Jean Piaget Swiss Psychologist (Pestalozzi) America noticed in the 50’ s and 60’ s Text reminds us that his theories are not fact, and should be taken as “ suggestive” Influenced: Tyler, Taba, Bruner, Kohlberg and Many More!! Tylor --- various assessment Taba --- Too many facts, not enough connections Bruner --- stages like Piaget, but are revisited to develop in complexity Kohlberg --- moral stages Topic: 102 – Jean Piaget Cognitive Developmental Stages-1 1. Sensorimotor: Lasts from birth to 2 years The child: - Uses his senses and his increasing motor skills to explore the environment - Begins to use language to imitate and represent the environment Egocentric: - The child is aware only of himself and his own likes, dislikes, and wants - He cannot see other people’ s perspectives Topic: 103 – Jean Piaget Cognitive Developmental Stages-2 Assimilation: - To incorporate new ideas into an existing schema (or concept) i.e. ball Accommodation means: - To adopt old schema (concept) and develop new schema for interacting with it. Page 36 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - When a child adapts his/her existing ideas to fit new understandings. Assimilation (Filing information in an existing schema) + Accommodation (Changing schemata to fit new information) = Learning Examples of Acquisitions Trial-and-error experimentation: Exploration and manipulation of objects todetermine their properties Goal-directed behavior: Intentional behavior to bring about a desired result Object permanence: Realization that objects continue to exist even when removedfrom view Symbolic thought: Representation of physical objects and events as mentalentities (symbols) Topic: 104 – Jean Piaget Cognitive Developmental Stages-3 2. Preoperational: - Lasts from 2 – 7 years - The child can speak and print words - His memory and imagination develops - His thinking is often not logical - Much egocentric thinking occurs - He learns that symbols represent something else; Examples of Acquisitions Language: Rapid expansion of vocabulary and grammatical structuresExtensive pretend play: Enactment of true-to-life or fanciful scenarios with plots and assigned roles (e.g., mommy, doctor, Superman) Page 37 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Intuitive thought: Some logical thinking based on "hunches" and "intuition" rather than on conscious awareness of logical principles(especially after age 4) Topic: 105 – Jean Piaget Cognitive Developmental Stages-4 3. Concrete Operational: - Lasts from 7 – 11 years - The child has the ability to do simple math and measurement, with manipulatives - He begins to understand cause and effect - He can think about real, concrete things in systematic ways, but cannot understand abstract concepts - He is no longer egocentric (he can now understand other people’ s points of view) Topic: 106 – Jean Piaget Cognitive Developmental Stages-5 Concrete Operational: Conservation means - The amount, weight, volume, and number of things stay the same even when the outward appearance of objects or groups is changed. For example, a short glass ofwater is the same amount as a tall glass half full of water. Topic: 107 – Jean Piaget Cognitive Developmental Stages-6 Concrete Operational: reversibility means: - An action can be undone or reverted to its previous state - A ball of clay can be made into a clay bowl but it can be reformed into a ball of clay Examples of Acquisitions Distinction between one's own and others' perspectives: Recognition thatone's own thoughts and feelings may be different from those of others and do not necessarily reflect reality Class inclusion: Ability to classify objects as belonging to two or morecategories simultaneously Conservation: Realization that amount stays the same if nothing is addedor taken away, regardless of alterations in shape or arrangement Topic: 108 – Jean Piaget Cognitive Developmental Stages-7 Page 38 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 4. Formal Operational: - He is able to use logic and abstract thinking - He questions previously accepted thoughts, ideas and values Schema theory explains: - Importance of accessing prior knowledge - Why cognitive dissonance strategies work Examples of Acquisitions Reasoning about abstract, hypothetical, and contrary-to-fact ideas: Ability to draw logical deductions about situations that have no basis in physical reality Separation and control of variables: Ability to test hypotheses bymanipulating one variable while holding other variables constantProportional reasoning: Conceptual understanding of fractions, percentages, decimals, and ratios Idealism: Ability to envision alternatives to current social and political practices (sometimes with little regard for what is realistically possible ina given time frame) Topic: 109 – Lev Vygotsky-1 - Russian Psychologist - The West published in 1962 - Theory of socio-cultural development - Culture require skilled tool use (language, art, counting systems) Topic: 110 – Lev Vygotsky-2 - Explained complex learning through Guided Participation - Explained things that are taught rather than discovered (reading, writing etc.) - A way to “ share the thinking load.” - Helping a novice accomplish a complex task - Assisting can be physical or mental and come from adults or peers - Scaffolding: where the more knowledgeable other provides some type of structure. Topic: 111 – Lev Vygotsky-3 Page 39 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - Vygotsky developed the theory of the Zone of Proximal Development (ZPD) - The distance between where a learner is at developmentally on their own andwhere a learner could be with the help of a more knowledgeable other. - A more knowledgeable other can be an adult or a peer, helping a learner in thisway is to scaffold their learning. Scaffolding occurs through the process of internalization… mediated by language. Topic: 112 – Lev Vygotsky-4 Scaffolding: “ role of teachers and others in supporting the learner’ s development and providing support structures to get to the next stage or level.” In an educational context, however, scaffolding is an instructional structure whereby the teacher models the desired learning strategy or task then gradually shifts responsibility tothe students. Scaffolding: - Provides support - Extends the range of what a learner can do - Allows the learner to accomplish tasks otherwise impossible - Used only when needed. Topic: 113 – Lev Vygotsky-5 Scaffolding example: An example of scaffolding in the classroom setting could include a teacher first instructing her children on how to write a sentence using commas and conjunctions. As the week goes on, she has her students practice writing these sentences with peers, gives students feedback and eventually has the kids to complete this skill without her guidance. Page 40 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - The Zone of Proximal Development (ZPD) is a distance between a student’ s performance with help and performance independently. - Learning occurs in this zone - Is the idea of scaffolding one of building on existing knowledge or providing assistance in the ZPD? Topic: 114 – Lev Vygotsky-6 Vygotsky and School: - Emphasized social learning - We can often complete harder tasks with someone else than we could alone. - Collaborative learning, group presentations, group work. - Zone of Proximal Development - The teacher considers how much scaffolding to give a student to help them learn. - A push for “ authentic learning” - Learning is tied to the context it is in. Topic: 115 – Lev Vygotsky-7 General Principles of Cognitive Development: - Children actively construct knowledge. - Social interaction supports cognitive development. - Cognitive development involves relating new information to the prior knowledge. - Children think in qualitatively different ages. - A child’ s readiness affects how well a task can promote cognitive development. - Cognition and language are closely intertwined. Page 41 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Topic: 116 – Piaget Vs. Vygotsky Piaget Vygotsky Emphasis Discrete hierarchical stagesof Modelling and guided the individual learning Which outcomes first social Development Social learning learning (chicken) or development (egg)? Topic: 117 – Phenomenology - Phenomenology examines pattern of subjective experience and consciousness - Focus upon a systematic reflection on and investigation of the structures of consciousness: Realist concepts can be examined scientifically. - Based solely on consciousness - Individuals will be influenced by others, but not same experience - Views social world as multiform structure - Inner subjectivity - Group understanding/unity Topic: 118 – Husserl’ s contributions to Phenomenology - Every certainty be questionable - Believed scientific method and naturalistic thinking was overvalued and, “ not important to understanding behavior based on consciousness.” - In short, can conduct a science of perceptions - Consciousness is where you will find ‘ true’ meaning behind actions - Time consciousness: past events influence one’ s present consciousness/perception - In turn, allows unbiased ‘ time’ to be cohesive to draw perceptions - Perception was based on retention and memory - What one “ sees” is based on the past memories and reflection Topic: 119 – Schutz’ s contributions to Phenomenology-1 - Must accept own existence and other’ s existence Page 42 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - Must reflect/observe others experience and relate/find understand from ownexperience - Can observe own experiences only in the past, can observe ‘ yours’ as they take place. - Leads to individuals coexisting, or having each consciousness intertwined. Topic: 120 – Schutz’ s contributions to Phenomenology-2 - We will see our actions as single act, not natural view of two separate persons. - “ Growing old together” - Each act is influenced by others, but not the same experience - Example: movie level of enjoyment - Therefore, experience shared but consciousness is unique - This shared experience lead us to our social world - Allows understanding of ‘ united individualism’ - Can perceive same world and understand others with similar experiences/subjective meanings - Leading to social relationships or, “ mutually related acts of consciousness” Topic: 121 – Schutz’ s contributions to Phenomenology-3 - Social scientist should act as observer to detach self and biases - Stock of knowledge: As observer, researcher must draw from own experience to,“ fill in blanks”. Individuals must also do this while interacting. World is constructed by social group/life experiences and allow them to create proper behaviors/actions - Phenomenology: Reality versus our experience of reality. Or put another way: the distinction between things themselves and our experience of them - For example: the hammer? A common tool – As what do we experience this hammer? It is many things to many people. Such as to a carpenter it is a tool; to aretailer it is merchandise; to a killer it is weapon; to a lecturer it is a prop, to my friend it is a nuisance; to a communist, it is a symbol. Topic: 122 – Common Threads of Phenomenology 1. In order to gain the knowledge of the world we must examine experience. 2. To achieve this in a fundamental way, we must avoid all existing preconditions toour understanding of experience: Scientific, Historical, Aesthetic Page 43 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 3. A desire to enhance the richness and vitality of everyday lived experience. 4. A fear and avoidance of the kind of thinking that results in the doubting of the existence of the ‘ outside’ world. - Allows us to understand or “ see” how social structure develops - Break down individuals, ‘ actors’ and view why these actions are formed. - Explain how perceptions are gained, molded, and then used in everyday life. - Explain the limitations of a positivist approach to science - Provides a methodological solution to a scientific investigation of realist concepts. Topic: 123 – Sociological Foundations of Education: Introduction Schools exist within society, not apart from society, and not without social context. Because schools and other educational institutions survive in the society so it is important to look at how society impacts what happens or should happen within schoolsand educational institutions. In addition to that it is important to know other salient features that affect schools within society. Topic 124 – A Dynamic and Changing Society: Page 44 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 As society continues to change it is important for school and people incharge of education specially at the policy level to look into that what needs to be change, howoften it needs to be changed and the change must happen in a timely manner. Society as a Source of Change: - Society changes rapidly. - Sometimes education cannot cope up with the fast changing society - Making the “ Preparing for students for the world of Tomorrow” difficult. - Think about what we (society) have today that we didn’ t have last year, or five years ago, or even ten years ago. - Schools as Agents of Change - Knowledge as an Agent of Change Topic: 125 - Schools as Agents of Change: Sometimes ago, when we talked of literacy, we talked of the 3Rs only which was reading,writing and arithmetic. Those 3Rs have gone; focusing today on only those 3Rs will not help our students. Literacy today is more than simply being able to read, write and being able to do simple quantitative skills. Today we talk off: - Cultural literacy - Scientific literacy - Computer literacy - Technological literacy - Electronic/media literacy - Information literacy If all this literacy has to be taught, it has to come down to the school level. And therefore,schools have to be agents of change. - Dealing with diversity - Diversity of culture - Impact of globalization - Race, class, gender - How do schools deal with this? Knowledge as Agents of Change: Page 45 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Of course it has, thought of when you went to school and what youare teaching your students is not the same. Quantity of the material has increased, not sure about the qualitybut certainly the quantity of the material that a teacher is expected to teach is increased and that will keep on happening. Knowledge will increase when new information is created. All the information is not needed by anyone, how muchof that new information are we going to give to our students. Because of the growth of knowledge, knowledgehas been organized into subjects e.g. English, physics, mathematics etc. Now there is a need to guide the students in areas of knowledge thatwhich areas are of their keen interest. Topic: 126 – Sociological Foundations of Education: Main elements - Theories about the relation between school and society - Whether schooling makes a major difference in individual’ s lives - How schools influence social inequalities - How school processes affect the lives of children, teachers, and other adults Topic: 127 – Individual Actions Individuals can take one of the two types of actions. In society, the reasons you behave ina particular way is because an external force makes you do it. For example, you could not pass the red signal; you have to stop because following the rules of presence of police makes you do it. This is known as “ determinism” (Determined by external forces) The other way is shaped by the individuals “ Voluntarism”. You behave in a particular way because that’ s the way you know the right way to behave and this is known as voluntarism. You voluntarily behave in a particular manner not because an external forceis demanding to behave in a particular way. Mostly if observed in a society, determinism takes the upper hand, most individuals behave in society because they know if they don’ t the consequences will not be good. Page 46 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Sociological perspective recognizes free will within the context of the power of externalcircumstances. Topic: 128 – Sociological Foundations of Education: Theoretical Perspectives - Functional Theories: stresses the interdependence of the social system, how wellthe parts are integrated with each other. - Emile Durkheim: education in all societies of critical importance in creating moral unity, social cohesion, and harmony... moral values are the foundations of society Topic: 129 - Functionalists - Assume that consensus is the normal state in society and conflict represents a breakdown of shared values. - Educational reform is to create structures, programs and curricula that are technically advanced, rational, and encourage social unity. Topic: 130 – Conflict Theories-1 - Social order is based on the ability of dominant groups imposing their will on subordinate groups through force, cooptation, and manipulation. - The glue of society is economic, political, cultural, and military power. - Ideologies legitimate inequality and unequal distribution of goods as inevitableoutcome of biology or history. - Whereas functionalists emphasize cohesion, conflict theorists, emphasize struggle in explaining social order. - Karl Marks is the intellectual founder of conflict theories. Topic: 131 - Conflict Theories-2 - The “ Achievement Ideology” of schools disguises the real power struggle which correspond to the power struggles of the large society. - Educational expansion best explained by status group struggle... educational credentials such as college diplomas primarily status symbols rather than indicators of actual achievement to secure more advantageous places in employment and social structure. Page 47 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - “ Cultural capital” passed on by families and schools... schools pass on social identities that either help or hinder life chances. Topic: 132 – Interactional Theories - Primarily critiques and extensions of functional and conflict perspectives - It is exactly what one does not question that is most problematic at a deep level e.g. how students are labeled “ gifted” or “ learning disabled” - Speech patterns reflect social class backgrounds and schools are middle-class organizations, disadvantages working class children. Topic: 133 – Effects of Schooling on Individuals Schooling should have three effects on individuals - Knowledge - Attitudes - Employment Education and mobility, the “ civil religion”... education amount vs. route... for the middle class, education may be linked to mobility but or the rich and the poor, it may havevery little to do with it. Inside the Schools: - Schools from an organization point of view... effects of school size. - Curriculum expresses culture. - Tracking in public schools, rarely in private schools. Topic: 134 – Teacher Behavior inside classroom - A teacher has 1000 interpersonal contacts with students each day - Difference of teacher expectations for different students... based on what? - A teacher at any given time performs multiple roles; instructor, disciplinarian, bureaucrat, employer, friend, confident, educator... can lead to “ role strain” Student Peer Groups and Alienation: - Students in vocational programs and headed towards low status jobs most likelyto join a rebellious subculture. Page 48 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - Average 12 years old has seen 18000 television murderers. - Four major type of college students: careerists, intellectuals, strivers, unconnected. - Schools are far more than collections of individuals; they develop cultures, traditions, and restrains that profoundly influence those in them. Education and inequality: Income differences becoming wider, the Pakistani society is turning into a “ bipolar” society of great wealth and great poverty and ever shrinking middle class. The following must be eliminated from the society in order to bring equality: - Inadequate schools - Tracking - De facto Segregation - Gender discrimination Topic: 135 – Bernstein’ s Theory - Bernstein talks about code which is a regulatory mechanism that determines whathappens where? In education, he talks of two things; curriculum and pedagogy. - Code refers to a “ regulative principle which underlies various message systems, specially curriculum and pedagogy.” - The group of experts gets together and put the curriculum. Then another group of experts get together and transfers that curriculum into the textbooks. And then theteacher teaches. So, with the same textbook teachers will teach differently. - Curriculum defines what counts as valid knowledge... pedagogy defines what counts as valid transmission of knowledge and evaluation defines what counts asvalid realization of knowledge on the part of the taught. - Bernstein’ s work on pedagogic discourse is concerned with the production, distribution, and reproduction of official knowledge and how this knowledge isrelated to structurally determined power relations. - The schools reproduce what they are ideologically committed to eradicating. - Changes in the division of labor create different meaning systems and a code... incorporates a conflict model of unequal power relations. - Such functioning does not lead to consensus but forms the basis of privilege and domination. Page 49 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Topic: 136 – Understanding the School Process - Origins of social expectations have been attributed to such diverse variables associal class, physical appearance, contrived test scores, sex, race language patterns, and school records. - Labeling theory as an explanatory framework for the study of social deviance appears to be applicable to the study of education as well. We have to stop labeling students, if a child is slow in doing a task and needs more time, teacher must provide him sufficient time to perform a task. By doing so the student may perform better. The problem is that teachers are not willing to give extra time to the students that they need, simply to show to the teacher that he /she can do it. So, with this diverse variables that a teacher use in order to design expectations forstudents coupled with labeling that they do is what puts most students at a disadvantage, that should be stopped. Topic: 137 – Labeling Theory-1 - The labeling approach allows for an explanation of what, in fact, is happeningwithin schools. - Over time, the consequences of having a certain evaluative tag influence the options available to a student within a school. - Labeling theory is interested in people are labeled and who it is that does the labeling. - Deviance is a social judgment imposed by a social audience. - How does a community decide what forms of conduct should be singled out forthis kind of attention? - Social control can have the paradoxical effect of generating more of the very behavior it is designed to eradicate. - Deviance is functional to clarifying group boundaries, providing scapegoats, creating out- groups who can be the source of furthering in-group solidarity. In other words, if teachers expect students to misbehave, then that’ s the way they should be treated as a normal expectation in a classroom. Every individual is not going to behave appropriately. - “ The first dramatization of the ‘ evil’ which separates the child out of his group... plays a greater role in making the criminal than perhaps any other experience... Page 50 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 he now lives in a different world. He has been tagged. The person becomes thething he is described as being.” - “ The secondary deviant... is a person whose life and identity are organized around the facts of deviance.” It is teachers who use labels such as “ bright” or “ slow”. Topic: 138 – Labeling Theory-2 - School achievement is not simply a matter of a child’ s native ability, but involves directly and inextricably the teacher as well. - Race and ethnicity are powerful factors in generating teacher expectations. - High expectations in elementary grades are stronger for girls than boys. - Expectations teachers hold for students can be generated as early as the first fewdays of school and then remain stable from then on. - “ If men define situations as real, they are real in their consequences.” Self-Fulfilling Prophecy - The higher one’ s social status, the less the willingness to diagnose the same behavioral traits as indicative of serious illness in comparison to the diagnosticgiven to low status persons. - The teacher expectations are not automatically self-fulfilling. Topic: 139 – Processing Social-Educational Priorities - What should be a school priority? - Education for All; child-centered, activity-centered, experience centered. - Focus on Academically Talented Students - Curriculum to challenge the “ Smart” students. - Focus on Disadvantaged students. How to help the disadvantaged students gainsame access to education? Here not the mentally retorted or suffering any sweardisability are considered but those who suffer from dyslexia etc. these students can learn from their better achieving peers. That is why when teachers make groups of students, they should make mix ability groups so that all students can learn from others experiences also. Page 51 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Topic: 140 – Planning for Educational Change - What is the aim of education? Should aim of education be changeable? Yes, it should change because as technology progresses and moves, we must have the same aim in education. How we have moved from a paper-pencil culture to a paperless classroom culture. That will someday soon be a reality. So, today manyof our colleges and Universities, there are people with smart phones and laptops who can do a lot with these hatcheries. So, the aims of education need to be changed. You cannot live with the same aims forever. - Schools should prepare education that is not separate from the world. The world isnot static. - Creating relevant curriculum for the changing world. Curriculum and Society: - The curriculum should consider the world today. But an ideological curriculum should not forget the curriculum for preparing students for the kingdom of Godand the hereafter. Topic: 141 – Historical Foundations of Education: Introduction We are living in 21st century; there have been communities and societies before us thathave played a role in the development of trends in education. - Pre-literate Societies (before writing) 7000 BC – 5000 BC: pre-literate societies are societies and communities that existed before writing began. So, obviously themeans by which information or stories were transmitted was oral. People communicated through oral language from one generation to the next and that’ show information got moved. Goals of education under pre-literate society: - To teach survival skills - Teach group harmony Who were the students in pre-literate societies? - All children - No grouping according to age Page 52 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - All children get together and listen to what people had to tell them. Instructional methods in pre-literate societies: - Informal methods - Children imitate adults Curriculum in pre-literate societies: - Practice hunting - Fishing - Songs - Poems - Dances Agents: - Parents - Liberal leaders - Religious leaders Influence on Education: - Informal - Transmission of skills Topic: 142 – Influence of Chinese (3000 BC – 1900 AD) Educational goals: - Prepare elites to govern the empire according to Confucian principles. (Here are three key terms in this goal: Elite means everybody was not meant to be educated. A common man did not receive any education, Secondly; they had to govern the empire. They had to be leaders and strong people up at the top and front. This wasthe sole purpose of giving education only to the elite. Another limitation was that the education these people got was limited to Confucian principles; only Confuciusthought was transmitted to the next generation. Nothing new was added from the outside.) Page 53 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Students: - Males of upper class Instructional Methods: - Memorization and recitation Curriculum: - Confucian Classics Agents: - Government officials Influence on Education: - Written examination for civil service Topic: 143 – Ancient Indian Society 3000 BC – Present India Educational Goals: - To learn behavior and rituals based on Vedas Students: - Males of Upper classes Instructional methods: - Memorizing and interpreting sacred texts Curriculum: - Vedas and religious texts Agents: Page 54 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - Brahmin Priest scholars Influence on education: - Cultural transmission and assimilation, spiritual detachment Topic: 144 – Influence of Egyptians (3000 BC – 300 BC) Educational Goals: - To prepare priest according to scribe for the empire Students: Males of upper class Instructional Methods: - Memorization and copying texts Curriculum: - Religious or Technical texts Agents: - Priest and scribes Influence on education: - Restriction on educational controls to priest elites Topic: 145 – Influence of Greek (1600 BC – 300 BC) Educational goals: - To cultivate civic responsibility Students: - Male children ages 7 to 20 years Instructional Methods: Page 55 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - Memorization and recitation in primary schools, lecture, discussion, and dialoguein higher schools Curriculum: - Athens: reading, writing, arithmetic, drama, poetry, music, Sparta: Drill, military,songs and tactics. Agents: - Athens: private teachers, philosophers. Sparta: military teachers Influence on education: - Athens: well rounded, liberally educated person. Sparta: Concept of military state. Topic: 146 – Influence of Romans (750 BC – 450 AD) Educational Goals: - Develop civic responsibility for the empire, - Administrative and military skills Students: - Male children ages 7 – 20 Instructional Methods: - Memorization and recitation in ludus; declamation in rhetorical schools (lutus is the primary school for everybody) declamation is the ability to create and give a speech. Curriculum: - Reading, writing, arithmetic, law and philosophy Agents: - Private schools and teachers, schools of rhetoric Page 56 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Influence on Education: - Practical administrative skills - Relate education to civic responsibility Topic: 147 – Influence of Arabic Society (700 AD – 1350 AD) Educational Goals: - Cultivate religious commitment to Islamic beliefs, - Expertise in mathematics, medicine and science Students: - Male children of upper class ages 7 – 20 Instructional Methods - Memorization and recitation in primary schools, imitation and discussion in higherschools Curriculum: - Reading, writing, arithmetic, religious literature, scientific studies Agents: - Mosques. Court schools Influence on Education: - Arabic numerals and computation, medicine and science materials Topic: 148 – Influence of Medieval on Education (500 AD – 1400 AD) Educational Goals: - Develop religious commitment, knowledge, and ritual; establish social order,prepare for appropriate rules. Students: Page 57 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - Male children of upper class - Girls and women entering religious community ages 7-20 Instructional Methods: - Memorization and recitation in lower schools, - Text analysis discussion in higher school and universities Curriculum: - Athens: reading, writing, arithmetic, philosophy, theology, military and chivalry Agents: - Parish - Chantry - Cathedral schools - Universities - Knighthood Influence on Education: - Structure and organization of the University - Institutionalization of knowledge Topic: 149 – Influence of Renaissance Period (1350 AD – 1500 AD) Educational Goals: - Cultivate Humanist experts in Greek, and Latin classes; prepare people to servedynastic leaders Students: - Male children of aristocracy and upper classes, ages 7-20 Instructional Methods: Page 58 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - Memorization and translation, and analysis of Greek, and Roman classes, classicalliterature, poetry and art. Curriculum: - Latin and Greek classical literature, poetry and art Agents: - Classical Humanists educators and schools like Lycee, gymnasium and Latinschool, Influence on Education: - Emphasis on literary knowledge, excellence and style in classical literature, - two track system of schools Topic: 150 – Influence of Reformation period (1500 AD – 1600 AD) Educational Goals: - Cultivate a commitment to a particular religious denomination, and general literacy Students: - Boys and Girls ages 7-12 in vernacular schools, - Young men of upper class in humanist schools. Instructional Methods: - Memorization drill, indoctrination, catechetical instruction in vernacular schools, translation and analysis of classical literature in humanistic schools Curriculum: - Reading, writing, arithmetic, catechism, and rituals. - Latin and Greek theology Agents: - Vernacular elementary school for general public, - Classical schools for upper class. Page 59 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 Influence on Education: - Commitment to universal education to provide literacy for everyone; origins of schools systems, dual track school system based on socio economic class andcareer goals. Topic: 151 – Important Educational Theorists-1 Confucius (Chinese) - Philosophy was: Developed ethical system based on hierarchy, human relationsand roles, emphasized order and stability - View of Human Nature: Human beings need the order of a stable society. People accept duties that come with their station life. Socrates - Philosophy: Philosophical idealism, political conservation - View of Human Nature: Humans define themselves by self-examination Topic: 152 - Important Educational Theorists-2 Plato - Philosophy: Philosophical idealist, social conservation, added intuition - View of Human Nature: Humans can be classified on intellectual capabilities Aristotle - Philosophy: Realists, views society based on realism and observation - View of Human Nature: Humans have the power of rationality to guide their conduct Topic: 153 – Ancient Turks-1 (Muslim World) - “ Alp” concept was widespread (Alp is the kind of human beings defined by theTurks) - Alp human being is defined as: warrior, wise, extroverted, nomad, gaining knowledge from ancestors and old wise people. - Oldest Turkish written texts go back to a period before Islam Page 60 Join VU Group: https://chat.whatsapp.com/DktGdpwb4wh2TDp7imQCc2  “Foundations of Education” EDU 101 - In Ancient Turks (before Islam) there is no gender difference in educating youngsters - When Western education is being influenced by Christianity, the eastern educationwas being influenced by Islam - The “ God” and theology concepts encapsulated education - In this period, an “ absolute truth” concept gained importance and taught to people in a domestic way Topic: 154 - Ancient Turks-2 - Turks accepted Islam in 10th Century - Madrasas opened in Samerkant, Bukhara, Tashkent, Kashgar - Education was organized and structured in these schools - Subjects: religion and social studies were taught - Agents: Farabi, Ibn-e-Sina, Biruni were some examples that were raised in these institutions. - They synthesized philosophies from Turk-Islam traditions, Ancient Greek andRoman Philosophers as well - Thi