Philosophies of Education PDF

SUMMARY OF THE PHILOSOPHIES OF EDUCATION Educational Philosophy Why Teach (Purpose of Education) What to Teach (Content) How to Teach (Methods) Examples (Science & Math) Idealism Develop intellectual and moral Univers...

SUMMARY OF THE PHILOSOPHIES OF EDUCATION Educational Philosophy Why Teach (Purpose of Education) What to Teach (Content) How to Teach (Methods) Examples (Science & Math) Idealism Develop intellectual and moral Universal truths, great works of Lecture, discussion, Socratic In a math class, students might excellence; focus on the mind and philosophy, literature, moral dialogue, reflective thinking explore Euclid's Elements and the pursuit of truth lessons Teach via lectures on foundational discuss the abstract, timeless Teach students to understand Fundamental principles of math theories, discussions on the nature nature of geometric principles. universal laws and abstract (e.g., geometry, number theory) of reality, Socratic questioning on In science, they would learn principles and universal scientific laws (e.g., abstract concepts about Newton's laws as gravity, thermodynamics) universal truths about motion. Realism Understand the natural world Facts, knowledge about the Direct instruction, demonstration, A science teacher might guide through observation and physical world, science, math, experiments, observation students through experiments scientific inquiry logic Direct instruction, lab experiments, to observe the properties of Teach students objective truths Observable phenomena, facts demonstrations, use of gases about the natural world and help (e.g., laws of motion, atomic mathematical models In math, have them practice them understand how things theory), mathematical proofs deriving proofs for geometric work theorems. Pragmatism Prepare students for real-world Practical skills, knowledge that is Hands-on learning, experiential Students could work on a problem-solving and democratic useful and experiential activities, projects, problem-solving project to design sustainable participation Practical math and applied Hands-on experiments, problem- buildings, using math for Prepare students to solve real- sciences solving activities, project-based structural calculations and world problems using scientific learning, using math/science to science to understand materials and mathematical reasoning address real-life scenarios and energy efficiency. Social Create social change and address Social issues, injustices, and ways Collaborative learning, critical Science and math classes could Reconstructionism societal issues to reform society inquiry, discussions on social issues involve projects like analyzing Use science and math to solve Environmental science, Engage students in collaborative environmental data on pollution societal issues and promote sustainable technologies, social projects addressing societal issues and developing mathematical change statistics like climate change, pollution, or models to propose solutions, health disparities addressing climate change. Constructivism Constructivists sees to develop Learners are taught how to learn. The teacher provides students with In a constructivist science intrinsically motivated and They are taught learning data or experiences that allow classroom, students might independent learners adequately processes and skills such as them to hypothesize, predict, investigate the life cycle of  equipped with learning skills for searching, critiquing, and manipulate objects, pose plants through an experiment them to be able to construct evaluating information, relating questions, research, investigate, they designed, or in math, knowledge and make meaning for these pieces of information, imagine and invent. The explore patterns in nature (like them. reflecting on the same, making constructivist classroom is Fibonacci sequences). Help students construct their own meaning out of them, drawing interactive. understanding of science and insights, posing questions, Inquiry-based learning, allowing math through exploration researching and constructing new students to explore hypotheses in knowledge out of these bits of science or come up with their own information learned problem-solving methods in math Topics relevant to student interests (e.g., how ecosystems work, math in nature) Essentialism Contends that teachers teach for Academically rigorous, the focus Essentialist teachers emphasize A teacher would focus on learners to acquire basic is on academic content for mastery of subject matter. They are ensuring students master core knowledge, skills and values. students to learn the basic skills expected to be intellectual and concepts in algebra, biology, Teachers teach “not to radically or the fundamental r’s- reading, moral models of their students. chemistry, or physics through reshape society but rather to ‘riting, ‘rithmetic, right conduct- Longer school day, longer structured lessons and frequent transmit the traditional moral as there are essential to the academic year; rely heavily on practice. values and intellectual knowledge acquisition of higher or more the use of prescribed textbooks; that students need to become complex skills needed in lecture and drill method, model citizens. preparation for adult life. memorization Provide a strong foundation in Core subjects in math (e.g., Traditional teaching with a focus on fundamental knowledge needed algebra, calculus) and science mastery of essential concepts, to function in society (e.g., biology, chemistry) teacher-led instruction, repetitive exercises Progressivism Progressivist teachers teach to Need-based and relevant Progressivist teachers employ Students could work together to develop learners into becoming curriculum. Curriculum that experiential methods, learning by explore the impact of human enlightened and intelligent “responds to students’ needs doing, hands-on-minds-on-hearts- activity on ecosystems, citizens of a democratic society. “and that relates to students’ on teaching methodology & field integrating scientific concepts This group of teachers teach personal lives and experiences. trips to interact with nature and applying math to model learners so they may live life fully Progressivist teachers are more Problem-based learning, group population changes. NOW not to prepare them to concerned with teaching the work, experiments, connecting adult life. learners the skills to cope with math/science to students’ lives change. Focus more on the  Encourage learning by doing and teaching of skills or processes in (e.g., investigating local develop critical thinking and gathering and evaluating environmental issues) problem-solving skills information and in problem solving rather than facts or bits of information. Natural and social sciences are the emphasis. Interdisciplinary science topics (e.g., renewable energy) and applied math Perennialism To develop the students’ rational Curriculum is universal one that The perennial classroom is In science, students might study and moral powers and reasoning views that all human beings centered on teachers. Teachers do Darwin’s "Origin of Species", skills posses the same essential nature. not allow the students’ interests or while in math, they engage Develop intellectual rigor by Heavy on humanities and general experiences to dictate what they deeply with the theory of focusing on timeless scientific education; less emphasis on teach calculus through classical texts concepts and mathematical vocational and technical Teaching through in-depth analysis like Newton’s "Principia". truths education; contents of what to of classical scientific works, solving teach are lifted from the Great complex mathematical problems Books step-by-step Classical theories in science (e.g., Newtonian physics) and essential mathematical truths Existentialism To help students understand and Students are given a wide variety Learning is self–paced, self- A student deeply interested in appreciate themselves as unique of options from which to choose directed. astronomy might spend their individuals who accept complete (subject matter) Individual contact with time researching black holes responsibility for their thoughts, Humanities are given the teacher, who relates to each and using math to explore the feelings and actions. tremendous emphasis to student openly and honestly. formulas related to gravity and To help students define their own provide students with various Teachers employ values space-time. essence. Develop the whole experiences that will help clarification strategy. person, “not just the mind.” unleash their own creativity Teachers remain nonjudgmental Allow students to explore their and self-expression. and take care not to impose own interests in science and Vocational education is more their values on their students math, encouraging personal as a means for earning a since values are personal. meaning livelihood. Encourage self-directed projects, open-ended investigations, letting  In teaching art, individual students define their own learning creativity and imagination is paths encouraged more rather than copying and imitating established models. Student-chosen science topics (e.g., space exploration) or personal math challenges Behaviorism Concerned with the modification Because behaviorists look at Behaviorist teachers “ought to In math, students would and shaping of students’ behavior people and other animals…as arrange environmental conditions so practice basic arithmetic by providing for a favorable complex combinations of matter that students can make the through drills and quizzes that environment, since they believe that act only in response to responses to stimuli. reward correct answers, while that they are a product of their internally and externally Physical variables like light, science students might environment. They are after generated physical stimuli, temperature, arrangement of memorize the steps of the students who exhibit desirable behaviorist teacher teach furniture, size and quantity of visual scientific method through behavior in society. students to respond favorably to aids have to be controlled to get repetition. Shape desired scientific and various stimuli in the the desired responses from the mathematical behaviors through environment. learners. practice and reinforcement Basic skills in math (e.g., Repetition, drills, feedback arithmetic) and fundamental systems, using tests and quizzes to science concepts (e.g., the reinforce learning and correct scientific method) mistakes Linguistic Philosophy To develop the communication Verbal component-refers to the Experiential way, making the Students could explore how skills of the learner because the content of our message, the learners experience sending and the language of mathematical ability to articulate, to voice out choice and arrangement of the receiving messages through verbal, proofs differs from everyday the meaning and values of things words, oral and written. non-verbal and para-verbal language, or analyze how that one obtains from his/her Nonverbal component refers to manner. scientific terms can influence experience of life and the world is the message we send through our Classroom is a place for the understanding of biological or the very essence of man. body language. interplay of minds and hearts. chemical concepts. To develop the skill to send Paraverbal component refers to Teacher facilitates dialogue among messages clearly and receive how we say what we say-the learners and between him/her and messages correctly. tone, the pacing and volume of his/her students in the exchange of Develop critical thinking by our voices words, there is also exchange of analyzing how scientific and ideas. mathematical language shapes How mathematical language Analyzing scientific texts, understanding (e.g., symbols, formulas) and discussions on how mathematical scientific terminology influence proofs and scientific arguments are meaning constructed and interpreted