Past, Present, And Future
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Past, Present, And Future

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Past, Present, And Future Past, Present, And Future Presentation Transcript

  • Past, Present, and Future: An Analysis of Education and its Practice in Anatomical Sciences A Consummation of Research Presented By: Michael J. Mangino, B.S.
  • OBJECTIVES
    • To obtain an overall understanding to the nature and scope of educational vicissitudes in regards to epistemological barriers confronting students and educators in post-secondary instruction
    • To offer a philosophical description of the foundations on which anatomical pedagogy has arisen from.
    • Establishment of the indispensable association between knowledge and the learning process.
    • Pedagogical analyses spanning past, leading to present instructional delivery methods .
    • Summary of and conclusions to be drawn from the above statements.
  • -Marcus Garvey
    • “ A People without the knowledge of their past history, origin, and culture is like a tree without its roots.”
    View slide
  • ARISTOTLE
    • Natural Philosophies
      • Demonstrative Proof
        • Premises
      • Commentary
        • Four Causes
    View slide
  • ARISTOTLE
    • Natural Philosophies
      • Demonstrative Proof
        • Deduction of premises
  • ARISTOTLE
    • CONDITIONS OF PREMISES
      • True
      • Primary ( prota)
      • Immediate
      • Better known or more familiar than the conclusion
      • Prior to the conclusion
      • Causes of the conclusion
  • ARISTOTLE
    • Natural Philosophies
      • Commentary
        • Four Causes
  • ARISTOTLE
    • Four Causes
      • The Material Cause
      • The Formal Cause
      • The Efficient Cause
      • The Final Cause
  • ARISTOTLE
    • Natural Philosophies
      • Demonstrative Proof
        • Deduction of premises
  • ARISTOTLE
    • Summary
      • Knowledge defined
        • Deduction on Premises
        • Assertion of Philosophical Causes
  • KNOWLEDGE AND LEARNING
    • Major Goals of Educators
      • Student Education
      • Facilitating Student Learning
      • Promoting Critical Thinking Skills
    • Problem Solving
      • Types of Problems
      • Barriers to Obtaining Problem Solving Skills
  • KNOWLEDGE FACILITATION
    • Educational Models
      • Traditional Approach
      • Progressive Approach
        • Pedagogical and Technological Advances
  • OVERCOMING OBSTICLES
    • Presntations
    • Laboratory Demonstrations
    • Peer Based Problem Solving
  • ACKNOWLEDGEMENTS
    • The Mangino Family
    • Daniel R. Olson, Ed.D.
    • Graduate Students and staff of the NIU Psychological and Health Services Facilities
    • Staff and Faculty of Northern Illinois University, Department of Biological Sciences
    • Faculty, Staff, and Students of KNPE Department