Past, Present, And Future

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Past, Present, And Future

  1. 1. 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.
  2. 2. OBJECTIVES <ul><li>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 </li></ul><ul><li>To offer a philosophical description of the foundations on which anatomical pedagogy has arisen from. </li></ul><ul><li>Establishment of the indispensable association between knowledge and the learning process. </li></ul><ul><li>Pedagogical analyses spanning past, leading to present instructional delivery methods . </li></ul><ul><li>Summary of and conclusions to be drawn from the above statements. </li></ul>
  3. 3. -Marcus Garvey <ul><li>“ A People without the knowledge of their past history, origin, and culture is like a tree without its roots.” </li></ul>
  4. 4. ARISTOTLE <ul><li>Natural Philosophies </li></ul><ul><ul><li>Demonstrative Proof </li></ul></ul><ul><ul><ul><li>Premises </li></ul></ul></ul><ul><ul><li>Commentary </li></ul></ul><ul><ul><ul><li>Four Causes </li></ul></ul></ul>
  5. 5. ARISTOTLE <ul><li>Natural Philosophies </li></ul><ul><ul><li>Demonstrative Proof </li></ul></ul><ul><ul><ul><li>Deduction of premises </li></ul></ul></ul>
  6. 6. ARISTOTLE <ul><li>CONDITIONS OF PREMISES </li></ul><ul><ul><li>True </li></ul></ul><ul><ul><li>Primary ( prota) </li></ul></ul><ul><ul><li>Immediate </li></ul></ul><ul><ul><li>Better known or more familiar than the conclusion </li></ul></ul><ul><ul><li>Prior to the conclusion </li></ul></ul><ul><ul><li>Causes of the conclusion </li></ul></ul>
  7. 7. ARISTOTLE <ul><li>Natural Philosophies </li></ul><ul><ul><li>Commentary </li></ul></ul><ul><ul><ul><li>Four Causes </li></ul></ul></ul>
  8. 8. ARISTOTLE <ul><li>Four Causes </li></ul><ul><ul><li>The Material Cause </li></ul></ul><ul><ul><li>The Formal Cause </li></ul></ul><ul><ul><li>The Efficient Cause </li></ul></ul><ul><ul><li>The Final Cause </li></ul></ul>
  9. 9. ARISTOTLE <ul><li>Natural Philosophies </li></ul><ul><ul><li>Demonstrative Proof </li></ul></ul><ul><ul><ul><li>Deduction of premises </li></ul></ul></ul>
  10. 10. ARISTOTLE <ul><li>Summary </li></ul><ul><ul><li>Knowledge defined </li></ul></ul><ul><ul><ul><li>Deduction on Premises </li></ul></ul></ul><ul><ul><ul><li>Assertion of Philosophical Causes </li></ul></ul></ul>
  11. 11. KNOWLEDGE AND LEARNING <ul><li>Major Goals of Educators </li></ul><ul><ul><li>Student Education </li></ul></ul><ul><ul><li>Facilitating Student Learning </li></ul></ul><ul><ul><li>Promoting Critical Thinking Skills </li></ul></ul><ul><li>Problem Solving </li></ul><ul><ul><li>Types of Problems </li></ul></ul><ul><ul><li>Barriers to Obtaining Problem Solving Skills </li></ul></ul>
  12. 12. KNOWLEDGE FACILITATION <ul><li>Educational Models </li></ul><ul><ul><li>Traditional Approach </li></ul></ul><ul><ul><li>Progressive Approach </li></ul></ul><ul><ul><ul><li>Pedagogical and Technological Advances </li></ul></ul></ul>
  13. 13. OVERCOMING OBSTICLES <ul><li>Presntations </li></ul><ul><li>Laboratory Demonstrations </li></ul><ul><li>Peer Based Problem Solving </li></ul>
  14. 14. ACKNOWLEDGEMENTS <ul><li>The Mangino Family </li></ul><ul><li>Daniel R. Olson, Ed.D. </li></ul><ul><li>Graduate Students and staff of the NIU Psychological and Health Services Facilities </li></ul><ul><li>Staff and Faculty of Northern Illinois University, Department of Biological Sciences </li></ul><ul><li>Faculty, Staff, and Students of KNPE Department </li></ul>

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