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What is your philosophy of education?

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find out your philosophy of education. https://community.eflclassroom.com

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What is your philosophy of education?

  1. 1. “Know thyself” What is your Philosophy Of Education? My own: Short Version Long Version Whohub Interview
  2. 2. Introduction Online Version Quick Quiz Your educational philosophy is your beliefs about why, what and how you teach, whom you teach, and about the nature of learning. It is a set of principles that guides professional action through the events and issues teachers face daily.
  3. 3. Instructions Answer these 40 questions and learn more about your philosophy of education. The steps are simple: Read each statement carefully. Write your response, from the scale below, on a sheet of paper. Respond to each statement quickly and based upon your beliefs. Score your test and reflect on the result
  4. 4. Answer the questions with; Strongly Disagree / S.D Disagree / D. Neutral / N Agree / A Strongly Agree / S.A. SD / D / N / A / SA
  5. 5. SD / D / N / A / SA The curriculum of schools should be centered around the basic subjects such as reading, writing, history, math, and science. (1)
  6. 6. The curriculum of the schools should focus on the great thinkers of the past. SD / D / N / A / SA (2)
  7. 7. Many students learn best by engaging in real-world activities rather than reading. SD / D / N / A / SA (3)
  8. 8. The students should be permitted to determine their own curriculum. SD / D / N / A / SA (4)
  9. 9. Information is taught effectively when it is broken down into small parts. SD / D / N / A / SA (5)
  10. 10. The curriculum of a school should be determined by information that is essential for all students to know. SD / D / N / A / SA (6)
  11. 11. Schools, above all, should develop students' abilities to think deeply, analytically, and creatively; this is more important than developing their social skills or providing them with a useful body of knowledge about our ever-changing world. SD / D / N / A / SA (7)
  12. 12. Schools should prepare students for analyzing and solving the types of problems they will face outside the classroom. SD / D / N / A / SA (8)
  13. 13. Reality is determined by each individual's perceptions. There is not objective and universal reality. SD / D / N / A / SA (9)
  14. 14. People are shaped much more by their environment than by their genetic dispositions or the exercise of their free will. SD / D / N / A / SA (10)
  15. 15. Students should not be promoted from one grade to the next until they have read and mastered certain key material. SD / D / N / A / SA (11)
  16. 16. An effective education is not aimed at the immediate needs of the students or society. SD / D / N / A / SA (12)
  17. 17. The curriculum of a school should be built around the personal experiences and needs of the students. SD / D / N / A / SA (13)
  18. 18. Students who do not want to study much should not be required to do so. SD / D / N / A / SA (14)
  19. 19. Programmed learning (sequential, step-by- step) is an effective method of learning SD / D / N / A / SA (15)
  20. 20. Academic rigor is an essential component of education. SD / D / N / A / SA (16)
  21. 21. All students, regardless of ability, should study more or less the same curriculum SD / D / N / A / SA (17)
  22. 22. Art classes should focus primarily on individual expression and creativity. SD / D / N / A / SA (18)
  23. 23. Effective learning is unstructured and informal. SD / D / N / A / SA (19)
  24. 24. Students learn best through reinforcement and reward. SD / D / N / A / SA (20)
  25. 25. Effective schools assign a substantial amount of homework. SD / D / N / A / SA (21)
  26. 26. Education should focus on the discussion of timeless questions such as "What is beauty?" or "What is truth?" SD / D / N / A / SA (22)
  27. 27. Since students learn effectively through social interaction, schools should plan for substantial social interaction in their curricula. SD / D / N / A / SA (23)
  28. 28. The purpose of school is to help students understand themselves and find the meaning of their existence. SD / D / N / A / SA (24)
  29. 29. Frequent objective testing is the best way to determine what students know. SD / D / N / A / SA (25)
  30. 30. My country must become more competitive economically with countries such as China, and schools have an affirmative obligation to bolster their academic requirements in order to facilitate such competition SD / D / N / A / SA (26)
  31. 31. Students must be taught to appreciate learning primarily for its own sake rather than because it will help them in their careers. SD / D / N / A / SA (27)
  32. 32. Schools must place more emphasis on teaching about the concerns of minorities and women. SD / D / N / A / SA (28)
  33. 33. Each person has free will to develop as he or she sees fit. SD / D / N / A / SA (29)
  34. 34. Reward students well for learning and they will remember and be able to apply what they learned, even if they were not led to understand why the information is worth knowing. SD / D / N / A / SA (30)
  35. 35. Our schools should attempt to instill our traditional values in students. SD / D / N / A / SA (31)
  36. 36. Teacher-guided discovery of profound truths is a key method of teaching students. SD / D / N / A / SA (32)
  37. 37. Students should be active participants in the learning process. SD / D / N / A / SA (33)
  38. 38. There are no external standards of beauty. Beauty is what an individual decides it to be. SD / D / N / A / SA (34)
  39. 39. We can place a lot of faith in our schools and teachers to determine which student behaviors are acceptable and which are not. SD / D / N / A / SA (35)
  40. 40. Schools must provide students with a firm grasp of basic facts regarding the books, people, and events that have shaped the American heritage. SD / D / N / A / SA (36)
  41. 41. Philosophy is ultimately at least as practical a subject to study as is computer science. SD / D / N / A / SA (37)
  42. 42. Teachers must stress for students the relevance of what they are learning to their lives outside, as well as inside, the classroom. SD / D / N / A / SA (38)
  43. 43. It is more important for a student to develop a positive self-concept than to learn specific subject matter. SD / D / N / A / SA (39)
  44. 44. Learning is more effective when students are given frequent tests to determine what they have learned. SD / D / N / A / SA (40)
  45. 45. SCORING  1 = Strongly Disagree / S.D  2 = Disagree / D.  3 = Neutral / N  4 = Agree / A  5 = Strongly Agree / S.A.
  46. 46. SCORING  Statements 1, 6, 11, 16, 21, 26, 31, 36 ___ Essentialism  Statements 2, 7, 12, 17, 22, 27, 32, 37 ___ Perennialism  Statements 3, 8, 13, 18, 23, 28, 33, 38 ___ Progressivism  Statements 4, 9, 14, 19, 24, 29, 34, 39 ___ Social Reconstructivism  Statements 5, 10, 15, 20, 25, 30, 35, 40 ___ Existentialism Total
  47. 47. The results reflect what your philosophy of education is. Do you practice what you believe? Compare your results with those of some colleagues. Are you surprised by their own philosophies?
  48. 48. Profile of the Philosophies
  49. 49. Perennialism  Develop the minds of rationale beings to control our emotions  Basic subject matter and “great works” are at the center – not the student  Human nature consistent so we should all have / experience the same core education  The teacher knows, the student shows (what they know) Further Reading
  50. 50. Plato  'And once we have given our community a good start,' I pointed out, ' the process will be cumulative. By maintaining a sound system of education you produce citizens of good character, and citizens of sound character, with the advantage of a good education, produce in turn children better than themselves and better able to produce still better children in their turn, as can be seen with animals.'
  51. 51. Essentialism  The school’s task is to teach mastery over a set core of “basic knowledge”.  Learning is hard work. Must drill, memorize, “know” the content.  The teacher is all knowing and the disciplinarian controlling the curriculum and students. Further Reading
  52. 52. Albert Einstein  There are only a few enlightened people with a lucid mind and style and with good taste within a century. What has been preserved of their work belongs among the most precious possessions of mankind. We owe it to a few writers of antiquity (Plato, Aristotle, etc.) that the people in the Middle Ages could slowly extricate themselves from the superstitions and ignorance that had darkened life for more than half a millennium. Nothing is more needed to overcome the modernist's snobbishness than to read the original great minds.
  53. 53. Progressivism  The student’s world is the focus and starting point of education.  Learning is an active, democratic and social process. Knowledge is constructed by the student as they experiment and solve problems.  The teacher is a facilitator and guide. School is a reflection of the wider world. Further Reading
  54. 54. Maria Montessori  “We cannot know the consequences of suppressing a child's spontaneity when he is just beginning to be active. We may even suffocate life itself. That humanity which is revealed in all its intellectual splendor during the sweet and tender age of childhood should be respected with a kind of religious veneration. It is like the sun which appears at dawn or a flower just beginning to bloom. Education cannot be effective unless it helps a child to open up himself to life.”
  55. 55. Social Reconstructivism  Schools should be “change agents” and educate students about their place in the world and how to change the world.  Community based learning, addressing real problems  Social action, critical thinking, praxis Further Reading
  56. 56. Paolo Freire  “Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.”
  57. 57. Existentialism  emphasizes the ability of an individual to determine the course and nature of his or her life and the importance of personal decision making.  Help students “self-actualize” and become free agents who decide the course of their own lives Humanism / Psychology / Logotherapy Further Reading
  58. 58. Rollo May  "Human freedom involves our capacity to pause between the stimulus and response and, in that pause, to choose the one response toward which we wish to throw our weight. The capacity to create ourselves, based upon this freedom, is inseparable from consciousness or self-awareness."
  59. 59. Philosophies of Education AT THE MOVIES Perennialism Progressivism Social Reconstructivism Existentialism Essentialism
  60. 60. He who knows the Buddha, does not know the Buddha.
  61. 61. http://eflclassroom.com

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