Chrysia Johnny John Dewey

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Education Spiritual

Reported by Johnny Berbano Chrysia Franco

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The philosophy of existentialism brought man, his existence, his emotions and his subjectivity into forefront, they were forerunners of individualism and uniqueness of each man. The views of various exponents of existentialism and the themes they brought out makes their philosophy better understood. The philosophy of education of existentialism speaks about aims, curriculum, the role of the teacher, methods of learning, learning experiences and religious and moral education.

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#1 Introduction – How people learn 12/27/01 EPISODE #1 INTRODUCTION CHAPTER HOW PEOPLE LEARN: INTRODUCTION TO LEARNING THEORIES Developed by Linda-Darling Hammond, Kim Austin, Suzanne Orcutt, and Jim Rosso Stanford University School of Education 1 The Learning Classroom: Theory into Practice A Telecourse for Teacher Education and Professional Development 1 Copyright 2001, Stanford University #1 Introduction – How people learn p. 2 EPISODE #1: INTRODUCTION CHAPTER HOW PEOPLE LEARN: INTRODUCTION TO LEARNING THEORIES I. UNIT OVERVIEW HISTORY OF LEARNING THEORY I believe that (the) educational process has two sides—one psychological and one sociological. . . Profound differences in theory are never gratuitous or invented. They grow out of conflicting elements in a genuine problem. John Dewey, In Dworkin, M. (1959) Dewey on Education pp. 20, 91 PHILOSOPHY-BASED LEARNING THEORY People have been trying to understand learning for over 2000 years. Learning theorists have carried out a debate on how people learn that began at least as far back as the Greek philosophers, Socrates (469 –399 B.C.), Plato (427 – 347 B.C.), and Aristotle (384 – 322 B.C). The debates that have occurred through the ages reoccur today in a variety of viewpoints about the purposes of education and about how to encourage learning. To a substantial extent, the most effective strategies for learning depend on what kind of learning is desired and toward what ends. Plato and one of his students, Aristotle, were early entrants into the debate about how people learn. They asked, “Is truth and knowledge to be found within us (rationalism) or is it to be found outside of ourselves by using our senses (empiricism)?” Plato, as a rationalist, developed the belief that knowledge and truth can be discovered by self-reflection. Aristotle, the empiricist, used his senses to look for truth and knowledge in the world outside of him. From his empirical base Aristotle developed a scientific method of gathering data to study the world around him. Socrates developed the dialectic method of discovering truth through conversations with fellow citizens (Monroe, 1925). Inquiry methods owe much of their genesis to the thinking of Aristotle and others who followed this line of thinking. Strategies that call for discourse and reflection as tools for developing thinking owe much to Socrates and Plato. #1 Introduction – How people learn p. 3 The Romans differed from the Greeks in their concept of education. The meaning of life did not intrigue them as much as developing a citizenry that could contribute to society in a practical way, for building roads and aqueducts. The Romans emphasized education as vocational training, rather than as training of the mind for the discovery of truth. Modern vocational education and apprenticeship methods are reminiscent of the Roman approach to education. As we wil ...

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STUDENT # 1 and 2 POST DB 3 Before replying to other students’ posts, read chapters 19-22 of Gutek. · Reply 1: Compare the ideas in the other student’s post to those of either Jane Addams (ch. 19) or John Dewey (ch. 20). Reply with at least 160 words in length. Analyze ideas through the lens of worldview articles. Cite both the Gutek textbook and worldview articles. Worldview Articles: · "Developing a Biblical Worldview" (Ethan Hope, Foundations for Living) · "Importance of a Christian Worldview" (Matt Capps, The Gospel Project) · "On Education" (Francis Schaeffer) · "What Is a Christian Worldview?" (Focus on the Family) · "What Is a Christian Worldview?" (Israel Wayne) · "Writings in Christian Education" (Calvin College) Student # 1: Mann and Owen Top of Form Horace Mann (1796-1859) politically advocated for public schooling, knowing a representative democracy succeeded only with a literate and educated populace. Mann joined the Whig party because he disagreed with the direction of President Andrew Jackson and instead sought to establish a state-supported school system (Gutek, 2011). Even though he later converted to Unitarianism, he was guided by his Calvinistic upbringing. He applied the moral codes of humanitarianism to his philosophy of public schooling (Gutek, 2011). His ideas of American exceptionalism, that the people of the new nation were divinely appointed to lead the world morally, were also evident in his philosophy (Gutek, 2011). He used his skills as a lawyer to argue for a school system that should be offered to all children. The schools should be used to educate citizens, equalize the classes, and teach students moral values, but do so without religious instruction. The schools should be supported by taxes and classrooms should be funded. He also sought for a professionalized teacher education system. During his career, he served as the secretary of the Massachusetts Board of Education, a U. S. representative, and president of Antioch college. In marked contrast to Mann’s political prowess and ability to convince an electorate of the need for state supported education, Robert Owen (1771-1858) developed a utopian model of society that used education as a social reformation tool. He believed this type of utopian planned community would peacefully persuade society to conform and voluntarily give up their property and privileges for the common good (Gutek, 2011). Though his vision didn’t support an individualistic society, his ideas for education are noteworthy. He promoted early childhood education, but also set aside continual education for adults. His curriculum was well rounded, including core subjects and arts, and he emphasized an open, large classroom supplied with various teaching tools. He understood attention span, and scheduled recess, or break times. He also understood child readiness, and introduced reading at the right time. Both Mann and Owen supported the goal of education to make lives better by reducing so.

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