This document discusses different philosophical perspectives on education including idealism, realism, pragmatism, naturalism, existentialism, and neo-Marxism. Idealists like Plato believe education should move students toward abstract ideas and truth. Realists such as Aristotle argue that knowledge comes from studying the material world. Pragmatists including Dewey assert education should be experiential and meet students' needs and interests. Naturalists view education as being in accordance with a child's nature. Existentialists focus on individual needs and lived experiences. Neo-Marxists see education's role as empowering students to challenge capitalism.
This is a very precised and informative presentation for learning Educational Philosophies. Test is also given at the end. This will help you to understand important philosophers and their philosophies.
THIS presentation is about the PHILOSOPHY OF REALISM IN EDUCATION.
One can find here the:
general principles of realism
most common and well-known realist
most common form of realism
aims in education
roles of teachers, and;
some teaching methods a teacher can use if he/she is to apply realism in the classroom.
According to Erikson’s Psychosocial Development Theory, the concepts of generativity versus stagnation stage occurs by the time when we reach our mid-30s to mid-50s. From here, we start to really examine our lives and see if it is going the way we planned it or did it take a drastic turn. This is where some people take drastic steps and change their lives. It is when we start to question, "How can I contribute to the world?" Finding ways to advance or enhance future generations can help you work toward generativity instead of having a sense of stagnation. The basic virtue of generativity vs. stagnation is "care." This involves caring for others who are close to the person (family, co-workers, friends, etc.) as well as caring for the community or the future generation as a whole. If generativity is not developed, rejectivity, or a lack of meaning in one's life and in one's actions, can occur.
This is a very precised and informative presentation for learning Educational Philosophies. Test is also given at the end. This will help you to understand important philosophers and their philosophies.
THIS presentation is about the PHILOSOPHY OF REALISM IN EDUCATION.
One can find here the:
general principles of realism
most common and well-known realist
most common form of realism
aims in education
roles of teachers, and;
some teaching methods a teacher can use if he/she is to apply realism in the classroom.
According to Erikson’s Psychosocial Development Theory, the concepts of generativity versus stagnation stage occurs by the time when we reach our mid-30s to mid-50s. From here, we start to really examine our lives and see if it is going the way we planned it or did it take a drastic turn. This is where some people take drastic steps and change their lives. It is when we start to question, "How can I contribute to the world?" Finding ways to advance or enhance future generations can help you work toward generativity instead of having a sense of stagnation. The basic virtue of generativity vs. stagnation is "care." This involves caring for others who are close to the person (family, co-workers, friends, etc.) as well as caring for the community or the future generation as a whole. If generativity is not developed, rejectivity, or a lack of meaning in one's life and in one's actions, can occur.
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This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
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unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
1. 3.1 Philosophy as a Theory and
Education as Practice: Theory into
Practice
Philosophy And Education
2. What is Philosophy of Education
All teachers have a personal philosophy that colors the
way they teach
Engaging in philosophy helps clarify what they do or
intend to do, justify or explain why they do what they
do in a logical, systematic manner
4. The meaning of Philosophical Inquiry
“Whatever people choose to embrace, if their choices
are made in a logical, rational manner, they are
engaged in the process of ‘doing philosophy.’’
Three specific areas of philosophical inquiry:
1. Metaphysics concerned with questions about the
nature of reality;
2. Epistemology concerned with the nature of
knowledge;
3. Axiology concerned with the nature of values
7. Particular Philosophies of Education
Idealism, the first systematic philosophy in Western
thought…Socrates and Plato, the Socratic method was
dialogue
Generic notions: Philosophers often pose abstract
questions that are not easily answered but are
concerned with the search for truth
World of matter in constant state of flux, senses are not
to be trusted, continually deceive us
Truth is perfect and eternal, but not found in the world
of matter, only through the mind
10. Idealism
The only constant for Plato was mathematics,
unchangeable and eternal
Plato’s method of dialogue engaged in systematic,
logical examination of all points of view…ultimately
leading to agreement and a synthesis of ideas…this
approach known as the dialectic.
11. Idealism
Plato believed education helped move individuals
collectively toward achieving the good.
The State should be involved in education, moving
brighter students toward abstract ideas and the less
able toward collecting data…a gender free tracking
system
Those who were brighter should rule, others
should assume roles to maintain the state
The philosopher-king would lead the State to the
ultimate good
12. Idealism
Evil comes through ignorance, education will lead
to the obliteration of evil
More modern idealists: St. Augustine, Descartes,
Kant, Hegel
Goal of Education: interested in the search for
truth through ideas…with truth comes
responsibility to enlighten others, “education is
transformation: Ideas can change lives.”
13. Idealism
Role of the Teacher: to analyze and discuss ideas with
students so that students can move to new levels of
awareness so that they can ultimately be transformed,
abstractions dealt with through the dialectic, but
should aim to connect analysis with action
Role of the teacher is to bring out what is already in
student’s mind: reminiscence(Recall/ Bring Back)
14. Methods of Instruction
Lecture from time to time, but primary method of
teaching is the dialectic…discuss, analyze, synthesize,
and apply what they have read to contemporary
society.
Curriculum…importance of the study of the
classics…many support a back to the basics approach
to education
15. Realism
Aristotle was the leading proponent of realism, started
the Lyceum(School), the first philosopher to develop a
systematic theory of logic
Generic Notions…only through studying the material
world is it possible to clarify or develop ideas…matter
is real independent of ideas
16. Aristotle’s Systematic Theory of Logic
Begin with empirical research, speculate or use
dialectic reasoning, and culminate in a
syllogism(Logic/Discussion)
A syllogism is a system of logic that consists of three
parts:
(1) a major premise,
(2) a minor premise, and
(3) a conclusion
For a syllogism to work, all the parts must be correct
17. Realists
Neo-Thomism…Aquinas affected a synthesis of pagan
ideas and Christian beliefs…reason is the means of
ascertaining or understanding truth, God could be
understood through reasoning based on the material
world…no conflict between science and religion.
The world of faith with the world of reason,
contemporary Catholic schools
18. Modern Realism
From the Renaissance, Francis Bacon developed
induction, the scientific method…based on
Aristotle, developed a method starting with
observations, culminating in generalization, tested
in specific instances for the purpose of verification
John Locke and tabula rasa, things known from
experience… ordered sense data and then reflected
on them
19. Goal of Education for Realists
Notions of the good life, truth, beauty could be
answered through the study of ideas, using the
dialectical method…for contemporary realists, the goal
of education is to help individuals understand and
apply the principles of science to help solve the
problems plaguing the modern world
Teachers should be steeped in the basic academic
disciplines
20. Pragmatism
An American philosophy from the 19th
century…Peirce, James, Dewey
“By their fruits, ye shall know them.” Pragmatism
encourages people to find processes that work in order
to achieve their desired ends…action oriented,
experientially grounded
Rousseau… “back to nature”, environment and
experience…Emile, little regard for the education of
women other than to be Emile’s companion
21. John Dewey’s Philosophy
Education starts with the needs and interests of the
child, allows the child to participate in planning her
course of study, employ project method or group
learning, depend heavily or experiential learning.
Children are active, organic beings…needing both
freedom and responsibility.
Ideas are not separate from social conditions,
philosophy has a responsibility to society
22. Dewey’s Role for the Teacher
Not the authoritarian but the facilitator…encourages,
offers suggestions, questions and helps plan and
implement courses of study…has command of several
disciplines
Inquiry method, problem solving, integrated
curriculum
23. Naturalism
Protagonist of Naturalism
JJ Rousseau – champion of naturalism
Others – Aristotle, Comte, Bacon, Darwin, Huxley,
Spencer, Epicurus, Tagore
Unchanging loss of nature explains all the events and
occurrences of the world
Education in accordance with the nature of the child
Man is the highest creature or animal according to
his nature. So the essence of his life is animal instinct
and not spiritually
24. Existentialism and Phenomenology
Kierkegaard, Buber, Jaspers, Sartre, Maxine
Greene…existentialists.
Husserl, Heidegger, Merleau
Ponty…phenomenologists
How do one’s concerns affect the lives of an
individual…the phenomena of consciousness,
perception and meaning in an individual’s experience
25. Existentialists
Education should focus on the needs of individuals,
include the nonrational as well as rational, the notion
of possibility.
Teachers should understand their own “lived world”
and help students to understand their world.
The need to be “wide awake”…the role of the teacher
is intensely personal
26. Neo-Marxism
Radical(Formal) critique of capitalism.
The role of education should be to give students the
insight to demystify capitalism and become agents of
radical change.
Marx believed the history of civilization was defined
by class struggle.
General conflict theory…the teacher is a
“transformative intellectual”