This document discusses different philosophical orientations that teachers can have in their profession:
- It describes philosophies like idealism, realism, pragmatism, existentialism, perennialism, essentialism, progressivism, and social reconstructionism. Each philosophy has a distinct aim of education, educational methods, curriculum features, roles of teachers and learners, and assessment approaches.
- The document provides details on what each philosophy emphasizes, like idealism focusing on ideas and character development, realism prioritizing practical subjects, and pragmatism advocating learner-centered and experiential activities.
- Comparing the advantages and disadvantages of the philosophies helps teachers determine their own philosophical perspective to guide their teaching approach
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
This is a slide presentation intended for the course on The Teacher and the Curriculum, particularly on the topic of the Teacher as a Curricularist. This presentation explores the extended important role of the teacher as an important member of the curriculum development process.
The philosophical basis of education emphasizes that philosophy is the end and education is the means to achieve that end. In other words, philosophy determines the goal of life and education tries to achieve the goal through its aims and curriculum.
Our conversations about shared aims in teacher education led us to develop an interdisciplinary methods course—the second in a two-course sequence —for teacher candidates in our social studies and ELA teacher education programs. We have two overarching goals: (1) to expand dialogues about learning, teaching, and their inherent dilemmas (Grossman, Wineburg, &Woolworth, 2001); and (2) to help candidates adapt the theoretical and practical foundations from their initial domain-specific methods courses to specific instructional activities in their fields. To select those instructional activities, we drew from the growing base of scholarship on high-leverage teaching practices, which allow novice teachers to better understand how students learn, reveal the complexities of disciplinary thought and activity,are warranted by research, and can be enacted across curricular contexts
The philosophical basis of education emphasizes that philosophy is the end and education is the means to achieve that end. In other words, philosophy determines the goal of life and education tries to achieve the goal through its aims and curriculum.
Our conversations about shared aims in teacher education led us to develop an interdisciplinary methods course—the second in a two-course sequence —for teacher candidates in our social studies and ELA teacher education programs. We have two overarching goals: (1) to expand dialogues about learning, teaching, and their inherent dilemmas (Grossman, Wineburg, &Woolworth, 2001); and (2) to help candidates adapt the theoretical and practical foundations from their initial domain-specific methods courses to specific instructional activities in their fields. To select those instructional activities, we drew from the growing base of scholarship on high-leverage teaching practices, which allow novice teachers to better understand how students learn, reveal the complexities of disciplinary thought and activity,are warranted by research, and can be enacted across curricular contexts
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
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.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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.
3. Ponder on these questions
•Why do I teach?
•What is worth teaching?
•How should I teach those
things that are wort knowing?
4. Ponder on these questions
•What is the aim of education?
•How should the atmosphere of the
school look like?
•What should be the content of the
curriculum?
5. What is philosophy?
• The original meaning of the word
philosophy comes from the Greek roots
philo- meaning "love" and -sophos, or
"wisdom.
• Philosophy in education refers to
“perspective” or “view” about something.
6. What is philosophy in education?
• Refers to a wide range of application of various
philosophical ideas and methods in addressing
educational issues, goals, problems and concerns.
• Promotes specific type of vision of education,
examine goals, definitions and meaning of
education.
• Reveals the perspectives of teachers about
teaching, learning, learners and knowledge which
influence teaching behavior.
8. Importance of philo. In Educ
• Essential in training pre-service and in-service
teachers.
• Guides teachers to plan their teaching.
• Helps teachers develop their own philosophical
perspective on education.
9. Traditional useful philosophies
in the teaching profession
•Realism and Idealism (teacher and
subject-centered)
•Progressivism and existentialism
(Learner-centered)
10. Idealism
• Ideas are the only reliable form of reality
because the physical world is always
changing.
• The root of idealism is IDEA and not IDEAL
as another construe ( a way or word of
action)
11. Aim of Idealism
• Knowledge is eternal.
• Teaching is the absorption of ideas
for personal discipline and character
development
• Literacy and good moral character
12. Methods of Idealism
• Holistic
• Deductive logic of instruction
• Teach from general to specifics
• Concepts are explained by the
teachers, then learners complete the
tasks.
14. Roles of teachers & Learners
•Teachers are transmitters or
dispensers of knowledge
•Learners are passive receivers of
knowledge.
•Focus more on memorization.
17. Advantages
• Creates an orderly classroom
• Teachers have full control of learners’
behavior
• Content are taught on desired time.
• Essential topics are less likely to be
missed
18. Disadvantages
• Old fashioned philosophy
• Curriculum is difficult to change
• Development of the body is
secondary to the development of
the mind.
• Use “one size fits all” strategy
19. Realism
• Real world exists independently from any other
experience.
• World exist even when no human being is there
to perceive them.
• Truth is determined scientifically.
• Knowledge can be gained through senses and
from reasoning
• Human beings investigate and discover
unchanging realities of nature.
20. Aim of Realism
• Making learners understand the
world through inquiry, verifying
ideas in the physical world.
• Teaching things that are
essential and practical.
21. Educational Method
• Inductive process (Specific to general or
concrete to abstract) for the mastery of
facts.
• Examples (experimentation, drills and
exercises)
• Repetition of practice helps master the
concepts for real-life applications.
22. Curriculum Features
• Science and mathematics are the heart
of the curriculum.
• These subjects provide insights and
predictions about nature by making
calculation and measurement
• Vocational skills are given second
highest priority.
23. Role of teachers
• Teachers have the obligation to teach the
regularities and rhythm of nature for them to
comprehend universal law and the natural
order.
• Transmit knowledge free from personal
biases (Subjective teaching)
24. Roles of learners
• Train their senses in analyzing the physical
world.
• Trained themselves in determining truths
through scientific way and reasoning.
• Understand present practical life and
determine how they can be best fit is the
physical world.
26. Classroom Atmosphere
• Subject-centered philosophy
• Less freedom for learners to make choices
on what to learn.
• Classrooms are filled with pictures, maps,
projects, experiments, and other outputs of
teaching.
27. Advantages
• Proposes an education that is scientific,
technical and vocational
• Mastery of competencies for useful and
practical applications in life
• Education becomes economic motor of
the state in addressing society’s needs.
28. Disadvantages
• Failure to account the whole person
• Neglects the importance of ideals and values.
• Gives emphasis on a very objective, precise,
and measurable approach to teaching which is
a demerit because knowledge is not always
objective rather it is also subjective.
29. Pragmatism
• Philosophy of action, practice or thing to
accomplish
• Ideas and action must go together in the
search for knowledge.
• There is no fix or absolute and permanent
truth.
30. Aim of education
• Learners are expected to learn through their
own experiences.
• Reconstruction of learners experiences.
32. Curriculum features
• Personalized kind of curriculum based on
learners’ needs and interests.
• Learner centered curriculum
• Focused more on the process of teaching
rather than the content.
• Advocates changes in curriculum
33. Roles of teachers
• Act as facilitators, guides, advisers and fellow
travelers of knowledge with the learners.
• Challenger and inquiry leaders inside the
classroom
34. Roles of Learners
• Learners are the center of the educative
process.
• All learning takes place within them,
• They are active participants in learning.
• They are learning by doing.
37. Advantages
• Teaches the learners to think and act in a
practical way.
• The teachers serve as facilitators of learning.
• It puts emphasis on social democratic
education.
• Social reforms are the heart of teaching.
38. Disadvantages
• Lacks fix aims to give learners stability and
direction.
• Its emphasis on personal experience as basis
of learning.
39. Existentialism
• Reality is subjected within an individual.
• Reality rests on how individuals perceive
things through their own lenses.
• What is real is dependent on the perceivers.
40. Aim of Existentialism
• Reality is the result of one’s choices,
experiences, and views about the world.
• Learners are given voices to participate in
directing their activities and their own learning
process.
• Provide learners with a wide array of
alternatives because they are unique and free-
choosing individuals.
42. Perennialism
• Rooted from idealism and cousin of
essentialism. It is subject and teacher-
centered.
• This mean everlasting, persisting, and
enduring over time.
• Ideas are everlasting despite changes in the
environment.
• There is only one ultimate truth, everything is
constant irrespective of time.
43. Aim of Education
• Its aim is to develop the highest
distinguishing characteristic of
human which is Reasoning.
• Learners are taught to think and
reason out correctly.
44. Features
• Curriculum is constant basically
using great books or Classics
(Literature, philosophy and arts)
• Subject matter are hierarchically
arranged
45. Roles of Teachers
• Have active roles over learners.
• Teachers are the transmitters of
knowledge.
• They correct fallacies and errors
• Evaluate the quality of over-all
discussion and individual contributions.
46. Roles of Learners
• Learners are taught to become
recipients of pre-given knowledge.
• They receive information like empty
vessels or empty containers.
• They take passive and receptive role in
the class.
47. Assessment
• Reading, writing, recitation, and
computation are emphasized
• Focused on periodic testing.
• Learner’s performance is compared to
other learners.
49. Essentialism
• Advocates that the function of education
is for enculturation-the passing on of
culture from one generation to the next.
• It concentrates of learners’ KSAs
50. Progressivism
• Rooted from Pragmatism and
existentialism.
• Progress is always associated with
change.
• There could be no progress if there were
no changes.
51. Social Reconstructionism
• Rooted from Pragmatism and
existentialism.
• It is an expansion of progressivism.
• Education combines study and action to
solve social problems.
