The document summarizes and compares the educational philosophies of humanism and realism. Humanism focuses on the whole individual's growth and development, with goals like self-actualization. Realism emphasizes teaching realities and facts through questioning. The roles of teachers differ between the philosophies, with humanist teachers encouraging self-directed learning and realist teachers being knowledgeable about realities. Teaching methods also vary, with humanism using self-concept lessons and realism using repetition. Key philosophers discussed are Jean-Jacques Rousseau and Abraham Maslow.
A powerpoint presentation prepared for the subject: Philosophical Psychological-Sociological Foundations of Education. What is Pragmatism? It is a method for evaluating intellectual problems, and a theory about the kinds of knowledge we are capable of acquiring.
A powerpoint presentation prepared for the subject: Philosophical Psychological-Sociological Foundations of Education. What is Pragmatism? It is a method for evaluating intellectual problems, and a theory about the kinds of knowledge we are capable of acquiring.
idealism is the group of metaphysical philosophies that assert that reality, or reality as humans can know it, is fundamentally mental, mentally constructed, or otherwise immaterial. Epistemologically, idealism manifests as a skepticism about the possibility of knowing any mind-independent thing
A power point presentation about Pragmatism and its principles, roles, and implication to education. Hope this will be helpful to your projects, assignments, and reports. Just "FOLLOW" button for more incoming presentations.
idealism is the group of metaphysical philosophies that assert that reality, or reality as humans can know it, is fundamentally mental, mentally constructed, or otherwise immaterial. Epistemologically, idealism manifests as a skepticism about the possibility of knowing any mind-independent thing
A power point presentation about Pragmatism and its principles, roles, and implication to education. Hope this will be helpful to your projects, assignments, and reports. Just "FOLLOW" button for more incoming presentations.
A brief summary of my report in our class.
Credits to the author of the book 'Philosophy of Education in Phil. Setting'
by Herman C. Gregorio & Cornelia M. Gregorio
And to Mr. Sunga as our professor.
As teachers it is very important that we have a clearly defined and articulated educational philosophy that would serve as our guide in our entire professional career as Mentors.
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
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Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
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2. Contents
• Overview and Contrast of Philosophies
• Major Characteristics and Goals of
Philosophy
• Roles of Teachers within Philosophy
• Roles of Students within Philosophies
• Teaching Methods for Philosophy
• History of Philosophy
• Philosophers Associated with Philosophy
3. Humanism Vs. Realism
Humanism Realism
• A school of thought that believes • Started in the 1800’s
humans must be aware of and
focus on the whole individual’s • Aristotle
growth and development • Scientific method
• Areas of particular interest in • Wasn’t about ideas
humanism:
- inquiry of the self
• Things that were real and
- motivation
factual
– Proven and backed up by
- establishing goals
facts
• Self- Actualization, a theory by
Abraham Maslow, is most
relevant topic within the study of
humanism
4. Characteristics and Goals of Humanism
Characteristics Goals
• Maslow’s self- actualization • Development of emotions
theory • Shaping of desires
• Expression of aesthetic qualities
• Maslow’s hierarchy of needs,
• Enhancement of self direction and
especially those concerning the control.
theory of self-actualization and • Learn what must know be known,
motivation common knowledge.
• Client centered therapy for • Understand how one learns as opposed to
just acquiring knowledge.
enlightenment of self direction
• Practice self- evaluation as it is an
• Empathy, understanding, respect, effective assessment of a students work,
acceptance, authenticity, • Generate feelings that are as important as
gentility, freedom, dignity, and content,
potential • Create a healthy and safe environment to
attain optimal learning.
5. Characteristics and Goals of Realism
Characteristics Goals
• Highly organized and • To teach the students about
specific, practical and useful the world
• Understand the world • Be realistic with the
through questioning information being displayed
• Study of science and
scientific method are
important
6. Role of Teachers in Humanism
• Self- actualize to better perceive and appreciate the whole child.
• Be open-minded
• Encourage more self- directed learning
• Appear more concerned and humane with students
• Respond to student’s feelings
• Engage in dialogues
• Utilize student’s ideas in instructions
• Praise students as often as possible.
• Modify contents to fit an individual’s needs
• Help students set realistic goals
• Assign group work to develop pupil’s social skills.
• Be a role model
• Teachers should refrain from neglecting connecting the learning to the learner
and their experience of personal growth
7. Role of Teachers in Realism
• Must be very knowledgeable and well educated
• Cannot be a pessimist or optimist
• Much teach realities in life whether it is hard or not
• Expose the children to problems in life and around
the world
• Question the media
8. Role of Students in Humanism
• Engage in more cooperative, creative, and independent
activities
• Prepare for futures by practicing practical problem solving
skills and drawing on previous experiences for future
learning
• Take presidency over educations
• Self-guide through self-assessment and performing at an
individualized and appropriate pace
• Self- actualize to foster honesty, openness with peers,
empathy, and trust
• Students continue learning throughout their lives in a way
that is self- directed
9. Teaching Methods for Humanism
• Exercise students reasoning skills through Kohlberg’s moral dilemmas
(establish their own values while improving their moral reasoning)
• Teach self- concept lessons because they stimulate the growth and development
of the whole person
• self-concept lessons: bibliotherapy, creative drama, contract grading,
individualized education, and journal writing
• Make students aware of multiculturalism to eliminate prejudice thinking and/or
improve their outlooks of different ethnicities, races, religions, backgrounds,
cultures, etc.
• Instruct on global education allowing students to self actualize when they
consider more global perspectives and establish a sense of world citizenship.
• Students and teachers should work together to develop lessons and activities
that work with the abilities of the students
10. Teaching Methods for Realism
• Learn simple to more complex
• Concrete to abstract thinking
• Repetition is key
• More emphasis on questioning and understating
rather than knowing specific dates and information
• Put no pressure on the students
11. History of Philosophies
Humanism Realism
• Humanism became popular The age of Enlightenment
in education when strictly • 17th-18th century
structured and overly • Questioned the government,
mechanistic approaches to different values and beliefs,
morals and traditions
teaching and learning
• Became strong in science and
became less popular and rationality
schools were looking for a • The founders of the Declaration
new alternative. of Independence and the Bill of
Rights were driven by this idea
and philosophy
12. Philosophers
Jean- Jacques Rousseau Abraham Maslow
13. Jean- Jacques Rousseau
• Born in 1712 and died in 1778
• Strongly emphasized that students should be taught as
individuals rather than teaching them in a group or classroom.
• Considered society evil and that society made people evil, so he
thought students should be educated away from society.
• Thought learning should come from nature and natural learning
experiences.
• Wrote "Emile" - a story about his ideal was to educate students.
• In his philosophy of thinking it was central for students to be
strong in there decision making skills.
• He also thought that teachers and single students should work
and learn together based on the students personal interests.
14. Maslow
• Theorized the idea of self- actualization: innate human needs and
intrinsic or extrinsic motivation.
• Measurable by a Personal Orientation Inventory (POI)
• further developed Self actualization with a hierarchy of needs.
• Maslow’s Hierarchy of Needs: eight internal requirements for self-
actualizing
• Types of needs
- needs 1-4: primitive needs,
- needs 5-6: growth needs
- needs 7- 8: continual needs
• Pyramid
To explain every need, I will be handing out a tangible object or demonstrating an action or feeling that corresponds with a need.Physiological- cookies, water, breathing, sleepSafety- A papers, band aids, life saversLove/belonging- hearts, be my facebook friendEsteem- Good job stickersSelf Actualization