This document profiles several influential educational philosophers and their contributions to the field. It summarizes each thinker's views on the purpose of education, recommended curriculum, instructional methods, the role of the teacher, their overall significance, and influence on modern schools. Some of the key figures mentioned include Comenius, Locke, Rousseau, Pestalozzi, Herbart, Froebel, Dewey, Montessori, Counts, Piaget, and Hutchins.
Educational Theories: Social ReconstructionismGigi Mondelo
A presentation about the educational theory of social reconstructionism, with the names of its proponents and the different views on education, the curriculum, and other factors of education.
Here, just a little explanation of the Foundation of Education, I made this for a presentation of MA class.
Hope that can be useful for all learners.
All the best.
Thanks
Experimentalism believes that things are constantly changing. It is based on the view that reality is what works right now and that goodness comes from group decisions. As a result, schools exist to discover and expand the society we live in. Students study social experiences and solve problems.
Educational Theories: Social ReconstructionismGigi Mondelo
A presentation about the educational theory of social reconstructionism, with the names of its proponents and the different views on education, the curriculum, and other factors of education.
Here, just a little explanation of the Foundation of Education, I made this for a presentation of MA class.
Hope that can be useful for all learners.
All the best.
Thanks
Experimentalism believes that things are constantly changing. It is based on the view that reality is what works right now and that goodness comes from group decisions. As a result, schools exist to discover and expand the society we live in. Students study social experiences and solve problems.
Progressivism concept of Education was first started in Amerca in late 19th century. The aim of education is to improve decision-making skills, provide knowledge through field works, discussions and practical work.
www.christopher-pappas.com
John Dewey’s “Educational Progressivism”
Objectives:
Who was John Dewey?
What does Educational Progressivism means?
What is the purpose of education?
John Dewey
(0ctober 20, 1859 – June 1, 1952)
American philosopher, psychologist and educational reformer
Founder of philosophical school of Pragmatism
Father of Functional Psychology
Educational Progressivism
Educational Progressivism
The main principle of educational progressivism is that humans are social animals who learn best in real-time activities.
Instructors should focus on providing students with the necessary skills and knowledge to survive and to succeed in our competitive society.
Strong emphasis on problem-based learning to develop problem solving and analysis skills (For example, instructor posing questions the exercise students’ minds in a practical manner)
The purpose of education is to enhance individual effectiveness in society and give learners’ practical knowledge and problem-solving skills.
Based on John Dewey's model of learning instructors should:
Become aware of the goal,
Define the objectives,
Propose hypotheses to achieve the goal,
Evaluate the consequences of the hypotheses from one's past experience, and
Test the most likely solution
Progressivism concept of Education was first started in Amerca in late 19th century. The aim of education is to improve decision-making skills, provide knowledge through field works, discussions and practical work.
www.christopher-pappas.com
John Dewey’s “Educational Progressivism”
Objectives:
Who was John Dewey?
What does Educational Progressivism means?
What is the purpose of education?
John Dewey
(0ctober 20, 1859 – June 1, 1952)
American philosopher, psychologist and educational reformer
Founder of philosophical school of Pragmatism
Father of Functional Psychology
Educational Progressivism
Educational Progressivism
The main principle of educational progressivism is that humans are social animals who learn best in real-time activities.
Instructors should focus on providing students with the necessary skills and knowledge to survive and to succeed in our competitive society.
Strong emphasis on problem-based learning to develop problem solving and analysis skills (For example, instructor posing questions the exercise students’ minds in a practical manner)
The purpose of education is to enhance individual effectiveness in society and give learners’ practical knowledge and problem-solving skills.
Based on John Dewey's model of learning instructors should:
Become aware of the goal,
Define the objectives,
Propose hypotheses to achieve the goal,
Evaluate the consequences of the hypotheses from one's past experience, and
Test the most likely solution
EDUPRENEURS: Lessons from educational pioneers on how to lead future-focused ...Simon Breakspear
Do you think it is time for leaders to challenge the status quo, embrace fresh thinking and adapt for the future? The thinking and practices of educational leadership that have secured improvement in the past will not be sufficient for the challenges of the future. To keep pace with a rapidly shifting, globalised world, C21st educational leaders at all levels must adopt flexible mindsets and develop the competencies to make change happen. EDUpreneurship represents an action-oriented and solution-focused philosophy of educational leadership that seeks to break free from ‘schooling-as-usual’. As courageous leaders, at all levels, step into EDUpreneurship they seek to embrace change, think counter-intuitively and execute on innovative solutions to improve student learning.
UNDERLYING ELEMENTS INVOLVED IN DESIGNING A CURRICULUMFlorie May Gonzaga
Refers to the structure of arrangement of the components or elements of a curriculum.
The arrangement and emphasis of the elements reflect the theoretical orientation of the curriculum developer. Technical-scientific approaches put a lot of emphasis on well formulated objectives as bases for the selection and organization of content and evaluation of learning that is taking place.
Curriculum: Relevance andEffectivenessPresented
by: - Sindhu Joyo
Key points
* What is Curriculum?
* Elements of curriculum.
* Types of curriculum
* why we develop the Curriculum
* 7 points in focus while preparing a good curriculum
* What kind of challenges, curriculum developers face while preparing the curriculum.
* 10 standards of a Good curriculum.
* conclusion
This presentation highlights the importance of curriculum design, structure of unite and provides a reminder of the curriculum development process after designing...THE WAY FORWARD - piloting, implementing, monitoring, evaluation,
Chapter 4: Pioneers of Modern Teaching.pptVATHVARY
Comenius: The Search for a New Metho ;
Rousseau: Educating the Natural Person;
Pestalozzi: Educator of the
Senses and Emotions; Herbart: Systematizing Teaching; Froebel: The Kindergarten Movement; Spencer: Social Darwinist and Utilitarian
Educator; Dewey: Learning Through Experience; Addams: Socialized Education; Montessori: The Prepared Environment; Piaget: Developmental Growth; Freire: Liberation Pedagogy
There are 11 pioneers (educational mentors), who constructed their philosophies and theories of education, that formative the ideas of school curriculum and method of teaching in classroom's today.
Learning in the Preschool YearsTraditional education typically d.docxsmile790243
Learning in the Preschool Years
Traditional education typically divides content into specific segments, or subjects, such as reading, language, and mathematics. In fact, when children enter preschool, they may encounter this single-subject approach to learning for the first time, as teachers talk about getting ready for science, music, and art. For the most part, however, experiences in these subjects are not constrained by strict time schedules. Instead, in a preschool classroom with a developmentally appropriate program, in-depth explorations are valued in an environment that has been carefully prepared. For example, it is better to have children explore just a few topics "repeatedly in many different ways" rather than just touching on a wide variety. In this way, "they are able to organize what they know into deeper and more powerful theories or ideas" (Tomlinson & Hyson, 2009, p. 141).
Learning in the Primary Grades
By the time children enter kindergarten or primary grade classrooms, adult-defined academic subjects may take on an even greater role, as periods of time are devoted to reading or literacy, language arts, writing, math, science, social studies, music, art, and physical education (kindergartens may refer to movement). While each of these subjects is important in its own right, young children—even in the primary grades—do not think about their learning in such structured ways. Rather, left to their own devices, they engage in learning experiences that "follow data trails that crisscross disciplines naturally and take the problem solver along paths that meander into unexpected, unanticipated, thought-provoking, and often uncharted domains of learning" (Audet, 2005, p. 138). In fact, curriculum integration is an approach to learning based on a child's natural impulses; it disregards subject boundaries in favor of a more holistic view of learning, allowing children to follow their natural lines of inquiry.
Curriculum Creation as a Balancing Act
Recognizing that curriculum integration may be one ideal but that traditional subjects must also be adhered to, Sue Bredekamp (1997) suggests, "The best strategy . . . is to begin with the discipline frameworks and identify the connections, the ways that curriculum can be integrated and made more meaningful for learners" (p. xvi). Furthermore, curriculum designers must always keep in mind the importance and integrity of the individual subjects.
As they create curricula at each developmental level, curriculum planners should keep the following points in mind:
Infants and toddlers are provided their own natural curriculum by their physical environment, family, and society. The role of the curriculum planner is to make the environment and experiences welcoming and positive.
Preschoolers continue to learn much from all aspects of their environments. They are also ready for expanding their learning in ways that will lead them to more formal learning later on. Curriculum planners can identify c ...
CH 1 Educational Psychology_A Tool for Efffective Teaching.pptVATHVARY
Describe some basic ideas about the field of educational psychology.
Exploring Educational Psychology
Historical Background
Teaching: Art and Science
Identify the attitudes and skills of an effective teacher.
Effective Teaching
Professional Knowledge and Skills
Commitment, Motivation, and Caring
Why Study Educational Psychology?
16.2 Priority 1 Practice Intentional TeachingIntentional te.docxaulasnilda
16.2 Priority 1: Practice Intentional Teaching
Intentional teachers are mindful of their teaching goals and strategies—ever on the lookout for
teachable moments and assessing the effects they have on the children, families, and educational
community. Rather than discounting standards and assessment, intentional teachers use them
for the betterment of the children and for appropriate planning for the individual learners in
their care. Intentional teachers have a sense of purpose and devote careful thought to the
curriculum, the educational environment they help to create, and most important, the
relationships they nurture within the classroom. Through caring and intentional teaching, the
curricular goals that have been suggested throughout this text can be addressed: inclusion of
children with disabilities, family involvement, enhancement of the developing five selves,
learning standards and assessment, and meeting academic goals.
In the book The Intentional Teacher: Choosing the Best Strategies for Young Children’s Learning,
Epstein (2007 (http://content.thuzelearning.com/books/Weissman.2537.16.1/sections/bm6#bib187)
) states:
The mission of the intentional teacher is to ensure that young children acquire the
knowledge and skills they need to succeed in school and in life. To fulfill this mission,
intentional teachers conscientiously address every area of early learning—intellectual,
social-emotional, physical and creative—with sufficient range and depth.... Moreover,
intentional teachers attend to their own personal development. They regard themselves as
lifelong learners—studying the children in their care, updating their knowledge of the
latest child development theory and research, and examining implications for their
practice. They are also collaborators, teaming with coworkers and families to apply their
expertise and resources toward children’s optimal development. (p. 21)
16.3 Priority 2: Incorporate Developmentally
Appropriate Practice (DAP)
By now it should be clear that each child’s development is unique. It is important to know where
each child fits on the developmental continuum so as to teach at the appropriate level and
inspire the child to go just a bit further. In addition to being knowledgeable about typical
development, the teacher must use a variety of assessment techniques throughout the year. We
need to know which are areas of strength and which are areas where we can help the youngster
gain competence. By incorporating DAP in our teaching, we ensure that each child’s needs are
considered and met. Whether children are physically disabled, developmentally delayed, or
intellectually gifted, whether they are overweight or hyperactive, we are able to provide an
educational experience that is suited to their interests and abilities and encourages optimal
growth.
In working to revise the National Association for the Education of Young Children (NAEYC)
position statement of developmentally appropriate practice, Copple a ...
2. Comenius 1592-1679 (Czeck)
Role of Teacher – To be a permissive facilitator
of learning to based instruction on child’s
stages of development.
Significance – Helped develop a more
humanistic view of the child; devised an
educational method.
Influence on Today’s School – schools
organized according to children’s stages of
development.
3. Comenius 1592-1679 (Czeck)
Purpose of Education - To relate instructions to
children natural growth and dev’t; to contribute
to peace and human understanding.
Curriculum – Vernacular language, reading
writing, mathematics, religion, history, Latin,
universal knowledge.
Method of Instruction – Based on readiness
and stages of human growth, gradual
cumulative, orderly, used of concrete objects.
4. Locke 1632-1704 (English)
Purpose of Education – to develop ideas in the
mind based on perception; to educate
individuals capable of self-government.
Curriculum – Reading, writing, arithmetic,
foreign language, mathematics, history, civil
government, physical education.
Method of Instruction – Sensation; story,
gradual, cumulative, learning
5. Locke 1632-1704 (English)
Role of Teacher – To encourage sense
experience; to based instruction on empirical
method.
Significance – Developed a theory of
knowledge based on sensation.
Influence on Today’s School – Schooling that
emphasizes sensory observation.
6. Rousseau 1732-1773 (Swiss French)
Purpose of Education – To create a learning
environment that allows the child to innate,
natural goodness to flourish.
Curriculum – Nature; the environment
Method of Instructions – Sensation; experience
with nature
7. Rousseau 1732-1773 (Swiss French)
Role of Teacher – to assist nature; nor to
improve social conventions on the child.
Significance – led a romantic revoke against
the doctrine of the child depravity; a
forerunner of child-centered progressivism.
Influence on Today’s School – Permissive
schooling based on child freedom.
8. Pestalozzi 1748-1827 (Swiss)
Purpose of Education – To develop the human
being’s moral, mental, and physical powers
harmoniously use of sense of perceptions in
forming clear ideas.
Curriculum – Object lessons; form, number,
sounds
Method of Instructions – Sensation; object
lessons; simple to complex; near to far;
concrete to abstract.
9. Pestalozzi 1748-1827 (Swiss)
Role of Teacher – To act as a loving facilitator
of learning by creating a homelike school
environment, skilled in using the special
method.
Significance – Devised on educational method
that changed elementary education.
Influence on Today’s School – Schooling based
on emotional security and object learning.
10. Herbart 1776-1841 (German)
Purpose of Education – To contribute to the
human being’s moral development through
knowledge and ethics.
Curriculum – Curriculum correlation, interests,
morals; logics, mathematics, literature,
history, music, art.
Method of Instructions – Preparation,
presentation, association, systematization,
application.
11. Herbart 1776-1841 (German)
Role of Teacher – To stimulate the learner’s
intellectual and moral development by formal
stages of instruction.
Significance – Devise a formed method of
instruction based on the planned and
sequenced lesson.
Influence on Today’s School – Schooling that
stresses literary and historical materials
designed to enlarge the learner’s interest.
12. Froebel 1782-1852 (German)
Purpose of Education – To bring out and to
develop the talent spiritual essence of the child
in prepared environment.
Curriculum – Songs, stories, games, gifts,
occupation
Method of Instructions – Self-activity; play
13. Froebel 1782-1852 (German)
Role of Teacher – To facilitate children’s growth
Significance – Created the kindergarten a
special early childhood learning environment.
Influence on Today’s School – Preschools
designed to liberate the child creativity.
14. Spencer 1820-1903 (English)
Purpose of Education – To enable human
beings to live effectively, economically,
scientifically
Curriculum – Practical, utilitarian and scientific
objects.
Method of Instructions – Sensation and the
scientific method; activities.
15. Spencer 1820-1903 (English)
Role of Teacher – To organize instruction in
terms of basic life activities.
Significance – A leading curriculum theorist
who stressed scientific life activities.
Influence on Today’s School – Schooling that
stresses scientific knowledge and competitive
values.
16. Dewey 1859-1952 (American)
Purpose of Education – to contribute to the
individual’s personal, social and intellectual
growth.
Curriculum – Making and doing; history and
geography science; problems
Method of Instructions – Problems solving
according to the scientific method
17. Dewey 1859-1952 (American)
Role of Teacher – To create a learning
environment based on the shared experience
of the community of learners.
Significance – Developed the pragmatic
experimentalist philosophy of education.
Influence on Today’s School – Schooling that
emphasizes problem solving and activities in a
context of community.
18. Montessori (1870-1952)
Purpose of Education – To assist children’s
sensory, muscular, and intellectual
development in a prepared environment.
Curriculum – Motor and sensory skills; pre-
planned materials
Method of Instructions – Spontaneous
learning; activities; practical, sensory and
formal skills exercises.
19. Montessori (1870-1952)
Role of Teacher – To act as a facilitator or
director of learning by using didactic materials
in a prepared environment.
Significance – Developed a widely used method
and philosophy of early childhood education.
Influence on Today’s School – Early childhood
schooling that is intellectually and
developmentally stimulating.
20. Counts 1889-1974 (American)
Purpose of Education – To create a new society
that encompasses science, technology and
democracy.
Curriculum – Social issues, history, science,
technology, and the social science.
Method of Instructions – Problem solving
according to social methodologies.
21. Counts 1889-1974 (American)
Role of Teacher – To become an educational
statesperson who serves as a leader in
reconstructing society.
Significance – Originated the social
reconstructionist view of the school.
Influence on Today’s School – Schools
designed to stimulate social planning and
reconstruction.
22. Piaget 1896-1974 (Swiss)
Purpose of Education – To organize education
in terms of children’s patterns of growth and
development.
Curriculum – Concrete and formal operations
Method of Instructions – Individualized
programs; exploration and experimentation
with concrete materials.
23. Piaget 1896-1974 (Swiss)
Role of Teacher – To organize instruction to
stages of cognitive development.
Significance – Formulated a theory of cognitive
development.
Influence on Today’s School – Schooling
organized around cognitive developmental
stages.
24. Hutchins 1899-1977 (American)
Purpose of Education – To educate human
beings to search for truth, which is found in the
wisdom of human race.
Curriculum – Liberal arts and sciences; great
books
Method of Instructions – Identifying, analyzing
and reflecting on intellectual concerns.
25. Hutchins 1899-1977 (American)
Role of Teacher – To ask leading and
challenging questions that stimulate students
to pursue truth.
Significance – A leading spokesman for the
perennialist perspective in education.
Influence on Today’s School –Schooling that
emphasizes the liberal, arts curriculum.