Epistemology –process of knowledge building and generationDr. Goutam Patra
This document discusses epistemology, the process of building and generating knowledge. It outlines different philosophical views on the sources of knowledge, including perception, inference, experience, and reason. Western philosophy relied primarily on perception, while Indian philosophy considered a combination of the senses, mind, intelligence, and soul. The document also discusses the differences between knowledge and skills, and defines teaching as a complex, interactive communication process aimed at guiding learning and development.
Introduction to educational psychology (1)shaziazamir1
This document provides an overview of educational psychology. It defines educational psychology as the branch of psychology concerned with the scientific study of human learning. The study of learning processes from cognitive and behavioral perspectives allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept as they relate to learning. Educational psychology examines learner behavior in the classroom and provides teachers with principles and experiences to understand learning and increase their skills in helping students learn. Significant figures who contributed to the field include John Dewey, Jean Piaget, B.F. Skinner, and Edward Thorndike.
This document discusses principles of education and the teaching-learning process. It begins by defining key terms like education, philosophy, and educational philosophies. It then examines several philosophies of education in detail, including naturalism, idealism, realism, and pragmatism. For each philosophy, it outlines the chief proponents, basic concepts, aims and principles of education, organization of education, curriculum, teaching methods, discipline approaches, and the role of the teacher. The document provides an overview of major educational philosophies to help understand principles that guide the teaching and learning process.
2PROF ED01, T1, 2223 Unit 3, Lesson 1 Major Philosophies.pptxRjieASagal
This document discusses philosophical foundations of education. It defines philosophy and its main branches: metaphysics, epistemology, and axiology. It then examines three major philosophical thoughts that influence education: idealism, realism, and pragmatism. For each thought, it outlines their views on the aims of education, methods of instruction, curriculum content, the learner, the teacher, the school, and major proponents. The document provides a comprehensive overview of the philosophical underpinnings of different approaches to education.
Before 1870 psychology was not a separate discipline rather it was studies under philosophy.
Psychology today covers enormous fields and can be broadly classified into two groups
Applied Psychology
Basic Psychology
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This document discusses the relationship between psychology and education. It begins by defining psychology and tracing the historical development of psychology as a field. It then discusses several ways that psychology relates to different aspects of education, such as educational objectives, curriculum development, teaching methods, and student evaluation. Overall, the document argues that psychology and education are closely related fields, with psychology providing insights into human behavior and development that help improve educational practices.
methods of teaching idealism and naturalism.pptxAbiniyavk
This document discusses methods of teaching idealism and naturalism. Idealism believes that ideas are the true reality, while naturalism believes the material world is real. Methods of teaching idealism include learning through reading, lecturing, discussion, and questioning. Lecturing allows for covering more content but less learning, while discussion teaches communication skills. Questioning promotes thinking and directs learning. Naturalism rejects traditional education and advocates learning through direct experience with nature. The heuristic method encourages independent problem solving through scientific inquiry.
The document discusses the historical, anthropological, philosophical, psychological, and sociological foundations of education. It describes how educational philosophies have been influenced over time by different thinkers from ancient Greece and Rome to modern times. Some of the major educational philosophies discussed include essentialism, progressivism, perennialism, and reconstructionism. It also outlines different psychological orientations like information processing, behaviorism, cognitivism/constructivism, and humanism that relate to educational philosophies. Finally, it emphasizes that the environment children live in shapes how they learn and develop.
Epistemology –process of knowledge building and generationDr. Goutam Patra
This document discusses epistemology, the process of building and generating knowledge. It outlines different philosophical views on the sources of knowledge, including perception, inference, experience, and reason. Western philosophy relied primarily on perception, while Indian philosophy considered a combination of the senses, mind, intelligence, and soul. The document also discusses the differences between knowledge and skills, and defines teaching as a complex, interactive communication process aimed at guiding learning and development.
Introduction to educational psychology (1)shaziazamir1
This document provides an overview of educational psychology. It defines educational psychology as the branch of psychology concerned with the scientific study of human learning. The study of learning processes from cognitive and behavioral perspectives allows researchers to understand individual differences in intelligence, cognitive development, affect, motivation, self-regulation, and self-concept as they relate to learning. Educational psychology examines learner behavior in the classroom and provides teachers with principles and experiences to understand learning and increase their skills in helping students learn. Significant figures who contributed to the field include John Dewey, Jean Piaget, B.F. Skinner, and Edward Thorndike.
This document discusses principles of education and the teaching-learning process. It begins by defining key terms like education, philosophy, and educational philosophies. It then examines several philosophies of education in detail, including naturalism, idealism, realism, and pragmatism. For each philosophy, it outlines the chief proponents, basic concepts, aims and principles of education, organization of education, curriculum, teaching methods, discipline approaches, and the role of the teacher. The document provides an overview of major educational philosophies to help understand principles that guide the teaching and learning process.
2PROF ED01, T1, 2223 Unit 3, Lesson 1 Major Philosophies.pptxRjieASagal
This document discusses philosophical foundations of education. It defines philosophy and its main branches: metaphysics, epistemology, and axiology. It then examines three major philosophical thoughts that influence education: idealism, realism, and pragmatism. For each thought, it outlines their views on the aims of education, methods of instruction, curriculum content, the learner, the teacher, the school, and major proponents. The document provides a comprehensive overview of the philosophical underpinnings of different approaches to education.
Before 1870 psychology was not a separate discipline rather it was studies under philosophy.
Psychology today covers enormous fields and can be broadly classified into two groups
Applied Psychology
Basic Psychology
Applied psychology was again divided into many branches and Educational psychology is its Sub-branch.
This document discusses the relationship between psychology and education. It begins by defining psychology and tracing the historical development of psychology as a field. It then discusses several ways that psychology relates to different aspects of education, such as educational objectives, curriculum development, teaching methods, and student evaluation. Overall, the document argues that psychology and education are closely related fields, with psychology providing insights into human behavior and development that help improve educational practices.
methods of teaching idealism and naturalism.pptxAbiniyavk
This document discusses methods of teaching idealism and naturalism. Idealism believes that ideas are the true reality, while naturalism believes the material world is real. Methods of teaching idealism include learning through reading, lecturing, discussion, and questioning. Lecturing allows for covering more content but less learning, while discussion teaches communication skills. Questioning promotes thinking and directs learning. Naturalism rejects traditional education and advocates learning through direct experience with nature. The heuristic method encourages independent problem solving through scientific inquiry.
The document discusses the historical, anthropological, philosophical, psychological, and sociological foundations of education. It describes how educational philosophies have been influenced over time by different thinkers from ancient Greece and Rome to modern times. Some of the major educational philosophies discussed include essentialism, progressivism, perennialism, and reconstructionism. It also outlines different psychological orientations like information processing, behaviorism, cognitivism/constructivism, and humanism that relate to educational philosophies. Finally, it emphasizes that the environment children live in shapes how they learn and develop.
This document discusses principles of education and teaching-learning processes. It defines education according to various philosophers such as Chanakya, Shankaracharya, and Gandhi. The aims of education include individual development, moral/spiritual growth, vocational training, intellectual growth, and developing good citizenship. Nursing education specifically aims for harmonious development and preparing students for a career in nursing. The functions of education are individual growth, national development, and improving social efficiency. The document also discusses different philosophies of education including naturalism, idealism, pragmatism, and realism.
Philosophy can be defined in three ways: etymologically as the love of wisdom, terminologically as different thinkers have defined it, and practically as thinking systematically, rationally, and universally. There are four main branches of philosophy: metaphysics, axiology, epistemology, and logic. Education is defined as a comprehensive process to develop individuals' abilities through social and institutional learning. The philosophy of education views education as a socialization process, a means for cultural development and social integration, and as determining social placement based on academic performance.
Principles of education and teaching learning processAdam Gudaal
Education aims to develop students holistically through intellectual, moral, physical, social, and cultural means. It aims to prepare students for both individual development and contribution to society. There are many philosophies of education that have different views on the aims, content, methods, and role of the teacher in the education process. Pragmatism sees education as a social process where students learn through problem-solving and experiences, while progressivism promotes democratic and cooperative learning. Overall, education philosophies aim to determine the best ways to educate and develop students.
Concept & meaning of educational psychology Saher Akhtar
I prepared it for my M.A Education subject Foundation in Pakistan topic meaning and concept of educational psychology.
Hope who will check this presentation will like it insh ALLAH
This document defines key concepts in psychology, education, and sociology. Psychology is the study of the human mind and behavior, and looks at mental functions and personality. Educational psychology applies psychological principles to education. Sociology examines human society and how social institutions like education shape outcomes. Educational sociology specifically studies how education is influenced by public and personal experiences. The document also discusses concepts important to learning like sensation, perception, imagination, and memory.
Philosophies of Education (Group 6).pptxJoyAnnAlicer
This document outlines several educational philosophies:
1. Perennialism focuses on universal truths and a classical curriculum to develop intellect.
2. Idealism sees education as spiritual development of the mind and soul.
3. Realism believes education should prepare students for the real world through organized subject matter.
4. Experimentalism emphasizes experiential learning and problem-solving to adapt to societal changes.
5. Existentialism views education as cultivating awareness of individual freedom and responsibility.
6. Naturalism advocates learning directly from nature without rigid discipline.
7. Socialism and communism incorporate aspects of naturalism but emphasize societal roles and class struggles.
8. Fascism stresses strength
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.
This document provides information about Course 4 - Learning and Teaching from SNDT University's B.Ed. Part I program. It discusses key concepts related to learning and teaching, including definitions of learning, types of knowledge, Bloom's taxonomy, and concept mapping. The objectives are to help students understand concepts of learning, types of knowledge and processes of knowing, stages of teaching, and roles of a teacher.
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This document outlines a presentation on knowledge and curriculum. It defines knowledge and lists its sources and types. It discusses knowledge in relation to learning theories and Bloom's taxonomy. It defines curriculum and lists its elements and foundations. It describes the curriculum development cycle and provides an overview of the national curriculum. Key points include defining knowledge, listing its sources as perception, introspection, memory, reason, and testimony. It identifies types of knowledge and discusses curriculum foundations and design approaches.
Educational psychology is the study of human behavior and learning processes in educational settings. It draws from the fields of psychology and education to understand individual and group behavior in educational contexts as well as design effective teaching methods and learning environments. Specifically, educational psychology helps teachers understand students' cognitive and social development, apply principles of learning and motivation, address individual differences, and create positive classroom environments that foster optimal learning. Overall, the goal of educational psychology is to improve educational outcomes by equipping teachers with knowledge about human development, learning, and instructional best practices.
The document discusses various theories of learning including behaviorism, cognitivism, constructivism, experientialism, and social learning. Behaviorism views learning as changes in observable behaviors from external stimuli and rewards/punishments. Cognitivism sees learning as an internal process where the learner actively constructs understandings. Constructivism and experientialism emphasize that learners build on their personal experiences through discovery and collaboration. Social learning theories see learning as a shared social process of observing others and working in groups. The theories differ in their views of the learner's role and preferred teaching and learning methods.
1. The document discusses key concepts related to epistemology including types of knowledge, skills, teaching, training, information, reason, and belief.
2. It distinguishes between knowledge and skills, noting that knowledge refers to learned concepts and principles while skills relate to applying that knowledge.
3. Distinctions are also made between knowledge and information, teaching and training, and reason and belief.
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.
This document discusses various philosophies of education including naturalism, idealism, pragmatism, realism, essentialism, existentialism, and progressivism. It defines each philosophy and outlines their views on the aims, organization, curriculum, teaching methods, role of the teacher, and discipline in education. Naturalism focuses on educating students about nature through direct experiences. Idealism aims to develop intellectual, aesthetic, and moral values. Pragmatism emphasizes learning through cooperative activities and problem solving. Realism prepares students for a meaningful life through vocational skills. Essentialism transmits a core body of knowledge in a disciplined way. Existentialism develops student awareness of freedom of choice. Progressiv
This document discusses the meaning and concept of education. It defines education broadly as a process that brings about the development of an individual according to their needs and the demands of society. More narrowly, education refers to school instruction and the transmission of predetermined knowledge through teaching methods. The document explores definitions of education from various educators throughout history. Overall, it argues that education should have a comprehensive definition that encompasses the development of individuals as well as society.
Psychology is the scientific study of mental processes and behavior. Educational psychology focuses on teaching and learning processes. It studies the learner's intelligence, development, and individual differences. Educational psychology helps determine desirable learning experiences based on a learner's stage of growth. It examines the nature of learning processes and theories, factors that influence learning like motivation and thinking, and the learning environment and situation between learner and teacher. This includes classroom management, teaching methods, guidance, and counseling. The teacher is also an important part of the learning process by providing inspiration and helping students manage stress. Educational psychology is a positive, normative, behavioral, applied, human, experimental, social, counseling, and educational science.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
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This document discusses principles of education and teaching-learning processes. It defines education according to various philosophers such as Chanakya, Shankaracharya, and Gandhi. The aims of education include individual development, moral/spiritual growth, vocational training, intellectual growth, and developing good citizenship. Nursing education specifically aims for harmonious development and preparing students for a career in nursing. The functions of education are individual growth, national development, and improving social efficiency. The document also discusses different philosophies of education including naturalism, idealism, pragmatism, and realism.
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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.
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2. It distinguishes between knowledge and skills, noting that knowledge refers to learned concepts and principles while skills relate to applying that knowledge.
3. Distinctions are also made between knowledge and information, teaching and training, and reason and belief.
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And to Mr. Sunga as our professor.
This document discusses various philosophies of education including naturalism, idealism, pragmatism, realism, essentialism, existentialism, and progressivism. It defines each philosophy and outlines their views on the aims, organization, curriculum, teaching methods, role of the teacher, and discipline in education. Naturalism focuses on educating students about nature through direct experiences. Idealism aims to develop intellectual, aesthetic, and moral values. Pragmatism emphasizes learning through cooperative activities and problem solving. Realism prepares students for a meaningful life through vocational skills. Essentialism transmits a core body of knowledge in a disciplined way. Existentialism develops student awareness of freedom of choice. Progressiv
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2. EPISTEMOLOGY –PROCESS OF
KNOWLEDGE BUILDING AND
GENERATION
‘Epistemos’-a Greek word means Knowledge
Source of knowledge- 1. Experience
2. Sense Perception
Locke- Knowledge is the interrelation of ideas
through the perception of mind
Indian philosophy;- process of generation of
knowledge depends on the combination of- sensory
organs, subject matter, mind, intelligence and soul
Source- perception, inference and analogy
3. • Western philosophy;-only perception
• Charbak philosophy- only perception
• Buddhist philosophy- perception and
inference
• Jain philosophy- No perception, only mind
and Sensory organs
• Sankhya philosophy-process of knowledge
building- 1.Sensory Contact 2. Impression
3. Mind and Intelligence reflect the
subject.
4. • Socrates- generation and building of
Knowledge through Analysis, judgement,
inner views and practice
• Plato- emphasized on intelligence and Reason
He divided man into 3 category
1. Intelligent person
2. Energetic person
3. Sensual person
Epistemology- Discussion of source of
knowledge, definition, experience, inference,
intelligence, memory, cognitive constructivism
5. KNOWLEDGE & SKILL
• Locke- Knowledge is the interrelation of ideas
through the perception of mind
• Knowledge is acquired through intelligence
• Experience is the source of knowledge
• Knowledge building depends on the procession
of information received from environment
• Knowledge can be constructed according to the
Cognitive constructivism
• Knowledge is centre point of learning process-
knoweldge-understanding-application
6. • Knowledge represents the lowest level of
learning outcomes in the cognitive domain
• Skill: It indicates the development of muscular
action and neuro-motoric coordination
• Skills concern with1.Reflex movement 2.Basic
–fundamental movement 3. Perceptual
abilities 4. skilled movement 4. Non-discursive
communication-Movement communication
7. Teaching and Training
• ‘A complex Process’ ‘interactive
communication’ ‘Art’ ‘Science’ ‘a creative
process’
• Teaching- ‘a kind of communication’ –Edgar
Dale
• ‘communication and projection of
experiences’-G.G Stern
8. DEFINITOIN
• BURTON: Teaching is the stimulation, guidance,
direction and encouragement of learning
• THOMAS: Teaching is the task of a teacher which is
performed for the development of a child.
• N. L. GAGE: Teaching is a form of interpersonal
influence aimed at changing the behavior potential
of another personal
• Michael Oakeshort: Teaching is two-fold activity of
communicating information and communicating
judgment.
• Ryburn: Teaching is a relationship which helps the
child to develop his powers
• B.O.Smith: Teaching is a system of actions intended
to induce learning…a tripolar process’
9. FIVE
PROCESESS
OF TEACHING
MAKING AND USING
KNOWLEDGE
TEACHING
WITH
STRATEGIE
S
CONTROLLI
NG
TEACHER’S
PERSONALIT
Y
CREATING
INTERPERSONAL
CLIMATE
SHAPING THE
SCHOOLS
10. TRAINING
• Training implies development of perfection of
skills and competencies
• It is a period bound process
• Its aim is to develop one or more skills
• The place of training is Training Institution or
workshop or training centre
• More emphasis on practical aspects
• It has fixed and limited methods and changes
from skill to skill
• Training environment is authoritarian
11. • No flexibility in methods
• Only proficiency in the skill of the profession is
tested
• Scope is limited to psychomotor dimension
only
12. • ‘Information’ is derived from a Latin word
‘informatio’ – ‘Informere’ means to instruct
mind or to shape the mind
• It is symbolic or non-symbolic
• It related to memory or beyond memory
• It enters into the sensory organs as input
• Dusenbery defines it in ‘Sensory Ecology’ as
casual input and energetic input
• Information is created, received and
maintained
13. Relation between Information and
Knowledge
• Information is processed data and knowledge is
such information which is usaable
• Information is necessary for generating
knowledge
• Knowledge is reflection of information patter
• Processing is needed to form knowledge
• Belief (PROVED BELIEF IS KNOWLEDGE)
• Trust-faith , Asuurance, hope
• Truth derived from self-judgement
• Imagination-Delusion –Paranoid scyzophrenia