The document summarizes the two major philosophical strands that fall under the category of experience in Western thought as it relates to education: empiricism and romanticism. Empiricism views the learner as a passive recipient of organized experiences, leading to a technical curriculum focused on arranging stimuli. Romanticism believes formal education is unnecessary and children should learn naturally through experiences and influences. Both strands emphasize the importance of experience in learning but differ on the role of the teacher and formal curriculum.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
Oldest and most conservative Educational Philosophy basing its teachings on the Great Books, written by the most exceptional minds ever known to mankind. It values knowledge that transcends time. It is teacher centered and subject centered--focusing on the curriculum and not the learners' interest. It aims to develop both the learners' moral & intellectual qualities
Oldest and most conservative Educational Philosophy basing its teachings on the Great Books, written by the most exceptional minds ever known to mankind. It values knowledge that transcends time. It is teacher centered and subject centered--focusing on the curriculum and not the learners' interest. It aims to develop both the learners' moral & intellectual qualities
Norm
Norm of Morality
• Types of norm:
Eternal Divine Law
Human Reason
Law as the object norm of morality
• General Notion of Law
o Law of Nature
o Natural Law
Moral Law
o Essential Elements for a Law to be Reasonable:
• Divisions of Law
o Eternal Law
The Natural Moral Law
Law of Conscience
i. Attributes of the Natural Law
ii. The Contents of Natural Law
Formal norms
Material norms
Human Positive Law
Law as the subject norm of morality
Conscience
• Conscience as an Act of Intellect
(Judgement of Reason)
• Conscience as a Practical Moral Judgement
• Conscience as the Proximate Norm of Morality
• Kinds of Conscience
i. Correct or True Conscience
ii. Erroneous of False conscience
Invincibly erroneous conscience
Vincibly erroneous conscience
Perplexed conscience
Pharisaical conscience
i. Certain Conscience
ii. Doubtful Conscience
iii. Scrupulous Conscience
iv. Lax Conscience
#1 Introduction – How people learn122701EPISODE #1 I.docxkatherncarlyle
#1 Introduction – How people learn
12/27/01
EPISODE #1 INTRODUCTION CHAPTER
HOW PEOPLE LEARN:
INTRODUCTION TO LEARNING THEORIES
Developed by Linda-Darling Hammond,
Kim Austin, Suzanne Orcutt, and
Jim Rosso
Stanford University School of Education 1
The Learning Classroom: Theory into Practice
A Telecourse for Teacher Education and Professional Development
1 Copyright 2001, Stanford University
#1 Introduction – How people learn p. 2
EPISODE #1: INTRODUCTION CHAPTER
HOW PEOPLE LEARN: INTRODUCTION TO LEARNING THEORIES
I. UNIT OVERVIEW
HISTORY OF LEARNING THEORY
I believe that (the) educational process has two sides—one psychological
and one sociological. . . Profound differences in theory are never
gratuitous or invented. They grow out of conflicting elements in a
genuine problem.
John Dewey, In Dworkin, M. (1959) Dewey on Education pp. 20, 91
PHILOSOPHY-BASED LEARNING THEORY
People have been trying to understand learning for over 2000 years. Learning
theorists have carried out a debate on how people learn that began at least as far back as
the Greek philosophers, Socrates (469 –399 B.C.), Plato (427 – 347 B.C.), and Aristotle
(384 – 322 B.C). The debates that have occurred through the ages reoccur today in a
variety of viewpoints about the purposes of education and about how to encourage
learning. To a substantial extent, the most effective strategies for learning depend on
what kind of learning is desired and toward what ends.
Plato and one of his students, Aristotle, were early entrants into the debate about
how people learn. They asked, “Is truth and knowledge to be found within us
(rationalism) or is it to be found outside of ourselves by using our senses (empiricism)?”
Plato, as a rationalist, developed the belief that knowledge and truth can be discovered by
self-reflection. Aristotle, the empiricist, used his senses to look for truth and knowledge
in the world outside of him. From his empirical base Aristotle developed a scientific
method of gathering data to study the world around him. Socrates developed the dialectic
method of discovering truth through conversations with fellow citizens (Monroe, 1925).
Inquiry methods owe much of their genesis to the thinking of Aristotle and others who
followed this line of thinking. Strategies that call for discourse and reflection as tools for
developing thinking owe much to Socrates and Plato.
#1 Introduction – How people learn p. 3
The Romans differed from the Greeks in their concept of education. The meaning
of life did not intrigue them as much as developing a citizenry that could contribute to
society in a practical way, for building roads and aqueducts. The Romans emphasized
education as vocational training, rather than as training of the mind for the discovery of
truth. Modern vocational education and apprenticeship methods are reminiscent of the
Roman approach to education. As we wil ...
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Educational Philosophies Definitions and Comparison Chart
Within the epistemological frame that focuses on the nature of knowledge and how we come to
know, there are four major educational philosophies, each related to one or more of the general
or world philosophies just discussed. These educational philosophical approaches are currently
used in classrooms the world over. They are Perennialism, Essentialism, Progressivism, and
Reconstructionism. These educational philosophies focus heavily on WHAT we should teach,
the curriculum aspect.
Perennialism
For Perennialists, the aim of education is to ensure that students acquire understandings about
the great ideas of Western civilization. These ideas have the potential for solving problems in
any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are
constant, not changing, as the natural and human worlds at their most essential level, do not
change. Teaching these unchanging principles is critical. Humans are rational beings, and their
minds need to be developed. Thus, cultivation of the intellect is the highest priority in a
worthwhile education. The demanding curriculum focuses on attaining cultural literacy, stressing
students' growth in enduring disciplines. The loftiest accomplishments of humankind are
emphasized– the great works of literature and art, the laws or principles of science. Advocates
of this educational philosophy are Robert Maynard Hutchins who developed a Great Books
program in 1963 and Mortimer Adler, who further developed this curriculum based on 100 great
books of western civilization.
Essentialism
Essentialists believe that there is a common core of knowledge that needs to be transmitted to
students in a systematic, disciplined way. The emphasis in this conservative perspective is on
intellectual and moral standards that schools should teach. The core of the curriculum is
essential knowledge and skills and academic rigor. Although this educational philosophy is
similar in some ways to Perennialism, Essentialists accept the idea that this core curriculum
may change. Schooling should be practical, preparing students to become valuable members of
society ...
PAGE 2ACADEMIC GOALS FOR THE CLASSRunning head THE ACADE.docxgerardkortney
PAGE
2
ACADEMIC GOALS FOR THE CLASS
Running head: THE ACADEMIC GOALS FOR THE SEMESTER
The Academic Philosophy and Goals for Our Course:
A First Inquiry
Steven Christopher Ippolito
Monroe College
Abstract
The work of Larry Arnn, president of Hillsdale College, Hillsdale, MI has attracted considerable attention, as of late, in the area of higher education. Its focus on the value-laden timelessness of the liberal arts education represents the essence of conservative values in classical teaching and culture. Traditionally, the goal of the liberal arts education is to stress what is highest and best in life and learning. Thus, education, from the Latin, e ducere (to lead out; to draw out) signifies, in Dr. Arnn’s conceptualization, the junction of the empirical and the sensible (that which comes from outside a person) and the rational (the intellectual center of a person’s being), the logos, or the soul. The liberal arts education re-creates the human being; it envisions the intellect, not as an epiphenomenon of the brain and nervous system, but something that is more in the Medieval construction, something where the intellect is one of the three main powers of the soul, the other two being memory (memoria); and the other, the will (voluntas). Moroever, the liberal arts education teaches the intellectual and moral virtues, something that is sorely lacking from the contemporary classroom, onsite or virtual. The purpose of this paper, therefore, is to reference and advocate the academic views of Larry Arnn and the fundamental meaning of the liberal arts education, past and present, for all students, in order to draw our or lead out of them from their most profound center of being (soul; logos), and engender the work of intellectual and personal transformation in both the classroom and in all of life.
Keywords: logos, learning, soul, will, memory, intellect, liberal arts education, virtues
The Academic Philosophy and Goals for Our Course:
A First Inquiry
One of the great educators in the United States, Dr. Larry P. Arnn (2012), President of Hillsdale College, Hillsdale, MI, has set forth what one might call, the Hillsdale Way, that is, a view to what is best in teaching and learning. With these views, I wholeheartedly agree, primarily because they are predicated on sound teaching experience, and a basic common sense that never seems to go out of fashion. The purpose of this brief paper – actually it is an introduction to all my Monroe students – is to reference these views, the core of the Hillsdale Way, for they will be the basis of how this class, indeed, all my classes, will proceed throughout the semester.
The Liberal Arts Education
The word education is derived from two Latin words, e ducere, meaning “to draw out,” or “to lead forth”. Education, then, is an attempt by a teacher to draw forth the best from the center of a student’s existential Self, by introducing the student to that which is best from the world of ideas, and.
2. Experience
The second major category of western thought
Experience
Empiricism
Technical-
rational
curriculum
Romanticism
Child-centred
education
3. Experience
Experience is more significant than theory.
Learning involves either ‘doing’ or being ‘done to’.
This category is split into two philosophical strands:
empiricism and romanticism.
4. Empiricists
Empiricists claim that the learner is the passive recipient
of experience.
What matters is the way this experience is organized.
This perspective leads to a technical conception of
education, in which teachers and curriculum developers
are important arrangers of appropriate experiences.
5. Romanticist
Romanticist claim that formal education is unnecessary
and restrictive.
Children learn naturally from their experiences and from
contact with key influences.
6. Empiricism
The view that all knowledge is gained from the senses
came to prominence in the 17th-century.
When the English philosopher John Locke in his Essay
Concerning Human Understanding argued that ‘there is
nothing in the mind which was not first in the senses “
7. John Locke view’s
In this view, the mind is a blank slate on which
experiences are imprinted.
All primary and secondary ideas, Including abstract
ideas, come either from the senses or the mind’s
reflections on sensory experience.
8. David Hume
The 18th-century empiricist David Hume in his Enquiry
Concerning Human Understanding developed Locke’s
argument.
In establishing a science of human nature, Hume
attempted to rely solely on the evidence of the senses
and experience.
He denied the existence of any ideas which did not
come from experience, including those of God, the self,
causation and inductive knowledge.
9. David Hume
Concerning causation, he said that all we perceive from
our experience is a regular association between two
events.
We cannot prove that one event is the cause of another.
Using the same argument, Hume attacked the principle
of induction – the process of inferring from particular
cases to general rules, the basis of the scientific
experimental method.
10. Empiricism
According to the empiricists, for a statement to be valid it
must either be true by definition or it must be open to
verification by experienc.
A.J. Ayer, a 20th-century empiricist, endorsed this view.
He classified valid statements as either analytic or
synthetic.
11. Ayer View’s
Analytic : Verifiable by analysing the meaning of the
words: ‘A bachelor is an unmarried man’.
Synthetic: Verifiable by empirical observation: ‘The heart
contains four chambers.’
12. Ayer View’s
He dismissed statements on ethics, aesthetics, and
theology as mere value judgements.
A compromise between idealism and empiricism is
found in the theory of knowledge proposed by Kant.
According to this theory, the world consists of:
Noumena and Phenomena.
13. Ayer View’s
Noumena – representing ultimate reality and
unknowable, but giving rise to mental organizing
structures or categories.
Phenomena – things as they appear to us, structured by
the mental categories that organize our perceptions.
14. Kant’s intermediate view
This solution avoids both mind–body dualism and the
problem of causality.
Kant’s intermediate view suggests that the mind structures
experience, as spectacles structure sight.
20th-century thinkers such as Noam Chomsky show their debt
to Kantian theory .
when they claim that the grammatical structures of language
are innate, but vocabulary and word usage are learned from
experience.
15. Educational implications of
empiricism: the technical-rational
model
Empiricism leads to the commonplace view of education
as the ‘filling of empty vessels’
That is, imparting knowledge to those who lack it.
It requires nothing from the learner but passivity and a
willingness to learn.
This view emerges in the work of 19th-century
experimental psychologists such as Pavlov (the
behaviourists).
16. Educational implications of empiricism: the technical-rational model
The emphasis on the careful structuring of stimuli and
the observation of learners’ responses led to the
behaviourist concept of a ‘technology of education’.
Behaviourism was highly influential in education in the
first part of the 20th-century, especially in the area of
training and competencies.
17. Educational implications of empiricism: the technical-rational model
Its curricular approach was ‘technical–rational’ or
‘means–end’
because it prioritized technical questions about the
correct approach to methods over a consideration of the
ends of education.
18. Bloom technical– rational model
Bloom expanded on the technical– rational model.
His Cognitive Taxonomy of Learning specifies different
levels of knowledge.
and shows how they can be demonstrated in observable
and verifiable behaviours, rather than in mental acts:
19. Bloom technical– rational model : different levels of knowledge.
1. knowledge – demonstrated in outlining, recounting,
defining and enumerating ideas.
2. comprehension – demonstrated in paraphrasing,
recognizing, illustrating and explaining ideas.
3. application – demonstrated in transferring, employing
and organizing ideas.
20. Bloom technical– rational model
4. analysis – demonstrated in breaking down,
categorizing, comparing and contrasting ideas.
5. synthesis – demonstrated in summarizing, generalizing
about, integrating and constructing ideas and
arguments.
6. evaluation – demonstrated in appraising, discriminating
between and assessing ideas or resolving problems
and arguments.
21. Educational implications of the technical–rational model
Learning is a science and has general principles.
The teacher or designer determines what is learned and
how, according to scientific principles.
The purposes or ends of education are not discussed; values
are taken for granted.
The learner will respond to learning stimuli in a predictable
way.
The technical–rational model works best in the training of
skills and competencies, where behaviour can be observed.
22. Romanticism
Emerged in the 18th-century.
Purpose
To provide an alternative perspective on the
role of experience in learning.
23. Romanticism According to Rousseau
Jean-Jacques Rousseau was romanticism’s
strongest proponent in what is often called its first
didactic text.
Émile, 1762(/2007) deals with the proper education for
a boy.
Rousseau gender was biologically determined,
and he thought that a different education process
was necessary for girls. (Émile et Sophie ou les Solitaires
(1780/1994), the sequel to Émile.)
24. Romanticism According to Rousseau
humans are naturally good but corrupted by
civilization.
Therefore, the child should be kept away from
society and learn through exposure to natural
influences.
Example:
If the child breaks a window, they should suffer the
consequences of the cold wind that will rush
through.
25. Romanticism According to Rousseau
Rousseau thought that formal learning should be
delayed until the moral and psychological found-
ations of personality had been laid down through
interaction with the natural world.
such as that acquired through reading or
mathematics.
Girls should learn to be the primary educators of
children in the private and moral sphere.
whereas boys should learn to carry out their public
responsibilities in the wider world.
26. Romanticism
Romanticism also attached importance to the
emotions and therefore to the education of the
whole person.
This included the cultivation of feeling and an
emphasis on the individual, as opposed to the
group.
It encouraged self-expression and self-
actualization. “Senses and feeling were primary;
thought and abstraction were to be at their
27. Educational implications of romanticism: child-centred
education
romanticism is child-centred.
Rousseau’s text Émile was the foundation for
many current theories of child-centred
education.
For example:
Steiner teaching methods emphasize an education that
balances head, heart and hands (Easton 1997).
Montessori methods of infant teaching emphasize
learning through natural
materials and natural environments (Montessori 1912).
28. Educational implications of romanticism: child-centred
education
A. S. Neill’s experiment with progressive education in his
famous school, Summerhill, emphasized the natural
goodness of the child and the rejectionof all compulsory
tuition in favour of the child’s right to choose what and
what not to learn (Neill 1992).
29. Educational implications of romanticism: child-centred
education
The modern western emphasis on recognizing and encouraging differences
inindividuals can be seen as originating in Rousseau’s theory.
The purpose of education is the development of the whole person.
The child’s experiences are the central elements of education.
Children should be free to choose what to learn and how to learn.
Individual experiences, expression and creativity are encouraged as part of
the curriculum.
Individual learning plans can be used to recognize the unique
characteristics
of every child.
All learners are different, and their individuality is unconditionally prized.
Teachers exert minimal control but act as facilitators of learning
experiences.
The teacher provides an appropriate and rich environment.
30. References
PHILOSOPHY OF EDUCATION
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