The document discusses three philosophies of education: idealism, realism, and pragmatism. Idealism views education as developing character and pursuing truth through depth over breadth of learning. Realism sees education as teaching objective skills and facts to prepare students for the real world. Pragmatism views reality as constructed through experience, and sees education as a social process where students learn by solving meaningful problems.

1. Idealism As A Philosophy of Education Absolutist- The search for “TRUTH”- True Ideas Rationalist- The search for truth is a rational process. Thus, to be educated, is to reason effectively. Subjectivist- Individuals should strive for self-realization Character Development Wisdom Moral conviction Good will Loyalty AIMS of EDUCATION

2. Idealism As A Philosophy of Education Depth over breadth Concepts over specific facts Confront problems that arise from the “human condition.” “ Self-Directed” learning Lecture to stimulate thought, not to convey information METHOD of EDUCATION

3. Idealism As A Philosophy of Education Materials that promote “critical thinking.” Focus on reading and writing. Reading materials should foster discussion of “big ideas.” Classic works are favored because they have passed the test of time. Student writing should emphasize both personal expression and clear reasoning. CURRICULUM

4. Socrates might serve as the prototype Socratic questioning Teachers serve as role models Intellectual Moral An Idealist teacher tends to see teaching as a calling- more than just an occupation Idealism As A Philosophy of Education ROLE OF THE TEACHER

5. Realism as a Philosophy of Education Absolutist- Education should focus on the truth of the natural and physical world Empiricist- Teach students the scientific method of problem solving by exploring the material world Objectivist- Emphasize basic skills and basic facts- “3Rs” There are objective skills and facts that all students should learn. Character Development: Establish high standards and increased rigor and hold students accountable Emphasize practical knowledge that will prepare students for the world of work Aims of Education

6. Realism as a Philosophy of Education Methods of Education Direct teaching techniques are preferable. Students should be presented information in an organized, efficient and logical format. Given the “information overload” in today’s society, it is important that “non-essential” learning should be eliminated. Students should be taught based upon their strengths and abilities. Scientific testing should be used to diagnose and place students in settings most appropriate to their needs Technology should be utilized whenever appropriate in schools

7. Realism as a Philosophy of Education Curriculum Curricula should be practical and useful Curricula should concentrate on the “Basics” and avoid fads and frills. Curricula should be highly organized, correlated and aligned throughout the scope and sequence offered by schools Curricula should be based upon pre-established standards and criteria. Curricula should be “experiential” whenever possible

8. Realism as a Philosophy of Education Role of the Teacher A Realist teacher should be a subject matter expert. A Realist teachers should be able to present material in an organized and systematic way. A Realist teacher should be able to explain the lesson objectives in a way that is understandable to the learner. A Realist teacher should be able to effectively assess students in such a way that all students are challenged and motivated to learn. A Realist teacher should understand current research and technology and be able to utilize it in the classroom.

9. Pragmatism A 20 th Century Philosophy Often considered to be the “American” philosophy William James George Herbert Mead John Dewey

10. William James- Percepts & Concepts

11. William James- Percepts & Concepts

12. William James- Percepts & Concepts

13. William James- Percepts & Concepts

14. William James- Percepts & Concepts

15. William James- Concepts

16. William James- Percepts

17. William James- Making Meaning

18. John Dewey – Experience and Education

19. John Dewey – Experience and Education

20. John Dewey – Experience and Education

21. John Dewey – Experience and Education p. 19 The either/or of the two positions awareness of changing world static aims and materials 6 make most of present opportunities prepare for remote future 5 attaining ends which make direct vital appeal acquire them as means of by drill 4 learning through experience learning from text/teachers 3 free activity external discipline 2 expression and cultivation of individuality imposition from above 1 Progressive Traditional

22. Ontology “ What is real?” This is not a useful question.Human beings process perceptions through our senses and construct concepts or ideas. Reality is being constantly constructed through our experiences.

23. Epistemology Truth is relative to a particular time, culture, place. We learn by making meaning of our experiences. We learn by solving meaningful problems.

24. Axiology We derive our moral sense through the social consciousness of the human race. Through personal experience we form habits, beliefs, feelings and emotions. These are always shaped by our social world.

25. Aims Education is a social process and school is a form of community life. School should promote personal growth on the part of every child.

26. Methods Methods should emerge from an understanding of a child’s powers and interests. A teacher should guide a child towards educative experiences that connect personal growth within community.

27. Curriculum Curriculum should grow out of life experiences. It should be centered in authentic problem solving and inquiry.

28. Role of the Teacher The teacher should be a guide, not a dispensor of information. Teachers should know their students and their subjects equally well so they can direct students towards educative experiences