Learning to know
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The four pillars of education are learning to know, learning to do, learning to live together, and learning to be. Learning to know focuses on developing one's mind through skills like numeracy, literacy, thinking, concentration, and memory. Learning to do is about mastering learning tools and skills to understand the world. Learning to live together involves giving attention to others and activities. Learning to be emphasizes developing one's personality and understanding of oneself.
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Naturalism
Naturalism is a philosophy that believes reality is limited to nature and that supernatural or spiritual elements do not exist. It views the universe as a natural system governed by fixed laws of science. Key principles of naturalism in education include allowing children maximum freedom to develop spontaneously according to their nature, learning through first-hand experiences and play rather than books or lectures, and giving students self-government with minimal external discipline. Naturalism rejects rigid curricula and sees the teacher's role as an observer who does not interfere with the child's natural development.
creating and maintaining inclusive schools
This document outlines objectives and strategies for creating and maintaining inclusive schools. It defines inclusive education as placing all students, regardless of challenges, in age-appropriate general education classes. An inclusive school operates with the premise that all students can fully participate. The document discusses developing school philosophy, identifying special needs early, adapting curriculum, encouraging participatory learning, and providing professional development, facilities, aids and adequate staff to support inclusion.
PhilosophIes of Education
The document discusses several philosophies of education including idealism, realism, pragmatism, existentialism/phenomenology, and neo-Marxism. Idealists like Plato believed that education helps move people towards truth and the good through dialogue and abstract ideas. Realists such as Aristotle focused on empirical research and logic to understand the world. Pragmatists like Dewey emphasized experiential and child-centered learning. Existentialists viewed education as a process of self-creation and choice. Neo-Marxists saw education's role as empowering students to critique and change society.
EASTERN PHILOSOPHIES.pptx
Hinduism and Buddhism are two major Eastern philosophies that developed different approaches to spirituality. Hinduism developed slowly over time and believes the soul can be freed from life's difficulties through religion. It has many gods like Brahma, Vishnu and Shiva and holy texts like the Vedas and Upanishads. Key concepts include reincarnation, karma, and moksha or liberation from the cycle of rebirth. Buddhism was founded by Siddhartha Gautama who realized enlightenment and nirvana. Both traditions emphasize spiritual and moral development through concepts like dharma, non-violence, and seeking wisdom and perfection of humanity.
John dewey
The document discusses John Dewey's views on education, which included that education is a social process and is life itself, not just preparation for life. Dewey believed students should be involved in real-life tasks and challenges to learn, and that education serves the broader social purpose of enabling citizens to contribute usefully to their culture and vocation in a democracy. His ideas emphasized learning through experience and interaction with the natural world, and influenced the development of progressive education models.
4 pillars of education
The document outlines The Four Pillars of Education which are: Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be.
It describes Learning to Know as acquiring understanding through broad general knowledge and in-depth study to learn how to learn throughout life. Learning to Do means applying knowledge skillfully and creatively, developing competencies, qualities and attitudes. Learning to Live Together involves understanding others, cooperation, and managing conflicts respectfully. Learning to Be refers to the complete fulfillment and development of one's personality and autonomy as an individual and community member.
Perrenialism
Perennialism is an educational philosophy that focuses on teaching ideas and concepts that are considered universally important and everlasting. It believes education should transmit principles and knowledge that have endured for centuries. Perennialism relies heavily on the past and subjects like logic, mathematics, and classical literature. It teaches in a teacher-centered way focused on disciplining the mind and developing intellectual abilities rather than students' interests. The goals are developing good character, morality, and preparing students for life by instilling principles passed between generations. There are two types - secular perennialism focuses on humanist traditions and reasoning, while religious perennialism emphasizes personal development and learning from external signs rather than within.
Perennialism in Education
Perennialism is an educational philosophy that believes education should focus on teaching principles and ideas that are universally important to all people across time, rather than facts that may change. It recommends students learn from reading and analyzing great works of history's finest thinkers to develop rational and moral powers. While it shares some similarities with Essentialism in focusing on core skills and knowledge, Perennialism places more emphasis on liberal topics, personal development through experience and relationships, and developing a sound personality through exposure to theological and philosophical ideals.
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Naturalism
Naturalism is a philosophy that believes reality is limited to nature and that supernatural or spiritual elements do not exist. It views the universe as a natural system governed by fixed laws of science. Key principles of naturalism in education include allowing children maximum freedom to develop spontaneously according to their nature, learning through first-hand experiences and play rather than books or lectures, and giving students self-government with minimal external discipline. Naturalism rejects rigid curricula and sees the teacher's role as an observer who does not interfere with the child's natural development.
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EASTERN PHILOSOPHIES.pptx
Hinduism and Buddhism are two major Eastern philosophies that developed different approaches to spirituality. Hinduism developed slowly over time and believes the soul can be freed from life's difficulties through religion. It has many gods like Brahma, Vishnu and Shiva and holy texts like the Vedas and Upanishads. Key concepts include reincarnation, karma, and moksha or liberation from the cycle of rebirth. Buddhism was founded by Siddhartha Gautama who realized enlightenment and nirvana. Both traditions emphasize spiritual and moral development through concepts like dharma, non-violence, and seeking wisdom and perfection of humanity.
John dewey
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4 pillars of education
The document outlines The Four Pillars of Education which are: Learning to Know, Learning to Do, Learning to Live Together, and Learning to Be.
It describes Learning to Know as acquiring understanding through broad general knowledge and in-depth study to learn how to learn throughout life. Learning to Do means applying knowledge skillfully and creatively, developing competencies, qualities and attitudes. Learning to Live Together involves understanding others, cooperation, and managing conflicts respectfully. Learning to Be refers to the complete fulfillment and development of one's personality and autonomy as an individual and community member.
Perrenialism
Perennialism is an educational philosophy that focuses on teaching ideas and concepts that are considered universally important and everlasting. It believes education should transmit principles and knowledge that have endured for centuries. Perennialism relies heavily on the past and subjects like logic, mathematics, and classical literature. It teaches in a teacher-centered way focused on disciplining the mind and developing intellectual abilities rather than students' interests. The goals are developing good character, morality, and preparing students for life by instilling principles passed between generations. There are two types - secular perennialism focuses on humanist traditions and reasoning, while religious perennialism emphasizes personal development and learning from external signs rather than within.
Perennialism in Education
Perennialism is an educational philosophy that believes education should focus on teaching principles and ideas that are universally important to all people across time, rather than facts that may change. It recommends students learn from reading and analyzing great works of history's finest thinkers to develop rational and moral powers. While it shares some similarities with Essentialism in focusing on core skills and knowledge, Perennialism places more emphasis on liberal topics, personal development through experience and relationships, and developing a sound personality through exposure to theological and philosophical ideals.
Inculcating Value in student
This document discusses the role of teachers in value education. It defines value education as a process of developing students' character, personality, and spirituality. The teacher's role is important because they can inculcate important values in students like discipline, appreciation, cooperation, and accountability. Some effective strategies mentioned for teaching values include storytelling, social activities, visual experiences, group activities, and silent sitting. The conclusion emphasizes that teachers play a key role in shaping students and the future of the nation by instilling good values and character building.
Perennialism Philosophies of education
The document discusses the philosophy of perennialism as a teacher-centered approach to education. Perennialism focuses on transferring universal and immutable knowledge from teachers to students through the curriculum. It emphasizes instilling respect for authority and intellectual and moral development in students. The role of the teacher is to act as a director who delivers clear lectures and coaches students in critical thinking. Some prominent educational leaders associated with perennialism mentioned are Robert Maynard Hutchins, Mortimer J. Adler, and Jacques Maritain.
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This document discusses the philosophy of pragmatism in education. It defines pragmatism as a method of evaluating problems through experience rather than abstract theory. The key figures who developed pragmatism are identified as William James, Charles Sanders Peirce, and John Dewey. Dewey believed education should start with the child's interests and allow freedom while fostering responsibility. For pragmatists, truth is determined by what works rather than corresponding to abstract ideals. The document examines how pragmatism influences views on curriculum, teaching methods, and the roles of teachers, students, and schools.
Educational philosophy of paulo freire
Paulo Freire was a Brazilian educator who developed a methodology for educating illiterates that became widely used. His views challenged the status quo and he was imprisoned for 70 days and exiled from Brazil for 20 years. Freire argued that the ignorance of the poor is the result of their economic, social, and political domination. He advocated a humanizing education to help people become conscious of their place in the world. Freire is known for critiquing the "banking concept" of education, where teachers deposit knowledge into passive students. Instead, he promoted empowering students through critical thinking.
Perennialism philosophy
This document discusses the philosophy of perennialism in education. It outlines the major exponents like Robert Hutchins and Mortimer Adler. The key points are that perennialism is a teacher-centered philosophy that focuses on enduring concepts and ideas that have lasted for centuries. It emphasizes a universal, core curriculum centered around great books and believes that human nature is permanent and unchanging. The role of the teacher is as an authority figure and role model, while students are expected to be obedient and learn in the same way through methods like memorization and drill. Criticisms of perennialism include that it is too focused on the past and ignores contemporary realities.
Naturalism in education
Naturalism is a philosophy that believes ultimate reality lies in nature and its laws. It rejects supernatural concepts. Key naturalist philosophers include Thomas Hobbes, Jean-Jacques Rousseau, and Herbert Spencer. Naturalism bases its metaphysics, epistemology, and axiology in the natural world. In education, naturalism advocates for child-centered learning through experience and freedom from interference, though it lacks consideration for individual differences and spiritual values.
Four Pillars of Education
Four Pillars of Education
REFERENCES:
Alfonso, Rowel (2015). Four Pillars of Education [PowerPoint presentation]. Retrieved from https://www.slideshare.net/rowel65/four-pillars-of-education-46628967
Carreon, M.L., Prieto, N.G., & Vega V.A. (2009). Social Dimension of Education (Revised Edition, pp. 15-23). Quezon City: Lorimar Publishing Co. Inc.
Micaiah, Wale (2014). The 4 Pillars of Education [PowerPoint presentation]. Retrieved from https://www.slideshare.net/statisense/the-4-pillars-of-education.
Progressivism ppt
The document discusses the philosophy of progressivism in education. Some key points:
- Progressivism is a revolt against traditional education, focusing on child-centered learning. It emphasizes learning by doing and experiences over formalism.
- Major early proponents included John Dewey and F.W. Parker in the 19th century. The Progressive Education Association was formed in 1919.
- Progressivism believes education should develop the whole child through a curriculum based on their interests and experiences. Learning happens through projects, group work, role playing and other active methods.
- The teacher acts as a guide rather than sole authority. Assessment focuses on productions, presentations and feedback rather than exams.
John dewey (1859 1952) Educational Thoughts and Contribution
John dewey (1859 1952) Educational Thoughts and Contribution The Gandhigram Rural Institute (Deemed to be University)
John Dewey (1859-1952) was an American philosopher, psychologist, and educational reformer who is considered one of the founders of functional psychology and the father of pragmatism. Some of his key ideas included learning by doing through hands-on problem solving and experimentation. He believed the curriculum should reflect the social life and activities of children in society. Dewey founded his Experimental School in 1896 to test his progressive ideas about education, where the teacher acted as a facilitator rather than instructor. His works had a significant influence on education in the United States.John Dewey’s Educational Progressivism
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
The Four Pillars of Education
The document discusses the four pillars of education according to the Delors Report:
1) Learning to know, which involves acquiring tools for understanding through a broad general education and in-depth study of some subjects.
2) Learning to do, which involves not just job skills but also developing competence to deal with various situations and work in teams.
3) Learning to live together, which involves finding peace within oneself and expanding acceptance and understanding of others.
4) Learning to be, which involves developing one's personality and acting with greater autonomy, judgment, and responsibility.
Behaviorism as a philosophy of education
Behaviorism as a Philosophy of Education focuses on conditioning student behavior through reinforcement and consequences, based on the work of psychologists like Pavlov, Watson, and Skinner. It aims to modify behavior through techniques like rewarding desirable behaviors and punishing undesirable ones. While controversial, behaviorism has increasingly influenced education through conditioning students to behave in ways like sitting still and being quiet. According to behaviorists, teachers can and do apply behavioral principles in their classrooms through things like praise, rewards, and other reinforcements.
Reconstructionism-Educ..pptx
Reconstructionism is an educational philosophy that believes schools should empower students to help rebuild society. It was first described by John Dewey and Theodore Brameld advocated for students to study social problems and ways to improve society. Reconstructionist educators want students to critically examine cultural traditions and controversies to bring about constructive social change through education. The teacher's role is to facilitate student analysis of issues and guide them to become activists who can help solve society's problems through programs of cultural renewal.
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This document discusses the meaning and types of human values. It defines values as standards or principles used to judge what is good, worthwhile or desirable. Values exist independently in the mind and can be dimensional rather than absolute. The document outlines three main types of values: ultimate values around significance and beliefs, democratic values related to equal rights and participation, and educational values concerning knowledge and instruction. It also discusses classifications of values as personal, neighborly, community and more.
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It describes the Ideas of John Dewey on Education. It includes his views on the Concept of Education, Aims of Education, Ideas on School, Teacher, Curriculum and Teaching Methodology, etc.
philosophy of education - Pragmatism
This document discusses the educational philosophy of pragmatism. It defines pragmatism as a practical and utilitarian philosophy that believes ideas are constructed from experience rather than knowledge leading to practice. The key principles of pragmatism in education are that education should be practical, curriculum should be activity-centered, and learning occurs through doing and experience. Pragmatism advocates for methods like learning by doing, project-based learning, and discussion-based instruction. It also emphasizes aims like personal and social adjustment and reconstruction of experience through providing social settings.
Meaning Scope and Function of Philosophy of Education
This document discusses the philosophy of education, defining it as the academic study of the goals, definitions, and underlying assumptions about the purpose of education. It explains that the philosophy of education critically examines concepts like human nature, educational values, and the relationship between education and social progress. Finally, it outlines three main functions of the philosophy of education: speculative (understanding the whole issue of education), normative (providing guidance towards educational ideals), and critical (providing rational criticism of educational data and concepts).
Different Educational Philosophies
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.
Naturalism2
Naturalism is a philosophy of education that believes ultimate reality lies in nature, not the supernatural. It views the universe as governed by natural laws and subordinates mind to matter. Jean-Jacques Rousseau was a prominent advocate, arguing that education should follow a child's natural development rather than rely on schools and books. Naturalism aims for a child's complete living and development through self-expression, adjusting to their environment, and developing their personality through natural growth and culture. The teacher guides this natural development by setting the stage and protecting children's freedom and spontaneity.
Perennialism
Perennialism is a philosophical theory that argues for the existence of universal truths. It originated in religious thought with Thomas Aquinas and was later developed into secular forms. Perennialism believes that education should impart timeless knowledge through studying great works, remain the same for all people, and focus on developing rational thinking skills. The curriculum emphasizes subjects like philosophy, art, science and math. In the classroom, perennialism uses a teacher-centered approach with an emphasis on discussion, memorization, and conveying moral lessons through readings.
The learning process
The document discusses the learning process and its three stages: motivation, guidance, and practice. It explains that learning is an internal, mental process that is unique to each individual. Learning cannot be directly observed, but is recognized through changes in behavior and adaptation. The three stages involve: 1) motivating learners to pay attention, 2) using guidance techniques like chunking information to move it from short-term to long-term memory, and 3) practicing and integrating information through understanding, organization, and relating it to other information.
Process of learning final
Learning is a process of acquiring knowledge or skills through experience that results in long-term behavioral changes. The learning process involves perception, processing of information, and mental processes like converging and diverging thinking. There are different types of inquiry-based learning where students generate questions and design investigations to find answers, including open inquiry where students work independently. Brain-based learning uses strategies grounded in neuroscience research on how the brain naturally learns, and involves connecting lessons to real-life through experiential activities in a stimulating environment.
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Inculcating Value in student
This document discusses the role of teachers in value education. It defines value education as a process of developing students' character, personality, and spirituality. The teacher's role is important because they can inculcate important values in students like discipline, appreciation, cooperation, and accountability. Some effective strategies mentioned for teaching values include storytelling, social activities, visual experiences, group activities, and silent sitting. The conclusion emphasizes that teachers play a key role in shaping students and the future of the nation by instilling good values and character building.
Perennialism Philosophies of education
The document discusses the philosophy of perennialism as a teacher-centered approach to education. Perennialism focuses on transferring universal and immutable knowledge from teachers to students through the curriculum. It emphasizes instilling respect for authority and intellectual and moral development in students. The role of the teacher is to act as a director who delivers clear lectures and coaches students in critical thinking. Some prominent educational leaders associated with perennialism mentioned are Robert Maynard Hutchins, Mortimer J. Adler, and Jacques Maritain.
Pragmatism in Education
This document discusses the philosophy of pragmatism in education. It defines pragmatism as a method of evaluating problems through experience rather than abstract theory. The key figures who developed pragmatism are identified as William James, Charles Sanders Peirce, and John Dewey. Dewey believed education should start with the child's interests and allow freedom while fostering responsibility. For pragmatists, truth is determined by what works rather than corresponding to abstract ideals. The document examines how pragmatism influences views on curriculum, teaching methods, and the roles of teachers, students, and schools.
Educational philosophy of paulo freire
Paulo Freire was a Brazilian educator who developed a methodology for educating illiterates that became widely used. His views challenged the status quo and he was imprisoned for 70 days and exiled from Brazil for 20 years. Freire argued that the ignorance of the poor is the result of their economic, social, and political domination. He advocated a humanizing education to help people become conscious of their place in the world. Freire is known for critiquing the "banking concept" of education, where teachers deposit knowledge into passive students. Instead, he promoted empowering students through critical thinking.
Perennialism philosophy
This document discusses the philosophy of perennialism in education. It outlines the major exponents like Robert Hutchins and Mortimer Adler. The key points are that perennialism is a teacher-centered philosophy that focuses on enduring concepts and ideas that have lasted for centuries. It emphasizes a universal, core curriculum centered around great books and believes that human nature is permanent and unchanging. The role of the teacher is as an authority figure and role model, while students are expected to be obedient and learn in the same way through methods like memorization and drill. Criticisms of perennialism include that it is too focused on the past and ignores contemporary realities.
Naturalism in education
Naturalism is a philosophy that believes ultimate reality lies in nature and its laws. It rejects supernatural concepts. Key naturalist philosophers include Thomas Hobbes, Jean-Jacques Rousseau, and Herbert Spencer. Naturalism bases its metaphysics, epistemology, and axiology in the natural world. In education, naturalism advocates for child-centered learning through experience and freedom from interference, though it lacks consideration for individual differences and spiritual values.
Four Pillars of Education
Four Pillars of Education
REFERENCES:
Alfonso, Rowel (2015). Four Pillars of Education [PowerPoint presentation]. Retrieved from https://www.slideshare.net/rowel65/four-pillars-of-education-46628967
Carreon, M.L., Prieto, N.G., & Vega V.A. (2009). Social Dimension of Education (Revised Edition, pp. 15-23). Quezon City: Lorimar Publishing Co. Inc.
Micaiah, Wale (2014). The 4 Pillars of Education [PowerPoint presentation]. Retrieved from https://www.slideshare.net/statisense/the-4-pillars-of-education.
Progressivism ppt
The document discusses the philosophy of progressivism in education. Some key points:
- Progressivism is a revolt against traditional education, focusing on child-centered learning. It emphasizes learning by doing and experiences over formalism.
- Major early proponents included John Dewey and F.W. Parker in the 19th century. The Progressive Education Association was formed in 1919.
- Progressivism believes education should develop the whole child through a curriculum based on their interests and experiences. Learning happens through projects, group work, role playing and other active methods.
- The teacher acts as a guide rather than sole authority. Assessment focuses on productions, presentations and feedback rather than exams.
John dewey (1859 1952) Educational Thoughts and Contribution
John dewey (1859 1952) Educational Thoughts and Contribution The Gandhigram Rural Institute (Deemed to be University)
John Dewey (1859-1952) was an American philosopher, psychologist, and educational reformer who is considered one of the founders of functional psychology and the father of pragmatism. Some of his key ideas included learning by doing through hands-on problem solving and experimentation. He believed the curriculum should reflect the social life and activities of children in society. Dewey founded his Experimental School in 1896 to test his progressive ideas about education, where the teacher acted as a facilitator rather than instructor. His works had a significant influence on education in the United States.John Dewey’s Educational Progressivism
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
The Four Pillars of Education
The document discusses the four pillars of education according to the Delors Report:
1) Learning to know, which involves acquiring tools for understanding through a broad general education and in-depth study of some subjects.
2) Learning to do, which involves not just job skills but also developing competence to deal with various situations and work in teams.
3) Learning to live together, which involves finding peace within oneself and expanding acceptance and understanding of others.
4) Learning to be, which involves developing one's personality and acting with greater autonomy, judgment, and responsibility.
Behaviorism as a philosophy of education
Behaviorism as a Philosophy of Education focuses on conditioning student behavior through reinforcement and consequences, based on the work of psychologists like Pavlov, Watson, and Skinner. It aims to modify behavior through techniques like rewarding desirable behaviors and punishing undesirable ones. While controversial, behaviorism has increasingly influenced education through conditioning students to behave in ways like sitting still and being quiet. According to behaviorists, teachers can and do apply behavioral principles in their classrooms through things like praise, rewards, and other reinforcements.
Reconstructionism-Educ..pptx
Reconstructionism is an educational philosophy that believes schools should empower students to help rebuild society. It was first described by John Dewey and Theodore Brameld advocated for students to study social problems and ways to improve society. Reconstructionist educators want students to critically examine cultural traditions and controversies to bring about constructive social change through education. The teacher's role is to facilitate student analysis of issues and guide them to become activists who can help solve society's problems through programs of cultural renewal.
MAN’S VALUES: MEANING, NATURE and TYPES
This document discusses the meaning and types of human values. It defines values as standards or principles used to judge what is good, worthwhile or desirable. Values exist independently in the mind and can be dimensional rather than absolute. The document outlines three main types of values: ultimate values around significance and beliefs, democratic values related to equal rights and participation, and educational values concerning knowledge and instruction. It also discusses classifications of values as personal, neighborly, community and more.
John Dewey on Education
It describes the Ideas of John Dewey on Education. It includes his views on the Concept of Education, Aims of Education, Ideas on School, Teacher, Curriculum and Teaching Methodology, etc.
philosophy of education - Pragmatism
This document discusses the educational philosophy of pragmatism. It defines pragmatism as a practical and utilitarian philosophy that believes ideas are constructed from experience rather than knowledge leading to practice. The key principles of pragmatism in education are that education should be practical, curriculum should be activity-centered, and learning occurs through doing and experience. Pragmatism advocates for methods like learning by doing, project-based learning, and discussion-based instruction. It also emphasizes aims like personal and social adjustment and reconstruction of experience through providing social settings.
Meaning Scope and Function of Philosophy of Education
This document discusses the philosophy of education, defining it as the academic study of the goals, definitions, and underlying assumptions about the purpose of education. It explains that the philosophy of education critically examines concepts like human nature, educational values, and the relationship between education and social progress. Finally, it outlines three main functions of the philosophy of education: speculative (understanding the whole issue of education), normative (providing guidance towards educational ideals), and critical (providing rational criticism of educational data and concepts).
Different Educational Philosophies
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.
Naturalism2
Naturalism is a philosophy of education that believes ultimate reality lies in nature, not the supernatural. It views the universe as governed by natural laws and subordinates mind to matter. Jean-Jacques Rousseau was a prominent advocate, arguing that education should follow a child's natural development rather than rely on schools and books. Naturalism aims for a child's complete living and development through self-expression, adjusting to their environment, and developing their personality through natural growth and culture. The teacher guides this natural development by setting the stage and protecting children's freedom and spontaneity.
Perennialism
Perennialism is a philosophical theory that argues for the existence of universal truths. It originated in religious thought with Thomas Aquinas and was later developed into secular forms. Perennialism believes that education should impart timeless knowledge through studying great works, remain the same for all people, and focus on developing rational thinking skills. The curriculum emphasizes subjects like philosophy, art, science and math. In the classroom, perennialism uses a teacher-centered approach with an emphasis on discussion, memorization, and conveying moral lessons through readings.
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Principles of teaching
This document discusses several key aspects of teaching and learning, including:
1. Elements that define learners such as abilities, aptitudes, interests, attitudes, and background.
2. Gardner's theory of multiple intelligences and different learning styles.
3. The role of the teacher in establishing a facilitative learning environment and using effective instructional strategies, classroom management techniques, and assessments.
4. Key principles like ensuring learning is active, involving multiple senses, and connecting to students' lives.
The explorience approach to learnign
The document outlines 4 principles of instruction for teachers and 4 principles of learning for students. The principles of instruction are: systematic, explicit, authentic, and lively. The principles of learning are: meaningful, manageable, memorable, and metacognitive. It provides explanations and examples for each principle to illustrate how they can be applied in teaching and learning.
The explorience approach to learning
The document outlines 4 principles of instruction for teachers and 4 principles of learning for students. The principles of instruction are: systematic, explicit, authentic, and lively. The principles of learning are: meaningful, manageable, memorable, and metacognitive. It provides explanations and examples for each principle.
Teaching and leaning in the
The document discusses principles of teaching and learning in a learning community. It outlines 4 principles of instruction for teachers (systematic, explicit, authentic, and lively) and 4 principles of learning for students (meaningful, manageable, memorable, and metacognitive). The principles emphasize that instruction should follow a logical progression, be clearly explained to students, relate to real-world tasks, and encourage active student participation. Students are encouraged to find learning purposeful, at an appropriate challenge level, easily remembered, and to understand their own learning processes.
Learner centered principles
Students construct knowledge through activities that go beyond simply reproducing or learning information, and instead require generating new ideas or understandings. An effective activity for knowledge construction is interdisciplinary, with clear goals incorporating multiple subjects, and requires students to apply their new knowledge to support further construction in a new context. Strategic thinking and metacognition play important roles in knowledge construction, as strategic thinking allows for planning and assessment, while metacognition involves self-awareness of one's cognitive processes. Different learning contexts, such as orienting, instructional, and transfer contexts, provide different types of environments to support knowledge construction.
Adult Learning Trends - NLC 2015 Conference
This document discusses trends in online learning and training. It provides an overview of key concepts like the differences between learning and training, Knowles' adult learning theory and assumptions, best practices for online training development, and the financial benefits of online training. It also presents a case study of how the Oklahoma Municipal Assurance Group partnered with LocalGovU to provide online training to its members, achieving increased course completions and a reduction in liability claims.
Learning and teaching module 1
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.
CWT Bankston ppc
Classroom walkthroughs are brief, informal observations meant to encourage dialogue around teaching practices and student learning. They are not evaluations, but are intended to help teachers reflect on their work. The process involves identifying an instructional focus area, conducting observations with a non-judgmental lens, analyzing patterns in teaching and learning, and having reflective conversations to improve student outcomes. Repeating this cycle of inquiry supports continuous professional growth.
Co Teaching Un 100
The document provides guidance for teaching assistants on teaching principles, learning styles, developing instruction, ethics, and handling challenging situations. It discusses pedagogy vs andragogy, adult learning principles, learning preferences using VARK, creating learning objectives and activities, evaluation methods, and ethics. Examples of challenging situations are presented as case studies for discussion.
Teaching Adults: What Every Trainer Needs to Know About Adult Learning Styles
Teaching adults is not like teaching children. Find out why and how to distinguish between the two disciplines.
Teaching Adults: What trainers need to know
Teaching adults isn’t
like teaching children. What we learn in childhood forms the foundation of what we learn as
adults. Our life experiences can add to that, thus creating a substantial
reservoir of information.
Developing insight into how adults learn helps trainers become more
successful.
Lights Camera Literacy
This was a presentation created to go along with a professional conference session that I taught correlating video production and literacy.
Online assignment athira k p
The document discusses self-reflection, peer evaluation, and cognitive processes in learning. It defines self-reflection as a way for teachers to think about what works and doesn't work in their classrooms. Peer evaluation consists of colleagues reviewing teaching performance to improve quality. Cognitive processes include skills like attention, memory, and problem-solving that allow us to acquire and process information through our senses and experiences.
Sdl aku
1. Self-directed learning allows individuals to take primary responsibility for planning, implementing, and evaluating their own learning. It involves learners setting their own learning goals, identifying resources, and evaluating outcomes.
2. Self-directed learning promotes independence and enhances cognitive abilities like problem solving, decision making, and time management. However, it requires skills like self-motivation, awareness, and the ability to self-monitor and self-modify that some learners may lack.
3. While self-directed learning has benefits, it also has drawbacks like possible errors, misguidance, lack of full content learning if not combined with other methods, and being time consuming without team collaboration. Overall balance is important
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Learning to know
- 3. is more on the mastery of learning tools than with the acquisition of structured knowledge.
- 5. Implies learning how to learn by developing one’s Using one’s mind to produce ideas, decisions, memories, etc. The store of things learned and retained from one’s activities or experiences as evidenced by recall and Giving one’s own attention or thought to a single object or activity. Concentr ation Memory Thinking Components
- 10. Mastery of these learning tools is both a means and an end. These are means for the students to understand the world around them.
- 11. These are ends for the students that can be derived from the pleasures on understanding, knowledge and discovery
- 12. Learn-To-Learn SkillsLearning to Read w/ Comprehensi on Data Gathering Note Taking Listening Observing Accessing, Processing and Selecting Information Asking Questions
- 13. Teacher’s Role Facilitator Catalyst Monitor Evaluator One that helps bring outcomes One that keeps an eye on Person that quickly causes change/action One that gives judgment for improvement