Motivation
•Download as PPT, PDF•
5 likes•3,233 views
Overview of motivation including behavioral, constructivist, Bandura, Adkinson, Attribution theory and Mazlow
Report
Share
Report
Share
![Behavioral Views of Motivation ,[object Object],[object Object],[object Object],[object Object],[object Object]](data:image/gif;base64,R0lGODlhAQABAIAAAAAAAP///yH5BAEAAAAALAAAAAABAAEAAAIBRAA7)
Recommended
Educational philosophies
The document summarizes and compares the educational philosophies of humanism and realism. Humanism focuses on the whole individual's growth and development, with goals like self-actualization. Realism emphasizes teaching realities and facts through questioning. The roles of teachers differ between the philosophies, with humanist teachers encouraging self-directed learning and realist teachers being knowledgeable about realities. Teaching methods also vary, with humanism using self-concept lessons and realism using repetition. Key philosophers discussed are Jean-Jacques Rousseau and Abraham Maslow.
Chapter vi Motivation in learning
The document discusses motivation and the factors that influence it. It defines motivation as an internal state that precedes behavior and is influenced by various internal and external factors. It describes aspects of motivation like intrinsic and extrinsic motivation. It also discusses the elements of a motivational system, including personality, self-concept, self-esteem, and self-regulation. Self-regulation involves processes like setting goals, self-monitoring, and self-evaluation that help direct behavior. Inner speech, self-efficacy, outcome expectations, and other cognitive factors also influence motivation.
Idealism in philosophy of education
Idealism holds that ideas or mind are the ultimate reality. It emphasizes that knowledge is obtained through reasoning and speculation rather than observation alone. Several philosophers contributed to the development of idealism, including Plato, who believed knowledge comes from recollection of innate ideas, and Kant, who saw the mind as giving meaning to the world. Idealism views education as developing students' abilities and character to serve society by focusing on subjects of the mind through discussion and questioning.
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.
Behavioral view of motivation
The behavioral view of motivation is based on the concepts of rewards and incentives. Motivation from this perspective is driven by anticipation of rewards for behaviors. Behaviorists believe behaviors are motivated by external factors like rewards, punishments, and consequences rather than internal drives. Reinforcement theory states that behaviors followed by positive consequences will increase through reinforcement, while behaviors followed by negative consequences will decrease. Motivation can be increased using positive reinforcement of desired behaviors and negative reinforcement by removing undesirable consequences. However, incentives only motivate behaviors if the individual values the reward.
Idealism and education
Idealism is a philosophical view that the mind or ideas are fundamental to reality. In education, idealism emphasizes developing the mind through strict mental discipline using subjects like philosophy, logic, and mathematics. The teacher's role is to expose students to ideas and probe their thinking through questioning. Educational aims include seeking eternal truths found in ideas rather than the impermanent material world. Recitation and recall of ideas are common teaching methods, and discipline focuses on leading by positive example rather than punishment. Critics argue idealism is too conservative and ignores aspects beyond intellectual development.
Idealism
Idealism is the oldest systematic philosophy in Western culture that believes ideas are the true reality. It began with Plato and believes that material things are imaginary constructions in the mind. Major movements include Platonic, religious, and modern idealism with philosophers like Descartes, Berkeley, Kant, Hegel, and Royce. Idealism views the aims of education as seeking truth and self-realization. It emphasizes developing character and thinking through dialectic discussion, intuitive approaches, and focusing on ideas rather than facts. While idealism promotes high-level thinking, it can be seen as too intellectual and lacking relevance to the real world.
CLASSICAL & MODERN PHILOSOPHICAL PERSPECTIVES ON EDUCATION I
Idealism
Realism
Educational Philosophies
the content of this presentation is adopted from AIOU's course code 8609 (Philosophy of Education)
NOTE: correction in types of Idealism (3rd Slide). corrected types are as following:
1= Subjective Idealism. It is termed subjective since it holds that all objects of knowledge are subjective in as much that they depend upon the mind. It is equivalent to a conceptual theory since it also holds that the universe is composed of either minds alone or of minds and their ideas, nothing else besides.
2 = Phenomenalism. This particular form of idealism was propounded by Kant the German philosopher. Kant's first discovery concerned the limits of man's knowledge, and it led him to the conclusion that the only knowledge that is possible to man is knowledge of the phenomenon.
3 = Objective Idealism. The Hegelian form of idealism is also known as objective idealism. According to Hegel, the ultimate reality is the absolute eternal substance, outside which nothing can and does exist.
Note 2: there are typological errors in slide 4 and 5. correct sentence is "Idealism and Aims of Education".
Recommended
Educational philosophies
The document summarizes and compares the educational philosophies of humanism and realism. Humanism focuses on the whole individual's growth and development, with goals like self-actualization. Realism emphasizes teaching realities and facts through questioning. The roles of teachers differ between the philosophies, with humanist teachers encouraging self-directed learning and realist teachers being knowledgeable about realities. Teaching methods also vary, with humanism using self-concept lessons and realism using repetition. Key philosophers discussed are Jean-Jacques Rousseau and Abraham Maslow.
Chapter vi Motivation in learning
The document discusses motivation and the factors that influence it. It defines motivation as an internal state that precedes behavior and is influenced by various internal and external factors. It describes aspects of motivation like intrinsic and extrinsic motivation. It also discusses the elements of a motivational system, including personality, self-concept, self-esteem, and self-regulation. Self-regulation involves processes like setting goals, self-monitoring, and self-evaluation that help direct behavior. Inner speech, self-efficacy, outcome expectations, and other cognitive factors also influence motivation.
Idealism in philosophy of education
Idealism holds that ideas or mind are the ultimate reality. It emphasizes that knowledge is obtained through reasoning and speculation rather than observation alone. Several philosophers contributed to the development of idealism, including Plato, who believed knowledge comes from recollection of innate ideas, and Kant, who saw the mind as giving meaning to the world. Idealism views education as developing students' abilities and character to serve society by focusing on subjects of the mind through discussion and questioning.
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.
Behavioral view of motivation
The behavioral view of motivation is based on the concepts of rewards and incentives. Motivation from this perspective is driven by anticipation of rewards for behaviors. Behaviorists believe behaviors are motivated by external factors like rewards, punishments, and consequences rather than internal drives. Reinforcement theory states that behaviors followed by positive consequences will increase through reinforcement, while behaviors followed by negative consequences will decrease. Motivation can be increased using positive reinforcement of desired behaviors and negative reinforcement by removing undesirable consequences. However, incentives only motivate behaviors if the individual values the reward.
Idealism and education
Idealism is a philosophical view that the mind or ideas are fundamental to reality. In education, idealism emphasizes developing the mind through strict mental discipline using subjects like philosophy, logic, and mathematics. The teacher's role is to expose students to ideas and probe their thinking through questioning. Educational aims include seeking eternal truths found in ideas rather than the impermanent material world. Recitation and recall of ideas are common teaching methods, and discipline focuses on leading by positive example rather than punishment. Critics argue idealism is too conservative and ignores aspects beyond intellectual development.
Idealism
Idealism is the oldest systematic philosophy in Western culture that believes ideas are the true reality. It began with Plato and believes that material things are imaginary constructions in the mind. Major movements include Platonic, religious, and modern idealism with philosophers like Descartes, Berkeley, Kant, Hegel, and Royce. Idealism views the aims of education as seeking truth and self-realization. It emphasizes developing character and thinking through dialectic discussion, intuitive approaches, and focusing on ideas rather than facts. While idealism promotes high-level thinking, it can be seen as too intellectual and lacking relevance to the real world.
CLASSICAL & MODERN PHILOSOPHICAL PERSPECTIVES ON EDUCATION I
Idealism
Realism
Educational Philosophies
the content of this presentation is adopted from AIOU's course code 8609 (Philosophy of Education)
NOTE: correction in types of Idealism (3rd Slide). corrected types are as following:
1= Subjective Idealism. It is termed subjective since it holds that all objects of knowledge are subjective in as much that they depend upon the mind. It is equivalent to a conceptual theory since it also holds that the universe is composed of either minds alone or of minds and their ideas, nothing else besides.
2 = Phenomenalism. This particular form of idealism was propounded by Kant the German philosopher. Kant's first discovery concerned the limits of man's knowledge, and it led him to the conclusion that the only knowledge that is possible to man is knowledge of the phenomenon.
3 = Objective Idealism. The Hegelian form of idealism is also known as objective idealism. According to Hegel, the ultimate reality is the absolute eternal substance, outside which nothing can and does exist.
Note 2: there are typological errors in slide 4 and 5. correct sentence is "Idealism and Aims of Education".
REPUBLIC ACT NO 7784.pptx
This document summarizes key parts of Republic Act No. 7784, which aims to strengthen teacher education in the Philippines. It establishes Centers of Excellence and creates a Teacher Education Council. The act defines terms like "teacher" as those engaged in classroom teaching, and "teacher education" as pre-service, in-service, and graduate education programs. It lists criteria for selecting Council members, such as expertise in teacher education and a willingness to serve. The Council is tasked with formulating policies to improve teacher education, initiating curriculum reviews, and recommending incentives to attract students to the field.
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.
Humanism in Education
The document discusses different meanings and types of humanism:
- Literary humanism focuses on the humanities and literary culture.
- Renaissance humanism emphasized classical letters and human ability to determine truth.
- Cultural humanism is based on rationality and science originating from ancient Greece and Rome.
- Christian humanism advocates self-fulfillment within a Christian framework.
- Modern humanism relies on reason and science while rejecting supernaturalism.
Comparative Education Unit No. 1
This document provides an overview of the conceptual framework of comparative education. It begins by defining key terms like education and comparative education. It describes the scope of comparative education, noting it draws from various fields like history, sociology, economics, and political science. The document outlines several purposes of comparative education, such as understanding other countries' educational systems and solving one's own educational problems. It also discusses different methods used in comparative education, such as quantitative, descriptive, sociological, and historical approaches. In summary, the document provides foundational information on the meaning, scope, purposes and methods of the field of comparative education.
Idealism in education
This document provides an overview of idealism as a philosophy. It discusses key idealist philosophers like Plato, Hegel, Kant, and Berkeley. Idealism holds that ideas or spirituality constitute ultimate reality, rather than the physical world. The document outlines several key aspects of idealism, including that ideas are more important than objects, and that human personality and spiritual development are most important. It also discusses the aims of education from an idealist perspective, such as self-realization and cultivating truth, beauty, and goodness.
Psychological foundation OF EDUCATION part 1
The document discusses several key theories of learning from a psychological perspective. It describes theories such as behaviorism, which includes concepts from theorists like Thorndike, Pavlov, Skinner, Bandura and Gagné. Behaviorist theories focus on stimulus-response and reinforcement. Cognitive theories examine information processing and development. Phenomenological theories focus on the whole child. Learning is defined as a change in behavior resulting from experience. Major principles of learning emphasize that learning is activated by the learner and involves discovery, experience, cooperation and problem solving.
Basic philosophies and educational philosophies
Philosophy and Education Continuum Chart outlines different philosophies and their implications for education. It maps philosophies along a continuum from modernity to postmodernity and from traditional to contemporary approaches. Key philosophies discussed include idealism, realism, pragmatism, and existentialism. The chart summarizes each philosophy's focus, originators, implications for curriculum, teaching methods, character development, and related educational philosophies and theories of learning.
Field theory of Kurt lewin ppt
Field theory proposes that an individual's psychological environment, or life space, is composed of the person and all external factors influencing their behavior, both consciously and unconsciously. A person's life space includes their needs, motives, beliefs, thoughts, feelings, and physical surroundings. Their movement and learning within this life space is determined by vectors of motivation toward or away from goals, and the positive or negative valences of different regions. Conflicts can arise when opposing vectors create approach-approach, approach-avoidance, or avoidance-avoidance dilemmas. Barriers may also restrict a person's movement toward their goals. According to field theory, learning occurs through perceptual reorganization of one's life space via locomotion between regions as their cognitive
Perennialism
Perennialism is a philosophy of education that emphasizes teaching classic works and timeless concepts to develop students' intellectual and moral qualities. [1] Classrooms are teacher-centered, with the teacher's role being to transfer knowledge and coach students in critical thinking. [2] The curriculum focuses on the great ideas of Western civilization found in subjects like history, literature, science, and religion. [3] Perennialists believe studying these enduring concepts through classic texts will help students gain life-long learning abilities and strengthen democracy.
Psychological foundations of education
1. The document discusses several learning theories including behaviorism, cognitive learning theory, and constructivism. It provides details on theorists such as Pavlov, Skinner, Piaget and Vygotsky.
2. Key concepts from learning theories are defined, such as classical conditioning, operant conditioning, observational learning, discovery learning and schema.
3. Factors important for learning are also outlined, including motivation, which the document discusses several theories of such as instinct theory, need gratification theory and self-efficacy theory.
Philo-Social Foundations of Education
This document discusses philosophy of education. It defines philosophy as seeking to organize all fields of knowledge to understand reality. The main branches of philosophy are outlined as metaphysics, epistemology, axiology, and logic. The functions of philosophy of education are provided as guidelines for policy/curriculum, direction for educational efforts, theories to test effectiveness, and standards for evaluation. The importance to teachers is that it provides a basis for decisions, helps develop interests/values, and makes teachers more aware, discriminating, and mentally alert. Philosophy of education is needed in modern times as all education behavior has underlying principles derived from the philosophy of education.
Pragmatism and Education
Pragmatism was developed by Charles Sanders Peirce, William James, and John Dewey. It is a philosophy that encourages finding practical processes to achieve desired ends. Pragmatists study contemporary issues and solutions rather than the past. They ask "What will work?" and test solutions through action and results to determine validity. In education, pragmatism emphasizes a child-centered, experience-based curriculum to develop skills for democratic living. The teacher facilitates hands-on, group learning through the scientific method to solve problems.
PHILOSOPHY OF NATURALISM & EDUCATION
Naturalism is a philosophy that believes nature alone represents all of reality, with nothing existing beyond the natural world. In education, naturalism aims to provide maximum freedom and for education to follow the nature of each child. The key aims of education according to naturalism are self-expression, self-preservation, and the redirection and sublimation of instincts toward socially useful ends. Naturalism advocates for learning through direct experience and observation of the natural world. Teachers are to observe students' natural development rather than dictate what they learn.
Idealism discipline
Idealism one of the oldest philosophical school.
Believes in spirituality
Self realization is the main aim .
School of philosophy realism
The document discusses the philosophy of realism. Some key points:
- Realism holds that the external world exists independently of human perception or knowledge. Objects have inherent properties that are objective and discoverable.
- Major proponents of realism include Aristotle, John Locke, and Bertrand Russell. Realism views the external world and nature as reality that can be studied through observation, experience, experimentation, and scientific reasoning.
- Education from a realist perspective emphasizes scientific and practical learning, experience over just book knowledge, and relating students to their natural and social environments to prepare them for successful living.
Psychological foundations of education
1. The document discusses several schools of psychology including structuralism, functionalism, behaviorism, Gestalt psychology, psychoanalysis, and more.
2. It also covers theories of development such as Freud's psychosexual stages of development and Erikson's psychosocial stages of development.
3. Key aspects of development discussed include trusts vs. mistrust in infancy, autonomy vs. shame and doubt in the toddler years, and initiative vs. guilt in the preschool years.
Idealism Realism Pragmatism
The document discusses three philosophies of education: idealism, realism, and pragmatism. Idealism views education as developing reasoning skills and focusing on "big ideas" through classic works and discussion. Realism emphasizes teaching objective facts and skills to prepare students for the real world. Pragmatism, developed by philosophers like William James and John Dewey, sees education as learning through experience rather than textbooks.
Christian philosophy
Christian philosophy of education aims to develop biblical character in students and secure knowledge of Christ. The Bible is the primary source of learning and should be integrated into all subjects. The curriculum should be appropriate to students' needs and based on truth, not bias. Teachers aim to help students love God, become effective believers, and develop Christian lifestyle characteristics like virtue, knowledge, self-control, fortitude, piety, kindness, and spiritual maturity. Parents are primarily responsible for education, but the church also plays a role. Teachers serve as models of the Christian life and guides who shape learning through facilitating a process where teachers and the Holy Spirit help students spiritually grow and mature to be like Christ.
Philosophy of Existentialism
The philosophy of existentialism brought man, his existence, his emotions and his subjectivity into forefront, they were forerunners of individualism and uniqueness of each man. The views of various exponents of existentialism and the themes they brought out makes their philosophy better understood. The philosophy of education of existentialism speaks about aims, curriculum, the role of the teacher, methods of learning, learning experiences and religious and moral education.
Educational Philosophy.ppt
This document provides an overview of different educational philosophies and their underlying principles. It discusses major philosophies like perennialism, essentialism, behaviorism, progressivism, existentialism, and postmodernism. For each philosophy, it describes its key tenets and how it relates to different schools of thought. The document also discusses how philosophy informs teacher professionalism and practice. It emphasizes that teachers should critically examine philosophies to develop their own personal approach to education.
Cognitive Motivation & Personality Linkage
This document discusses motivation and how to prioritize survival items after a plane crash in the Himalayas. It lists 12 salvaged items and instructs survivors to rank the top 5 in order of importance. The items are a ball of steel wool, small axe, loaded pistol, can of Crisco, newspapers, cigarette lighter without fluid, extra clothes, large canvas tarp, plastic air map, whiskey, compass, and chocolate bars. Survivors must agree on the order and uses of the items to maximize their chances of rescue.
Motivation from Concepts to Application by Iqbal
Explains how to motivate employees on job by using various pay methods and other types of motivational tools.
More Related Content
What's hot
REPUBLIC ACT NO 7784.pptx
This document summarizes key parts of Republic Act No. 7784, which aims to strengthen teacher education in the Philippines. It establishes Centers of Excellence and creates a Teacher Education Council. The act defines terms like "teacher" as those engaged in classroom teaching, and "teacher education" as pre-service, in-service, and graduate education programs. It lists criteria for selecting Council members, such as expertise in teacher education and a willingness to serve. The Council is tasked with formulating policies to improve teacher education, initiating curriculum reviews, and recommending incentives to attract students to the field.
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.
Humanism in Education
The document discusses different meanings and types of humanism:
- Literary humanism focuses on the humanities and literary culture.
- Renaissance humanism emphasized classical letters and human ability to determine truth.
- Cultural humanism is based on rationality and science originating from ancient Greece and Rome.
- Christian humanism advocates self-fulfillment within a Christian framework.
- Modern humanism relies on reason and science while rejecting supernaturalism.
Comparative Education Unit No. 1
This document provides an overview of the conceptual framework of comparative education. It begins by defining key terms like education and comparative education. It describes the scope of comparative education, noting it draws from various fields like history, sociology, economics, and political science. The document outlines several purposes of comparative education, such as understanding other countries' educational systems and solving one's own educational problems. It also discusses different methods used in comparative education, such as quantitative, descriptive, sociological, and historical approaches. In summary, the document provides foundational information on the meaning, scope, purposes and methods of the field of comparative education.
Idealism in education
This document provides an overview of idealism as a philosophy. It discusses key idealist philosophers like Plato, Hegel, Kant, and Berkeley. Idealism holds that ideas or spirituality constitute ultimate reality, rather than the physical world. The document outlines several key aspects of idealism, including that ideas are more important than objects, and that human personality and spiritual development are most important. It also discusses the aims of education from an idealist perspective, such as self-realization and cultivating truth, beauty, and goodness.
Psychological foundation OF EDUCATION part 1
The document discusses several key theories of learning from a psychological perspective. It describes theories such as behaviorism, which includes concepts from theorists like Thorndike, Pavlov, Skinner, Bandura and Gagné. Behaviorist theories focus on stimulus-response and reinforcement. Cognitive theories examine information processing and development. Phenomenological theories focus on the whole child. Learning is defined as a change in behavior resulting from experience. Major principles of learning emphasize that learning is activated by the learner and involves discovery, experience, cooperation and problem solving.
Basic philosophies and educational philosophies
Philosophy and Education Continuum Chart outlines different philosophies and their implications for education. It maps philosophies along a continuum from modernity to postmodernity and from traditional to contemporary approaches. Key philosophies discussed include idealism, realism, pragmatism, and existentialism. The chart summarizes each philosophy's focus, originators, implications for curriculum, teaching methods, character development, and related educational philosophies and theories of learning.
Field theory of Kurt lewin ppt
Field theory proposes that an individual's psychological environment, or life space, is composed of the person and all external factors influencing their behavior, both consciously and unconsciously. A person's life space includes their needs, motives, beliefs, thoughts, feelings, and physical surroundings. Their movement and learning within this life space is determined by vectors of motivation toward or away from goals, and the positive or negative valences of different regions. Conflicts can arise when opposing vectors create approach-approach, approach-avoidance, or avoidance-avoidance dilemmas. Barriers may also restrict a person's movement toward their goals. According to field theory, learning occurs through perceptual reorganization of one's life space via locomotion between regions as their cognitive
Perennialism
Perennialism is a philosophy of education that emphasizes teaching classic works and timeless concepts to develop students' intellectual and moral qualities. [1] Classrooms are teacher-centered, with the teacher's role being to transfer knowledge and coach students in critical thinking. [2] The curriculum focuses on the great ideas of Western civilization found in subjects like history, literature, science, and religion. [3] Perennialists believe studying these enduring concepts through classic texts will help students gain life-long learning abilities and strengthen democracy.
Psychological foundations of education
1. The document discusses several learning theories including behaviorism, cognitive learning theory, and constructivism. It provides details on theorists such as Pavlov, Skinner, Piaget and Vygotsky.
2. Key concepts from learning theories are defined, such as classical conditioning, operant conditioning, observational learning, discovery learning and schema.
3. Factors important for learning are also outlined, including motivation, which the document discusses several theories of such as instinct theory, need gratification theory and self-efficacy theory.
Philo-Social Foundations of Education
This document discusses philosophy of education. It defines philosophy as seeking to organize all fields of knowledge to understand reality. The main branches of philosophy are outlined as metaphysics, epistemology, axiology, and logic. The functions of philosophy of education are provided as guidelines for policy/curriculum, direction for educational efforts, theories to test effectiveness, and standards for evaluation. The importance to teachers is that it provides a basis for decisions, helps develop interests/values, and makes teachers more aware, discriminating, and mentally alert. Philosophy of education is needed in modern times as all education behavior has underlying principles derived from the philosophy of education.
Pragmatism and Education
Pragmatism was developed by Charles Sanders Peirce, William James, and John Dewey. It is a philosophy that encourages finding practical processes to achieve desired ends. Pragmatists study contemporary issues and solutions rather than the past. They ask "What will work?" and test solutions through action and results to determine validity. In education, pragmatism emphasizes a child-centered, experience-based curriculum to develop skills for democratic living. The teacher facilitates hands-on, group learning through the scientific method to solve problems.
PHILOSOPHY OF NATURALISM & EDUCATION
Naturalism is a philosophy that believes nature alone represents all of reality, with nothing existing beyond the natural world. In education, naturalism aims to provide maximum freedom and for education to follow the nature of each child. The key aims of education according to naturalism are self-expression, self-preservation, and the redirection and sublimation of instincts toward socially useful ends. Naturalism advocates for learning through direct experience and observation of the natural world. Teachers are to observe students' natural development rather than dictate what they learn.
Idealism discipline
Idealism one of the oldest philosophical school.
Believes in spirituality
Self realization is the main aim .
School of philosophy realism
The document discusses the philosophy of realism. Some key points:
- Realism holds that the external world exists independently of human perception or knowledge. Objects have inherent properties that are objective and discoverable.
- Major proponents of realism include Aristotle, John Locke, and Bertrand Russell. Realism views the external world and nature as reality that can be studied through observation, experience, experimentation, and scientific reasoning.
- Education from a realist perspective emphasizes scientific and practical learning, experience over just book knowledge, and relating students to their natural and social environments to prepare them for successful living.
Psychological foundations of education
1. The document discusses several schools of psychology including structuralism, functionalism, behaviorism, Gestalt psychology, psychoanalysis, and more.
2. It also covers theories of development such as Freud's psychosexual stages of development and Erikson's psychosocial stages of development.
3. Key aspects of development discussed include trusts vs. mistrust in infancy, autonomy vs. shame and doubt in the toddler years, and initiative vs. guilt in the preschool years.
Idealism Realism Pragmatism
The document discusses three philosophies of education: idealism, realism, and pragmatism. Idealism views education as developing reasoning skills and focusing on "big ideas" through classic works and discussion. Realism emphasizes teaching objective facts and skills to prepare students for the real world. Pragmatism, developed by philosophers like William James and John Dewey, sees education as learning through experience rather than textbooks.
Christian philosophy
Christian philosophy of education aims to develop biblical character in students and secure knowledge of Christ. The Bible is the primary source of learning and should be integrated into all subjects. The curriculum should be appropriate to students' needs and based on truth, not bias. Teachers aim to help students love God, become effective believers, and develop Christian lifestyle characteristics like virtue, knowledge, self-control, fortitude, piety, kindness, and spiritual maturity. Parents are primarily responsible for education, but the church also plays a role. Teachers serve as models of the Christian life and guides who shape learning through facilitating a process where teachers and the Holy Spirit help students spiritually grow and mature to be like Christ.
Philosophy of Existentialism
The philosophy of existentialism brought man, his existence, his emotions and his subjectivity into forefront, they were forerunners of individualism and uniqueness of each man. The views of various exponents of existentialism and the themes they brought out makes their philosophy better understood. The philosophy of education of existentialism speaks about aims, curriculum, the role of the teacher, methods of learning, learning experiences and religious and moral education.
Educational Philosophy.ppt
This document provides an overview of different educational philosophies and their underlying principles. It discusses major philosophies like perennialism, essentialism, behaviorism, progressivism, existentialism, and postmodernism. For each philosophy, it describes its key tenets and how it relates to different schools of thought. The document also discusses how philosophy informs teacher professionalism and practice. It emphasizes that teachers should critically examine philosophies to develop their own personal approach to education.
What's hot (20)
Viewers also liked
Cognitive Motivation & Personality Linkage
This document discusses motivation and how to prioritize survival items after a plane crash in the Himalayas. It lists 12 salvaged items and instructs survivors to rank the top 5 in order of importance. The items are a ball of steel wool, small axe, loaded pistol, can of Crisco, newspapers, cigarette lighter without fluid, extra clothes, large canvas tarp, plastic air map, whiskey, compass, and chocolate bars. Survivors must agree on the order and uses of the items to maximize their chances of rescue.
Motivation from Concepts to Application by Iqbal
Explains how to motivate employees on job by using various pay methods and other types of motivational tools.
MOTIVATION POWERPOINT
Motivation PowerPoint Slides include topics such as: understanding needs vs. wants, factors for motivation, employee rewards, offering praise/recognition, types of motivation, job enrichment, the role of money and motivation, incentive programs, motivation ironies, boosting efficiency, 30 ways to motivate, Maslow's hierarchy, how to's and more. Slides can easily be tailored to your specific needs (make handouts, create overheads and use them with an LCD projector) and are available for license. 100+ PowerPoint presentation content slides. Each slide includes slide transitions, clipart and animation. System & Software Requirements: IBM or MAC and PowerPoint 97 or higher. You may use this product over and over again. Royalty Free - Use Them Over and Over Again. Once purchased, download instructions will be sent to you via email. (PC and MAC Compatible).
Theories of Motivation
Maslow's hierarchy of needs theory proposes that people are motivated to fulfill basic physiological needs before moving on to safety, social, esteem and self-actualization needs. Herzberg's two-factor theory distinguishes between motivators like achievement and responsibility that create job satisfaction, and hygiene factors like company policies that prevent dissatisfaction. Both theories have been widely studied but lack strong evidence and may oversimplify human motivation, which can vary between individuals and cultures. Overall, they recognize motivation as internal rather than dependent solely on external factors.
Theories of Motivation
This document provides an overview of theories of motivation. It discusses several perspectives on motivation, including:
- Content perspectives, such as Maslow's hierarchy of needs, ERG theory, and Herzberg's two-factor theory. These perspectives examine what factors motivate people.
- Process perspectives, including expectancy theory and equity theory. These perspectives focus on why people choose certain behaviors to satisfy their needs and how they evaluate need satisfaction.
- Expectancy theory suggests motivation depends on desire and likelihood of achieving goals. Equity theory proposes people seek fair rewards relative to others.
The document analyzes these motivation theories and frameworks in detail over several pages. In summary, it examines key historical and contemporary understandings
Ericson stage ppt by dr.a k.s
The document outlines Erik Erikson's psychosocial stages of development from infancy to late adulthood, listing the key virtues, psychosocial crises, significant relationships, existential questions, and examples for each stage of life. It identifies 8 stages ranging from ages 0-2 years focusing on trust vs mistrust, to ages 65+ focusing on ego integrity vs despair as people reflect on having led a fulfilling life. Each stage involves navigating a psychosocial crisis through the development of a virtue with support from significant relationships.
Kelvin Lamar Griffin
Evaluate teacher portfolios aligned with widely used content standards for student learning and subject specific standards for teaching, edTPA assesses teaching that promotes student learning.
Evaluate Your Research
This document provides guidance on evaluating research sources. It recommends checking who wrote the source, its scope, where and when it was published, and how the information is presented. It also suggests looking at an author's credentials, additional writings, and reference lists. Books should clearly indicate the author and credentials. Bibliographies and notes can lead to more sources. The scope defines the topic's breadth. Bias should be considered by checking the publisher, author affiliations, and date. More recent sources are generally better. Conclusions should be clearly stated and citations and references properly formatted.
Learners centered psychological principle
Prepared by:
Amaro, Lalaine V.
Corporal, Ria C.
Narvato, Noel
Plopinio, Nikki D.
Resco, Liezel D.
NEW THEORIES AND STRATEGIES OF LEARNING, TEACHING AND RESEARCH FOR GREATER E...
The document discusses issues with current education models and the dominance of Aristotle's theories. It proposes new models and strategies are needed to make learning, teaching, and research more effective and accessible to more people. Some key issues discussed include the lack of innovation in education, massive inequality in access to knowledge and resources, and how current systems primarily benefit average students rather than all levels. The authors propose a new approach called "Knowmatics" to address these problems.
Motivation and Behaviorism
This document summarizes a presentation on behaviorism and operant conditioning. It discusses B.F. Skinner's theory of operant conditioning, which states that behaviors reinforced with positive outcomes will be repeated. Examples of operant conditioning like rewarding good grades in school or money for work performance are provided. The presentation reviews the history of behaviorism, defines key concepts, and outlines the steps in a behavior modification model to change behaviors.
Motivation theories
This document discusses several theories of motivation. It begins by defining motivation and outlining the inputs and outputs in the motivation process. It then distinguishes between content theories, which examine what motivates people, and process theories, which examine how motivation occurs. Several early behavioral theories are summarized, including Maslow's hierarchy of needs, Herzberg's two-factor theory, and McClelland's acquired needs theory. Contemporary theories discussed include expectancy theory, Porter and Lawler's theory, and equity theory. The document provides an overview of key aspects of each theory in 3 pages of text.
Essential questions
The document provides guidance on how to write an essential question. It explains that an essential question should provoke critical thinking rather than have a predetermined answer. It should require students to synthesize, analyze, and evaluate information from multiple sources. The document also discusses Bloom's Taxonomy and Webb's Depth of Knowledge model, noting that essential questions are found at the higher levels of these frameworks. It provides examples of effective essential question wording and distinguishes essential questions from traditional fact-based questions.
6 c's of motivation
The document discusses the 6 C's of motivation - choice, challenge, control, collaboration, constructing meaning, and consequences - and how technology can be combined with these to motivate students. It describes each of the 6 C's and how they are helpful for fun and engaging learning. It then provides examples of how technology like PowerPoint projects, research recording, and taped interviewing can be integrated to motivate students by allowing choice, collaboration, and constructing meaningful lessons while also providing challenge and consequences.
managing the learner centered-classroom
This presentation contains the main features of learner-centered framework. The 14 learner-centered principles are presented.
Lesson 3 - Secondary Research 1
This document outlines the research process and provides guidance on key aspects of conducting research. It discusses primary and secondary research approaches and sources. It explains quantitative and qualitative research methods. It provides tips for evaluating secondary sources, including using the C.R.A.P. test to assess currency, reliability, authority and purpose. It cautions on the appropriate uses of internet sources like Wikipedia. Exercises are included for students to apply the concepts by developing research questions and conducting preliminary research.
20 Creative & Award Winning Ads
The document contains 20 creative and award-winning advertisements guaranteed to make the reader smile. Each advertisement is credited to Melissa How and contains her contact information as a marketing consultant who provides services in strategy planning and digital marketing.
Theories of Learning: Motivation
This document discusses motivation and its connection to learning. It defines motivation as the internal force that activates and directs behavior toward a goal. Arousal is important for learning, but too little or too much can be detrimental. Anxiety is a type of arousal that can interfere with learning by distracting students and causing them to focus on their fears rather than the material. Research shows that high anxiety can block learning on new tasks and cause students to engage in self-defeating behaviors. Teachers need to help reduce anxiety in highly stressed students to optimize their learning.
Hrm 3 B Motivation
The document discusses various theories of motivation in the workplace. It covers intrinsic and extrinsic motivation, and motivation theories related to personal, contextual, and functional factors. Key theories discussed include Maslow's hierarchy of needs, Herzberg's two-factor theory, and Vroom's expectancy theory. The document also provides an overview of approaches for motivating employees, such as setting SMART goals, job design, leadership styles, and reward systems.
The 6 c’s of motivation
The 6 C's of motivation are a framework to encourage intrinsic motivation in students by giving them more choices and control over their learning. The 6 C's are: choice, challenge, control, collaboration, constructing meaning, and consequences. Choice involves giving students freedom to choose topics or ways to complete tasks. Challenge means setting expectations just above a student's current skill level. Control means allowing students to take ownership over their work. Collaboration refers to letting students work together. Constructing meaning is helping students see the importance of assignments. Consequences are the positive results of completing work, like displaying what was learned. Using these strategies can boost motivation and classroom management by giving students more investment in their work.
Viewers also liked (20)
NEW THEORIES AND STRATEGIES OF LEARNING, TEACHING AND RESEARCH FOR GREATER E...
NEW THEORIES AND STRATEGIES OF LEARNING, TEACHING AND RESEARCH FOR GREATER E...
Similar to Motivation
Motivating High Ability Students
This document discusses strategies for motivating high-ability students. It notes that lack of motivation can lead to underachievement in gifted students. Reasons for poor motivation include uninteresting curriculum, lack of personal meaning, and irrelevance to students' cultures. The document outlines a continuum of motivation from external to internalized motivation. It emphasizes facilitating authentic student investigation of interests through complex, long-term projects with choice, relevance to students' lives, and opportunities for self-reflection and evaluation. Teachers can support motivation by providing individualized attention, opportunities for help-seeking, and ensuring students have control over their learning.
Child development powerpoint 97 03
The document discusses the concept of locus of control and how it affects motivation and learning. There are two types of locus of control: internal and external. People with an internal locus of control (mastery orientation) believe their efforts determine outcomes, while those with an external locus of control (learned helplessness) believe outside factors are more influential. Teachers can help foster an internal locus of control by creating a supportive environment, emphasizing effort over ability, and ensuring tasks are appropriately challenging.
ERA-MOTIVATION_TO_LEARN-16-12-14.ppt
This document discusses motivation and how it relates to learning. It defines motivation and explains the difference between intrinsic and extrinsic motivation. Intrinsic motivation comes from internal desires to learn for its own sake, while extrinsic motivation involves external rewards or punishments. The document also describes how motivation affects learning behaviors like effort, persistence, and performance. Finally, it provides strategies for teachers to build intrinsic motivation in students, such as making lessons relevant, providing choices, optimizing challenge levels, and establishing high expectations.
Self Determined Success
The document discusses motivation and self-determination. It explains that motivation exists on a continuum from amotivation to intrinsic motivation. Students who are autonomously motivated tend to achieve more and learn better than students who are controlled. Teachers can support student autonomy through techniques like learning contracts, providing choices, and acknowledging student perspectives.
Chapter 10 Motivating Students to Learn.
This chapter discusses theories of motivation and how to apply them in classroom settings. It covers Maslow's hierarchy of needs, attribution theory, expectancy theory, goal orientation theory and more. The key implications for teachers are to give students feedback that builds self-efficacy, set appropriately challenging tasks, emphasize learning over performance goals, and use praise strategically to reinforce effort rather than ability. Fostering an environment where students feel capable and supported can enhance their motivation to learn.
Group 3 Synchronous Mini Lesson
This document discusses motivation for adult online learners. It begins with defining motivation as an internal state that pushes people to action and engagement. It then discusses factors that influence student motivation, such as the nature of instructional materials and how students are evaluated. Shockingly, the average completion rate for massive open online courses (MOOCs) is less than 7%. The document goes on to discuss some obstacles adult online learners face, such as issues separate from just completing the course. It also discusses theories of extrinsic and intrinsic motivation as well as strategies to foster intrinsic motivation in learners.
motivate.ppt
1. The document discusses strategies for motivating students to succeed in their engineering studies presented by Raymond B. Landis to CECS faculty.
2. It identifies goals, commitment to goals, and changing behaviors and attitudes as key aspects of the success process.
3. Landis recommends identifying goals, strengthening commitment through clarifying rewards and developing plans, and changing counterproductive behaviors and attitudes through establishing baselines, delivering knowledge, and requiring implementation of productive behaviors.
motivate.ppt
1. The document discusses strategies for motivating students to succeed in engineering programs. It outlines factors that can inhibit student success such as lack of goals, commitment, adjustment abilities, and finances.
2. The success process involves setting goals, strengthening commitment to goals, changing behaviors, and changing attitudes. Behaviors for success include time management, study strategies, utilizing resources, and collaborative learning. Negative attitudes that can be addressed are lack of commitment, unrealistic expectations, low confidence, and unwillingness to seek help.
3. The document provides approaches faculty can take to motivate students through courses, advising, mentoring, and helping students become "conscious" of attitudes and choices so they can change behaviors and attitudes that
motivational
The document discusses motivation in learning. It defines motivation and explains that there are two types: intrinsic motivation, which arises from internal desire, and extrinsic motivation, which comes from external rewards or threats. Intrinsic motivation generally leads to better learning outcomes. The document then outlines several ways leaders can build intrinsic motivation, such as making learning relevant, providing choices, finding the right challenge level, encouraging personal bests, using role models, fostering belongingness, adopting a supportive style, and managing expectations.
Jeremy L. Mc Neal
The document discusses theories and factors related to motivation for both teachers and students. It defines motivation and outlines several theories of motivation, including classic, achievement, intrinsic, and extrinsic motivation theories. For students, it notes that motivation involves the desire to learn and is influenced by attitudes shaped by home life, social groups, past experiences, and teachers/schools. It provides suggestions for motivating students, such as encouraging positive feedback, empowering student choice, and attributing successes internally. For teachers, it identifies signs of unmotivated teachers and stresses the importance of setting realistic expectations and self-care.
Group 5 PBL - scenario 1
The document outlines a problem-based learning scenario involving a student named Andy. It includes an introduction to the characters and scenario, questions generated, key problems identified, and theories used. Theories discussed include Bronfenbrenner's bioecological theory, Bandura's social cognitive theory, Erikson's psychosocial development theory, and motivation theories. Recommended solutions focus on scaffolding, collaborative learning, increasing intrinsic and extrinsic motivation, and stress management. Group members provide reflections on how the problem-based learning approach has helped them learn and solve problems both individually and collaboratively.
Learning
Learning is a key process that results in relatively permanent changes in behavior. It occurs through experience and interactions with the environment. Learning involves both physical and mental processes like perception, encoding, storage, and retrieval of information. Several factors can influence learning, including characteristics of the learner like motivation, ability, and health, as well as teaching methods. Learning theories provide frameworks for understanding how and why learning occurs.
Week 10 - Motivation
This document discusses motivation from several perspectives. It defines motivation as the force that energizes, directs, and sustains behavior. It then examines major theories of motivation including: drive theory which links motivation to biological needs; arousal theory which proposes individuals seek an optimal level of arousal; expectancy theory which ties motivation to expectations of success; and goal setting theory which suggests goals enhance performance. The document also explores approaches to motivation from behavioral, humanistic, cognitive, and social learning viewpoints. Finally, it provides suggestions for teachers to increase intrinsic and extrinsic motivation in students.
Motivating the Demotivated - Audrey McPherson
This document discusses motivating unmotivated students and cognitive theories of learning. It covers:
1. Cognitive theory assumes learning is an internal mental process where students actively organize new information. This implies teachers should consider students' cognitive development and help connect new ideas to prior knowledge.
2. Motivation comes from intrinsic enjoyment of an activity or extrinsic rewards/punishments. Intrinsic motivation is more effective for learning. Teachers can promote it by relating lessons to students' lives and interests.
3. Maslow's hierarchy suggests addressing students' basic needs for safety, belonging and esteem before focusing on learning. Covington's theory emphasizes the needs for competence, relatedness, approval and achievement. The document
Motivate (1)
1. The document summarizes a presentation about motivating students to succeed given to CECS faculty. It discusses definitions of motivation and success and challenges to student success identified by Vincent Tinto including goals, commitment, adjustment, obligations, and finances.
2. It then discusses forums for faculty to motivate students like introductory engineering courses and advising/mentoring. A success process is outlined including goal identification, strengthening commitment, changing behaviors, and changing attitudes.
3. Specific behaviors for success in math/science/engineering are discussed along with pedagogy for changing behaviors and conditions for collaborative learning. The presentation ends by discussing negative attitudes that inhibit success and how faculty can help students change attitudes.
Serving Secondary AIG Students
This document provides information about serving advanced and gifted secondary students. It discusses the growth in Advanced Placement (AP) exam participation between 2005 and 2009. It notes that having AP courses on a student's transcript increases their chances of college acceptance. However, AP courses may not always be the best match for gifted students' needs. The document outlines some of the challenges gifted students face and stresses the importance of providing guidance for future planning, support for personal development, and instruction in self-regulation skills for these students.
Behavior-Module-4-PowerPoint.pptx
This module discusses consequence strategies to increase appropriate behavior in the classroom. It focuses on the importance of reinforcement and describes behavior specific praise as an effective strategy. Other acknowledgement strategies are presented such as behavior contracts, group contingencies, and integrity pledges. Examples and non-examples of specific praise are provided. The key elements of specific praise are that it is a verbal statement delivered immediately after the desired behavior that specifically names the behavior.
Motivation
The document discusses different paradigms and theories of motivation including:
1) Behaviorist views which focus on external rewards and punishments versus cognitive views which include internal cognition and drives.
2) Objectivist views aim to provide motivation externally versus constructivist views that motivation is internal and personal.
3) Sources of motivation include curiosity, variety, imagination, choice, relevance and goal setting.
4) Self-efficacy theory examines how beliefs about capabilities influence motivation.
Motivation
The document discusses different paradigms and theories of motivation including:
1) Behaviorist views which focus on external rewards and punishments versus cognitive views involving internal cognition and drives.
2) Objectivist and constructivist views on where motivation comes from.
3) Sources of motivation like curiosity, choice, and relevance.
4) Goal setting theories around explicitness, difficulty, and proximity of goals.
5) Bandura's self-efficacy theory and its factors like past success and social models.
6) Keller's ARCS model of gaining attention, relating to relevance, building confidence, and providing satisfaction.
Self Efficacy Presentation
The document discusses Albert Bandura's self-efficacy theory, which is part of social cognitive theory. Self-efficacy refers to an individual's belief in their own ability to complete tasks and reach goals. Bandura identified several factors that can influence self-efficacy, including personal mastery of tasks, social persuasion, vicarious experience, and physiological states. The document also summarizes some classic studies conducted by Bandura that demonstrate how these factors impact self-efficacy.
Similar to Motivation (20)
More from drburwell
Zotero tutorial
Bibliographic software is a type of application used to manage bibliographies and references when writing essays, articles, or books. It helps organize reference material and can format references in styles like APA, MLA, and Chicago. Many bibliographic software programs allow users to search library catalogues and databases, save references found online or imported from text files, and insert citations and bibliographies into documents.
Jonathan kozol
Jonathan Kozol is an American writer and educator born in 1936 in Boston, Massachusetts. He has written several works about flaws and inequalities in the American public education system. Kozol received fellowships from prestigious institutions like the Guggenheim Foundation and Rockefeller Foundation. He founded non-profits like the Cambridge Institute for Public Education and Education Action to advocate for social justice and grassroots organizing among teachers. Some of Kozol's most notable works exposing inequalities in public schools include Death at an Early Age, Savage Inequalities, and The Shame of the Nation.
John caldwell holt
John Holt (1923-1985) was an American educator and author who criticized traditional public schooling methods. He believed that children naturally love to learn but schools were failing by focusing on right answers, rigid structure, and formal reasoning rather than appealing to each student's interests and allowing for an organic learning process. His books How Children Fail (1964) and How Children Learn (1967) advocated for a more student-centered "unschooling" approach inspired by the progressive educational theories of John Dewey. Holt went on to become a prominent advocate for homeschooling and published additional works challenging traditional education models.
Asneill
Alexander Sutherland Neill was a Scottish educator and author who founded Summerhill School in 1921. He believed that children learn best when they are free to choose their own activities and that externally imposed discipline prevents internal self-discipline from developing. At Summerhill School, students are allowed to choose whether to attend classes and the school is run as a democratic community where students and staff have equal votes. Though criticized for its permissive approach, Summerhill provides a therapeutic environment where many students who struggled at conventional schools flourish.
James herndon
James Herndon was an influential American writer and educator in the 1970s school reform movement. He taught in California public schools for over 25 years and was president of the local teacher's union. Herndon used an accessible writing style with ironic humor to share his observations on how schools were inadequately preparing students for real life. In his most famous books, The Way it Spozed to Be and To Survive in Your Native Land, Herndon advocated adjusting schools to students' needs and abilities rather than rigid control and criticized the growing emphasis on standardization and test scores. Specifically, The Way it Spozed to Be focused on the marginalization of minority students through tracking in segregated schools.
Herbert kohl
Herbert Kohl was a teacher who taught 6th grade in Harlem in the 1960s. He became interested in advocating for education reform and social justice for poor and minority students. He published several books discussing these issues, including 36 Children which described the stories and challenges faced by the Black children in his classroom. Kohl believed the school system failed students by not adapting to their needs and depriving them of choices. He experimented with more open and progressive teaching methods focused on student interests to try to change the system from within.
The curriculum 1830 present 2011
The document summarizes the development of the American curriculum from 1830 to the present. It describes the common school movement from 1830-1890 which aimed to provide universal public education. It then discusses the influence of various interest groups on the curriculum, including humanists, social efficiency educators, developmentalists, and social meliorists. John Dewey is discussed as trying to synthesize these positions and advocating for a pragmatic, problem-solving approach focused on the interests and experiences of students.
Colonial national period 2011
Education in colonial America was stratified based on class, gender, race, and religion. Children were educated to take their parent's place in society and education aimed to maintain the status quo. In New England, education had a religious purpose and all children received basic literacy instruction. Wealthier families could afford private tutors or send their children to grammar schools and colleges like Harvard. After the American Revolution, the new republic promoted universal education to create knowledgeable citizens and support democratic ideals.
Idealism -Realism-Pragmatism
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.
Philosophy 2011
Philosophy aims to search for meanings, truths, and principles through systematic theories about knowledge, truth, existence, causation, and good. It can be studied subjectively based on one's personal beliefs or more systematically through various philosophical approaches and branches. These include ontology concerning reality, epistemology regarding knowledge, and axiology involving theories of value like ethics and aesthetics. As a philosophy of education, idealism sees reality as consisting of ideas and seeks absolute truth, while realism views reality as objective and emphasizes rational inquiry and practical knowledge.
The six facets of understanding
The document outlines six facets of understanding: 1) Explanation - providing knowledgeable accounts and inferences about why and how with evidence; 2) Interpretation - providing meaning and narratives to illustrate human experience; 3) Application - using knowledge effectively in new situations; 4) Perspective - considering critical and insightful points of view; 5) Empathy - getting inside another person's feelings and worldviews; 6) Self-knowledge - understanding one's own ignorance, blind spots, and preferred learning methods to develop further understanding.
Understanding by-design
The document provides an overview of Understanding by Design (UbD), a framework for curriculum design and instruction created by Grant Wiggins and Jay McTighe. The key principles of UbD are:
1) It is focused on developing student understanding rather than merely covering content, with the end goal being that students can transfer their learning.
2) Planning curriculum should start with the desired results - such as desired understandings, essential questions, and skills - rather than starting with the content materials.
3) UbD requires shifting the focus from teaching content mastery to helping students learn how to use content. The curriculum emphasizes "big ideas" that connect facts and skills rather than presenting them discret
Sociological theories of education (transmission)
The document discusses several sociological theories of schooling:
1) Functionalism views schools as fulfilling important social functions like socializing students and preparing them for their future work roles.
2) Conflict theory critiques functionalism for ignoring power struggles and inequalities in society. Schools are seen as reproducing the interests of powerful elites.
3) Cultural reproduction theory also argues that schools reproduce social inequalities by sorting students into class and gender roles through mechanisms like tracking and testing.
Existentialism
This document discusses key concepts of existentialism philosophy including its focus on individual existence, personal freedom, and authentic choice. It outlines existentialism's views on ontology, epistemology, and axiology. It also profiles three influential existentialist philosophers - Soren Kierkegaard, Friedrich Nietzsche, and Jean-Paul Sartre - and summarizes some of their major ideas. Finally, it provides implications of existentialism for education, emphasizing the importance of encouraging students to pursue authentic lives through independent choices and responsibility.
Progressive Education 20th Century
Progressive education in the United States underwent several shifts from 1920 to 2000. Initially led by administrative progressives, schools adopted a hierarchical structure and standardized testing. In the 1950s, critics argued schools failed to adequately educate students, leading to a focus on basics. Alternative models like open classrooms emerged in the 1970s as more child-centered approaches. Today, pockets of progressive practices remain through hybrid models and school choice options.
Philosophy Intro
Philosophy aims to search for meanings, truths, and principles through systematic theories about knowledge, truth, existence, causation, and good. It can be studied subjectively based on one's personal beliefs or more systematically through various philosophical approaches and branches. These include ontology concerning reality, epistemology regarding knowledge, and axiology involving theories of value like ethics. As an educational philosophy, idealism sees reality as consisting of ideas and seeks absolute truths, while realism views reality as objective and emphasizes empiricism and character development through practical knowledge.
Conflict Theory Collins
Collins argues that functionalist approaches fail to recognize conflicts of interest between social groups. His "Weberian" approach, based on Weber's conflict theory, sees social stratification as the result of ongoing conflicts between economic, political, and cultural groups. Collins identifies three models of education - practical, status-group, and bureaucratic. Status-group education conveys cultural membership through rituals and determines legitimate knowledge. Bureaucratic education is rule-based, hierarchical, and uses credentials to determine status.
Goslin Functionalism
Constructivist Learning Theory is based on the idea that learners must actively construct their own understanding through experiences. It focuses on how learners make meaning from experiences and how teachers can organize learning to support meaning making. The brain is a complex adaptive system that searches for patterns and meaning innately. Emotions also influence how meaning and learning are organized.
Intelligence
1. The document discusses theories of intelligence from phrenology to modern theories of multiple intelligences.
2. It describes Gall's phrenology theory that different parts of the brain correspond to different mental faculties and abilities. It then discusses early IQ testing by Binet and others.
3. The summary outlines two modern theories - Sternberg's triarchic theory of intelligence and Gardner's theory of multiple intelligences which identifies distinct intelligences like musical, bodily, logical-mathematical abilities.
Constructivist Learning
Constructivist Learning Theory is based on the idea that learners must actively construct their own understanding through experiences. It focuses on how learners make meaning and how teachers can organize learning to support meaning making. The brain is a complex adaptive system that searches for patterns and meaning innately. Emotions also influence how meaning is constructed and organized.
More from drburwell (20)
Recently uploaded
PCOS corelations and management through Ayurveda.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
How to Build a Module in Odoo 17 Using the Scaffold Method
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
DRUGS AND ITS classification slide share
Any substance (other than food) that is used to prevent, diagnose, treat, or relieve symptoms of a
disease or abnormal condition
Digital Artifact 1 - 10VCD Environments Unit
Digital Artifact 1 - 10VCD Environments Unit - NGV Pavilion Concept Design
ANATOMY AND BIOMECHANICS OF HIP JOINT.pdf
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.
Top five deadliest dog breeds in America
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
CACJapan - GROUP Presentation 1- Wk 4.pdf
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...National Information Standards Organization (NISO)
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar KanvariaMain Java[All of the Base Concepts}.docx
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama UniversityAkanksha trivedi rama nursing college kanpur.
Natural birth techniques are various type such as/ water birth , alexender method, hypnosis, bradley method, lamaze method etcRPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS Template 2023-2024 by: Irene S. Rueco
Recently uploaded (20)
Liberal Approach to the Study of Indian Politics.pdf
Liberal Approach to the Study of Indian Politics.pdf
Pride Month Slides 2024 David Douglas School District
Pride Month Slides 2024 David Douglas School District
How to Build a Module in Odoo 17 Using the Scaffold Method
How to Build a Module in Odoo 17 Using the Scaffold Method
Azure Interview Questions and Answers PDF By ScholarHat
Azure Interview Questions and Answers PDF By ScholarHat
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
The simplified electron and muon model, Oscillating Spacetime: The Foundation...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Pollock and Snow "DEIA in the Scholarly Landscape, Session One: Setting Expec...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
Natural birth techniques - Mrs.Akanksha Trivedi Rama University
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
RPMS TEMPLATE FOR SCHOOL YEAR 2023-2024 FOR TEACHER 1 TO TEACHER 3
Motivation
- 1. Motivation The willingness to expend a certain amount of effort to achieve a particular goal
- 14. Maslow’s Hierarchy of Needs Physiological- food, water, oxygen Safety- nurturance, money Belongingness Love Esteem Self-Actualization maximizing one’s potential. This is often called the growth need because people constantly strive to satisfy it