The document discusses three main educational paradigms: traditional, liberal/progressive, and transformative education. It provides an overview of each paradigm, including their views on knowledge, the role of the teacher and student, and dominant learning theories. For traditional education, knowledge is viewed as "truth" and learning involves memorization. For liberal/progressive education, knowledge is still viewed as truth but learning is facilitated through constructivism. Transformative education sees knowledge as socially constructed and aims to give voice to marginalized groups through critical constructivism.
"CONTEMPORARY PHILOSOPHIES AND CURRICULUM DEVELOPMENT” in Philosophy of Educa...R.A Duhdra
After studying this chapter, the pupil Teachers can be able to
Explain the role of Contemporary Philosophies in education
Identify the suitable Philosophy for a Particular curriculum
Compare different philosophies for curriculum development
Develop their own philosophy for particular discipline
This PPT will help the learner to learn what is metaphysics. The question around the metaphysic? what are Cosmology, Theology, and ontology?
Education and metaphysics and so on.
"CONTEMPORARY PHILOSOPHIES AND CURRICULUM DEVELOPMENT” in Philosophy of Educa...R.A Duhdra
After studying this chapter, the pupil Teachers can be able to
Explain the role of Contemporary Philosophies in education
Identify the suitable Philosophy for a Particular curriculum
Compare different philosophies for curriculum development
Develop their own philosophy for particular discipline
This PPT will help the learner to learn what is metaphysics. The question around the metaphysic? what are Cosmology, Theology, and ontology?
Education and metaphysics and so on.
Learn about educational philosophies and take the movie quiz here - http://community.eflclassroom.com/profiles/blogs/what-is-your-philosophy-of-education
Naturalism is a philosophical doctrine. It is opposed to idealism in its interpretation of reality.
Naturalism is concerned with “natural self” or “real self”. It contends that the ultimate reality is matter, and not mind or spirit.
Naturalism does not believe in spiritualism. It denies the existence of a spiritual universe — the universe of ideas and values.
Educational Theories: Social ReconstructionismGigi Mondelo
A presentation about the educational theory of social reconstructionism, with the names of its proponents and the different views on education, the curriculum, and other factors of education.
Learn about educational philosophies and take the movie quiz here - http://community.eflclassroom.com/profiles/blogs/what-is-your-philosophy-of-education
Naturalism is a philosophical doctrine. It is opposed to idealism in its interpretation of reality.
Naturalism is concerned with “natural self” or “real self”. It contends that the ultimate reality is matter, and not mind or spirit.
Naturalism does not believe in spiritualism. It denies the existence of a spiritual universe — the universe of ideas and values.
Educational Theories: Social ReconstructionismGigi Mondelo
A presentation about the educational theory of social reconstructionism, with the names of its proponents and the different views on education, the curriculum, and other factors of education.
"Community of Balance"
Free lesson plan from Ainathrive.org: Aina Builders (Grades 3-5)
This is Week 1 of 4 focusing on thriving communities.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Patterns of Thriving Countries"
Free lesson plan from Ainathrive.org: Aina Contributors (Grades 6-8)
This is Week 1 of 4 focusing on thriving communities.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Thinking Integratively: Well-Being + Sustainability"
Free lesson plan from Ainathrive.org: Aina Contributors (Grades 9-11)
This is Week 1 of 4 focusing on thriving communities.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Creating Healthy Happiness"
Free lesson plan from Ainathrive.org: Aina Contributors (Grades 9-11)
This is Week 4 of 4 focusing on well-being and social emotional learning.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Emotional Intelligence"
Free lesson plan from Ainathrive.org: Aina Explorers (Grades 3-5)
This is Week 3 of 4 focusing on well-being and social emotional learning.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Understanding Others' Emotions"
Free lesson plan from Ainathrive.org: Aina Explorers (Grades 3-5)
This is Week 3 of 4 focusing on well-being and social emotional learning.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Awareness: Emotional Self"
Free lesson plan from Ainathrive.org: Aina Explorers (Grades K-2)
This is Week 1 of 4 focusing on well-being and social emotional learning.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Sustainable Living at Home (Part 2): The Ultimate Sustainable Home"
Free lesson plan from Ainathrive.org: Aina Connectos (Grades 6-8)
This is Week 3 of 4 focusing on sustainability.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Real Environmental Superhero"
Free lesson plan from Ainathrive.org: Aina Explorers (Grades k-2)
This is Week 2 of 4 focusing on sustainability.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
"Local & In-Season Food"
Free lesson plan from Ainathrive.org: Aina Builders (Grades 3-5)
This is Week 4 of 4 focusing on sustainability.
Aina 2030 Curriculum focuses on well-being (social-emotional learning), sustainability, and how we can thrive in our communities. Aina 2030 Curriculum can be used in schools during morning meetings, science, social studies, art, mathematics, writing, and reading at the elementary level. Aina 2030 Curriculum can be used at the secondary level during advisory, mentoring, science, social studies, art, mathematics, English, and technology & engineering. All four weeks found at http://ainathrive.org. Email: kurt.love@ainathrive.org
APA 7th Edition Guidelines: A Brief Overview.
Do you need your dissertation or thesis edited for APA? We can do it!
Go to ainathrive.org for more details on dissertation editing services.
Presented at the March 26, 2015 SEPS-GC meeting at CCSU. The focus is on the nature-based forms of discrimination that form social discriminations and lead us to issues of unsustainability. This is a modified presentation from my NAME presentation in November 2014.
The Neoliberal Colonization on Nature and Our Deep Ecological Selves
Presented at the National Association of Multicultural Educators Annual Conference in November 2014 in Tucson, AZ.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
2. PURPOSES OF
EDUCATION
What are reasons for having public education?
Build a Labor
Force
Creative
Thinkers
Responsible
Citizens
Critically Question
Privilege/Oppression
Build a
socially/ecologically
just community
Accumulate
Knowledge
Follow
Directions
Fun
Support the
Growth of the
“Whole” Student
Inspiring
3. PURPOSES OF
EDUCATION
What are reasons for having public education?
Build a Labor
Force
Creative
Thinkers
Responsible
Citizens
Critically Question
Privilege/Oppression
Build a
socially/ecologically
just community
Accumulate
Knowledge
Follow
Directions Fun
Support the
Growth of the
“Whole” Student
Inspiring
5. TRADITIONAL
EDUCATION
Knowledge treated as “Truth”
Students are “blank slates”
Teacher “transfers” knowledge
Learning = “Regurgitation”
Learning is controlled by an
authority figure
Dominant Learning Theory:
Behaviorism
6. Thinking
Convergent Thinking -
All paths lead to a single destination.This is rooted in a
belief that there is only one “Truth.”
Thought
Truth
New
Thought
ThoughtTruth
Thought
Traditional Liberal/Progressive
scaffold
scaffold
7. LIBERAL/PROGRESSIVE
EDUCATION
Knowledge still treated as “Truth”
Learning is facilitated by an
authority figure
Students have prior knowledge
and continue to build their schema
Still aiming for the “right” answer;
students’ voices used to validate
curriculum
Dominant Learning Theory:
Constructivism
8. TRANSFORMATIVE
EDUCATION
Knowledge is socially constructed and
connected to issues of power
Learning is a process of forming new
relationships with community (society
and nature)
Students are social, cultural, and
ecological beings of a community
Pursue voices that are marginalized,
silenced, omitted
Dominant Learning Theory: Critical
Constructivism
9. Thinking
Divergent Thinking -
Explore many paths in authentic settings with questions
that have no predetermined answer.
Thought
Info
New
ThoughtThought
New
Thought
Transformative
Communities
Critical
Questioning
New
Relationship
New
Relationship
14. REALISM
The material world is where we should look to for
knowledge (Plato & Aristotle)#
Syllogism - A = B, B = C, therefore C = A
All students are mammals
All mammals have four-chambered hearts
Therefore, all students have four-chambered hearts
15. SOCRATES, PLATO & ARISTOTLE
Socrates taught Plato#
Plato taught Aristotle#
Aristotle taught Alexander
the Great
16. SOCRATES, PLATO & ARISTOTLE
All three followed a
paradigm of deductive
reasoning.
18. KEVIN BACON
Bacon (1561-1626) argues that
knowledge is constructed
through an inductive process.
That is, observations lead to
the construction of a theory.#
This is in direct argument
with Plato & Socrates who
stated that knowledge
construction was deductive.
19. FRANCIS BACON
Bacon (1561-1626) argues that
knowledge is constructed
through an inductive
process. That is, observations
lead to the construction of a
theory.#
This is in direct argument
with Plato & Socrates who
stated that knowledge
construction was deductive.
21. DEDUCTIVE & INDUCTIVE REASONING
Inductive Reasoning -
Scientific Method or Modern Realism (Francis Bacon)
Deductive Reasoning -
Classical Realism (Aristotle)
Theory
Hypothesis
Observation
Confirmation
Observation
Pattern
Hypothesis
Experimentation
Theory
22. JOHN LOCKE
Philosopher John Locke argues
(1632-1704) that we don’t have
ideas first (a priori), but we do
make observations, gather
information, and reflect on it.#
As a side note, Locke is
generally not known for his
contributions to learning. His
contributions are generally in
political theory.
23. JOHN LOCKE
Philosopher John Locke argues
(1632-1704) that we don’t have
ideas first (a priori), but we do
make observations, gather
information, and reflect on it.#
As a side note, Locke is
generally not known for his
contributions to learning. His
contributions are generally in
political theory.
24. PROBLEM OF INDUCTIVE REASONING
Observation: White Swan#
Pattern: More White Swans#
Hypothesis: All Swans are White?#
Experimentation: Observe more swans#
Theory: Yep, all swans are white
25. REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
Aristotle and Phyllis
(Alexander the Great’s Wife)
"If thus it happened to me, an old man most
wise, that I was deceived by a woman, you can
see that I taught you well, that it could happen
to you, a young man." - Aristotle
26. REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
Aristotle and Phyllis
(Alexander the Great’s Wife)
"If thus it happened to me, an old man most
wise, that I was deceived by a woman, you can
see that I taught you well, that it could happen
to you, a young man." - Aristotle
27. REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
Salome, Herod, and the
beheading of John the Baptist
28. REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
A mass killing of women during
the “Burning Times”
From the 1400’s - 1600’s between
200,00 and 9 million women were
killed for being “witches.”
29. REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
A mass killing of women during
the “Burning Times”
From the 1400’s - 1600’s between
200,00 and 9 million women were
killed for being “witches.”
30. REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
Adam & Eve
31. REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
Adam & Eve
32. THOMAS AQUINAS & REALISM
Thomas Aquinas (1225-1274)argues
that we can understand
(Christian) God through
reasoning. Our study of nature
and relying upon material things
to learn are helping us learn about
(Christian) God. #
Late 1800’s Vatican revives
Aquinas’ philosophy
(NeoThomism) in an attempt to
resolve the dispute between
science and religion.
33. POSITIVISM &
LOGICAL POSITIVISM
Using our 5 senses to determine truth = positivism#
Using our 5 senses and logic/mathematics to
determine truth = logical positivism#
Both tend to treat knowledge as “truth”#
To what extent is our process of education a “truth-
seeking” process?
34. LOGICAL POSITIVISM &
TODAY’S SCHOOLS
How does logical positivism influence education today?
TestingSRBIRTINo Child Left BehindRace To the TopData Teams
35. LOGICAL POSITIVISM &
TODAY’S SCHOOLS
How does logical positivism influence education today?
Testing
SRBI
RTI
No Child Left Behind
Race To the Top
Data Teams
How much do these policies and practices
influence teaching practices today?
37. Idealism
• Idealism relies on constructing
knowledge through the interrogation
thought and ideas.
• Idealists argue that the material
world is constantly in flux and our
senses are unreliable at best.
Therefore, we cannot ground
knowledge in either.
38. Roots of Idealism
• What are the roots?
• Socrates & Plato use dialogue to construct
knowledge and understanding.
• Philosophers have the primary objective
of interrogating thought in order to find
truth.
• To what extent do scientists play the role
of philosophers in today’s societies?
39. Truth & Knowledge
• To what extent is there a distinction
between knowledge and “truth” in
idealism?
40. Idealist Teaching
• Connecting with the process of
reminiscence.
• In other words, through dialogue and
the use of logic teacher brings out
knowledge that students already
know.
41. Idealism
• How does idealism play out in
teaching and learning in today’s
schools?
• Mortimer Adler & Classic Literature
for all students
• Back to basics movement (Reagan and
William Bennett)
47. John Dewey
Philosopher John Dewey
(1859-1952) argued that
education needs to focus on
action-oriented experiences
(“Learn by Doing”)
His work began the
“progressive” movement in
education
Argued that schools ought to
produce democratic students
-- this led to social
reconstruction or schools
being used in building a
better society
48. John Dewey
Chet Bowers argues
that Dewey’s
pragmatism in schools
was culturally
destructive
Dewey argued that
Western practices
were rightfully
dominant in the world
49. Pragmatism &
Historical Perspectives
Since pragmatism focuses on a
contemporary issue, it runs the risk
of:
Being culturally colonizing
Putting humans/technology/industry
over nature (being anthropocentric)
50. Learning By Doing?
There are obvious benefits to making
education more experiential
More cognitive “glue” is generally
produced
Opportunities to engage more deeply
and more meaningfully with community
51. Learning By Doing?
Question to consider: To what extent
are we limited if we let experience
be the central resource for informing
us about our practice?
In other words, what is practice
without theory?
52. Pragmatic Knowledge
Is knowledge that is produced through
pragmatism treated as “truth”?
How is this the same/different than
idealism and realism?
54. Existentialism
Existentialism -
Strong focus on the
individual’s experience
rather than a universal
truth.
How does the individual
make sense of the
world?
Liberation of the
individual from the
chaotic world
55. Martin Buber
“I-Thou” relationships
whereby we encounter
each other with deep
respect and honor,
nurturance, and
conviviality
“The world is not
comprehensible, but it
is embraceable
through the
embracing of one of
its beings.” 1878-1965
56. Martin Buber
“I-It” relationships
whereby we turn people
into objects to control
and manipulate with
each group unaware or
ignorant to the others
essence
This speaks to issues of
power, but Buber did not
do much analysis of social
power structures like
critical theorists did
1878-1965
57. Maxine Greene
Greene emphasized art,
music, and drama as
being portals to the “I-
Thou” in the context of
education
Describes a movement
towards deep
interconnectedness that
one gains through art
and imagination as a
“wide-awakeness”
1917 - 2014
58. Maxine Greene
Wide-awakeness is the
goal according to Greene,
but she reminds us that
part of being so is to be
politically and socially
active.
Wide-awakeness is not
politically or socially
neutral
Greene is drawing from
both existentialism as well
as critical social theories 1917 - 2014
59. Maxine Greene
Greene’s work is on
the border of liberal/
progressive and
transformative
paradigms
She combines critical
social theory with
existentialism
1917 - 2014
60. Existentialist Teaching
Reject any formalized approach to using “methods”
because any method that is not tailored to the
individual learner cannot be optimally effective
Focus on the individual learner’s needs, interests, and
ambitions.
Focus on the individual’s cognitive and affective needs
AKA “humanist” teaching
AKA “holistic” teaching
AKA “aesthetic” teaching
61. Limitations: Existentialism
Unaware of the issues of
oppression and privilege
Not comfortable with social
justice issues enough to
teach about them
Encouraging creativity and
imagination without the
connections to social
injustices can be equivalent
to allowing those social
injustices to perpetuate
64. NEO-MARXISM
Focus on the social processes that perpetuate social
injustices especially in the form of class inequalities.
Critique of capitalism and its processes that create and
maintain “haves” and “have-nots.”
Adapted from the philosophical work of Karl Marx.
65. KARL MARX & MARXISM
History is defined by class
struggle (as defined by the
economic system of the
region).
The concentration of wealth is
an unfair advantage that
comes with power and
domination of those who do
not have wealth.
Ultimately, there needs to be a
distribution of capital or
wealth, which can lead to a
diffusion of social power 1818-1883
66. KARL MARX & MARXISM
Marx argued that the wealthy,
dominant elites (bourgeoisie)
used violence (i.e. military, police)
to threaten the poor workers
(proletariat) in order to maintain
class stratification (i.e. “social
order”) and the concentration
of wealth.
Marx argued that the wealthy,
dominant elites also used
ideology, or a set of beliefs, to
convince the poor workers that the
system was fair and just so they
did not need to resist. Antonio
Gramsci called this process
hegemony. 1818-1883
68. NEO-MARXISM
“Neo-Marxists” addressed different problematic
claims that Marx made (such as science being able to
overcome industrial unjust practices and the de-
emphasis of women’s roles in society).
Neo-Marxists still focus on the power issues present
between the classes and in labor in contemporary
society.
70. CRITICAL THEORY IN SOCIETY
Focuses on hegemony. Hegemony is a) the perpetuation of some
being dominant and most being subordinated, and b) doing so
without the use of violence.
Types of social injustices: racism (White domination), sexism
and patriarchy (Male domination), classism (domination of the
wealthy), heterosexism (domination of heterosexuality),
anthropocentrism (domination of humans over Earth),
Eurocentrism (domination of Western philosophy, science, art
and literature), and the religionism (domination of Christianity).
Sources of hegemony: teachers, media, religious leaders, family,
friends, military, corporations
71. CRITICAL THEORY IN
EDUCATION
Schools are often places where hegemony occurs.
Schools perpetuate social injustices in the forms of
racism, sexism, classism, heterosexism, anthropocentrism,
Eurocentrism, and the human domination of the earth.
Schools can be sites of hope and possibility because
teachers and students can work to understand or “unlearn”
the roots of all forms of domination and ultimately undo them
72. PAULO FREIRE
Brazillian educator and
philosopher, Paulo Freire
wrote Pedagogy of the Oppressed
in 1970 arguing that the
oppressed had the capacity
to know the processes of
social domination and
overcome them.
To be clear, Freire was not
the first to discuss these
concepts in the context of
education.
1921-1997
73. CRITICAL PEDAGOGY:
MAJOR PRINCIPLES
Class Struggle:
The primary mode of analysis comes from looking at
how socioeconomics limits people’s power. Jean
Anyon’s study of how knowledge is treated differently
based on the class of the students.
74. CLASS STRUGGLE IN
EDUCATIONAL CONTEXTS
Jean Anyon’s (1981) study of how knowledge is treated
differently based on the class of the students.
How is knowledge treated in the professional/elite
schools? Middle class schools? Working class power
schools?
How is knowledge treated in “honors” tracks?
“Academic” or lower tracks?
76. CRITICAL RACE THEORY
People do not get equal treatment in
society based on their race.
Focus in on institutional racism: Schools,
law enforcement, judicial system
77. W.E.B. DU BOIS
U.S. civil rights activist,
Pan-Africanist, sociologist,
historian, author, professor
First African-American to
earn a Ph.D. at Harvard
(1895)
1868 - 1963
78. W.E.B. DU BOIS
Wrote The Souls of Black
Folks (1903) and The Negro
(1915)
Argued that all-Black
schools of his time should
focus on helping students
understand their power in
society and ultimately
work for social change.
1868 - 1963
79. CARTER G. WOODSON
Author, historian, journalist,
teacher, and principal
Second African-American to
earn a Ph.D. from Harvard
(1912)
“Father of Black History” &
Founder of Black History Month
Argued that African-Americans
needed to have more access to
their history so that there could
be more wore work done to
reform society and overcome
oppression.
1875-1950
80. CARTER G. WOODSON
Wrote The Mis-Education of the
Negro (1933)
Argued that U.S. schools were
not teaching Black students, but
were instead indoctrinating
them to assimilate to the social
structures and hierarchies
Argued that ultimately Black
people would have to become
educated and challenge the
system because those with
power do not give it up readily.
81. WHAT PARADIGMS AND
PHILOSOPHIES ARE HERE?
Ferris Bueller
Do you teach or do you educate?
When I become a teacher
Dead Poet’s Society
Freedom Writers