Peace Education:
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This document outlines four pedagogical principles and teaching strategies for peace education. The principles are holism, formation, critical empowerment, and teaching/learning strategies. Teaching strategies include small group work, role play and simulation, guided discussion, student practice, negotiation exercises, case studies, and opinion polls. The goal is to educate students in a way that moves beyond just knowledge to also develop the heart and spirit, encourages action and social transformation, and employs interactive learning techniques.
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Beautiful words. Admirable values. Published prominently on websites and in catalogues, student handbooks and accreditation reports. The philosophical statement of a school of nursing is accepted by faculty as a document that must be crafted to please external reviewers, but for many it remains little more than that. Far too often the school’s philosophy remains safely tucked inside a report but is rarely seen as a living document that guides the day-to-day workings of the school.
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1187Philosophical Foundations of the CurriculumTheresa M. T.docx
118
7
Philosophical Foundations of the Curriculum
Theresa M. “Terry” Valiga, EdD, RN, CNE, ANEF, FAAN
Beautiful words. Admirable values. Published prominently on websites and in catalogues, student handbooks and accreditation reports. The philosophical statement of a school of nursing is accepted by faculty as a document that must be crafted to please external reviewers, but for many it remains little more than that. Far too often the school’s philosophy remains safely tucked inside a report but is rarely seen as a living document that guides the day-to-day workings of the school.
In reality, the philosophy of a school of nursing should be referenced and reflected upon often. It should be reviewed seriously with candidates for faculty positions and with those individuals who join the community as new members. It should be discussed in a deliberate way with potential students and with students as they progress throughout the program. And it should be a strong guiding force as the school revises or sharpens its goals, outlines action steps to implement its strategic plan, and makes decisions about the allocation of resources.
This chapter explores the significance of reflecting on, articulating, and being guided by a philosophy, examines the essential components of a philosophy for a school of nursing, and points out how philosophical statements guide the design and implementation of the curriculum and the evaluation of its effectiveness. The role of faculty, administrators, and students in crafting and “living” the philosophy is discussed, and the issues and debates surrounding the “doing of philosophy” (Greene, 1973) are examined. Finally, suggestions are offered regarding how faculty might go about writing or revising the school’s philosophy.
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The educational philosopher Maxine Greene (1973) challenged educators to “do philosophy.” By this she meant that we need to take the risk of thinking about what we do when we teach and what we mean when we talk of enabling others to learn. It also means we need to become progressively more conscious of the choices and commitments we make in our professional lives. Greene also challenged educators to look at our presuppositions, to examine critically the principles underlying what we think and what we say as educators, and to confront the individual within us. She acknowledged that we often have to ask and answer painful questions when we “do philosophy.”
In his seminal book, The Courage to Teach, Parker Palmer (2007) asserted that “though the academy claims to value multiple modes of knowing, it honors only one—an ‘objective’ way of knowing that takes us into the ‘real’ world by taking us ‘out of ourselves’” (p. 18). He encouraged educators to challenge this culture by bringing a more human, personal perspective to the teaching–learning experience. Like Greene, Palmer suggested that, to do this, educators must look inside so that we can understand that “we teach who we are” (p. xi) a.
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The document discusses the evolution of how psychology has been defined. It started as the study of the soul, but that was rejected because the soul cannot be studied. It was then defined as the study of the mind, but that definition was confusing. It was also defined as the study of consciousness, but that did not account for unconscious behaviors. Psychology is now defined as the scientific study of observable behavior, which includes all conscious, subconscious, and unconscious mental activities and processes of organisms.
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- The document provides information about a student named Amna Rashid with roll number 2021-744 studying from 2021-2025 under the teacher Ms. Shaista Naheed with the goal of becoming a professor in psychology.
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- The major philosophies that influence education are discussed as idealism, realism, pragmatism, and existentialism which focus on what and how students should learn.
1187Philosophical Foundations of the CurriculumTheresa M. T.docx
118
7
Philosophical Foundations of the Curriculum
Theresa M. “Terry” Valiga, EdD, RN, CNE, ANEF, FAAN
Beautiful words. Admirable values. Published prominently on websites and in catalogues, student handbooks and accreditation reports. The philosophical statement of a school of nursing is accepted by faculty as a document that must be crafted to please external reviewers, but for many it remains little more than that. Far too often the school’s philosophy remains safely tucked inside a report but is rarely seen as a living document that guides the day-to-day workings of the school.
In reality, the philosophy of a school of nursing should be referenced and reflected upon often. It should be reviewed seriously with candidates for faculty positions and with those individuals who join the community as new members. It should be discussed in a deliberate way with potential students and with students as they progress throughout the program. And it should be a strong guiding force as the school revises or sharpens its goals, outlines action steps to implement its strategic plan, and makes decisions about the allocation of resources.
This chapter explores the significance of reflecting on, articulating, and being guided by a philosophy, examines the essential components of a philosophy for a school of nursing, and points out how philosophical statements guide the design and implementation of the curriculum and the evaluation of its effectiveness. The role of faculty, administrators, and students in crafting and “living” the philosophy is discussed, and the issues and debates surrounding the “doing of philosophy” (Greene, 1973) are examined. Finally, suggestions are offered regarding how faculty might go about writing or revising the school’s philosophy.
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The educational philosopher Maxine Greene (1973) challenged educators to “do philosophy.” By this she meant that we need to take the risk of thinking about what we do when we teach and what we mean when we talk of enabling others to learn. It also means we need to become progressively more conscious of the choices and commitments we make in our professional lives. Greene also challenged educators to look at our presuppositions, to examine critically the principles underlying what we think and what we say as educators, and to confront the individual within us. She acknowledged that we often have to ask and answer painful questions when we “do philosophy.”
In his seminal book, The Courage to Teach, Parker Palmer (2007) asserted that “though the academy claims to value multiple modes of knowing, it honors only one—an ‘objective’ way of knowing that takes us into the ‘real’ world by taking us ‘out of ourselves’” (p. 18). He encouraged educators to challenge this culture by bringing a more human, personal perspective to the teaching–learning experience. Like Greene, Palmer suggested that, to do this, educators must look inside so that we can understand that “we teach who we are” (p. xi) a ...
1187Philosophical Foundations of the CurriculumTheresa M. T.docx
118
7
Philosophical Foundations of the Curriculum
Theresa M. “Terry” Valiga, EdD, RN, CNE, ANEF, FAAN
Beautiful words. Admirable values. Published prominently on websites and in catalogues, student handbooks and accreditation reports. The philosophical statement of a school of nursing is accepted by faculty as a document that must be crafted to please external reviewers, but for many it remains little more than that. Far too often the school’s philosophy remains safely tucked inside a report but is rarely seen as a living document that guides the day-to-day workings of the school.
In reality, the philosophy of a school of nursing should be referenced and reflected upon often. It should be reviewed seriously with candidates for faculty positions and with those individuals who join the community as new members. It should be discussed in a deliberate way with potential students and with students as they progress throughout the program. And it should be a strong guiding force as the school revises or sharpens its goals, outlines action steps to implement its strategic plan, and makes decisions about the allocation of resources.
This chapter explores the significance of reflecting on, articulating, and being guided by a philosophy, examines the essential components of a philosophy for a school of nursing, and points out how philosophical statements guide the design and implementation of the curriculum and the evaluation of its effectiveness. The role of faculty, administrators, and students in crafting and “living” the philosophy is discussed, and the issues and debates surrounding the “doing of philosophy” (Greene, 1973) are examined. Finally, suggestions are offered regarding how faculty might go about writing or revising the school’s philosophy.
What Is Philosophy?
The educational philosopher Maxine Greene (1973) challenged educators to “do philosophy.” By this she meant that we need to take the risk of thinking about what we do when we teach and what we mean when we talk of enabling others to learn. It also means we need to become progressively more conscious of the choices and commitments we make in our professional lives. Greene also challenged educators to look at our presuppositions, to examine critically the principles underlying what we think and what we say as educators, and to confront the individual within us. She acknowledged that we often have to ask and answer painful questions when we “do philosophy.”
In his seminal book, The Courage to Teach, Parker Palmer (2007) asserted that “though the academy claims to value multiple modes of knowing, it honors only one—an ‘objective’ way of knowing that takes us into the ‘real’ world by taking us ‘out of ourselves’” (p. 18). He encouraged educators to challenge this culture by bringing a more human, personal perspective to the teaching–learning experience. Like Greene, Palmer suggested that, to do this, educators must look inside so that we can understand that “we teach who we are” (p. xi) a.
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PBL involves students working in small groups to solve open-ended problems and gain knowledge in the process. Key aspects are presenting problems before material is learned and using real-world contextual problems. SDT focuses on fulfilling three innate needs - autonomy, competence and relatedness - for optimal human functioning and intrinsic motivation. When these needs are supported, individuals are autonomously motivated to undertake tasks. The document outlines several mini-theories within SDT and educational implications of both theories.
Essay Approaches To Therapy
There are various collaborative approaches that can be used in education, but their effectiveness depends on factors like leadership, time constraints, budgets, willingness of participants, and personal observations. One approach is school collaboration time, where teachers meet to discuss strategies, assessments, and student progress. Data shows that collaboration is key to implementing changes and raising student achievement. Administrators must allow effective collaboration during the school day to foster stronger teacher understanding and connections with students. The essay evaluates the relative effectiveness of different collaborative approaches in education.
Philosophy In The Classroom
Philosophy aims to build on the students' own wonder and curiosity about ideas
that are important to them. The subject matter of Philosophy is the common,
central and contestable concepts that underpin both our experience of human life
and all academic disciplines.
Philosophy is a vehicle for holding purposeful
discussions to help students understand and be able to apply the nine Values for
Australian Schooling. Examples of such concepts relate directly to the nine
Values:
• Care and compassion
• Doing your best
• Fair go
• Freedom
• Honesty and trustworthiness
• Integrity
• Respect
• Responsibility
• Understanding, tolerance and inclusion
Philosophical and psychological foundations of curriculum
The document discusses the philosophical foundations of curriculum. It explains that philosophy influences educational decisions and curriculum development. It outlines four major philosophical positions that have influenced curriculum - idealism, realism, pragmatism, and existentialism. Idealism emphasizes moral and spiritual reality, while realism focuses on imparting knowledge about the real world. Pragmatism considers social and perceptual change, and existentialism stresses individual experiences. A prudent eclectic approach is needed for curriculum that serves students and society.
Dialogue based Education.pdf
Dialogue based education is an approach proposed by Paulo Freire as an alternative to the traditional "banking model" of education, where teachers deposit knowledge into passive students. Freire advocated for dialogue, where teachers and students jointly engage in critical thinking and knowledge creation. Effective dialogue requires equality, mutual respect, and trust among participants. It allows for multiple perspectives and critical reflection on assumptions. The benefits of dialogue-based learning include understanding different views, increased tolerance, democratic participation, and teaching important life skills. While it can be challenging for some students, its drawbacks can be overcome through facilitation, preparation, and encouraging full participation.
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This document discusses misconceptions in teaching, criteria for professionals, and the moral obligations of professionals. It addresses common misconceptions such as the idea that education is just about learning subjects or that silence promotes learning. It also examines criteria for being a professional such as acquiring specialized knowledge and skills. The document emphasizes that teaching requires upgrading knowledge in areas like foundations of education and assessment. It stresses that teachers have moral obligations including commitment, honesty, and reflection to continuously improve.
PYP overview for parents
The document provides an overview of the Primary Years Programme (PYP) at AAS. It describes the origins and objectives of the PYP, including developing the whole child through a concept-based, inquiry-driven international curriculum. Key aspects of the PYP model are highlighted, such as its focus on understanding over knowledge, transdisciplinary teaching, and authentic assessment. Benefits of the PYP approach for students are listed, and ways parents can support the programme are suggested.
visible thinking summary
Visible Thinking is a framework that aims to enrich classroom learning, foster students' intellectual development, and shift the classroom culture towards enthusiastic thinkers and learners. It involves using thinking routines, emphasizing four thinking ideals, and making students' thinking visible through explanations, ideas, debates, and interpretations displayed in the classroom. When thinking is visible, students are more metacognitive, engaged in exploring ideas rather than just memorizing content, and teachers can better understand students' thinking to address challenges and extend learning.
Learning styles and learning theories
This document discusses learning styles and theories. It defines learning styles as the way a person learns and identifies visual, auditory and tactile learners. It explains the importance of identifying learning styles to involve more of the brain and help students learn and recall information better. The document also outlines seven common learning styles and several theories of learning, including sensory stimulation theory, reinforcement theory, and experiential learning theory.
The Adult Learner: Chapter Outlines and Main Points
This is a 200 slide presentation outlining the book The Adult Learner by Malcolm Knowles. As you may know this book is some dry reading so I and my peers converted it into a four hour lecture. This was in 2004 and our powerpoint skills were basic. I hope this helps you with some insight into androgogy and the adult learner as well as some insight to the leading minds of the time.
Content created by: Brian Shearer, Rufus Brown, David Koleson, Jason Howsare, Karl Kilthau, and Mike Ramsey
Analysis of philosophical thoughts
This document analyzes several philosophical thoughts on education including essentialism, perennialism, progressivism, deconstructionism, eclecticism, and Islamic philosophy of education. Essentialism and perennialism emphasize transmitting prescribed knowledge from teacher to student, while progressivism advocates for a student-centered approach focused on problem-solving. Deconstructionism critiques language and texts, and eclecticism combines multiple theories. Islamic philosophy aims to bring people closer to understanding God through character building and both religious and acquired knowledge. The document concludes by noting differences in views on learning and knowledge transmission between philosophies.
adult teaching methods and Av techniques ch 1&2.ppt
Education
it is the process of imparting knowledge, values, skills and attitudes, which can be beneficial to an individual.
2. It is acquired by individuals.
3. It is something that one gets at some point in their life.
4. it is a formal process.
5. it is knowledge gained through teaching.
TRADITIONAL_AND_CONTEMPORARY_EDUCATIONAL.pptx
The document discusses several educational philosophies including:
- Idealism (Plato) which focuses on developing moral excellence and serving society through ideas.
- Naturalism (Rousseau) which emphasizes self-expression and satisfying natural impulses.
- Reconstructionism (Brameld) which aims to create social change and address social issues.
- Existentialism (Kierkegaard) which focuses on individual responsibility and helping students define their own essence.
- Perennialism (Hutchins) which teaches enduring truths and great ideas of Western civilization.
- Essentialism (Bagley) which emphasizes mastering basic skills and subjects.
- Progressivism (Dew
Adult learning
Adult learning:Adult education, distinct from child education, is a practice in which adults engage in systematic and sustained self-educating activities in order to gain new forms of knowledge, skills, attitudes, or values
Lifeskills TOTi for oct 29 2023 (2).pptx
This orientation provides an overview of a Life Skills Training for a Youth Employment Apprenticeship Program. It outlines the objectives, structure, and content of the Training of Trainers (ToT) workshop. The objectives are to create awareness of the life skills training, equip participants with adult learning theories and principles, and evaluate trainer competencies. The orientation covers introductions, adult learning theories like Knowles' principles of andragogy and Kolb's experiential learning model, and assigns modules for the life skills training. Participants will analyze the roles of life skills trainers and their target groups.
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- 1. Peace Education Pedagogical Principles & Teaching Strategies
- 3. HOLISM
- 4. Are critical as they guide us in the way we think and act. Values have roots in our cultures, civilizations, faith and spiritual traditions. FORMATION
- 5. Dialogue A contradiction if educating for peace becomes an exercise in “banking”, as teachers assume the role of authoritarian “experts” and learners become passive imbibers of peace knowledge.
- 6. CRITICAL EMPOWERMENT Peace education seeks to move not just the mind but also the heart and the spirit. It encourages commitment to action and transformation both at the personal and social
- 8. Small Group Work Most activities in the module will employ small group discussion to provide space for
- 9. Role Play & Simulation Learners act as instructed in the module.
- 10. Guided Discussion Learners discuss issues in a focused way directed by the instructor.
- 11. Student practice cooperative problem solving, empathy, perspective- taking Negotiation Exercise
- 12. Case Study
- 13. Opinion Poll Give their own opinions on a series of statements are neither wrong or right.
- 20. To learn about peoples’ & policymakers perspectives.