John Dewey was a prominent American philosopher and education reformer. Some key aspects of his philosophy included:
1) He believed that education should be centered around the interests and experiences of the child through hands-on, experiential learning rather than rote memorization.
2) Knowledge is derived from action and problem-solving, not separate from it. The process of thinking involves identifying a problem, gathering information, developing potential solutions, and testing those solutions.
3) He advocated for an integrated, flexible curriculum organized around the child's activities and interests rather than rigidly separated subjects.
Educational Concepts Based on Different Schools of Philosophypolchan
Educational Concepts Based on Different Schools of Philosophy, a Powerpoint presentation for the last chapter of the Philosophy of Education subject in graduate studies. Summary and conclusion for the said subject.
Educational Concepts Based on Different Schools of Philosophypolchan
Educational Concepts Based on Different Schools of Philosophy, a Powerpoint presentation for the last chapter of the Philosophy of Education subject in graduate studies. Summary and conclusion for the said subject.
It describes the Ideas of John Dewey on Education. It includes his views on the Concept of Education, Aims of Education, Ideas on School, Teacher, Curriculum and Teaching Methodology, etc.
It describes the Ideas of John Dewey on Education. It includes his views on the Concept of Education, Aims of Education, Ideas on School, Teacher, Curriculum and Teaching Methodology, etc.
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John Dewey’s “Educational Progressivism”
Objectives:
Who was John Dewey?
What does Educational Progressivism means?
What is the purpose of education?
John Dewey
(0ctober 20, 1859 – June 1, 1952)
American philosopher, psychologist and educational reformer
Founder of philosophical school of Pragmatism
Father of Functional Psychology
Educational Progressivism
Educational Progressivism
The main principle of educational progressivism is that humans are social animals who learn best in real-time activities.
Instructors should focus on providing students with the necessary skills and knowledge to survive and to succeed in our competitive society.
Strong emphasis on problem-based learning to develop problem solving and analysis skills (For example, instructor posing questions the exercise students’ minds in a practical manner)
The purpose of education is to enhance individual effectiveness in society and give learners’ practical knowledge and problem-solving skills.
Based on John Dewey's model of learning instructors should:
Become aware of the goal,
Define the objectives,
Propose hypotheses to achieve the goal,
Evaluate the consequences of the hypotheses from one's past experience, and
Test the most likely solution
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
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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.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
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A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
2. Dewey’s Basic Philosophy
• Dewey was a great educationist, because he
was a great philosopher.
• Philosophy - it is the theory education in its
most general phases.
• Philosophy needs to define what education is,
moreover, any “ideal that is a genuine help in
carrying on activity must rest upon a prior
knowledge of concrete actual occurrences”
4. MIND
• Evolution of mind and intelligence takes place
naturally
• Daily activities are involved in solving various
practical and social problems of life.
• Mind as an instrument includes 3 aspects, i.e.,
thinking, feeling, and willing
• Ideas are developed by the individual in the
process of controlling the objects of the
environment for avoiding, pain and obtaining
satisfaction
5. KNOWLEDGE
• Dewey does not believe that knowledge
precedes action. It is only as a result of action
that knowledge is inferred
• He believes that the knowledge accumulated till
now is due to the activities of the individuals in
their struggle for existence.
• Dewey thinks that the natural play of these
tendencies should be considered as the starting
point of the educational process of the child.
• People believe that knowledge has independent
existence, does not depend on action. Dewey
does not agree with this.
6. PROCESS OF THINKING
• Dewey holds that thinking does not take place
in vaccum i.e., Pure contemplation cannot be its
basis. Nor does it originated from mass of
sensations.
• In the process of thinking, one undergoes
series of experimentations in order to needed
solution of the problem
• This method is the base of project method,
problem method and the activity programme.
7. Dewey mentions 5 logical steps in the process of
thinking:-
• The feeling of a doubt, hesitation, difficulty, or
problem.
• Taking the whole situation in view by analyzing
the various elements, and then locating the
heart of the problem.
• Arising of the suggestion and following the
same to find out the possible solutions.
• The bearings of each solution are developed
and subjection the most possible solution to
experimentation.
• To observe and experiment further in order to
accept or reject the solution
8. Dewey’s Concept of Curriculum
• No fixed curriculum
• Centred around child’s activities
• Integrated curriculum
Play period from 4-8yr of age
Period of spontaneous attention from 8-12
Period of reflective attention from 12 onwards
9. Dewey's Method of Teaching
• He is of the opinion that direct experience is the
basis of all method. Knowledge takes place
from concrete and meaningful situations.
• He is of the opinion that direct experience is the
basis of all method
• The project or problem method which Dewey
advocated, the child's interests and purposes
are the most important things
10. • Dewey laid down the following five steps as
essential.
The pupil should have a genuine situation of
experiences.
A genuine problem should arise from this
situation and should stimulate the thinking of the
child.
The child should obtain information or make
observation needed to deal with the problems.
The suggested solution(s) should occur to him.
He should have an opportunity to test his ideas
by application.
11. Dewey's contribution to Educational
Thought and Practice
• In the development of modern education
practices.
• The child is no longer regarded as a passive
subject meant for the imposition of external
information but is considered an active living
being.
• to introduce a more human touch in the
processes of education
• The supreme contribution of Dewey to a
philosophy of education is the theory of scientific
democratic humanism
• The supreme contribution of Dewey to a
philosophy of education is the theory of scientific
democratic humanism
12. Dewey’s contribution to modern education:
• Original thinker:
• Practical educational philosophy:
• His progressive outlook to education
• His views about aims, curriculum etc.
13. Dewey has influenced educational practices in the
following ways
• Good educational requirements:
The initiative should be with children
Children should be allowed to build certain attitudes
Learning that is necessary for activity only should be
allowed
Such learning should be properly guided
• Curriculum should be flexible, based on experience:
subjects should be organized according to utility and
curriculum should be determined according to instinctive
urges and native endowment.
• Teacher’s role is to be a friend, philosopher and guide to
the child. He is only to arrange the situations and
opportunities, which may enable them to learn
14. • Methods should involve the following steps:
Activity
Problem
Data
Hypothesis
Testing
The project method is emphaisised
• Regarding discipline, only social discipline is
stressed. Main purpose is to cultivate pupils
social attitudes, habits and ideas of co-
operative conduct through the conjoint activities
of the school.
15. Dewey’s Criticism
• Realists: He wants to understand it .He does
not mean to transform it as the pragmatist (or
Dewey) wants to do. The realists want to
understand the nature’s law so that he may be
adjusted to the existing scheme of things.
• Dewey thinks that philosophy should concern
itself with social conflicts arising from the
interaction of industry, science and democracy.