555-2-2 A Brief History of Educational Theory
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Locating activist education in the slums within the wider theories of constructivism historically. From Paiget to Freire
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Advantages, Disadvantages, and Applications of Constructivism
In the space of a month, I went from not knowing what constructivism is to producing this term paper for a course taken in '08. Advantages and limitations of constructivist theory are surveyed, moderation is endorsed, and a short lesson plan for high school chemistry is included. For an essay written for the same course after viewing "A Private Universe and a couple of lesson plans, please visit http://assumetheopposite.com/Articles.html
Constructivism
This presentation is made by the BSED major in Physical Science for our Report in Teaching Profession
Learning theories
A brief introduction to the learning theories behaviourism, social constructivism and constructivism.
Constructionism
Constructivism is a learning theory that believes learners construct knowledge through experiences and social interactions. Key figures like Piaget, Dewey, and Vygotsky contributed ideas like knowledge building through stages of development, learning through real experiences and inquiry, and problem solving with guidance from others. Constructivism focuses on the learner, sees learning as an active process where students construct their own meanings, and views learning as a social activity. Teachers applying constructivism encourage inquiry, multiple interpretations, and collaborative learning environments. Students learn similarly to the scientific method by asking questions and working in peer groups to assist each other.
John dewey
The document discusses John Dewey's views on education, which included that education is a social process and is life itself, not just preparation for life. Dewey believed students should be involved in real-life tasks and challenges to learn, and that education serves the broader social purpose of enabling citizens to contribute usefully to their culture and vocation in a democracy. His ideas emphasized learning through experience and interaction with the natural world, and influenced the development of progressive education models.
Constructivism
Constructivism is a learning theory that posits that people actively construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. It sees learning as an active, contextualized process of constructing knowledge rather than acquiring it. Key contributors to constructivism include Piaget who saw children as active learners constructing knowledge through stages, Vygotsky who emphasized social learning and culture, and Dewey who felt learning should be engaging. In constructivist classrooms, teachers organize information and prompt student questions, while students build on prior knowledge through inferences and relationships between ideas.
Social constructivism
This document discusses social constructivism and its key dimensions. Social constructivism is a theory that knowledge is constructed through social interactions and discussions with others. It emphasizes that learning occurs not through transmission from experts but through collaboration. The key dimensions discussed are sociocultural learning theory, the classroom as a community of learners, cognitive apprenticeship, and situated cognition.
Reconstructionism
Reconstructionism is an educational philosophy that aims to use education to improve society and address social problems. It was developed in reaction to World War II and focuses on empowering students to envision a better future and prepare for roles in bringing about positive social change. Reconstructionism emphasizes using curricula focused on civic duties, ethics, and real-world issues to develop problem-solving and critical thinking skills. Teachers act as facilitators and social change agents rather than just instructors. Student evaluation is based on their ability to be social activists rather than test scores. However, critics argue that reconstructionism lacks detail on implementation and may be more relevant at advanced education levels.
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Advantages, Disadvantages, and Applications of Constructivism
In the space of a month, I went from not knowing what constructivism is to producing this term paper for a course taken in '08. Advantages and limitations of constructivist theory are surveyed, moderation is endorsed, and a short lesson plan for high school chemistry is included. For an essay written for the same course after viewing "A Private Universe and a couple of lesson plans, please visit http://assumetheopposite.com/Articles.html
Constructivism
This presentation is made by the BSED major in Physical Science for our Report in Teaching Profession
Learning theories
A brief introduction to the learning theories behaviourism, social constructivism and constructivism.
Constructionism
Constructivism is a learning theory that believes learners construct knowledge through experiences and social interactions. Key figures like Piaget, Dewey, and Vygotsky contributed ideas like knowledge building through stages of development, learning through real experiences and inquiry, and problem solving with guidance from others. Constructivism focuses on the learner, sees learning as an active process where students construct their own meanings, and views learning as a social activity. Teachers applying constructivism encourage inquiry, multiple interpretations, and collaborative learning environments. Students learn similarly to the scientific method by asking questions and working in peer groups to assist each other.
John dewey
The document discusses John Dewey's views on education, which included that education is a social process and is life itself, not just preparation for life. Dewey believed students should be involved in real-life tasks and challenges to learn, and that education serves the broader social purpose of enabling citizens to contribute usefully to their culture and vocation in a democracy. His ideas emphasized learning through experience and interaction with the natural world, and influenced the development of progressive education models.
Constructivism
Constructivism is a learning theory that posits that people actively construct their own understanding and knowledge of the world through experiencing things and reflecting on those experiences. It sees learning as an active, contextualized process of constructing knowledge rather than acquiring it. Key contributors to constructivism include Piaget who saw children as active learners constructing knowledge through stages, Vygotsky who emphasized social learning and culture, and Dewey who felt learning should be engaging. In constructivist classrooms, teachers organize information and prompt student questions, while students build on prior knowledge through inferences and relationships between ideas.
Social constructivism
This document discusses social constructivism and its key dimensions. Social constructivism is a theory that knowledge is constructed through social interactions and discussions with others. It emphasizes that learning occurs not through transmission from experts but through collaboration. The key dimensions discussed are sociocultural learning theory, the classroom as a community of learners, cognitive apprenticeship, and situated cognition.
Reconstructionism
Reconstructionism is an educational philosophy that aims to use education to improve society and address social problems. It was developed in reaction to World War II and focuses on empowering students to envision a better future and prepare for roles in bringing about positive social change. Reconstructionism emphasizes using curricula focused on civic duties, ethics, and real-world issues to develop problem-solving and critical thinking skills. Teachers act as facilitators and social change agents rather than just instructors. Student evaluation is based on their ability to be social activists rather than test scores. However, critics argue that reconstructionism lacks detail on implementation and may be more relevant at advanced education levels.
Social Constructivism
Social constructivism holds that knowledge is constructed through social interaction and negotiation with others. In a social constructivist classroom, the focus shifts from the teacher to the students, who are actively involved in their own learning process rather than passively receiving knowledge from the teacher. Instruction moves from whole-class lectures to small group work, with the teacher facilitating learning rather than lecturing. Students engage with each other and learn to work together to build knowledge. Implementation strategies include shifting students beyond their current understanding through support and scaffolding, using tools like Bubble Us for brainstorming and online collaborative spaces like wikis for sharing and extending ideas.
Progressive education
The document discusses progressive education, which aimed to give children more freedom to develop naturally, with teachers as guides rather than taskmasters. It lists pioneers like John Dewey and principles like focusing on students' interests, health, and collaboration between home and school. Two main approaches are child-centered education and social reconstructionism. Attributes include hands-on learning, integrated thematic units, problem-solving, and understanding over rote knowledge. Critic E.D. Hirsch argues progressive education has failed by not challenging students academically and emphasizing process over facts taught.
John Dewey’s Educational Progressivism
www.christopher-pappas.com
John Dewey’s “Educational Progressivism”
Objectives:
Who was John Dewey?
What does Educational Progressivism means?
What is the purpose of education?
John Dewey
(0ctober 20, 1859 – June 1, 1952)
American philosopher, psychologist and educational reformer
Founder of philosophical school of Pragmatism
Father of Functional Psychology
Educational Progressivism
Educational Progressivism
The main principle of educational progressivism is that humans are social animals who learn best in real-time activities.
Instructors should focus on providing students with the necessary skills and knowledge to survive and to succeed in our competitive society.
Strong emphasis on problem-based learning to develop problem solving and analysis skills (For example, instructor posing questions the exercise students’ minds in a practical manner)
The purpose of education is to enhance individual effectiveness in society and give learners’ practical knowledge and problem-solving skills.
Based on John Dewey's model of learning instructors should:
Become aware of the goal,
Define the objectives,
Propose hypotheses to achieve the goal,
Evaluate the consequences of the hypotheses from one's past experience, and
Test the most likely solution
Eme 2040 module 13 team 3 constructivism
Constructivism is a learning theory that suggests learners actively construct knowledge through experiences. Important contributors include Piaget, Vygotsky, Dewey, and Bruner. According to constructivism, learning involves actively making associations between new information and prior knowledge. As a learning theory, constructivism emphasizes hands-on, active learning where students apply past experiences to solve problems and learn new skills.
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Constructivism is a theory of learning that posits students actively construct their own understanding and knowledge through experiences and reflecting on those experiences, with the teacher acting as a guide. Learning is student-directed and cooperative, focusing on critical thinking as students build on prior knowledge and engage in real-world problem solving. Constructivist classrooms emphasize questioning of students, interactive and cooperative learning experiences.
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Pedagogy of the oppressed Chapter 2
Paulo Freire critiques the "banking concept" of education, where teachers deposit information into passive students. He advocates "problem-posing education" through dialogue where both teachers and students learn together as critical co-investigators. This transforms the teacher-student contradiction by treating students as conscious beings and empowering them to reflect and take action on reality rather than receiving oppressive narratives. The goal is for students and teachers to help each other complete their humanity through fellowship and questioning the structures that create oppression.
Progressivism in Education
Bruner developed the concept of discovery learning which promotes constructing new ideas based on past knowledge. Progressivism focuses on real-world problem solving, individual development, and learning as an active, democratic, and social process where students construct knowledge through experimentation and problem solving. The main principle is that humans learn best through real-time activities with others by emphasizing problem-based learning to develop skills.
Constructivism in classroom management by sheena bernal
Constructivism in Classroom Management focuses on developing critical thinking skills, knowledge construction where students actively build new knowledge on old knowledge, and connecting new information to prior knowledge. Constructivist classrooms place less emphasis on punishment and more on identifying student needs. They are also democratic with teacher flexibility.
Progressive methods of teaching
The document discusses progressive teaching methods advocated by John Dewey, Rousseau, and Karl Marx. Progressive methods focus on learning through doing, discovery, inquiry, and problem solving with the teacher acting as a guide. This allows students to learn freely and discover new truths for themselves. Specific progressive methods mentioned include inquiry, experimentation, field work, projects, discussion, demonstration, group work, role play, research, simulation, and debate.
3. theories of situated learning leah arceo
Situated learning theory posits that learning occurs through social interaction and authentic activities within a real-world context or community of practice. According to this view, knowledge is acquired situationally and transfers only to similar situations. A situated learning experience involves four major premises: learning is grounded in everyday actions; knowledge transfers only to similar situations; learning is a social process; and learning exists within complex social environments rather than being separated from the world of action. Applied to classrooms, situated learning involves immersing students in authentic experiences and activities rather than acquiring discrete facts, with content inherent in tasks rather than separated from real-world contexts.
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This document provides an overview of constructivism in language education. It discusses key aspects of constructivism including cognitive constructivism proposed by Piaget which focuses on individual development, and social constructivism proposed by Vygotsky which emphasizes social interaction and context. The document also discusses how constructivism aligns with humanistic approaches by focusing on the learner's experience and meaning making. Studies discussed found that constructivist teaching approaches improved student motivation, learning strategies, and academic achievement compared to traditional teaching methods.
Situated cognition
Situated cognition theory proposes that learning is a social process that occurs within authentic contexts through participation and collaboration. It represents a shift from traditional views of learning as an individual process, to one that is social and emergent. Core concepts include that knowledge and skills are inextricably linked to the activities in which they are used, and that learning involves social interactions and engagement within a community of practice. Examples of apprenticeship models illustrate how novice learners progress by observing and participating in authentic tasks alongside experts.
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Chapter 2; "Pedagogy of the Opperessed" by Paulo Freire
This document summarizes key concepts from Chapter 2 of Paulo Freire's book "Pedagogy of the Oppressed". It discusses the traditional "banking" model of education, which treats students as empty vessels to be filled by teachers, and promotes oppression. Freire argues for a "problem-posing" model that fosters human freedom and critical thinking through dialogue between teachers and students. The document also compares views of a peasant and philosopher Jean-Paul Sartre on the relationship between consciousness and reality.
Constructivism
Constructivism is a learning theory based on the idea that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Key contributors to constructivism include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, students learn best when they can explore topics through hands-on activities and social interaction rather than traditional lecturing. In the classroom, this means conducting experiments, field trips, group projects, and discussions to facilitate active, collaborative learning.
Constructionism
Constructionism is a learning theory based on the idea that learning occurs through active experiences and interactions. Learners construct knowledge based on their experiences rather than having knowledge transmitted to them. Key theorists who contributed to constructionism include Vygotsky, Dewey, Piaget, and Bruner. According to constructionism, teachers should provide engaging, student-centered activities and encourage students to discover concepts through group work and technology. The curriculum should build on prior knowledge in a spiral manner to facilitate continuous learning.
John Dewey and Education
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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.
Comparison edu philo
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Zack constructivismlearningtheory
Constructivism is a theory of learning that explains how people might acquire knowledge and learn. It involves people constructing their own understanding and knowledge through experiences and reflecting on those experiences. Key figures in constructivism include Piaget, who described cognitive development in children through stages of learning; Bruner, who viewed learning as an active process of constructing new ideas; and Vygotsky, who emphasized social learning and the zone of proximal development. Constructivism encourages active learning, questioning, reflection, group work, and building on prior knowledge and experiences in the classroom.
Zack constructivismlearningtheory
Constructivism is a theory of learning that explains how people might acquire knowledge and learn. It involves people constructing their own understanding and knowledge through experiences and reflecting on those experiences. Key figures in constructivism include Piaget, who described cognitive development in children through stages of learning; Bruner, who viewed learning as an active process of constructing new ideas; and Vygotsky, who emphasized social learning and the zone of proximal development. Constructivism sees learning as an active process where students build on previous knowledge through activities, questioning, reflection, and establishing their own views.
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Social constructivism holds that knowledge is constructed through social interaction and negotiation with others. In a social constructivist classroom, the focus shifts from the teacher to the students, who are actively involved in their own learning process rather than passively receiving knowledge from the teacher. Instruction moves from whole-class lectures to small group work, with the teacher facilitating learning rather than lecturing. Students engage with each other and learn to work together to build knowledge. Implementation strategies include shifting students beyond their current understanding through support and scaffolding, using tools like Bubble Us for brainstorming and online collaborative spaces like wikis for sharing and extending ideas.
Progressive education
The document discusses progressive education, which aimed to give children more freedom to develop naturally, with teachers as guides rather than taskmasters. It lists pioneers like John Dewey and principles like focusing on students' interests, health, and collaboration between home and school. Two main approaches are child-centered education and social reconstructionism. Attributes include hands-on learning, integrated thematic units, problem-solving, and understanding over rote knowledge. Critic E.D. Hirsch argues progressive education has failed by not challenging students academically and emphasizing process over facts taught.
John Dewey’s Educational Progressivism
www.christopher-pappas.com
John Dewey’s “Educational Progressivism”
Objectives:
Who was John Dewey?
What does Educational Progressivism means?
What is the purpose of education?
John Dewey
(0ctober 20, 1859 – June 1, 1952)
American philosopher, psychologist and educational reformer
Founder of philosophical school of Pragmatism
Father of Functional Psychology
Educational Progressivism
Educational Progressivism
The main principle of educational progressivism is that humans are social animals who learn best in real-time activities.
Instructors should focus on providing students with the necessary skills and knowledge to survive and to succeed in our competitive society.
Strong emphasis on problem-based learning to develop problem solving and analysis skills (For example, instructor posing questions the exercise students’ minds in a practical manner)
The purpose of education is to enhance individual effectiveness in society and give learners’ practical knowledge and problem-solving skills.
Based on John Dewey's model of learning instructors should:
Become aware of the goal,
Define the objectives,
Propose hypotheses to achieve the goal,
Evaluate the consequences of the hypotheses from one's past experience, and
Test the most likely solution
Eme 2040 module 13 team 3 constructivism
Constructivism is a learning theory that suggests learners actively construct knowledge through experiences. Important contributors include Piaget, Vygotsky, Dewey, and Bruner. According to constructivism, learning involves actively making associations between new information and prior knowledge. As a learning theory, constructivism emphasizes hands-on, active learning where students apply past experiences to solve problems and learn new skills.
Constructivism power point
Constructivism is a theory of learning that posits students actively construct their own understanding and knowledge through experiences and reflecting on those experiences, with the teacher acting as a guide. Learning is student-directed and cooperative, focusing on critical thinking as students build on prior knowledge and engage in real-world problem solving. Constructivist classrooms emphasize questioning of students, interactive and cooperative learning experiences.
Social constructivist programs
The document discusses two social constructivist programs - Fostering a Community of Learners (FCL) and Schools for Thought (SFT). FCL focuses on literacy and biology development through reflection, discussion, and collaboration between students and experts. SFT combines aspects of the Jasper Project, FCL, and CSILE to emphasize problem-based learning, extended inquiry projects, and collaboration using technology. Both programs aim to develop deeper understanding through social interaction and real-world problem solving rather than traditional instruction.
Pedagogy of the oppressed Chapter 2
Paulo Freire critiques the "banking concept" of education, where teachers deposit information into passive students. He advocates "problem-posing education" through dialogue where both teachers and students learn together as critical co-investigators. This transforms the teacher-student contradiction by treating students as conscious beings and empowering them to reflect and take action on reality rather than receiving oppressive narratives. The goal is for students and teachers to help each other complete their humanity through fellowship and questioning the structures that create oppression.
Progressivism in Education
Bruner developed the concept of discovery learning which promotes constructing new ideas based on past knowledge. Progressivism focuses on real-world problem solving, individual development, and learning as an active, democratic, and social process where students construct knowledge through experimentation and problem solving. The main principle is that humans learn best through real-time activities with others by emphasizing problem-based learning to develop skills.
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Constructivism in Classroom Management focuses on developing critical thinking skills, knowledge construction where students actively build new knowledge on old knowledge, and connecting new information to prior knowledge. Constructivist classrooms place less emphasis on punishment and more on identifying student needs. They are also democratic with teacher flexibility.
Progressive methods of teaching
The document discusses progressive teaching methods advocated by John Dewey, Rousseau, and Karl Marx. Progressive methods focus on learning through doing, discovery, inquiry, and problem solving with the teacher acting as a guide. This allows students to learn freely and discover new truths for themselves. Specific progressive methods mentioned include inquiry, experimentation, field work, projects, discussion, demonstration, group work, role play, research, simulation, and debate.
3. theories of situated learning leah arceo
Situated learning theory posits that learning occurs through social interaction and authentic activities within a real-world context or community of practice. According to this view, knowledge is acquired situationally and transfers only to similar situations. A situated learning experience involves four major premises: learning is grounded in everyday actions; knowledge transfers only to similar situations; learning is a social process; and learning exists within complex social environments rather than being separated from the world of action. Applied to classrooms, situated learning involves immersing students in authentic experiences and activities rather than acquiring discrete facts, with content inherent in tasks rather than separated from real-world contexts.
Panorama of constructivism in Language education
This document provides an overview of constructivism in language education. It discusses key aspects of constructivism including cognitive constructivism proposed by Piaget which focuses on individual development, and social constructivism proposed by Vygotsky which emphasizes social interaction and context. The document also discusses how constructivism aligns with humanistic approaches by focusing on the learner's experience and meaning making. Studies discussed found that constructivist teaching approaches improved student motivation, learning strategies, and academic achievement compared to traditional teaching methods.
Situated cognition
Situated cognition theory proposes that learning is a social process that occurs within authentic contexts through participation and collaboration. It represents a shift from traditional views of learning as an individual process, to one that is social and emergent. Core concepts include that knowledge and skills are inextricably linked to the activities in which they are used, and that learning involves social interactions and engagement within a community of practice. Examples of apprenticeship models illustrate how novice learners progress by observing and participating in authentic tasks alongside experts.
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This document discusses several concepts related to critical theory and pedagogy. It begins by explaining critical theory and some of its major theorists who critique social structures based on class, wealth, and power distributions. It then discusses politics in education and how decision-making power is distributed. Several philosophers who critique power structures in education are mentioned, including Freire, Foucault, and Bourdieu. The document also covers social class theory, social reproduction, social exclusion, and factors that can generate marginalization. Finally, it discusses critical pedagogy and the roles of teachers and students in transforming education for social justice through techniques like praxis, dialogism, and questioning.
Chapter 2; "Pedagogy of the Opperessed" by Paulo Freire
This document summarizes key concepts from Chapter 2 of Paulo Freire's book "Pedagogy of the Oppressed". It discusses the traditional "banking" model of education, which treats students as empty vessels to be filled by teachers, and promotes oppression. Freire argues for a "problem-posing" model that fosters human freedom and critical thinking through dialogue between teachers and students. The document also compares views of a peasant and philosopher Jean-Paul Sartre on the relationship between consciousness and reality.
Constructivism
Constructivism is a learning theory based on the idea that learning occurs as learners are actively involved in a process of meaning and knowledge construction rather than passively receiving information. Key contributors to constructivism include Piaget, Bruner, Vygotsky, and Dewey. According to constructivism, students learn best when they can explore topics through hands-on activities and social interaction rather than traditional lecturing. In the classroom, this means conducting experiments, field trips, group projects, and discussions to facilitate active, collaborative learning.
Constructionism
Constructionism is a learning theory based on the idea that learning occurs through active experiences and interactions. Learners construct knowledge based on their experiences rather than having knowledge transmitted to them. Key theorists who contributed to constructionism include Vygotsky, Dewey, Piaget, and Bruner. According to constructionism, teachers should provide engaging, student-centered activities and encourage students to discover concepts through group work and technology. The curriculum should build on prior knowledge in a spiral manner to facilitate continuous learning.
John Dewey and Education
John Dewey was an early 20th century educational reformer who advocated for a progressive approach focused on meeting students' needs and involving them in planning their education. He felt the traditional system was too authoritarian and did not adequately prepare students for participation in a democracy. Dewey believed learning should be interactive and build on students' interests and experiences rather than just transmitting facts. While progressive education gave students more freedom, Dewey argued it still needed structure to maximize learning. His ideas challenged the traditional system but some aspects remain today.
Educational Theories: Social Reconstructionism
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.
Comparison edu philo
The document provides definitions and comparisons of major educational philosophies, including Perennialism, Essentialism, Progressivism, Reconstructionism, Existentialism, and Eclecticism. It summarizes the key aspects of each philosophy's view on what should be taught, the role of the teacher, the focus of learning, and their approaches to curriculum, subject matter, student freedom and social goals. The philosophies range from more traditional teacher-centered approaches focused on transmitting essential knowledge (Perennialism and Essentialism) to student-centered philosophies emphasizing active learning, social reform and individual experience (Progressivism, Reconstructionism, and Existentialism).
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Constructivism is a theory of learning that explains how people might acquire knowledge and learn. It involves people constructing their own understanding and knowledge through experiences and reflecting on those experiences. Key figures in constructivism include Piaget, who described cognitive development in children through stages of learning; Bruner, who viewed learning as an active process of constructing new ideas; and Vygotsky, who emphasized social learning and the zone of proximal development. Constructivism encourages active learning, questioning, reflection, group work, and building on prior knowledge and experiences in the classroom.
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This document discusses several philosophical foundations and theories of education, including idealism, realism, existentialism, and pragmatism. It provides an overview of each philosophy's views on the purpose of education, the role of the teacher, methods of instruction, and curriculum. The document also discusses eclecticism as synthesizing different philosophies. Finally, it contrasts the philosophies of education schools and humanistic schools. The key ideas covered include a focus on ideas over senses, empirically proven facts, individual choice and responsibility, problem solving and experience, and meeting individual needs through facilitation.
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The document discusses four primary educational philosophies: idealism, realism, existentialism, and pragmatism. It provides an overview of each philosophy's views on the nature of reality, the purpose of education, the role of the teacher, methods of instruction, and curriculum. For idealism, reality consists of perfect ideas and truths, education aims to search for truth through ideas and questioning. Realism believes reality is made up of natural laws and facts, and education develops skills through objective methods. Existentialism focuses on individuality and empowering choices, while pragmatism sees education as growth through solving problems in life.
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The document discusses four primary educational philosophies: idealism, realism, existentialism, and pragmatism. It provides an overview of each philosophy's views on the nature of reality, the purpose of education, the role of the teacher, methods of instruction, and curriculum. For idealism, reality consists of perfect ideas and truths, education aims to search for truth through ideas and questioning, and the teacher guides students in dialectical discussion. For realism, reality comprises natural laws and facts proven through experience, education develops skills and disciplines, and the teacher presents clear subject matter instruction. Existentialism believes individuals create their own meaning and education fosters individuality and choice. Pragmatism sees reality as constantly
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555-2-2 A Brief History of Educational Theory
- 1. Pre-Modernist Behaviorism Cognitivism Constructivism Current Educational Theories
- 2. Pre- Modern Education Remnants of Greek thinking Emergence of Universities Anti- education alism Dark Ages of Catholicis m Elitist Education Jesuit Models Democratic Calvinism Puritan Foundation of Modern Educational Systems in US Modern Factory- style Education Secularis m History of Modern Educational Theories
- 3. Cognitive Behaviorism John B Watson Behaviorism: reinforcement and punishment determine human learning and behavior Pavlov’s Dogs (1928) B.F. Skinner Operant Conditioning: environment produces consequences Positive reinforcement Albert Bandura (‘74)Reciprocal Behaviorism People learn from one another via observation, imitation and modelling Personality is interaction of environment, behavor, and psych processes Educational Theories: Cognitive Behaviorism
- 4. Strengths of Behaviorism • Positive reinforcement in classroom management • Works well with computer based learning Weaknesses • Manipulation through social engineering • Unable to deal with complex behaviours • View summation of small discrete skills • Embedded in sociological determinism
- 5. Constructivism • Deconstructivis m (Illich) • Reconstructivism Derived from Pragmatism John Dewey Jean Piaget Marx Freire (conscientization: education as a vehicle of the poor engaging oppression) LevVigotsky (social reconstructivism) Educational Theories: Constructivism
- 6. Reconstructionism • Premise; Learners reconstruct knowledge based on their own experience and previous beliefs. This cannot be separated from a context • Social Reconstruction (Lev Vigostsky). Society is in need of constant reconstruction. Such social change involves both a reconstruction of education (Illich) and the use of education in reconstructing society (Marx, Freire) • Problems are viewed holistically • Futuristic thinking (utopian thinking)
- 7. Pragmatism • Constructivist approaches build on John Dewey (1938) • Education as a way to change the environment and reflect on that change • Knowledge integrates thinking and doing • Learning is active • Student must be involved in the creation of that knowledge
- 8. Jean Piaget • The child is the subject as they try to make sense of the world through experiences • The classroom is learner centered • Context rich experience-based activities • Work in groups where there is freedom to ask questions • Teacher figures out how students learn and adapts syllsbus • Assessment based on portfolio etc
- 9. Deconstructionism • Former systems of belief need to be examined • Their faults require rejecting them as schema • The student is then ready to reconstruct • Illich: Deschooling Society • No hand me downs
- 10. Teachers Role in Reconstructionism • Do not believe preparing students for the world as it exists today will be sufficient (too much emphasis on the status quo)
- 11. Reconstuctionist Educators: • link thought with action • theory with practice • intellect with activism • They facilitate by including opportunities for meaningful and authentic exploration, deigning actiities and utilizing group work.
- 12. Reconstructionism • The goal of education should be to emphasize the need for change • Students should be out in the real world • “World” curriculum • Technology is valuable in solving problems
- 13. Noted Reconstructionists • Karl Marx as underlying philopsopher • Ivan Illich – De-schooling Society • Paole Freire – education as a process of conscientization for the poor • John Dewey (he is also recognized as a pragmatist)
- 14. The Reconstructionist and the Chair • To a reconstructionist, the redesign of the “chair” to better serve the needs of society is important. How can the chair be improved to prepare society for the future?