LET Reviewer in Professional Education - Philosophical Foundation of Education

<div class="bluebox"> LET Reviewer in Professional Education</div> <br /> <div> <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody> <tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-BHGedMEgIac/VOhfpA2fQ8I/AAAAAAAAA8E/HR46anU2WZI/s1600/Philosophy.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="Philosophies in Education and Their Proponents" border="0" height="265" src="http://1.bp.blogspot.com/-BHGedMEgIac/VOhfpA2fQ8I/AAAAAAAAA8E/HR46anU2WZI/s1600/Philosophy.jpg" title="Philosophies in Education and Their Proponents" width="400" /></a></td></tr> <tr><td class="tr-caption" style="text-align: center;">LET Reviewer in Professional Education - Philosophical Foundation of Education</td></tr> </tbody></table> <br /> <div style="text-align: center;"> <b>ORIGINAL PHILOSOPHY</b></div> <br /> <b>School of Thought</b><br />        ► <b>REALISM</b><br /> <br /> <b>Thinkers:</b><br />        ► Aristotle<br />        ► Harris Broudy<br />        ► John Locke<br />        ► John Comenius<br />        ► Johann Henrich Pestalozzi<br />        ► Jean Jacques Rosseu<br /> <br /> <b>Assumptions</b><br />        ► Reality is what we observe.<br />        ► Experience exists only in the physical world.<br />        ► Mind is like a mirror receiving images only from the physical world.<br />        ► Nature is a primary self-evident reality, a starting point in philosophizing.<br />        ► Investigating and reasoning are important in any effective adjustment to the real world in the control of experience.<br /> <br /> <b>Role of Teachers</b><br />        ► Help develop initiative and ability to control experiences.<br />        ► Help realize that they can enter into the meaning of their experiences<br />        ► The students would be taught factual information for mastery.<br /> <br /> <b>Models/Strategies</b><br />        ► The use of Scientific Methods<br />        ► Defining the problem<br />        ► Observing factors related to problem<br />        ► Hypothesizing<br />        ► Testing the hypothesis<br /> <br /> <b>Educational Aim</b><br />        ► Gives direction and form to individual’s basic potentialities.<br />        ► Determines the direction of the individual’s inherited tendencies.<br />        ► Provide an education that could produce a good individual and a good society by meeting 4 principal need of an individual.<br />        ► Aptitude needs<br />        ► Self-determination needs<br />        ► Self-realization needs.<br />        ► Self-integration needs<br /> <br /> <b>Curriculum Emphasis</b><br />        ► Study habits<br />        ► Research skills<br />        ► Library skills<br />        ► Evaluation<br />        ► Observation<br />        ► Experimentation<br />        ► Analytical and critical thinking<br /> <br /> <br /> <b>School of Thought</b><br />        ►<b> IDEALISM</b><br /> <br /> <b>Thinkers:</b><br />        ► Plato<br />        ► Socrates<br />        ► Rene Decartes<br /> <br /> <b>Assumptions</b><br />        ► Emphasize the importance of mind, soul and spirit.<br />        ► Believes in refined wisdom. Based on the view that reality is a world within a person’s mind.<br />        ► Schools exist to sharpen the mind and intellectual processes.<br />        ► One of the oldest school of thoughts with its origin traced back to Plato’s ideas.<br /> <br /> <b>Role of Teachers</b><br />        ► Transmitter of knowledge<br />        ► Chief source of inspiration<br />        ► Creator of educational environment (teacher-centered).<br /> <br /> <b>Models/Strategies</b><br />        ► Lecture-Discussion Method<br />        ► Excursion<br />        ► Question Method<br />        ► Project Method<br /> <br /> <b>Educational Aim</b><br />        ► To develop the individual spiritually, mentally, and morally.<br /> <br /> <b>Curriculum Emphasis</b><br />        ► Subject Matter of mind:<br />        ► literature<br />        ► history<br />        ► philosophy<br />        ► mathematics<br />        ► arts<br /> <br /> <br /> <b>School of Thought</b><br />        ► <b>PRAGMATISM / EXPERIMENTALISM / EMPERICISM</b><br /> <br /> <b>Thinkers:</b><br />        ► John Dewey<br />        ► Charles Sanders Peirce<br />        ► William James<br />        ► Richard Rorty<br /> <br /> <b>Assumptions</b><br />        ► Conservative philosophy<br />        ► Primarily an American philosophy.<br />        ► Focuses on reflective thinking. The knowledge process, the relationship of ideas into action.<br />        ► Encourages people to find processes that work in order to attain desired goals.<br />        ► Makes use of experience as a source of knowledge<br /> <br /> <b>Role of Teachers</b><br />        ► Keeps order in the class<br />        ► Facilitates group work<br />        ► Encourages and offers suggestions, questions and help in planning<br />        ► Curriculum planner.<br /> <br /> <b>Models/Strategies</b><br />        ► Experimental Methods<br />        ► Statement of the problem<br />        ► Hypothesizing<br />        ► Investigating or data gathering<br />        ► Testing hypothesis<br />        ► Forming conclusions<br />        ► Creative and constructive projects<br />        ► Field trips<br />        ► Laboratory work<br />        ► Activity-centered<br />        ► Student-centered activities<br /> <br /> <b>Educational Aim</b><br />        ► For social efficiency.<br />        ► Train the students to continuously and actively quest for information and production of new ideas needed to adjust to the ever-changing society.<br /> <br /> <b>Curriculum Emphasis</b><br />        ► Creation of new social order<br />        ► Integrated and based on the problem of society (NCBTS based).<br />        ► Subjects are interdisciplinary.<br /> <br /> <br /> <div style="text-align: center;"> <b>TRADITIONAL/CONSERVATIVE PHILOSOPHY</b></div> <br /> <b>School of Thought</b><br />        ► <b>PERENNIALISM</b><br /> <br /> <b>Thinkers:</b><br />        ► Robert Maynard Hutchins<br />        ► Mortimer Jerome Adler<br />        ► Jacques Maritain<br /> <br /> <b>Assumptions</b><br />        ► Most Conservative philosophy<br />        ► Education focuses on developing rationality.<br />        ► Education is preparation for life, and the students should be taught of the world’s permanencies through structured studies.<br />        ► Truths are constant and universal.<br />        ► Students must acquire knowledge of unchanging principles.<br /> <br /> <b>Role of Teachers</b><br />        ► Known Master of Discipline.<br />        ► Source of knowledge (teacher-centered).<br /> <br /> <b>Models/Strategies</b><br />        ► Subject-centered.<br />        ► Methods of disciplining the mind through reading and discussion<br />        ► Memorization to develop mastery.<br /> <br /> <b>Educational Aim</b><br />        ► To develop power of thought, internalize truths that are universal and constant.<br /> <br /> <b>Curriculum Emphasis</b><br />        ► Great ideas or universal principles.<br />        ► Focused on arts and sciences.<br /> <br /> <br /> <b>School of Thought</b><br />        ► <b>ESSENTIALISM / TRADITIONALISM / CONSERVATISM</b><br /> <br /> <b>Thinkers:</b><br />        ► Plato<br />        ► Karl Popper<br />        ► John Stuart Mill<br />        ► William Bagley<br /> <br /> <b>Assumptions</b><br />        ► Assumes that values are embedded in the universe waiting to be discovered and understood.<br />        ► Learning is relatively static, since there is only one way to understand the world that is already written in the book (textbook approach to learning).<br />        ► Study of knowledge and skills based on the book is imperative to become productive member of the society.<br /> <br /> <b>Role of Teachers</b><br />        ► Base the lesson to the book.<br />        ► Prepare well-organized lesson to prove that he is an authority of instruction.<br /> <br /> <b>Models/Strategies</b><br />        ► Deductive method<br />        ► Drill method<br />        ► Recitation<br />        ► Memorization<br /> <br /> <b>Educational Aim</b><br />        ► Provide sound training of the fundamental skills.<br />        ► Develop individual to perform justly, skillfully and magnanimously.<br /> <br /> <b>Curriculum Emphasis</b><br />        ► Emphasis on essential skills in reading, writing and counting.<br />        ► Hard sciences and vocational courses.<br /> <br /> <br /> <div style="text-align: center;"> <b>CONTEMPORARY PHILOSOPHY</b></div> <br /> <b>School of Thought</b><br />        ► PROGRESSIVISM<br /> <br /> <b>Thinkers:</b><br />        ► William Heard Kilpatrick<br />        ► John Dewey<br /> <br /> <b>Assumptions</b><br />        ► Exactly opposite of perennialism.<br />        ► Assumes that the world changes.<br />        ► Learner must be taught to be independent, self-reliant thinker, learn to discipline himself, be responsible for the consequences of his actions.<br />        ► Emphasize on the concept of progress which asserts that human beings are capable of improving and perfecting their environment.<br />        ► Curriculum must be derived from the needs and interests of the students.<br /> <br /> <b>Role of Teachers</b><br />        ► Acts as a resource person<br />        ► Guide or facilitator of learning (student-centered).<br />        ► Teaches students how to learn and become active problem solvers.<br />        ► Teachers provide experiences that will make students active and not passive.<br /> <br /> <b>Models/Strategies</b><br />        ► Cooperative learning strategies.<br />        ► Reflective strategies<br />        ► Problem solving strategies.<br /> <br /> <b>Educational Aim</b><br />        ► To provide the learner the necessary skills to be able to interact with his ever changing environment.<br /> <br /> <b>Curriculum Emphasis</b><br />        ► Activity and experience centered on life functions.<br /> <br /> <br /> <b>School of Thought</b><br />        ► <b>EXISTENTIALISM / EXPERIMENTALISM</b><br /> <br /> <b>Thinkers:</b><br />        ► Soren Aabye Kierkegaard<br />        ► Jean-Paul Sartre<br /> <br /> <b>Assumptions</b><br />        ► Man has no fixed nature and he shapes his being as he lives.<br />        ► Man exists of his own choice.<br />        ► Reality is what you experience.<br />        ► School exists to discover and expand society we live in. Students study<br />        ► social experiments and solve problems.<br />        ► Existence precedes essence.<br /> <br /> <b>Role of Teachers</b><br />        ► Good provider of experiences.<br />        ► Effective questioner.<br />        ► Mental disciplinarian.<br />        ► Creates an atmosphere for active interaction.<br />        ► Discuss the different situations based on each individual experiences.<br /> <br /> <b>Models/Strategies</b><br />        ► Inquiry Approach<br />        ► Question-Answer Method<br /> <br /> <b>Educational Aim</b><br />        ► To train an individual for significant and meaningful existence.<br /> <br /> <b>Curriculum Emphasis</b><br />        ► Subject-centered.<br />        ► Arts for aesthetic expression<br />        ► Humanities for ethical values.<br /> <br /> <br /> <b>School of Thought</b><br />        ► <b>RECONSTRUCTIONALISM</b><br /> <br /> <b>Thinkers:</b><br />        ► Theodore Brameld<br />        ► George Sylvester Counts<br />        ► Paulo Reglus Neves Freire<br />        ► Ivan Illich<br /> <br /> <b>Assumptions</b><br />        ► Man to a significant degree plan and control his society.<br />        ► Society is in need of constant reconstruction.<br />        ► Social change involves a reconstruction of education and the use of education in reconstructing society.<br />        ► Mankind has the intellectual, technological, and moral potential to create a world civilization of abundance, health and human capacity.<br /> <br /> <b>Role of Teachers</b><br />        ► Lead the learners in designing programs for social, educational, practical and economic change.<br />        ► Primary agent of social change.<br />        ► Initiates lively discussions on controversial issues, political and educational.<br />        ► Enables the learners to critically examine their cultural heritage.<br /> <br /> <b>Models/Strategies</b><br />        ► Community-based projects<br />        ► Problem-oriented method<br /> <br /> <b>Educational Aim</b><br />        ► Education is based on the quest for better society.<br />        ► Education enlivens the students’ awareness of different societal problems.<br /> <br /> <b>Curriculum Emphasis</b><br />        ► Stresses learning that enable the individual to live in a global milieu.<br />        ► Controversial national and international issues.<br />        ► Emphasis on social sciences and social research methods; examination of social, economic and political problems.<br />        ► Focused on present and future trends.</div> <br /> <div class="hidden-text"> The Different Philosophies in Education, Their Proponents, Its Assumptions, and Its Implications on Education.</div> <div class="separator" style="clear: both; text-align: left;"> <a href="http://adf.ly/1O778a" rel="nofollow" target="_blank"><img alt="LET Prof. Ed. 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LET Reviewer in Professional Education - Philosophical Foundation of Education

LET Reviewer in Professional Education LET Reviewer in Professional Education - Philosophical Foundation of Education ORIGINAL PHI...

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LET Reviewer in Professional Education - Philosophies and Theories in Education

<div class="bluebox"> LET Reviewer in Professional Education</div> <br /> <table align="center" cellpadding="0" cellspacing="0" class="tr-caption-container" style="margin-left: auto; margin-right: auto; text-align: center;"><tbody> <tr><td style="text-align: center;"><a href="http://1.bp.blogspot.com/-qer94YlK_Qk/VKCWC2VzGxI/AAAAAAAAA1A/XLxrX04voKA/s1600/philo.jpg" imageanchor="1" style="margin-left: auto; margin-right: auto;"><img alt="Philosophies in Education" border="0" height="242" src="http://1.bp.blogspot.com/-qer94YlK_Qk/VKCWC2VzGxI/AAAAAAAAA1A/XLxrX04voKA/s1600/philo.jpg" title="Philosophies in Education" width="400" /></a></td></tr> <tr><td class="tr-caption" style="text-align: center;">LET Reviewer in Professional Education - Philosophies and Theories in Education</td></tr> </tbody></table> <b>DIFFERENT PHILOSOPHIES AND THEORIES IN EDUCATION</b><br /> <br /> <div> <div> <b>NATURALISM</b></div> <div> ► Naturalism stands for a democratic and universal way-everyone must be educated in the same manner.</div> <div> ► Education is in accordance to human development and growth.</div> <div> ► Emphasis is given more on the physical development-informal exercise-and hygiene of the person rather of the 3 R’s.</div> <div> ► Aims to unfold the child’s potential not to prepare him for a definite vocation or social position-but to prepare him to adapt to the changing times and needs.</div> <div> ► Consequently, one’s conduct is governed by impulse, instincts and experience.</div> <div> ► It puts the child at the center of educational process and prepares him to experience life as it is.</div> <div> <br /></div> <div> <b>IDEALISM</b></div> <div> ► Ideas are the only true reality, the ultimate truths for matter is nothing but just a mere representation of ideas.</div> <div> ► Emphasis is given on knowledge obtained by speculation and reasoning for its central tenet is that ideas are the only things worth knowing for.</div> <div> ► Focus is on conscious reasoning of the mind in order to attain truth. This includes the activities pertinent to the human mind such as introspection and intuition and the use of logic.</div> <div> ► Its aim is to discover the full potentials in child and cultivates it in order to prepare him for a better position in the society and for him to serve the society better.</div> <div> ► Emphasis is given on subjects—philosophy, literature, religion and history—that will develop and enhance the mind of the child.</div> <div> ► Methods used in teaching include lecture, discussion and Socratic dialogue.</div> <div> ► Character development is through emulation of examples and heroes.</div> <div> <br /></div> <div> <b>REALISM</b></div> <div> ► The most effective way to find about reality is to study it through organized, separate and systematically arranged matter—emphasis is on subject matter concerning Science and Mathematics.</div> <div> ► Methods used in teaching include recitation, experimentation and demonstration.</div> <div> ► Character development is through training in the rules of conduct.</div> <div> <br /></div> <div> <b>EXISTENTIALISM</b></div> <div> ► Subject matter is personal choice.</div> <div> ► Learning is based on the willingness of the student to choose and give meaning to the subject.</div> <div> ► Emphasis is given on the students rather than on the curriculum content.</div> <div> ► Students should not be treated as objects to be measured and standardized.</div> <div> ► Methods are geared on giving opportunities for the students for self-actualization and self-direction.</div> <div> ► Character development is through the responsibility of every individual in making a decision.</div> <div> <br /></div> <div> <b>ESSENTIALISM</b></div> <div> ► Schooling is practical for this will prepare students to become competent and valuable members of the society.</div> <div> ► Focuses on the basics-reading, writing, speaking and the ability to compute (arithmetic).</div> <div> ► Subjects that are given emphasis include geography, grammar, reading, history, mathematics, art and hygiene.</div> <div> ► Stresses the values of hard work, perseverance, discipline and respect to authorities.</div> <div> ► Students should be taught to think logically and systematically-grasping not just the parts but the whole.</div> <div> ► Methods of teaching center on giving regular assignments, drills, recitation, frequent testing and evaluation.</div> <div> <br /></div> <div> <b>PRAGMATISM</b></div> <div> ► Involves students to work in groups.</div> <div> ► Methods of teaching include experimentation, project making and problem solving.</div> <div> ► Stresses on the application of what have learned rather that the transfer of the organized body of knowledge.</div> <div> <br /></div> <div> <b>PERENNIALISM</b></div> <div> ► Some of the ideas in the past are still being taught because they are significant.</div> <div> ► Curriculum should contain cognitive subjects that cultivate rationality, morality, aesthetics and religious principles. This includes history, language, mathematics, logic, literature, humanities and science.</div> <div> ► Curriculum must be based on recurrent themes of human life for it views education as a recurring process based on eternal truths.</div> <div> ► The teacher must have the mastery of the subject matter and authority in exercising it.</div> <div> ► Aims for the education of the rational person—to develop man’s power of thought—the central aim of this philosophy</div> <div> <br /></div> <div> <b>PROGRESSIVISM</b></div> <div> ► Focuses on the child as a whole rather than of the content or the teacher.</div> <div> ► Curriculum content comes from the questions and interests of the students.</div> <div> ► Emphasis is given on the validation of ideas by the students through active experimentation.</div> <div> ► Methods of teaching include discussions, interaction (teacher with students) and group dynamics.</div> <div> ► Opposes the extreme reliance on bookish method of instruction, learning through memorization, the use of fear and punishment and the four walled philosophy of education.</div> <div> <br /></div> <div> <b>CONSTRUCTIVISM</b></div> <div> ► A philosophy of learning which asserts that reality does not exist outside of human conceptions. It is the individual who constructs reality by reflecting on his own experience and gives meaning to it.</div> <div> ► Learning is the process of adjusting one’s mental modes to accommodate new experience.</div> <div> <br /></div> <div> <b>RECONSTRUCTIVISM</b></div> <div> ► Schools should originate policies and progress that will bring social reforms and orders.</div> <div> ► Teachers should be an instrument to encourage and lead students in the program or social reforms</div> <div> ► Curriculum emphasizes on social reforms as the aim of education. It focuses on student experience and taking social actions on real problems</div> <div> ► Method of teaching include the problem-oriented type (students are encouraged to critically examine cultural heritage), group discussions, inquiry, dialogues, interactions and community-based learning</div> <div> ► The classroom will serve as a laboratory in experimenting school practices “bringing the world  into the classroom”</div> <div> <br /></div> <div> <b>BEHAVIORISM</b></div> <div> ► Asserts that human beings are shaped entirely by their external environment.</div> <div> ► The only reality is the physical world.</div> <div> <br /></div> <div> <b>HUMANISM</b></div> <div> ► Education is a process and should not be taken abruptly. The unfolding of human character proceeds with unfolding of nature.</div> <div> ► The learner should be in control of his destiny.</div> <div> ► Concern is more on methods which include theme writing rather than oral discussions, drills and exercises, playing.</div> <div> ► Asserts the importance of playing in the curriculum.</div> <div> ► Emphasizes motivations and the use of praise and rewards.</div> <div> ► Curriculum includes subjects concerning literary appreciation, physical education, social training in manners and development.<br /> <br /> <br /> <b>Here is a brief summary of the different School of Thoughts:</b><br /> <br /> <b>ESSENTIALISM</b><br /> ► man has rational and moral powers<br /> ► man is a rational animal<br /> ► back to the basics movements<br /> ► 4Rs (reading, (w)riting, (a)rithmetic, religion/right conduct)<br /> ► use Standardized test to measure learning<br /> ► subject-centered teaching<br /> ► authoritarian approach to teaching<br /> <br /> <b>PROGRESSIVISM</b><br /> ► man is a social animal, he actively try to socialize<br /> ► simulation and problem solving method<br /> ► student-centered teaching<br /> ► non-authoritarian approach to teaching<br /> <br /> <b>PERENNIALISM</b><br /> ► man has rational and moral powers<br /> ► man has the same essential nature with others<br /> ► man is a rational animal<br /> ► use of the Great books<br /> ► meaning of life is in search of unchanging truth<br /> ► subject matter-centered teaching<br /> ► authoritarian approach to teaching<br /> <br /> <b>EXISTENTIALISM</b><br /> ► no universal nature<br /> ► man can choose, has free will<br /> ► man exists first then defines himself<br /> ► learners learns at their own pace.<br /> ► student-centered teaching<br /> ► non-authoritarian approach to teaching<br /> <br /> <b>BEHAVIORISM</b><br /> ► man has no free will<br /> ► man is the product of his environment<br /> ► man is a complex combination of matter that responds to physical stimuli<br /> ► use of rewards and incentives<br /> <br /> <b>CONSTRUCTIVISM</b><br /> ► man makes his own meaning<br /> ► man constructs his own knowledge<br /> ► learners draw meaning from what they are taught<br /> <br /> <b>RATIONALISM</b><br /> ► man derives knowledge through reasoning<br /> <br /> <b>EMPIRICISM</b><br /> ► man derives knowledge from his senses or experience</div> <div> <br /></div> <div style="text-align: center;"> <span style="font-size: x-small;">*** right-click, then click 'open image in new tab' ***</span></div> <div class="separator" style="clear: both; text-align: center;"> </div> <div class="separator" style="clear: both; text-align: center;"> <a href="http://i.imgur.com/5XlBund.jpg" imageanchor="1" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="640" src="http://i.imgur.com/5XlBund.jpg" width="540" /></a></div> <br /> <br /> <br /> <div> <div style="text-align: justify;"> <span style="font-size: x-small;">TAGS : NATURALISM, IDEALISM, REALISM, EXISTENTIALISM, EMPIRICISM, ESSENTIALISM, PRAGMATISM, PERENNIALISM, PROGRESSIVISM, CONSTRUCTIVISM, RECONSTRUCTIVISM, BEHAVIORISM, NATIONALISM, HUMANISM</span></div> <br /></div> </div>

LET Reviewer in Professional Education - Philosophies and Theories in Education

LET Reviewer in Professional Education LET Reviewer in Professional Education - Philosophies and Theories in Education DIFFERENT PHIL...

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