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Philosophy of
Education Notebook
By: Meghan Apsey
EN 209: Foundations of Education

Table Of Contents

Idealism 3-5
Realism 6-8
Pragmatism 9-12
Social Reconstructionism 13-15
Existentialism 16
Resources/Works Cited 17

Idealism
Goal of Education:

All material things can be explained

Focus is on the mind

Role of Students:

Always work at making their work better

Strive for success on their own, though teacher can help guide them and mold
them

Role of Teachers:
Mentor
Role Model
Motivator
Sculptor

Teaching Methods:
Lectures
Discussions
Imitation

Subjects Studied:
History
Biography
Humanities

Sample Lesson Plan:

This lesson plan idea was found through google.com and is the work of Thomas
Weber. I do not own anything in this lesson, I simply transferred it into the Aquinas
format.\
Name: Thomas Weber (Adapted from "design an ideal community" by Case and
Daniels)
Subject Area: Social Studies
Topic: Design An Ideal Pioneer Kitchen
Grade level: 2nd/3rd grade
Unit Standard: Students will design an ideal pioneer kitchen
Lesson Outcomes:
TLW understand lifestyles of pioneers - students study foods, diet, the pioneer home,
and pioneer work.
TLW research, through various media, the qualities of a pioneer kitchen including
implements, utensils, and cooking space (fireplace).
TLW create a mind-web for the parts of a pioneer kitchen that they gained through
research
TLW brainstorm the qualities of a good working kitchen with support from the teacher.
TLW consider such factors as safety, ease of use and proximity of tools and pots to the
cooking space.

TLW construct their pioneer kitchen using materials of their choice.

TLW justify their decisions by explaining, in writing or orally, how and why their diorama
or drawing contains the qualities of an ideal pioneer kitchen
Rationale/ Purpose for lesson:
After extensive study of pioneer life through various media, including print, film, pictures
and stories, students research, brainstorm and mind web the kind of materials and tools
found in a pioneer kitchen(utensils, pots, fireplace, etc.) and the kinds' of foods and the
diet that pioneers depended upon for sustenance. Students will then brainstorm the
qualities of a kitchen including the kinds of utensils required, proximity of utensils to the
cooking area, ease of use and safety. Students then construct an ideal pioneer kitchen,
in pairs, with the materials of their choice. Students must justify their choice of utensils,
pots, and gadgets, placement of those materials within the kitchen and why their design
is an ideal pioneer kitchen.
Assessment:
Teacher will collect the design of their ideal pioneer kitchen.
Resources/Materials:
Materials of their choice.
Lesson Introduction: Knowledge of the lifestyle of pioneers including diet, foods and
the elements of a pioneer kitchen including tools, utensils, and cooking area and safety.
The requisite vocabulary to name these implements
Procedures:
Students research material for their design as well as implementation of the creation of
it.

Guided Study: Create their ideal pioneer kitchen based on their background knowledge
and any new knowledge they have gained through research.

Realism
Goal of Education:

Things can only be proven true when they are compared to known facts
Focus is on the body

Role of Students:

Work on critical thinking skills

Observe and draw conclusions
Mastery of facts

Role of Teachers:

Present students with subject matter and materials

Give students the facts in a well organized manner
Dont deviate at all from the wording of the facts

Teaching Methods:
Lectures

Demonstrations
Sensory Experiments
Teaching Machines

Subjects Studied:
Science
Math
Subjects that are quantitative
Foreign Languages

Sample Lesson Plan:

Name: Meghan Apsey
Subject Area: Science
Topic: Earths Layers
Grade level: 4th grade
Unit Standard: Learn the layers of the earth and how we are able to know the layers if
we are unable to dig that far down.
Lesson Outcomes:
TLW use their data they collect from their cupcake to create a diagram of the Earths
(cupcakes) layers.
TLW understand the processes of collecting data about the Earths layers such as
electromagnetic waves.
TLW be able to identify the layers of the Earth.
Rationale/ Purpose for lesson:
Students will be able to create a diagram out of data they collect and use that to help
them get a more complete look at the layers of the Earth and how scientists are able to
gather data about Earth.
Assessment:
Teacher will collect the diagrams.
Resources/Materials:
A cupcake for everyone that has different colored layers inside. Make sure it is frosted
and in foil cupcake wrappers.

A plastic straw for everyone

Colored pencils
Paper
Lesson Introduction: Ask the students how we know the layers of the earth.
Procedures:
1. Ask students how we know the layers of the Earth
2. Allow them to give their guesses on how scientists figured it out.
3. Pass out a cupcake, straw, and piece of paper to everyone.
4. Explain how they are going to be scientists and how they must figure out what
the inside of their cupcake looks like.
5. Students will use their straw sideways to clear a strip of the cupcake free of any
frosting. This is their excavation zone.
6. They will then insert their straw into the cupcake five times. Each time the must
insert the straw and then carefully twist it around a few times to get a nice cut
sample.
7. Once the cupcake sample has been pulled out of the cupcake they then need to
carefully squeeze the sample out of the straw onto a piece of paper. They must
be sure to keep the sample the right way (top and bottom of cupcake).
8. Repeat this five times.
9. They must then use their samples, which were taken in order from left to right,
and create a picture diagram of what they think the inside of their cupcake looks
like based on their data using colored pencils.
10. Once everyone is done with their diagram, students will split their cupcake down
the excavation line and see if they were correct.
11. Students can then eat their cupcake once they check their work.
12. Talk about the layers of the earth.
13. Ask how we know the core exists if we cant dig down to see it.
14. Students will then go home and try to find ways in which we are able to tell what
is happening that far down. (This would be homework to discuss the next day)

Guided Study: Create a diagram of the inside of thier cupcake based on the data they
collect.
Homework: Find out how they are able to know the core exists and how we know what
is happening inside the Earths layers if we cant dig down there to find out.
Closure: Have students share out in their groups what they discovered and then one
spokesperson can report out to the whole class for each group.

Pragmatism
Goal of Education:
They are in search of things that are successful
Experimental
Democratic
Focus is on the experience

Role of Students:
Hands-on learning
Participant in activities
In search of who they are as individuals, figure out what their likes and dislikes
are
Apply knowledge to real-life situations

Role of Teachers:
Facilitator
Guide
Work along with the students
Model
Promote problem solving

Teaching Methods:
Discussions
Projects

Subjects Studied:

Core Curriculum Subjects

Student Centered

Revolves around interests of the students

Sample Lesson Plan:

This lesson is from Tim Bennett. All credit goes to him and in no way do I have any
rights to this lesson. It is a lesson plan he gave us to use in our teachings and for a
guideline when writing our own.
Name: Tim Bennett
Subject Area: Science
Topic: Behavior of Light
Grade level: 4th grade
Text: Sound and Light, Prentice Hall Science Unit book
Unit Standard: The learner will observe the behavior of light energy as it interacts with
various surfaces in order to compare and contrast the results and relate the
observations to events involving light encountered in everyday life.
Lesson Outcomes:
TLW predict and then verify with a mirror the number of letters of the alphabet and
numbers in a set from 0 to 9 that will appear the same in a mirror as they do printed on
paper.
TLW produce a generalization or rule which defines how to tell when any object will
appear the same in a mirror as it does as a real image (synthesis).
TLW evaluate the generalization by testing it on several given designs to determine its
effectiveness and then modify it if necessary (evaluation).
Rationale/ Purpose for lesson:
Students experience mirrors in the daily lives (bathrooms, car mirrors, locker mirrors).
Students need to know that some objects, like mirrors, reflect light in a regular pattern
that is predictable. The unit standard is KC4 standard and the Michigan Science
Education Curriculum Framework lists a standard for light stating, TLW explain how
objects or media reflect, refract, transmit, or absorb light.
Formulating a generalization from a series of observations (a synthesis level process)
and then testing out the validity of the generalization (evaluation) are key elements in
the process of constructing new scientific knowledge.
Assessment:

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Teacher will collect and assess journal responses to todays questions and the
generalization written by each student.
Criteria: Student generalizations must include the idea that the symmetry of an
object determines whether or not it will appear the same in a mirror as in real
life.
Answers to questions in the journal must include the idea that images are
reversed
left to right in mirrors and elaborate on what that means when viewing objects in
mirrors.
The list of other uses of mirrors needs to include at least three items.
Resources/Materials:
25 two by three inch plane mirrors
25 AIMS worksheets titled, Mirror/Mirror
One Mirage reflective hologram apparatus
Pencils for all
Lesson Introduction: The Mirage hologram reflector is set up and placed on a front
table in control of the teacher. Students are encouraged to observe but not dismantle
the display. After all have had a chance to observe the holographic reflection and
students settled at their work spaces, volunteers are randomly selected by Opportunity
Cards to take guesses as to how it works. The secret is to be revealed at the end of
todays lesson that centers around how light energy behaves when it comes in contact
with mirrors (a hint!).
Procedures:
1. Hand out AIMS worksheet titled, Mirror/Mirror.
2. All read instructions silently as teacher reads them aloud.
3. Ask if there are any questions (I dont get it, is not a question. It is a statement.
Insist that learners seek help by asking a question so I know exactly how to
help). Check further by randomly (Opportunity Cards) asking some to repeat the
parts of the directions and by asking leading questions.
4. Describe and demonstrate the proper way to handle the breakable glass mirrors
students will be using. If a mirror is broken, restitution is expected. Mirrors cost
$1.00 each and if the accident occurred as a result of willful behavior, further
restitution may be required.

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5. Hand out the mirrors to cooperative groups previously created by ability

grouping. Partners begin the worksheet. Figure on some play time with the
mirrors but encourage students to eventually get down to the task at hand.
6. Students check answers with partners up to step 5.
7. Stop and put down pencils at step 5. Students read their choice book or work
on the challenge pack for the week until the others have finished.
8. When all have finished step 5, explain and give examples of what a
generalization is. It is a rule that can be applied to all situations.
9. The learners task is to write a generalization (rule) in their science journals which
explains why certain letters and numbers appear the same in the mirror and
others do not. The students rules must work on all figures and designs (not just
the letters and numbers) when checked with a mirror.
10. When all have had a chance to write their rule, draw several imaginary figures on
the board (some with symmetry and some without) and randomly select students
(use opportunity cards) to test their generalizations.
11. As a class using, Opportunity Cards to call on students to respond,
collaboratively identify the key characteristic an object must have to appear the
same in a mirror (symmetry) and encourage everyone to include that rule if it is
not there already.
12. Key questions to answer in journals to summarize learning are, What does a
mirror do to an objects image when it reflects it? It reverses it. How does this
affect what you see in bathroom mirrors? Rear view mirrors of cars? Full length
mirrors in stores? What are some other uses of mirrors?
Guided Study: Answer the questions about plane mirrors on page 65 in the Review of
Concepts section. Answers can be found on pages 63 to 65 and need to be written in
complete sentences.
Homework: Make a list of all the planes and uses of plane mirrors found in and around
your home.
Closure: All students write an explanation in their Science Journals of how the Mirage
apparatus works based on what they know of the behavior of light and reflection. Take
volunteers with Opportunity Cards to share their responses and explain how they used
their knowledge of mirrors to develop the explanation (metacognition).
Dismantle and explain how the Mirage works (uses curved mirrors inside to produce
the three dimensional image seen on the top of the dish). Students evaluate in the
journals how close their explanations came to the actual explanation of how the
behavior of light works in this case.

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Students will also be asked to respond in their journals to the question. When and
where have you encountered mirrors in your daily life?
Tomorrow we will investigate how magicians use mirrors to create some of the illusions
they use.
Evaluation and Reflection: The Mirage into and closure works very well. The idea of
writing a generalization was very difficult for students. I need to supply more instruction
and examples of what generalizations are and how they are formulated.

Social Reconstructionism
Goal of Education:

They want to change society through education

Focus is on analyzing world events, controversial issues, and diversity

Role of Students:

Learn how to adapt to change

Learn how to help in society
Learn basics in school

Role of Teachers:
Flexible
Active community member
Let students see their successes and failures

Teaching Methods:

Real-life Projects

Subjects Studied:

Current Events
Student Centered
Revolves around the interests of the students

Sample Lesson Plan:

Name: Meghan Apsey
Subject Area: Language Arts
Topic: Characters and Their Motivations, Plot
Grade level: 3rd grade

Unit Standard: CCSS.ELA-LITERACY.RL.3.3

Describe characters in a story (e.g., their traits, motivations, or feelings) and

explain how their actions contribute to the sequence of events

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Lesson Outcomes:
TLW be able to describe the character in the scenes we act out using the characters
traits, motivations, and feelings.
TLW explain how the characters actions affect the sequence of events (plot).
Rationale/ Purpose for lesson:
Students will understand how one person actions can change the entire sequence of
events. This is important as in society we have the ability to make changes and change
the course of actions.
Assessment:
Teacher will collect and assess journal responses to todays questions about how each
character in our mini play effected the outcome and what could they have done to
change the outcome of the play.
Criteria: Student responses must address the role each character played in our
mini
play including their emotions, possible motivations, and traits.
Answers what could have been done to change the course of the play must be
well
thought out with very detailed instructions on how the course of the play could
have
been changed.
Resources/Materials:
Journals for everyone
Pencils for everyone
Props to act out scenarios
Lesson Introduction: Read The Butter Battle book by Dr. Suess and talk about how
the actions of the characters affected the course of the story including their traits,
motivations, and feelings. Brainstorm some solutions as to how we could change the
ending to the story by changing the actions of one or more characters. Have them write
their idea in their journal.
Procedures:

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1. Read The Butter Battle by Dr. Suess
2. Discuss how the actions of the characters affected the course of the story
3.

4.
5.

6.

7.
8.
9.

including their traits, motivations, and feelings.

Have them brainstorm in their pods (seating groups) way in which we could
change the ending to the story by changing the actions of one or more
characters.
Have them write their idea/ideas in their journals.
Pull a group of students up to the front of the class. there I will assign them each
roles in which they must act out the role I give them using the traits, feelings, and
motivations of the character they are supposed to be playing. The other students
sit back and observe.
Once the scene has been acted out I will call on people to give me possible
solutions or other characters that we could add to our play that would help
change the ending of our play. Those that offer up a solution then join the play.
There is one twist however as I will tell that new character how to act which will
lead to a new problem that needs to be solved.
This would go on for a bit until we either ran out of time or it started to go off
track.
We will then discuss how the characters in out play effected the course of the
story/play.
Students will then have a chance to go back to their journals and write a solution
or new way in which they can change the course of the story in a positive
manner. Also reflect upon how they can step in next time is being bullied or
needs a friend, etc.

Guided Study: Answer the questions about how to change the course of the play by
changing the actions, motivations, feelings, and traits of a character. Reflect upon how
they can step in next time is being bullied or needs a friend, etc.
Homework: Make a sign that encourages anti-bullying.
Closure: All students will share their anti-bullying signs the next day and have a chance
to share their solutions for changing the end of our play from the previous day to the
class.

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Existentialism
Goal of Education:

Importance is placed on the individual

Subjectivity
Discover the inner workings of things and people
Reject logic and reason
Focus is on freedom

Role of Students:

Question things on their own accord

Make discoveries
Find themselves

Role of Teachers:

Almost as if they are a supervisor, watch the students grow

Allow for creativity and discovery
Mostly hands-off approach as students must come to it themselves

Teaching Methods:

The learner is encouraged to find the best method that fits them

Subjects Studied:
Based in individual preferences, they study what they want
Psychology
Human relations

Sample Lesson Plan:

There is no lesson plan for this philosophy as students are free to choose if they
want to attend lessons or not. Even if they choose to attend lessons the lessons are
always very open ended.

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Resources/Works Cited
Pulliam, John D., and James J. Van Patten. The History and Social Foundations
of American Education. Tenth ed. N.p.: Pearson Education, Inc, 2013. N. pag. Print.
Weber, Thomas. "Design An Ideal Pioneer Kitchen." Google.com. N.p., 2013.
Web. 15 July 2014. <http://records.viu.ca/www/discover/educate/temp/tc2g23n7.htm>.