The document discusses four philosophies - idealism, realism, pragmatism, and existentialism - and how they relate to different educational philosophies and theories. Idealism focuses on the mind and ideas, realism believes in an objective reality, pragmatism sees truth as evolving through experience, and existentialism emphasizes individual freedom and responsibility. Each philosophy is associated with different views of curriculum, teaching methods, and character development. The document also contrasts traditional and contemporary perspectives on education.
The document discusses four philosophies - idealism, realism, pragmatism, and existentialism - and how they relate to different educational philosophies and theories. Idealism focuses on the mind and ideas, realism believes in an objective reality, pragmatism sees truth as evolving through experience, and existentialism emphasizes individual freedom and responsibility. Each philosophy is associated with different views of curriculum, teaching methods, and character development. The document also contrasts traditional and contemporary perspectives on education.
The document discusses four philosophies - idealism, realism, pragmatism, and existentialism - and how they relate to different educational philosophies and theories. Idealism focuses on the mind and ideas, realism believes in an objective reality, pragmatism sees truth as evolving through experience, and existentialism emphasizes individual freedom and responsibility. Each philosophy is associated with different views of curriculum, teaching methods, and character development. The document also contrasts traditional and contemporary perspectives on education.
Generator World Philosophies Ideas are the only true reality, the only thing worth knowing FOCUS: MIND Reality exist independent of human mind. World of physical objects is the ultimate reality FOCUS: BODY Universe is dynamic, evolving. Purpose of thought is action. Truth is relative. FOCUS: EXPERIENCE Reality is subjective, within the individual. Individual rather than external standards FOCUS: FREEDOM Originators Plato, Socrates Aristotle Pierce, Dewey Sartre, Kierkegaard Curricular Emphasis Subject matter of the mind: LITERATURE, HISTORY, PHILOSOPHY, RELIGION Subject matter of the physical world: SCIENCE, MATH Subject matter of social experience: CREATION OF NEW SOCIAL ORDER Subject matter of personal choice Teaching method Teach for handling ideas, lecture, discussion Teach for mastery of facts and basic skills, demonstration, recitation Problem solving, project method Individual as entity within social context Character Development Imitation, examples, heroes Training in rules and conduct Making group decision in the light of consequences Individual responsibility for decisions and preferences RELATED EDUCATIONAL PHILOSOPHIES Perennialism Essentialism Progressivism Reconstructionism/ Critical Theory Focus Teach ideas that are everlasting, seek enduring truths which are constant Teach the common core, the basics of information and skills needed for citizenship Ideas should be tested by active experimentation, learning rooted in questions of learners in interaction with others, experience and student-centered Critical pedagogy, analysis of world events, controversial issues and diversity to provide vision for better world and social change Key proponents
Idealism Realism Pragmatism Existentialism RELATED EDUCATIONAL PHILOSOPHIES Perennialism Essentialism Progressivism Reconstructionism/ Critical Theory RELATED LEARNING THEORIES Information Processing Behaviorism and Social Learning Cognitivism/ Constructivism Humanism
The mind makes meaning through symbol-processing structures of a fixed body of knowledge. Describes how information is received, processed, stored and retrieved from the mind Behaviorism: Behavior shaped by design and determined by forces in the environment. Learning counts as a result of reinforcing responses to stimuli
Social Learning: Learning by observing and imitating others Learner actively constructs own understanding of reality through interaction with the environment and reflection on actions Personal freedom, choice, responsibility. Achievement motivation towards highest levels, control of own destiny, child-centered, interaction with others Key proponents Gagne, Sternberg, Anderson Pavlov, Watson, Skinner, Thorndike, Bandura Piaget, Bruner, Vygotsky Rosseau, maslow, Rogers, Combs, May TRADITIONAL CONTEMPORARY Generator World Philosophies Idealism Realism Pragmatism Existentialism RELATED EDUCATIONAL PHILOSOPHIES Perennialism Essentialism Progressivism Reconstructionism/ Critical Theory Direction in time Preserving the past Growth, reconstruct present, change society, shape future Educational value Fixed, absolute, objective Changeable, subjective, relative Educational process Teaching-centered Focuses on active self-learning Intellectual Focus Train, discipline the mind Engage in problem-solving, social tasks Subject matter For its own self importance All have similar value Curriculum 3 Rs 3rs, arts, sciences, vocational Learning Cognitive learning, disciplines Exploratory, discovery Grouping homogeneous Heterogeneous, culturally diverse Teacher Disseminates, lectures, dominates instruction Facilitates, coaches, change agent Student Receptacle, receives knowledge, passive Engages, discoverer, constructs knowledge Social Direction, control, restraint individualism Citizenship Cognitive, personal development Personal, social development Freedom and Democracy Conformity, compliance with authority, knowledge and discipline Creativeness, self-actualization, direct expereince Excellence vs. Equality Excellence in education, academic, rewards and jobs based on merit Equality of education, equal change to disadvantaged Society Group values, acceptance of norms, cooperative and conforming behavior Individual growth, individual ability, importance of individual Aspect Naturalism Idealism Realism Philosophers Thales Anaximander Anaximanes Socrates Plato Aristotle Advocates J.J. Rousseau John Locke Montaigne Immanuel Kant Georg Wilhelm Friedrich Hegel
St. Thomas Aquinas Jonathan Herbert John Locke J.J. Rousseau Mortimer Jerome Adler
Philosophy Philosophy of scientific laws, natural goodness of man, truth in nature, Philosophy that ideas are the only truth worth knowing for; introspection and intuition, use of logic Philosophy of actualities of life; physical objects independent of the human mind; objective existence, knowability of objects as they are; Educational views same education for all, education in accordance with human devt and growth, child at the center of the Educational process, prepares child to experience life as it is, aims to unfold childs potential Development and enhancement of the childs mind, discover full potential of the child and cultivate it to prepare him to serve society study reality through organized, separate and systematically arranged matter Emphasis Philosophy, literature, religion, history Science, Math Teaching methods Lecture, discussion, Socratic dialogue Recitation, experimentation, demonstration Character development Emulation of examples and heroes Training in the rules of conduct Aspect Existentialism Essentialism Philosophers Advocates Soren Kierkegaard Jean Paul Sartre Mrtin Buber William Bagley James Koener H.G. Rickover Paul Copperman Philosophy Philosophy of subjectivity; that existence precedes essence; Awareness about the freedom of choice and the meaning and responsibilities for ones choice; Rooted in IDEALISM AND REALISM, Philosophy that essence precedes existence; back to basics approach to education; master essential skill and knowledge Educational views Subject matter is a personal choice Learning is based on the willingness of the student to choose and give meaning to the subject; students should not be treated as objects to be measured or standardized Schooling should be practical and should prepare students to become competent and valuable members of society, stresses values of hard work, perseverance, discipline and respect to authorities by students, students should be taught logically and systematically grasping not just the parts but the whole SUBJECT-ORIENTED CURRICULUM Emphasis emphasis on the student rather than the curriculum Geography, grammar, reading, writing, speaking, history, mathematics, art, hygiene Teaching methods Gives opportunities for the students for self-actualization and self- direction Regular assignments, drills, recitation, frequent testing and evaluation Character development Responsibility of an individual in making a decision Aspect Essentialism Perennialism Progressivism Philosophers Jean Piaget Advocates William Bagley James Koener H.G. Rickover Paul Copperman Robert Hutchins Mortimer Adler Allan Bloom John Dewey Jerome Bruner Philosophy Rooted in IDEALISM AND REALISM, AGAINST PROGRESSIVISM, Philosophy that essence preceded existence; back to basics approach to education; master essential skill and knowledge Influenced by REALISM, eternal, ageless, everlasting, unchanging truths, truth is universal and does not depend on circumstances of place, time and person PRAGMATISM + EXPERIMENTALISM; AGAINST ESSENTIALISM AND PERENNIALISM, Philosophy emphasizing change and growth; active experimentation; learner thinks, solves and gives meaning through his individual experiences; Aim is to develop human potential, Goal is to promote self- Actualization, objective is to apply problem-solving in daily life, CHILD-CENTERED CURRICULUM Educational views Schooling should be practical and should prepare students to become competent and valuable members of society, stresses values of hard work, perseverance, discipline and respect to authorities by students, students should be taught logically and systematically grasping not just the parts but the whole Education of the rational person Past ideas are still taught because they are significant; curriculum must be based on recurrent themes of human life for it views education as a recurring process based on eternal truths Focuses on the child as a whole rather than of the content or the teacher, curriculum content comes from the interests of the students Emphasis Geography, grammar, reading, writing, speaking, history, mathematics, art, hygiene History, math, language, logic, literature, humanities, science Active experimentation to validate ideas Teaching methods Regular assignments, drills, recitation, frequent testing and evaluation Discussions, interactions, group dynamics Essentialism Perennialism Progressivism 1. intellectual first, morals second 2. academically rigorous, for both slow and fast learners. 3. more core requirements, a longer school day, a longer academic year, and more challenging textbooks. 4. classrooms should be oriented around the teacher, who ideally serves as an intellectual and moral role model for the students. 5. focus heavily on achievement test scores as a means of evaluating progress 6. students are taught to be "culturally literate," that is, to possess a working knowledge about the people, events, ideas, and institutions that have shaped society. 7. hope that when students leave school, they will possess not only basic skills and an extensive body of knowledge, but also disciplined, practical minds, capable of applying schoolhouse lessons in the real world.
1. when students are immersed in the study of those profound and enduring ideas, they will appreciate learning for its own sake and become true intellectuals. 2. intellectual first, morals second 3. teacher-centered 4. universal curriculum based on the view that all human beings possess the same essential nature: 5. urge schools to spend more time teaching about concepts and explaining how these concepts are meaningful to students.
1. respect for individuality 2. high regard for science 3. receptivity to change 4. education is a reconstruction of experience, an opportunity to apply previous experiences in new ways. 5. center the curriculum around the experiences, interests, and abilities of students. 6. the home, workplace, and schoolhouse blend together to generate a continuous, fulfilling learning experience in life
Existentialism Behaviorsim 1. We are born and exist, and then we ourselves freely determine our essence 2. there exists no universal form of human nature; each of us has the free will to develop as we see fit 3. help the students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and actions. 4. teacher's role is to help students define their own essence by exposing them to various paths they may take in life and creating an environment in which they may freely choose their own preferred way 5. Education of the whole person 6. focus on the individual. Learning is self-paced, self directed, and includes a great deal of individual contact with the teacher, who relates to each student openly and honestly.
1. the only reality is the physical world that we discern through careful, scientific observation. People and other animals are seen as complex combinations of matter that act only in response to internally or externally generated physical stimuli. 2. Human nature, according to behaviorism, is neither good nor bad, but merely the product of one's environment. Aspect Humanism Nationalism Behaviorism Philosophers Ivan Pavlov Advocates Da Feltre Erasmus Pestalozzi Jonathan Herbart Johan Heinrich Pestalozzi John Watson B.F. Skinner Philosophy Philosophy that education is a process; aims to develop human potential; goal is to promote self- actualization; objective is to apply problem-solving in daily life Aims for the preservation and glorification of the state, development of loyalty, patriotism, national feeling and responsible citizenship Human beings are shaped by their environment; the only reality is the physical world; man is a product of his environment; needs directed instruction Educational views Education is a process and should not be taken abruptly; the unfolding of human character proceeded with the unfolding of nature, the learner should be in control of his destiny, importance of playing Creation of a common language, stresses on the teaching of the principles of democracy and duties of citizenship Emphasis Literary appreciation, physical education, social training in manners and development, theme writing Grammar, geography, history Teaching methods Physical exercises, play activities Aspect Constructivism Reconstructivism Philosophers Advocates Theordore Brameld George counts Paulo Freire Philosophy Philosophy that individual constructs reality by reflecting on his own experience and giving meaning to it; adjust ones thinking with new experience Awaken students consciousness to social problems; aim is to bring the world into the classroom; aim is to improve society; goal is to acquire skills and knowledge for change; objective is to apply knowledge and skills to change society
Educational views Schools should originate policies and progress that will bring social reforms and order, Teachers should be instruments to encourage and lead students in the program of social reforms, classroom serves as laboratory in experimenting school practices bringing the world into the classroom, DE-SCHOOLING Emphasis Students experiencing and taking actions on real problems Teaching methods Problem-oriented type, group discussions, inquiry, dialogues, interactions, community-based learning Aspect Scholasticism Pragmatism Behaviorism Philosophers St. Thomas Aquinas Charles Sanders Pierce Ivan Pavlov Advocates John Milton John Dewey William James William Heard Kilpatrick
John Watson B.F. Skinner Philosophy primarily concerned with uncovering transcendental truths that would lead a person back to God through a life of moral and religious choice the truth of an idea needed to be tested to prove its validity Human beings are shaped by their environment; the only reality is the physical world; man is a product of his environment; needs directed instruction Educational views Support Church doctrines by rational arguments; education as an intellectual discipline role of a teacher should be that of a "guide" as opposed to an authoritarian figure. Kilpatrick believed that children should direct their own learning according to their interests and should be allowed to explore their environment, experiencing their learning through the natural senses Emphasis Debates Grammar, geography, history Teaching methods Physical exercises, play activities Aspect Pragmatism
Experimentalism Progressivism Philosophers John Dewey Advocates Charles Sanders Pierce John Dewey William James Philosophy Philosophy that what is experienced and observed and useful is true; functionality, practicality; thoughts must produce action; application of learning
Philosophy that reliable form of knowledge is through experimentation (a form of Empiricism);
PRAGMATISM + EXPERIMENTALISM; AGAINST ESSENTIALISM AND PERENNIALISM, Philosophy emphasizing change and growth; active experimentation; learner thinks, solves and gives meaning through his individual experiences; Aim is to develop human potential, Goal is to promote self- Actualization, objective is to apply problem-solving in daily life - Educational views Involves students to work in groups Focuses on the child as a whole rather than of the content or the teacher, curriculum content comes from the interests of the students Emphasis Application of what have been learned rather than the transfer of knowledge Integrated curriculum Active experimentation to validate ideas Teaching methods Experimentation, project making, problem solving Discussions, interactions, group dynamics Other philosophies Confucianism - Philosophy of human heartedness (jen) and righteousness (yi); rounded men useful to the state and society; humanistic, virtues, human values; character and knowledge are produced through proper education Empiricism - Source of knowledge is sense-based experience Epicurianism - Philosophy that pleasure consists of simple and moderate life. Hedonism- Philosophy that pleasure is good for the person, avoidance of pain Objectivism - Knowledge has a separate, real existence of its own outside the human mind; learning happens when this knowledge is transmitted to people and stored in their minds Rationalism- Philosophy that the source of knowledge is the mind independent of the senses; formal discipline, formation of character Reconceptualism aims to develop total personality; goal is to promote self- knowledge; objective is to allow self-expression Taoism- Principle of Spontaneity; naturality; Preserve life and avoid harm and danger; practicing enlightenment; doing less, not overdoing things Utilitarianism- Philosophy that actions are geared towards the greatest amount of happiness that one can achieve Aspect Behaviourist Cognitivist Humanist Social and situational Learning theorists Thorndike, Pavlov, Watson, Guthrie, Hull, Tolman, Skinner Koffka, Kohler, Lewin, Piaget, Ausubel, Bruner, Gagne Maslow, Rogers Bandura, Lave, Wenger, Salomon View of the learning process Change in behaviour Internal mental process (including insight, information processing, memory, perception) A personal act to fulfil potential Interaction/ observation in social contexts; movement from the periphery to the centre of a community of practice Locus of learning Stimuli in external environment Internal cognitive structuring Affective and cognitive needs Learning is in relationship between people and environment. Purpose in education Produce behavioural change in desired direction Develop capacity and skills to learn better Become self-actualised, autonomous Full participation in communities of practice and utilisation of resources Educator's role Arranges environment to elicit desired response Structures content of learning activity
Facilitates development of the whole person Works to establish communities of practice in which conversation and participation can occur Manifestations in adult learning Behavioural objectives Competency-based education Skill development and training Cognitive development Intelligence, learning and memory as function of age Learning how to learn Andragogy Self-directed learning Socialisation Social participation Associationalism Conversation The true value of an education is in providing a wisdom to each and every student to make a good life than merely making a living out of the acquired knowledge from the school. - Anuj Somany The goal of education is to replace an empty mind with an open mind. - Unknown What is a teacher? Ill tell you: not someone who teaches something but someone who inspire students to give of their best in order to discover what they already know. - Paulo Coelho Education teaches the basics of knowledge while learning develops their understanding and use. - Tasneem Hameed Educators dont necessarily have to teach. Instead, they can provide an environment and resources that tease out your natural ability to learn on your own. - Suman Rai The journey of our lives is not just about the destinations we have reached. Our wisdom, education and personal growth come from the people we meet, the paths we choose to follows and the lessons we have learned along the way. - Unkown Organizational Identity -What makes your school unique from all other schools Organizational Identity = Purpose + Philosophy fundamental reason why the organization exists Purpose answer to the question Why is the work you do important? Is it a contribution to society not a product or service? Does it answer the question Why is this work important? Is it inspirational and motivational? Does it use powerful words? Is it brief in length so employees will remember it? Is it broad in scope to allow for future opportunities and change? The Six Criteria for a Purpose Statement Bank We help people achieve their dreams Beverage Company We benefit and refresh Bread Company We nourish life Communications Company We enhance image Entertainment Company We make people happy Food Company We nurture health and well-being Internet Company We connect people to power and possibilities Medical Group We preserve and improve human life Non-profit Organization We reduce poverty directs behavior across the organization Philosophy answer to the question how employees do their work? Is it a prime value? Does it guide how we do our work? Is it a source of our distinction? Is it derived from our founder/leader or the ideals that drove the organizations creation? If changed, would that alter the character of the organization? The Five Philosophy Criteria Identity basis for all aspects of the organizations endeavors Together, the Purpose and the Philosophy constitute Organizational Identity. Organizational Identity is the enduring essence of an organization. The organizations identity is the unique product of its history not something that can be copied from others. It must be authentic. Organizational Identity serves as the anchor that grounds an organization and the filter through which it screens its actions. Any change to the Purpose or the Philosophy can have a major impact on the organization and its employees. Key Points about Organizational Identity Organizational Identity of ACN VISION: To be the leading Catholic institution in the province developing values, skills and talents through holistic formation Reshaping the world with love and joy PURPOSE PHILOSOPHY What makes you unique from all other teachers?
LIVING UP TO YOUR GOD-ORDAINED
Beliefs Purpose Philosophy
IDENTITY = Beliefs+Purpose+Philosophy
PERSONAL BELIEFS
Power of Perceived Beliefs:
- What you can or cannot do, what you consider as possible or impossible is not a function of your true capability but a function of your beliefs about who you are PERSONAL BELIEFS -is limited only by your interpretation of your experience -nothing but the decisions youve made about who you are, what youve decided to fuse yourself with -you become the labels you give yourself -you will act consistently with your views of who you truly are whether that view is accurate or not
Write down 1 disempowering belief you heard of an educator that you also agree with:
A (public school) teacher is___________ Because of the following reasons: _________________________________ _________________________________ _________________________________ _________________________________
PERSONAL BELIEFS
Question these disempowering beliefs: -they are the reasons for many of your problems -you are missing opportunities for growth because of these negative beliefs because YOU ACT ACCORDING TO THESE BELIEFS
PERSONAL BELIEFS
-Forget the way your past defined you (disempowering belief) because the past does not define your future. -These negative beliefs are based on negative experiences but why focus on them? Are there no other positive experiences that will contradict the negative beliefs?
PERSONAL BELIEFS
-God has given you the incredible power to redefine yourself not by waiting for the future to be who you want to be but be that person now! -As you develop new beliefs about who you are, your behavior will change to support the new identity
Write the opposite of the disempowering belief:
An educator is _______________
What kind of educator do you want to be in the future:
I want to be a___________________
Redefine the negative label of an educator now
I want to be a______________
PERSONAL PURPOSE
God has a destiny for you as educator.
This destiny contains a sacred mission. God is a God of purpose and everything He created has a specific design built in. You have a specific purpose to fulfill as teacher. Every purpose of God is a great purpose because thats who God is. PERSONAL PURPOSE
There is very little else in the world that is more joyful, more deep, more powerful, more profound, more life- changing than your sacred mission made clear to you. When you discover, clarify and own your mission something happens to you. At once you feel a sense of self-worth. What on earth am I here for?
I am on planet earth for a reason and if God gave me that purpose, He really must be convinced that I can fulfill it. God has called you into being for a profound purpose. There is something unique about you that made you necessary in Gods plan. Somewhere in the vast design of the universe, there is a spot into which only you will fit. At some point in your life, there is a task waiting which no one else can perform quite as well as you - Leo Trese KNOWING YOUR PURPOSE
Know your potentials. (what you can actually do as a teacher)
Know your passion. (what you love to do as a teacher)
Know your partners. (with whom or in what organization would you like to fulfill your purpose) DISCOVER YOUR SACRED MISSION IN LIFE 1. What things do you do that excites you the most? Or you enjoy the most? 2. What things do you do that has the greatest impact on people? 3. What things do you that you see Gods anointing or blessing most? 4. What would you want to do for others before you die? WRITING YOUR MISSION STATEMENT 1. Should be no more than a single sentence long 2. Should be inspiring, exciting and engaging 3. Should cover both work and personal life 4. Should be clear, easily understood by a 12-year old 5. Can be recited by memory at gunpoint EXAMPLES 1. My mission in life is to share a full life with others especially to the young through education. 2. My mission is to recognize, promote and inspire children to see the face of God in me, in themselves and in others. 3. My mission is to create, nurture and maintain an environment of growth for the students entrusted to my care. MY MISSION STATEMENT
_________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ TEN DREAMS THAT WILL FULFILL MY MISSION _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _ PERSONAL PHILOSOPHY
-will guide your decisions and actions as a teacher and will shape your purpose/destiny.
PERSONAL PHILOSOPHY
Unchanging: -Just like laws of gravity, they cannot be repealed, they are absolute and should be consistently lived
Internal: -Written in your heart and should act as your internal compass or youll get lost
PERSONAL PHILOSOPHY
Lets do heart-knowledge:
1. Search the depths of your heart. Imagine that you are near at the end of your life and at your deathbed, you are surrounded by the people you love. What top ten values would you want to be remembered by? What values would you have wished guided your every decision, thought, word and deed throughout your entire life?
TOP TEN VALUES THAT WILL GUIDE MY LIFE _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _________________________________ _ PERSONAL PHILOSOPHY
Lets do heart-knowledge:
2. Consider the challenges being faced by you as educators at this present time, which of the ten values you have identified would be most important to you? 3. Select the first to third value to be incorporated in your mission and will become your unique identity as educator
PERSONAL IDENTITY
BELIEF PURPOSE
I feel blessed by God and would want share my blessings by nurturing the holistic growth of my students with integrity, commitment and tenderness.