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Educational Theory in American Schools - Philosophy in Action PDF
Educational Theory in American Schools - Philosophy in Action PDF
Dr. Stewart
Philosophy -- Theory
z Educational theory is the application of
philosophy to the classroom.
z Organization of Curriculum
z Manner of Instruction
z Character of school environment
z Grading and testing (assessment)
z Varies from school to school and state to state
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z Idealism /
Realism z One Possible Answer
z Pragmatism / Existentialism z Possibility of Many Answers
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Authoritarian Authoritarian
z Purpose of education is to train pupil’s z Attention to test scores
minds so they can deal with intellectual z Grade level achievement
concepts of life. z P.A.S.S
z Mastery of facts and information
z Accountability
z Any child can learn any subject at any level
z More traditional teaching strategies
if the subject matter is properly presented
z Convergent Thinking—One answer to
z “Mastery Teaching”
question, and the teacher has it!
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Authoritarian--Idealism Authoritarian--Realism
z Learning Focus—subject matter of physical
z Learning Focus—subject matter of the world: math, science
mind: literature, history, philosophy, z Curriculum goal—Mastery of laws of the
religion universe
z Curriculum goal—same education for all z Teaching method—mastery of information
z Teaching method—lecture, discussion and skills: lecture, recitation, demonstration
z Character development—imitation z Character development—rules of conduct
z Aesthetic development—study of z Aesthetic development—study of design in
masterworks, values of past heritage nature
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Nonauthoritarian Nonauthoritarian--Pragmatism
z Mind is not just a muscle to be developed z Learning Focus—social experience
(John Dewey) z Curriculum goal—creation of new social
z Human beings are problem solvers who order
profit from experience z Teaching method—problem solving, project
z Importance of the individual and personal method and development
awareness z Character development—group decision
z Interest aroused through student inquiry making in light of consequences
z Divergent thinking—possibility of multiple z Aesthetic development—participation in art
answers to question project based on cross-culture and universal
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values
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Relationship of Philosophies
to Educational Theories Perennialism--
Perennialism--(Idealism)
(Idealism)--
--Basic
Basic View
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Essentialism--
Essentialism--(Idealism)
(Idealism)--
--Basic
Basic View Essentialism--Basic View
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Essentialism--Curriculum Essentialism--Curriculum
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z Theodore Sizer
z Strip away the nonessentials z “Control the environment and you will
z Focus on students “using their minds well” control the individual’s behavior”
z Does not specify what specific content is z B.F. Skinner (1904-1990)
essential z followed Pavlov
z Essential schools required to analyze what z suggested that human behavior also could
curriculum should be and change the be explained as responses to external
curriculum to emphasize this core. stimuli
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Behaviorism--Basic View
Behaviorism--Focus of Learning
z Share common belief that a student’s
misbehavior can be changed and reshaped z Behavior is determined by environment,
in a socially acceptable manner by directly not heredity
changing the student’s environment. z School environment highly structured
z All people will attempt to avoid z Curriculum based on behavioral
experiences and stimuli that are not objectives
pleasing and will seek experiences that are z Knowledge is best described as behaviors
pleasing and rewarding. that are observable
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Behaviorism--Curriculum Behaviorism--Reinforcement
z Mastery of Facts
z Positive reinforcement
z Empirical evidence is essential--Scientific
z Negative reinforcement
methodology
z Some believe negative reinforcement is
z Develop learning environments that lead
ineffective
to desired behaviors in students for which
they are rewarded and will be motivated z Punishment
to continue z “Extinguished”
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Progressivism--Focus of
Progressivism--Basic Views Learning
z William James (1842-1914)--Pragmatism-- z Educational theory that emphasizes that
theory of truth ideas should be tested by experimentation
– Meaning and value of ideas only found in z Learning is rooted in questions developed
practical results by the learners
– Satisfactory working of an idea constitutes
z Progressivists favor human experience as
its whole truth
basis for knowledge
z John Dewey (1859-1952)--founder of
Progressivism
– Ideas must always be tested by experiment
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Progressivism--Focus of
Learning Progressivism--Curriculum
z Encourages divergent thinking
z Emphasize learning how to think rather
than what to think z Experience-centered curricula stresses
process of learning rather than the results
z Should actively prepare students for
change z Interest in an intellectual activity will
generate the practice needed for learning.
z Flexibility is important in curriculum
design
z Life experience determines content
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Progressivism
Progressivism
z Sees the learner as an experiencing,
thinking, exploring individual z when studied, by the scientific method, will
z Goal is to expose the learner to the subject result in functional knowledge from all
matter of: subjects.
z social experiences,
z Books are tools of learning—not a source of
z social studies, indisputable knowledge.
z projects,
z problems, and
z experiments that…..
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Reconstructionism--Basic
Reconstructionism--
Reconstructionism--(Pragmatism
(Pragmatism
& Existentialism)--
Existentialism)--Basic
Basic Views Views
z Founded by Counts, Rugg, and Brameld z Calls for new social order that will fulfill
z Recognized that Progressivism had made basic democratic ideals
advances beyond Essentialism in the area
of teacher-pupil relations and teaching z People should control institutions and
methodology resources
z However--Progressivism fixated too z This can happen if international
heavily on needs of the child and failed to democracy of world government
develop long-range goals for society
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Reconstructivism--Focus of
Learning Reconstructivism--Curriculum
z Critically
analyze world events z Critical Pedagogy
z Explore controversial issues – Unites theory and practice
– Provides students with critical thinking tools
z Develop vision for new and better world
z Public Education should be the direct
z Promote programs of cultural renewal
instrument of world reformation
z Use moral dilemmas to direct attention
toward social and world reform
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Humanism--(Existentialism)--
Basic Views Humanism--Basic Views
z Based on the writings of Jean Jacques z Concerned with enhancing the innate
Rousseau (1712-1778) goodness of the individual
z In “Émile,” Rousseau states “God makes z Rejects group-oriented educational
all things good; man meddles with them system
and they become evil.” z Believe that most schools de-emphasize
z Humans are born free and “good” at birth the individual and the relationship
z Become enslaved by institutions between the teacher and the student.
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Humanism School
Humanism--Curriculum Environments
z Instruction based on student interest, z “We are people, not numbers!”
abilities, and needs z Nel Noddings—”an environment of
z Students determine rules, books, and caring”
exercises z A.S. Neil--Summerhill
z Divergent thinking is completely z Block Scheduling
honored z Open classrooms
z Area Vocational Centers
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Constructivism Constructivism
(Existentialism) (Existentialism)
z Hands-on, activity-based teaching & learning z Encourage development of critical thinking
z Considers students as “active” learners who z Understanding of big ideas rather than
should be given opportunities to construct mastery of factual information
their own frames of thought. z Teach “how to learn” rather than facts
z “True” learning is the active framing of z Students learn by shaping their own
personal meaning rather that the framing of understandings about their world
someone else’s meaning. z This does not “fit” with current school
structure.
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The End
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