ACTIVITY 2

Retrieval Chart on Different Philosophies in

Education

NAME OF FOUND DESCRIP KEY OR SITUATIONAL

ISM ER TION CLUE APPLICATION
WORDS
BEHAVIORI JOHN Behaviori  Learnin Teachers use
SM B. sm g: A behaviorism to
WATSO focuses change show students
N on in how they should
cultivating behavio react and
behaviors r respond to
that are attribute certain stimuli.
beneficial d to the This needs to be
to result of done in a
society. experie repetitive way,
Behaviori nce. to regularly
sts  Parsim remind students
believe in ony: Th what behavior a
rewards e teacher is
and principle looking for.
punishme that
Positive
nts as an states in
reinforcement is
approach the phil
key in the 
to osophy
behavioral
controllin of
learning theory
g the science,
teaching a
environm person
ent due to should
their always
belief in opt for
the the
intrinsic simplest
nature of explana
humans tion.
to react to  Stimulu
internal or s: Anyth
external ing that
stimuli. may
This affect
teacher- the
centered environ
system ment
ultimately and
allows the thereby
students affect
to be an
controlled individu
by the al's
educator, behavio
who r.
makes  Respon
the se: Any
environm reaction
ent to a
pleasant stimulus
or . For
unpleasa behavio
nt rists,
dependin the
g on the respons
students’ e is
behavior limited
(Foundati to any
ons of measur
Education able
, pg.1) behavio
r.
 Reflex: 
An
unlearn
ed
respons
e that is
triggere
d by
certain
stimuli.
 Volunta
ry
Respon
se: A
respons
e that
the
individu
al has
control
over.
 Classic
al
Conditi
oning: 
The
 study of
learning
that
focuses
on
reflex
respons
es.
 Operan
t
Conditi
oning: 
The
study of
learning
that
focuses
on the
change
s in
voluntar
y
respons
es as a
result of
their
conseq
uences.
 Radical
Behavi
orism: 
A
position
adopted
by
Watson
and
Skinner,
which
stated
that the
study of
internal
process
es are
impossi
ble to
study
objectiv
ely and
 are
irreleva
nt to
underst
anding
a
person's

CONSTRUC John Construct  Learning is

TIVISM Dewey ( ivism is an active, Constructivism
1859– the theory constructiv is an important
1952) that e process. learning theory
states  Students that educators
Maria that learn by use to help their
Montess rather doing. students
ori (187 than  Students learn. In a
0–1952) passively form of constructivist
absorbing construct classroom,
Władysł informatio what they teachers create
aw n, learn situations in
Strzemi learners based on which the
ński (18 construct previous students will
93– knowledg knowledge question their
1952) e. People  New own and each
build their Information other's
Jean own is linked to assumptions. In
Piaget ( represent prior a similar way, a
1896– ations of knowedge constructivist
1980) the world  The teacher creates
and learner situations in
Lev incorporat uses past which he or she
Vygotsk e new experience is able to
y (1896– informatio s and challenge the
1934) n into cultural assumptions
their pre- factors to upon which
Heinz existing build upon traditional
von knowledg their teaching and
Foerster  e as they learning. learning are
(1911– experienc based.
2002) e it and
reflect on
George it
Kelly (19 (schemas
05– ).
1967)

Jerome
Bruner (
1915–
2016)
Herbert
Simon (
1916–
2001)

Paul
Watzlaw
ick (192
1–2007)

Ernst
von
Glasersf
eld (191
7–2010)

Edgar
Morin (b
orn
1921)

Humbert
o
Maturan
a (1928
–2021)