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Macdts FINAL Exéna Arion Psychological and Philosophical tountations of Education CEdue 502) Sete the iengertance oF prilosophy 4p education TP onswer: The importance oF prilecophy in Education if it a guidonce ard eden’, Point For feackere, managers ancl cyervisore in developing mated oO gran, and geal te be ochieve, clecking, rack! 9; the buteoncy of 2. Desorive the wnplicatens trading and Contem pare halege rie Cduacatvon © educotrimal miko and Viauon f W enc own wu sginion,few wenld you disterentiate Wualism plat mathes we Denoribe he great philocaphere Ruch a Socrales Plato and a frist. Bepoued yur OUNMALY . 4 tradicional anck zcOmewnt dcordin te » Matos ASlanphy He atte Oa Baas mohvoven ark iMereat Teen Vitel vole in being He was agpincs the ward oy fureed in oe & congicertel tp Rowe o A9ed i ortanee: Wu Be Se pret asset Re chudentt. 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He wan ond op emit Sadarts and Ruentralliy became famens Gis own right, Photo rf Whit Womey oy Bin writing Haat vecorded tis idtad and Caversol 0 une Vowietys oy topics (ike: He nature oy truth ord goodases Ha beat fo" ‘ "D Bremnmert ork uko chowld Kad Seriety, Paty’ mas famous Orr He Reqablic, orqued tad mart GPuryld oe pum lau, fen mast youu peegple - PruloopArte! On 4ea We rekoel eherk vei(leied Sicvcoghrt cal Sesh ieee Aaa Ly Fristoe woe ont oy 4Oe Rebar of Jre feadewmg. Aristotie was patos beat cluded. fe wend on to become Ia very well-maid eter grobeely te Mofuat paid piclosepher in histing, ond woe Yous dire hun ion thleaphor IrBintle ‘feused oh Noho at! : \ Noe and Playcal world cxvvrt Run. the Most Valuable cont: bpm nm Aris tle oe philoso Prag. wen Bis M Feazim amd loc. Peace means Clear ant Ordsrect feinting - ° He waed logic ty sho peegle Foch Hay Could use igor ection faa, already leney go Crlue qroblem, 3: What philos YM wae if Uru cue in School head fy i 4 Arch torn raat Prd pi fates? iat ro answer ; For me beth JA tmditveral ond Contemporary, ouilosogrien opeucation xo in Vory important an o un provid & Chudent quality oF Tomcat see raed to coneidler Ra Voniasal afferents yh Wis gi ard UAL Re best melrod for jRewn tp tearm, hesing.a contain prilosoy imi Dived Rom and motivele Yawn TO beammore, m He sabced matter tra} Yow would cRoose poy Ren te feaReys! pribrrhy u he feacRing meld and Ctrectegts Heat Ibe ligting per bis udtnds becavse we are FVOPA NG som dp Pace 4Re raakity AR. world. Sa 4 wna 2 Ym ane 40 choose between idaalism ard progmerkican, whidh belie nal BY dest 40 guide in framing tha Corrionia e Yulegine educator Wy One eee lum TAnakivnt ib 404 agpronch et groutes on a Gurjech Wallon pad Hat concen atee on HR Cuber ee great ond enduring iatas valvee OM" Univeral absolue, and eternal Idealist Searcr Par tnie ideas and beliere Mat Eis ts x rational process, Ldtatite potient teh Shackanh chold Arve Ser sche reakigadin and hus ciives 4> encovrogt henorable moral Ramer Awelspment. Vduaist promote Critical HRinking, Hoary focus oh Vents and writin gy 4o evoke Creotive and inventive ideas, FRuy alco emphwsi belts Fersona| expression omd clear reasoning. 535 you were opinen o chance fy live an a goiemeent erica du i ; a Rs cpanichy periee rie Pralifpines, what edsrcect onal feporms would a ¥ wnt ay ei 49 Grower The educational Yererm 4ked iwould like 40 intoduce mm ovr Cov during Hs Cranich feried js dlisciplirarian They really valle Aisciqline oa Re mach Important fool, beller learning, Vecnuxe Amirdeue Our \earnort “poragl apod moral Value, GAs education o grivilege tur o vight?Eyplain Ly anoutor : Fur me it ig Vigtch, beawse all pepe hae He right 49 Strdug thats $e grvemment provided Ruble Schreols so people Cold ap cindy ditto porpny oy qh Fe CT pur Fight, but it depends om us “alco i WIAL gerng to Like for ie, teres Oe oF who onde to vecause of peninal grtblems, whale Some MD) UA Qurene cludying be Cause we Want +o Rome a brighh ture ohedd oy us. 7. Disaxs He relationship Pos +. Ekvoahin 7 7 Li frew +} Pouch elena. crentas new Fearhings dReares ‘for beller duce, WHR the le ry feSslig sachs Harm ofa Stn} ves Dayan seochan Pocket Rildren perave ety frm CMI bron in Curtin Citvotrens « ‘ ‘ ‘ ‘ . c . . | ; 3 & Stott He main Concepts and tea implications por educabrir oy ench. oy Hee ARaawidt OH learn in o matry frm "8 SL THEORIES oF LEAgRING ——— THEORLES | MAW concer Levene 1 TMAUcATIONS Je FOCASS on Hu idea Hab all BenaviCURA behaviors are learned Hirroghy interactions with the eniironnent 1 Learners shovlA pe told +R explicit outcomes | ot Hee learning co Hot 4am con set egecetee ard can oe saarese Bh pan oF fey “Rave ochteved fhe evtcrme op IM dau lennon Learners much bbe eeted to defeymine wheHur ney Hg us Achieved Hr learning ruattene® ring Meteriale muct be ce appropri + Growe earn. mTerced “I 4. Learners. most he Provided wit Petdleck £0 Rat Fury are ding ard twke Corrective chor if “required. 2 3 COGHITIVIM) « 15 learns tReery Red Frusses on how Inpeymehor Yebrieved by Yes mind t Saale 0 fearnens mon at Schon or Kam Is reciewed, Organized, Ctrred ord te Veavnert chowdd Woe dele why lesson, s0 i henld © 2. Tnpormation critical for learning 6! e highlighted 40 these vaccen anetions > The digtiualty level of Hat pederin| muct mutch The Cognit ve level rp YR learner, Co thot dire, learner can otk Allerd 40 and yeak to Ha Maberial. It Strategies chewld be used 49 allow learnere tp retrieve existing, japon ‘fim | memory 4p woe Conse oF fia thew \agorreton] FE Lapormatven chewd ye Duntsd te preverd overtel dunring qroesnng, tm Werke, « oQur Yea Goold be used te Nf eng-term 6 tomat Hhuvawee Hee ARad Heavy can otferd Jo the ingormation He fenton. term Memory : rome ep prttainay, Fer PT mec ym > es Knot? voto \ I Learning chadd be en ee ap gen by Re sine 3 Callaborative ‘4 shevid be tncoureg Folie CMStuchUIeTt learning » 4 Learners shald ve gen cartal oF ea kaming Puss . S. Learning shel pe made mean por \eartors | & leseriag chad he interactive 4o qromate, ~ Ning ard Corie premnce, and to hel develop perdral meaning.

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