Centro Escolar University

Graduate School
Mendiola, Manila

Name: JB REYES Date: 03/19/2024

Course: ED313: Educational Anthropology Professor: Dr. Piscos

1. Interpret the key ideas of selected contemporary thinkers (Vygotsky, Gandhi, Du bois,
Apple) shown in the module (25)

LEV VYGOTSKY
Theorists/
A prominent Russian psychologist and is recognized for his sociocultural theory.
Contemporary
His concepts have had a profound impact on our comprehension of cognitive
Thinkers
development and the process of learning.
Key Ideas 1. Sociocultural Context:- Vygotsky emphasized the importance of social
interaction in the development of young people. He believed that culture
exerts a profound influence on cognitive development. The process of
learning is not conducted in isolation; rather, it is influenced by social and
cultural factors.
2. More Knowledgeable Other (MKO):- The MKO denotes an individual
whose level of comprehension or proficiency surpasses that of the learner.
It could be a peer, coach, instructor, or even a parent. The MKO facilitates
the child's acquisition of skills within their zone of proximal development
(the interval between their independent capabilities and their potential with
assistance) through the provision of guidance and modeling.
3. Zone of Proximal Development (ZPD):-The ZPD denotes the spectrum
of activities that a child is capable of accomplishing with the assistance of
an adult having more knowledge. It is the optimal point at which learning
takes place with maximum efficiency. Significant effects are produced on
the development of higher-order cognitive processes, including formal
reasoning, by interactions with MKOs.
4. Cultural Tools and Mediation:- Cognitive development is influenced by
cultural instruments (language, symbols, and artifacts), according to Lev
Vygotsky. Society's mature individuals communicate the way in which
their culture perceives and reacts to the world. They impart processes and
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tools (how to think) in addition to knowledge (what to consider).

MAHATMA GHANDI
Theorists/
An Indian lawyer, politician, social activist, and writer. He became the leader of
Contemporary
the nationalist movement against British rule in India and is often considered the
Thinkers
father of his country. Here are some key ideas associated with Gandhi:
Key Ideas 1. Nonviolent Protest (Satyagraha): The doctrine of satyagraha, or
nonviolent protest, was Gandhi's most momentous contribution. His
conviction was that transformation could be accomplished nonviolently, by
placing an emphasis on the virtues of honesty, affection, and empathy. His
strategy motivated civil rights figures across the globe, such as Martin
Luther King Jr.
2. Acceptance of All Faiths: Gandhi advocated for religious tolerance and
espoused the notion of religious unity. He valued and embraced diversity of
faith, placing significant emphasis on the necessity of harmony and
understanding in society.
3. Selflessness and Sacrifice: Gandhi emphasized service to others and
altruism. His personal interests were subordinate to those of the
community, and he advocated for a life characterized by modesty and
simplicity.
4. Responsibilities Over Rights: Gandhi advocated for individuals to
prioritize their obligations over their liberties. He held the conviction that
the fulfillment of one's responsibilities would result in a society that was
equitable and cohesive.
5. Self-Discipline and Simplicity: Gandhi was self-disciplined and led a
modest existence. Khadi, a traditional Indian textile, was one of his
garments, and he advocated for independence.
6. Nonviolent Relations: Gandhi promoted the value of engaging in
nonviolent and candid dialogues with others. Even in times of conflict, he
believed that one ought to refrain from physically or emotionally hurting
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others.

W.E.B. DU BOIS
Theorists/
W.E.B. Du Bois was an activist, historian, sociologist, and author from the United
Contemporary
States. His contributions and ideas had a profound effect on the civil rights
Thinkers
movement and the intellectual discourse of African Americans.
Key Ideas 1. Double Consciousness: The term "double consciousness" was first
introduced by Du Bois in his publication titled "The Souls of Black Folk."
African Americans, in his view, possess a dual identity, one in which they
identify as American citizens and another as Black individuals. Constant
tension and awareness of how they are perceived by both the Black and
White communities result from this duality.
2. The Veil: Du Bois employed the metaphor of "the veil" to symbolize the
dichotomy that existed between the worlds of dark and light. Racism and
prejudice, symbolized by the veil, impede genuine comprehension and
compassion between races. He held the conviction that dismantling this veil
was imperative for advancement.
3. Education and Uplift: Du Bois underscored the significance of education
in empowering African Americans. He was convinced that education could
assist in bridging social and economic disparities and elevate the African
American community. His professional endeavors were centered on
expanding educational access for African Americans.
4. The Talented Tenth: "The Talented Tenth" was the name Du Bois gave to a
limited group of educated African Americans whom he championed for
their advancement and education. He was convinced that this educated elite
could elevate the entire African American community and pave the way for
social change.
5. Historical Consciousness: Du Bois cherished history and held the
conviction that knowledge of the past was indispensable for influencing the
course of events. Regarding African American history, he authored
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numerous works that explored the repercussions of slavery, Reconstruction,

and the civil rights movement.
6. Pan-Africanism: Du Bois advocated for Pan-Africanism, an international
movement that emphasized the solidarity and unity of individuals of
African descent. He participated in a number of Pan-African Congresses
and advocated for the international recognition of black rights.

Theorists/ MICHAEL APPLE

Contemporary A distinguished scholar of education and an education professor at the University
Thinkers of Wisconsin, Madison, this individual has made notable contributions to the field.

Key Ideas 1. Selective Exclusion and Control in Education: Apple posits that the
purpose of education extends beyond the simple transmission of
knowledge; it also serves as a means of intentionally marginalizing specific
social groups. Schools contribute to the regulation of both individuals and
concepts. Through the dissemination and conservation of what are deemed
"legitimate knowledge," educational institutions bestow cultural legitimacy
upon the knowledge acquired by particular groups. The capacity of a
collective to achieve universal acceptance of its knowledge is proportional
to its influence within the broader political and economic realm.
2. Schools as Part of a Larger Unequal Nexus: Apple considers schools to
be a vital component of a broader network of inherently unequal political,
economic, and cultural institutions. These establishments give rise to
systemic disparities in the distribution of resources and authority. By means
of their curricula, pedagogy, and evaluation procedures, educational
institutions perpetuate and bolster these disparities.
3. Challenging the Idealized View of Schools: Apple emphasizes that
educational institutions do not invariably function as progressive forces, as
opposed to being regarded as "the supermotors of democracy." Academic
institutions have the potential to sustain prevailing economic and cultural
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conventions, thereby strengthening established power dynamics that favor

certain groups while blocking others.
4. Not a Conspiracy, but Commonsense Assumptions: Apple does not
suggest that educators are working in concert to preserve inequality.
Conversely, he argues that commonplace beliefs and methods concerning
education, learning, and knowledge unwittingly reinforce systemic
inequities.
5. Ideology and Curriculum: Frequently, Apple's research focuses on the
influence of ideology on education.He investigates the ways in which
ideology validates particular social norms and the role that institutions play
in keeping these norms. His critical analysis calls for a more thorough
comprehension of education's societal repercussions and challenges the
idealized view of it.

Q2. Find ways how the given theories of Vygotsky, Gandhi, Du bois, Apple can be used to
enrich the learning culture and environment (40)

Vygotsky's theory promotes cooperative and collaborative learning among students,

instructors, and peers. Effective educational strategies, according to his thinking, include
scaffolding (which provides support structures just above the child's current level) and reciprocal
teaching (which involves shared discussions utilizing strategies such as summarizing and
elucidating).

Educational principles from Gandhi can improve learning culture and surroundings. He
believed education should teach morality and character, not just literacy. Gandhi believed truth,
nonviolence, peace, and love could inspire us. A comprehensive, values-based education is
promoted by incorporating Gandhi's non-violence, self-discipline, truthfulness, simplicity, and
social justice into the learning environment. Academics, life skills, and social responsibility are
taught this way.
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Du Bois' education and learning theories can improve learning environments. Education
could enhance Black communities and society, according to Du Bois. His views clarify Black
school history and emphasize the necessity for great education for all. Du Bois' theories apply to
double awareness, education for social transformation, the talented tenth, cultural legacy and
identity, and racial uplift. Educational institutions can assess their learning culture and
environment to use these ideas. They can evaluate curriculum representation of multiple voices
and experiences, include culturally relevant content, promote student engagement and
participation, create a supportive and inclusive learning environment, and empower and activate
students. Fair assessment practises can be investigated, and instructors can learn Du Bois'
theories and best practises in professional development. Du Bois' theories and methods can
improve learning culture by promoting equality, inclusivity, critical thinking, and student
empowerment from diverse backgrounds.

Michael Apple explores education's complicated links between knowledge, instruction,

and power. Apple encourages critical pedagogy to assist students explore societal norms, power
systems, and injustices. Teachers may promote social justice and question the status quo by
teaching critical thinking. Teachers can encourage student speech, open debate, and diverse
perspectives. This strategy promotes critical thinking and active learning. Apple illustrates
political education and curriculum. Teachers can evaluate their material with this knowledge.
Assessing what content is included and excluded helps teachers create more inclusive and
culturally relevant curricula. Diversity in voices, histories, and cultures improves learning. It
fosters student empathy and worldview appreciation. Apple supports democratic schools that
involve students, teachers, and communities in decision-making. Schools can become democratic
through student participation, shared governance, and transparency. Teachers can let students
design learning spaces. Student councils, participatory budgeting, and curriculum collaboration
are examples. Students feel more empowered by such methods.

Q3. Pick one theory from the given module and produce a simulated environment to demonstrate
its application (15)
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Vygotsky's sociocultural theory stresses how social interactions affect a child's cognitive
development and learning abilities. Vygotsky believed that learning is a social process regulated
and mediated by the child's interactions with others. Social contact and cultural background
shape a child's development, according to this hypothesis. Vygotsky's sociocultural theory has
three main ideas. First, social connection helps children learn by working with others. Second,
language is vital to learning because it allows communication and knowledge transfer. Finally,
culture affects children's reasoning and communication skills.

In a simulated classroom, Lev Vygotsky's Theory can be applied to teaching. The

simulation may imitate a classroom and teacher-student interactions. This simulation could focus
on scaffolding, a crucial idea in Vygotsky's philosophy. A more experienced person scaffolds a
student to complete a task or learn a new skill. A systematic approach can accurately portray Lev
Vygotsky's Theory in the simulated world. (1) Learn Lev Vygotsky's Theory: The Zone of
Proximal Development (ZPD), scaffolding, social interaction, cultural mediation, and language's
function in cognitive development have been extensively studied and understood. (2) Evaluate
the current simulated environment: Compare it to Vygotsky's Theory. Find gaps where the
simulation may not accurately reflect crucial concepts. (3) Determine changes: Determine what
changes are needed to match Vygotsky's Theory in the simulated setting. This may involve
adding or improving simulation features, functions, or activities. (4.) Increase social interaction:
Give students plenty of chances to interact with peers or virtual characters in the simulated
environment. This could include collaborative problem-solving, discussion boards, or virtual
role-playing. (5) Use scaffolding in the simulated environment to guide and support trainees.
This may include adaptive feedback, tips, or step-by-step coaching customized to the learner's
progress. 6. provide cultural elements: To highlight how culture affects cognitive development,
provide varied cultural settings, examples, and representations in the simulated world. Include
culturally diverse people, events, or tasks to reflect different cultural perspectives. Evaluate and
improve changes: Examine learners' interactions, feedback, and usability tests to evaluate the
changed virtual environment. Improve the simulation to match Vygotsky's Theory based on the
findings.
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This methodical technique lets educators and researchers analyze and improve the
simulated environment to match Lev Vygotsky's Theory. This virtual environment allows
Vygotsky's Theory to be tested in real-world education. LearnWorlds can be used to imitate Lev
Vygotsky's Theory. LearnWorlds lets users customize and engage in online learning. The tools
and capabilities allow educators to use Vygotsky's Theory's collaborative learning, social
interaction, and scaffolding. LearnWorlds allows educators to create social constructivist
learning activities and projects that encourage peer interaction and higher-order thinking.
Interactive simulations and multimedia content increase learning on the platform. Vygotsky's
Theory suggests that these elements encourage learners to actively participate in the topic and
interact with peers, developing cognitive and social abilities.

References:

Apple, M. W. (2012b). Knowledge, power, and education.

https://doi.org/10.4324/9780203118115

Antón-Solanas, I., Coelho, M., Huércanos-Esparza, I., Vanceulebroeck, V., Kalkan, I., Cordeiro,

R., Kömürkü, N., Soares-Coelho, T., Hamam-Alcober, N., Dehaes, S., Casa-Nova, A., &

Sagarra-Romero, L. (2020). The Teaching and Learning Cultural Competence in a

Multicultural Environment (CCMEn) Model. Nursing reports (Pavia, Italy), 10(2), 154–

163. https://doi.org/10.3390/nursrep10020019

Angélica. (2020, May 3). Lev Vygotsky – Theory of Cognitive Development. Exploring Your

Mind. https://exploringyourmind.com/lev-vygotsky-theory-of-cognitive-development/

Brief outline of Gandhi’s Philosophy | Articles on and by Mahatma Gandhi. (n.d.).

https://www.mkgandhi.org/articles/murphy.htm
 Centro Escolar University
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Brown, D. (2013). Michael Apple, Social Theory, Critical Transcendence, and the New

Sociology: an essay. In Education, 17(2). https://doi.org/10.37119/ojs2011.v17i2.79

MSEd, K. C. (2023, February 22). Lev Vygotsky’s Life and theories. Verywell Mind.

https://www.verywellmind.com/lev-vygotsky-biography-2795533

Nanda, B. (2024, March 17). Mahatma Gandhi | Biography, Education, Religion,

Accomplishments, Death, & Facts. Encyclopedia Britannica.

https://www.britannica.com/biography/Mahatma-Gandhi

Simply Psychology. (2024, January 24). Vygotsky's Sociocultural Theory Of Cognitive

Development. https://www.simplypsychology.org/vygotsky.html

The Editors of Encyclopaedia Britannica. (n.d.-b). Mahatma Gandhi | Achievements.

Encyclopedia Britannica. https://www.britannica.com/summary/Mahatma-Gandhis-

Achievements

Cole, N. L., PhD. (2019, September 29). How W.E.B. du Bois made his mark on sociology.

ThoughtCo. https://www.thoughtco.com/web-dubois-birthday-3026475

Rudwick, E. (2024, February 28). W.E.B. du Bois | Biography, Education, Books, & Facts.

Encyclopedia Britannica. https://www.britannica.com/biography/W-E-B-Du-Bois

The Souls of Black Folk Themes | LitCharts. (n.d.). LitCharts. https://www.litcharts.com/lit/the-

souls-of-black-folk/themes

W. E. B. du Bois and the idea of double consciousness on JSTOR. (n.d.). www.jstor.org.

https://www.jstor.org/stable/2927837