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AXIOLOGICAL

ASPECTS OF
METHOD
Reported by:

AXIOLOGY
(Value Theory)
The branch of philosophy dealing
with the nature of value and the
types of value, as in morals,
aesthetics, religion, and
metaphysics.

WE MUST ASK:
1.What is the proper social
setting for the lesson?
2. What steps should the
teacher take to motivate and
at the end measure and
evaluate its outcome?

INTEREST
- It is essentially purposeful
- It frequently begins with a question
or problem
- A kind of tension which involves
something more than an attention
- An emotional attachment or
fascination
- It is spontaneous, wholeheartedly
stirring and freely-willed

EFFORT AND DISCIPLINE


-

Learners should put effort in learning


No one can be forced to be good, that one can be
good only if he himself resolves to be good
To offer children prizes to stimulate learning effort
is thought of to be a bribe.
Intellectual recognition of educational values is
sufficient to motivate a student to learn his
lessons.
Motivation must originate and be sustained by the
physical, biological drives of the human organism.
Values actually experienced are much more
positive energizers of conduct.

SOCIAL STRUCTURE AS METHOD


- Most learning occurs in a social context
- Social context not only provides a content
for learning but indicates a method of
learning and instruction as well.
- Students cannot just solve problems within
the academic walls of the school- he must
have a sense of involvement in a vitally
real social situation.

INDIVIDUAL DIFFERENCES
- The nature of individuality as a factor in the
educative process
- It emphasizes a certain intuitive quality of
learning it is personal to the individual who does
the learning.
- Any particular child is different from any other
children
- Individuality is more elastic and flexible

MEASUREMENT & EVALUATION


- In using aims to judge results, we must be very
careful to distinguish whether we are judging
ACHIEVEMENT OR AIM.
- The scientific measurement has been
recommended to teachers chiefly because of the
OBJECTIVITY AND RELIABILITY which it has
introduced into the educative process
- The test must measure what they purport to
measure if not, no amount of statistical treatment
can improve the datas validity.
- It is a matter of reconstruction of old values to the
new ones.
- Evaluation is emergent and is therefore always

THE PEOPLE WHO ADHERE


RIGIDLY TO STANDARDS ARE
LIKELY AS NOT THE ONES WHO
LIMIT EDUCATIONAL CHANGE TO
MEANS IN EDUCATIONAL ENDS,
BUT EXEMPT ENDS THEMSELVES
FROM CHANGE.

QUESTION
S?

THANKS FOR
LISTENING!

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