PHILOSOPHY OF EDUCATION

OUTLINE REPORT

Λ Λ Λ

Progressivism

NEWS FEATURE

OPINION

Philosophy of

Education

ReconstructionismConstructivis

mHumanism/Existentialis

m

Perennialism

PositivismBehavioris

mEssentialis

m

Your philosophy of education is what you

believe about education and the way children

learn.” - Roberson

What, exactly, are education philosophies?

According to Thelma Roberson (2000), most prospective teachers confuse their beliefs with the ideas of teaching.

Education philosophies, then, are not what you want to do in class to aid learning, but why you do them and how they work.

EXAMPLE Students proposed to use cooperative

learning techniques in their classroom.

-WHY???

*Is cooperative learning a true philosophy or is it something you do in the classroom because of your belief about the way children learn?”

Philosophies need to translate ideas into action – if you want to use certain techniques, then you need to understand how they are effective in the classroom to create that portion of your education philosophy.

Philosophies of Education have travelled down a tree of branches.

The first four support branches of philosophy are:

Idealist school Realist school Pragmatist school Existential schools of thought

Idealism - focuses on a subject-matter curriculum emphasizing the great ideas of the culture. You must ponder ideas to make them whole.

Realism - A subject-matter curriculum stressing objective knowledge and values. Reality is objective, meaning everyone should obtain the same results regardless of what he does or how he consider concepts.

Perennialism - Focuses on human concerns that have caused concern for centuries, revealed through 'great works‘.

Essentialism - Rooted partially in Idealism, as well - Emphasizes skills and subjects that demonstrate the cultural heritage and contribute to society.

Pragmatism - Instruction is organized around problem-solving following the steps of the scientific method - emphasizes the need to act on concepts by testing them.

Progressivism - Instruction features problem solving and group activities - The instructor acts as a facilitator as opposed to a leader.

Social Reconstructionism - Instruction that focuses on significant social and economic problems in an effort to solve them.

Existentialism - Classroom dialogue stimulates awareness - each person creates an awareness gleaned from discussion and encourages deep personal reflection on his or her convictions

PERENNIALISM Perennialists are instructors who feel

that the knowledge that has been passed through the ages should be continued as the basis of the curriculum, like the classic works of Plato and Einstein.

Perennialists base their teachings on reason, logic, and analytical thought. Only information that stood the test of time is relevant. They do not illicit student input.

The classes most likely to be considered under this approach would be history, science, math, and religion classes

POSITIVISM The instructors whose teaching

philosophies are based on documented facts and tangible truths are normally those who would be in the math and science departments.

These teachers do not feel that religion and the supernatural should be a part of the thinking process. The idea of uncertainty and the unknown is considered illogical.

BEHAVIORISM Behaviorists believe in rewards and

punishments as an approach to controlling the teaching environment due to their belief in the intrinsic nature of humans to react to internal or external stimuli.

This teacher-centered system ultimately allows the students to be controlled by the educator, who makes the environment pleasant or unpleasant depending on the students' behavior .

ESSENTIALISM Essentialists believe that there is a

universal pool of knowledge needed by all students. The fundamentals of teaching are the basis of the curriculum:

math, science, history, foreign language, and English

Vocational classes are not seen as a necessary part of educational training.

Classrooms are formal, teacher-centered, and students are passive learners.

Evaluations are predominately through testing, and there are few, if any, projects or portfolios.

These instructors easily accept the No Child Left-Behind Act because test scores are the main form of evaluation.

PROGRESSIVISM This is a student-centered form of

instruction where students follow the scientific method of questioning and searching for the answer.

Evaluations include projects and portfolios.

Current events are used to keep students interested in the required subject matter.

Students are active learners as opposed to passive learners.

The teacher is a facilitator rather than the center of the educational process. Student input is encouraged, and students are asked to find their interpretation of the answer.

RECONSTRUCTIONISM This student-centered philosophy strives

to instill a desire to make the world a better place.

It places a focus on controversial world issues and uses current events as a springboard for the thinking process.

These students are taught the importance of working together to bring about change.

These teachers incorporate what is happening in the world with what they are learning in the classroom.

CONSTRUCTIVISM Active participation is the key to this

teaching style. Students are free to explore their own

ideas and share concepts with one another in nontraditional ways. “Hands on activity […] is the most effective way of learning and is considered true learning”.

HUMANISM/ EXISTENTIALISM Also a student-centered philosophy, this

educational method is based on the idea that the students should be presented with choices about the learning process.

The student is engaged in all aspects of learning and works together with the teacher and her peers to develop a curriculum and evaluation system that allows for individual interests and abilities

NEWS STORY

What is News?

NEWSNews is an oral or written report of a

past, present, or future event. It should be factual, truthful,

accurate, unbiased, and interesting.

*But what is interesting to one is not always interesting to another.

ELEMENTS OF NEWS1. CONFLICT2. IMMEDIACY OR TIMELINESS3. PROXIMITY OR NEARNESS4. PROMINENCE5. SIGNIFICANCE6. NAMES7. DRAMA8. ODDITY OR UNUSUALNESS9. ROMANCE AND ADVENTURE10. SEX

11. PROGRESS12. ANIMALS13. NUMBER14. EMOTION

HOW TO WRITE AN ARTICLEI. FORMING YOUR IDEA1. Get familiar with the type of

article you want to write. 2. Brainstorm your topic. 3. Choose something you’re

passionate about. 4. Conduct preliminary research. 5. Find a unique angle. 6. Hone your argument. 

II. RESEARCHING YOUR IDEA1. Learn about your topic and

argument. 2. Gather supporting evidence.3. Use reliable sources. 4. Be sure to use a range of sources. 5. Keep track of your research

sources. 6. Avoid plagiarism.

III. OUTLINING YOUR IDEA1. Decide on the article’s length. 2. Consider your audience. 3. Outline your article. 4. Choose quotes and other evidence

to support your points. 

IV. WRITING YOUR ARTICLE1. Write your introduction. 2. Follow your outline. 3. Give proper context. 4. Show with description. 5. Include transitions. 6. Pay attention to style, structure

and voice. 7. Write a compelling conclusion. 8. Think about adding supplemental

material. 

V. FINALIZING YOUR WORK1. Edit your work.2. Comb through for grammatical

errors. 3. Read your article out loud to

yourself. 4. Have someone else read your

article. 5. Write a headline. 

REFERENCES https://en.wikibooks.org/wiki/Foundation

s_of_Education_and_Instructional_Assessment/Educational_Philosophy/Defined

http://www.wikihow.com/Make-a-Magazine#/Image:Make-a-Magazine-Step

Thank you and God bless!