Classical Realism Aristotle –384-322 B.C. He was a student at Plato’s Academy He opened his own...
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Transcript of Classical Realism Aristotle –384-322 B.C. He was a student at Plato’s Academy He opened his own...
Classical RealismClassical Realism
• Aristotle– 384-322 B.C.
• He was a student at Plato’s Academy
• He opened his own school, The Lyceum.
• Aristotle– 384-322 B.C.
• He was a student at Plato’s Academy
• He opened his own school, The Lyceum.
Aristotle’s OntologyAristotle’s Ontology• Prime Matter
– Principle of Potentiality
• Pure Form– Principle of Actuality
• FORM and MATTER are separate concepts, but they are never found alone, but matter is prior to form.
• Prime Matter– Principle of Potentiality
• Pure Form– Principle of Actuality
• FORM and MATTER are separate concepts, but they are never found alone, but matter is prior to form.
PURE FORM
Actuality
Mind Rationality Law
PURE MATTER
Potentiality
Body Materiality
Examples of
behavior
=
Aristotle’s Epistemology
Aristotle’s Epistemology
• The Universe is one of orderly design• All things exist according to a rational
design• All things have a rational function or
purpose.– Acorns become Oak trees, not Elm trees
• Man’s defining characteristic is Rationality. – Homo Sapiens- the rational animal.
• Syllogistic Logic– All men are mortal– Socrates is a man– Therefore, Socrates is Mortal
• The Universe is one of orderly design• All things exist according to a rational
design• All things have a rational function or
purpose.– Acorns become Oak trees, not Elm trees
• Man’s defining characteristic is Rationality. – Homo Sapiens- the rational animal.
• Syllogistic Logic– All men are mortal– Socrates is a man– Therefore, Socrates is Mortal
Aristotle’s Epistemology
Aristotle’s Epistemology
Material Matter Wood,nails
Formal Design Blueprint
Efficient Agent Carpenter
Final Purpose House
THEORY OF THEORY OF CASUATIONCASUATION
Aristotle’s AxiologyAristotle’s Axiology• The Golden Mean is described as "the smaller is to the larger, what the larger is to the whole.“
• It's also known as the Golden Section or the Divine Proportion. It divides a line in such a way as to create an ideal relationship between the parts.
• The Golden Mean is described as "the smaller is to the larger, what the larger is to the whole.“
• It's also known as the Golden Section or the Divine Proportion. It divides a line in such a way as to create an ideal relationship between the parts.
• Man’s purpose is to lead a rational life of moderation.
• The “Good” life is one of avoiding extremes
• Man’s purpose is to lead a rational life of moderation.
• The “Good” life is one of avoiding extremes
Modern RealismModern RealismOntologyArgued against Syllogistic logic. Deductive A priori reasoning is flawed because you have TRUTH in hand before you begin.
Truth is arrived at through reason (inductive reasoning).
The Material world exists independent of human minds
OntologyArgued against Syllogistic logic. Deductive A priori reasoning is flawed because you have TRUTH in hand before you begin.
Truth is arrived at through reason (inductive reasoning).
The Material world exists independent of human minds
Francis Francis BaconBacon
Modern RealismModern RealismEpistomology
The scientific (inductive)method• Hypothesis• Gather evidence• Formulate Theory
Axiology• The good life is attained through
scientific skepticism. – Examine all previously accepted
knowledge.
Epistomology
The scientific (inductive)method• Hypothesis• Gather evidence• Formulate Theory
Axiology• The good life is attained through
scientific skepticism. – Examine all previously accepted
knowledge.
Francis Francis BaconBacon
The IDOL of the DEN Limited experience
The IDOL of the TRIBE Follow the Majority
The IDOL of the MARKETPLACE
Current (faddish) language
The IDOL of the THEATER
Emotion
The The Four Four IdolsIdols
Idealism As APhilosophy of Education
Idealism As APhilosophy of Education
• Absolutist- The search for “TRUTH”- True IdeasAbsolutist- The search for “TRUTH”- True Ideas• Rationalist- The search for truth is a rational process. Thus, Rationalist- The search for truth is a rational process. Thus,
to be educated, is to reason effectively.to be educated, is to reason effectively.• Subjectivist- Individuals should strive for self-realizationSubjectivist- Individuals should strive for self-realization• Character DevelopmentCharacter Development
– WisdomWisdom– Moral convictionMoral conviction– Good willGood will– LoyaltyLoyalty
• Absolutist- The search for “TRUTH”- True IdeasAbsolutist- The search for “TRUTH”- True Ideas• Rationalist- The search for truth is a rational process. Thus, Rationalist- The search for truth is a rational process. Thus,
to be educated, is to reason effectively.to be educated, is to reason effectively.• Subjectivist- Individuals should strive for self-realizationSubjectivist- Individuals should strive for self-realization• Character DevelopmentCharacter Development
– WisdomWisdom– Moral convictionMoral conviction– Good willGood will– LoyaltyLoyalty
AIMS of AIMS of EDUCATIONEDUCATION
Idealism As APhilosophy of Education
Idealism As APhilosophy of Education
• Depth over breadth • Concepts over specific facts• Confront problems that arise from the “human condition.” • “Self-Directed” learning• Lecture to stimulate thought, not to convey information
• Depth over breadth • Concepts over specific facts• Confront problems that arise from the “human condition.” • “Self-Directed” learning• Lecture to stimulate thought, not to convey information
METHOD of METHOD of EDUCATIONEDUCATION
Idealism As APhilosophy of Education
Idealism As APhilosophy of Education
• Materials that promote “critical thinking.”• Focus on reading and writing.• Reading materials should foster discussion of “big ideas.”• Classic works are favored because they have passed the
test of time.• Student writing should emphasize both personal
expression and clear reasoning.
• Materials that promote “critical thinking.”• Focus on reading and writing.• Reading materials should foster discussion of “big ideas.”• Classic works are favored because they have passed the
test of time.• Student writing should emphasize both personal
expression and clear reasoning.
CURRICULUMCURRICULUM
• Socrates might serve as the prototype– Socratic questioning
• Teachers serve as role models– Intellectual– Moral
• An Idealist teacher tends to see teaching as a calling- more than just an occupation
• Socrates might serve as the prototype– Socratic questioning
• Teachers serve as role models– Intellectual– Moral
• An Idealist teacher tends to see teaching as a calling- more than just an occupation
Idealism As APhilosophy of Education
Idealism As APhilosophy of Education
ROLE OF THE ROLE OF THE TEACHERTEACHER
Realism as a Philosophy of EducationRealism as a Philosophy of Education• Absolutist- Education should focus on the truth of the
natural and physical world• Empiricist- Teach students the scientific method of
problem solving by exploring the material world• Objectivist- Emphasize basic skills and basic facts-
“3Rs” There are objective skills and facts that all students should learn.
• Character Development:– Establish high standards and increased rigor and hold
students accountable– Emphasize practical knowledge that will prepare students for
the world of work
• Absolutist- Education should focus on the truth of the natural and physical world
• Empiricist- Teach students the scientific method of problem solving by exploring the material world
• Objectivist- Emphasize basic skills and basic facts- “3Rs” There are objective skills and facts that all students should learn.
• Character Development:– Establish high standards and increased rigor and hold
students accountable– Emphasize practical knowledge that will prepare students for
the world of work
Aims of Aims of EducatioEducatio
nn
Realism as a Philosophy of EducationRealism as a Philosophy of Education
Methods of Methods of EducationEducation
• Direct teaching techniques are preferable. • Students should be presented information in an
organized, efficient and logical format.• Given the “information overload” in today’s society, it is
important that “non-essential” learning should be eliminated.
• Students should be taught based upon their strengths and abilities.
• Scientific testing should be used to diagnose and place students in settings most appropriate to their needs
• Technology should be utilized whenever appropriate in schools
Realism as a Philosophy of EducationRealism as a Philosophy of Education
CurriculumCurriculum
• Curricula should be practical and usefulCurricula should be practical and useful• Curricula should concentrate on the “Basics” and avoid Curricula should concentrate on the “Basics” and avoid
fads and frills.fads and frills.• Curricula should be highly organized, correlated and Curricula should be highly organized, correlated and
aligned throughout the scope and sequence offered by aligned throughout the scope and sequence offered by schoolsschools
• Curricula should be based upon pre-established Curricula should be based upon pre-established standards and criteria. standards and criteria.
• Curricula should be “experiential” whenever possibleCurricula should be “experiential” whenever possible
Realism as a Philosophy of EducationRealism as a Philosophy of Education
Role of the Role of the TeacherTeacher
• A Realist teacher should be a subject matter expert.A Realist teacher should be a subject matter expert.• A Realist teachers should be able to present material in A Realist teachers should be able to present material in
an organized and systematic way.an organized and systematic way.• A Realist teacher should be able to explain the lesson A Realist teacher should be able to explain the lesson
objectives in a way that is understandable to the learner.objectives in a way that is understandable to the learner.• A Realist teacher should be able to effectively assess A Realist teacher should be able to effectively assess
students in such a way that all students are challenged students in such a way that all students are challenged and motivated to learn.and motivated to learn.
• A Realist teacher should understand current research A Realist teacher should understand current research and technology and be able to utilize it in the classroom.and technology and be able to utilize it in the classroom.
PragmatismPragmatism
• A 20th Century Philosophy• Often considered to be the “American”
philosophy– William James– George Herbert Mead– John Dewey
• A 20th Century Philosophy• Often considered to be the “American”
philosophy– William James– George Herbert Mead– John Dewey
John Dewey – Experience and
Educationp. 19
John Dewey – Experience and
Educationp. 19
The either/or of the two positions
Traditional Progressive
1 imposition from above
expression andcultivation ofindividuality
2 external discipline free activity
3 learning from text/teachers
learning throughexperience
4 acquire them as means ofby drill
attaining ends which makedirect vital appeal
5 prepare for remote future
make most of present opportunities
6 static aims and materials
awareness of changing world
OntologyOntology
• “What is real?” This is not a useful question.Human beings process perceptions through our senses and construct concepts or ideas. Reality is being constantly constructed through our experiences.
• “What is real?” This is not a useful question.Human beings process perceptions through our senses and construct concepts or ideas. Reality is being constantly constructed through our experiences.
EpistemologyEpistemology
• Truth is relative to a particular time, culture, place. We learn by making meaning of our experiences. We learn by solving meaningful problems.
• Truth is relative to a particular time, culture, place. We learn by making meaning of our experiences. We learn by solving meaningful problems.
AxiologyAxiology
• We derive our moral sense through the social consciousness of the human race. Through personal experience we form habits, beliefs, feelings and emotions. These are always shaped by our social world.
• We derive our moral sense through the social consciousness of the human race. Through personal experience we form habits, beliefs, feelings and emotions. These are always shaped by our social world.
AimsAims
• Education is a social process and school is a form of community life. School should promote personal growth on the part of every child.
• Education is a social process and school is a form of community life. School should promote personal growth on the part of every child.
MethodsMethods
• Methods should emerge from an understanding of a child’s powers and interests. A teacher should guide a child towards educative experiences that connect personal growth within community.
• Methods should emerge from an understanding of a child’s powers and interests. A teacher should guide a child towards educative experiences that connect personal growth within community.
CurriculumCurriculum
• Curriculum should grow out of life experiences. It should be centered in authentic problem solving and inquiry.
• Curriculum should grow out of life experiences. It should be centered in authentic problem solving and inquiry.
Role of the TeacherRole of the Teacher
• The teacher should be a guide, not a dispensor of information. Teachers should know their students and their subjects equally well so they can direct students towards educative experiences
• The teacher should be a guide, not a dispensor of information. Teachers should know their students and their subjects equally well so they can direct students towards educative experiences