Naturalism (Report)
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Transcript of Naturalism (Report)
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NATURALISM
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Is a concept that firmly believes thatultimate reality lies in the nature of the
matter. Matter is considered to be supremeand mind is the functioning of the brain thatis made up of matter.
A term loosely applied in educationaltheory to systems of training that are notdependent on schools and books but on
manipulation of the actual life.A type of literature that attempts to apply
scientific principles of objectivity and
detachment to its study of human beings.
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AIMSComplete livingis the general aim .
This impression is borne out of the
following objectives:
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Self-preservationis the first of the five
objectives. In order to livecompletely, as man has first of all to
live, he has to continue his own
existence. While instinct is the chiefguarantee of this objective,
education may also help by
acquainting the learner with the lawsof health and enabling him to earn a
living.
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Securing the necessities of life.It is
especially in the realm ofdeveloping economic efficiency
that education helps in preserving
life. Money is not life, but it is anecessity in maintaining life.
Education should train directly for
success in this important function.
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Raising children. The most
important function of men andwomen are being parent.Therefore education should deal
unashamedly both with the careof children in the nursery and thediscipline of them as growing boys
and girls.
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Maintenance of social and
political relations. Beyond thehome in the far-reaching social
structure, man must have some
understanding and mastery ofsocial and political processes if
living is to be complete. He must
be a wise citizen who is equippedfor effective social and political
action.
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Enjoyment of leisure. Life is not all
serious struggles, keepingphysically strong, earning a living,
being a responsible parent and an
earnest citizen. Complete livingalso includes freedom fromstruggle some of the time for
gratification of the tastes andfeelings.
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METHODSMethods of instruction should be
inductive.
This follows from Natures advice thatteaching make fullest use of the self-
activity of the pupil, telling him as little
as possible and encouraging him todiscover as much as possible for
himself.
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To tell a child this and to show him
that only make him a recipient ofanothers observations. If the
learning intellect is to be guided to
its appropriate food, children mustmaster the art of independent
observation and direct
acquaintance.
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The educational implications of the
naturalistic theory holds that good
education is pleasurable, thus,methods of teaching should be based
upon the belief that the child is not
averse to learning, but enjoys it.Teaching methods and materials will
appeals to students natural inclinationto learn.
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Naturalism maintains that all
teaching methods should be
based on experience.
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THE LEARNERSThe pupil is to the teacher what
man is to the philosopher.
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For man who is interpreted by the
philosopher also has variouspractical engagements, one of
which is being a pupil at school in
his formative years, may be astudent in institutions of advanced
learning during his more mature
years, and we hope a learnerthroughout life.
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If a philosopher is also a teacher
and at the same time is consistentin both though and practice, he
will view man as a pupil in theclassroom in the same way he
thinks of him when philosophizing.
So the doctrine of the pupil isvirtually the doctrine of man in the
classroom.
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THE TEACHERThe teachers role is to remain in
background
The natural development of child should
be stimulated. Since, Nature isconsidered to be best educator.
The teacher is the observer and
facilitator of the childs developmentrather than a giver of information, ideas,ideals and will power or a molder of
character.
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Is a person who is completely in tune
with nature .He has a profound faith inthe original goodness of humannature.
Teacher should not be in a hurry tomake the child learn. Instead heshould be patient, permissive and non-intrusive.
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SCHOOLIts most important job as an
educational agency is to see to it thatthe child learns how to preserve his ownphysical health and well-being.
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While Rousseau, proposes that formal
schooling is both unnecessary andharmful to education according tonature other naturalists believed thatalthough the parents role is veryimportant in the childs education, oneshould have formalized institutionswhose very existence is rooted in
nature.
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PROPONENTJean-Jacques Rousseau (1712-1778)Was a major Genevois philosopher,
writer and composer of the 16thcentury.
His political philosophy heavilyinfluenced French revolution.
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His novel Emily, is a seminal treatise on
the education of the whole person. Heconsidered it as the most important ofall his writings.
Tackles how education can best servea person through a developmentalprocess and discusses how man can
retain his innate human goodness in acorrupting society
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PHILOSOPHERS
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German mathematician and
philosopher. He occupies aprominent place in the history of
mathematics and the history of
philosophy.
Developed the infinitesimalcalculus independently of Isaac
Newton, and Leibniz'smathematical notation has beenwidely used ever since it was
published.
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One of the most prolific inventorsin the field of mechanical
calculators.
Refined the binary numbersystem, which is at the foundationof virtually all digital computers.
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In philosophy, Leibniz is most
noted for his optimism His conclusion that our Universe is,
in a restricted sense, the best
possible one that God could have
created.
One of the three great 17thcentury advocates of rationalism
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The work of Leibniz anticipated
modern logic and analyticphilosophy, but his philosophy also
looks back to the scholastic
tradition, in which conclusions areproduced by applying reason to
first principles or prior definitionsrather than to empirical evidence.
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Locke's theory of mind is often
cited as the origin of modernconceptions of identity and the
self, figuring prominently in thework of later philosophers such asHume, Rousseau, and Kant.
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Locke was the first to define the self
through a continuity of consciousness.He postulated that, at birth, the mindwas a blank slate or tabula rasa.Contrary to Cartesian philosophybased on pre-existing concepts, hemaintained that we are born withoutinnate ideas, and that knowledge is
instead determined only byexperience derived from senseperception