Philosophy of Education Rebekah Haithcock SLIS 5314- OL1 Assignment 5- Dr. Cogdell.

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Philosophy of Philosophy of Education Education Rebekah Haithcock Rebekah Haithcock SLIS 5314- OL1 SLIS 5314- OL1 Assignment 5- Dr. Cogdell Assignment 5- Dr. Cogdell

Transcript of Philosophy of Education Rebekah Haithcock SLIS 5314- OL1 Assignment 5- Dr. Cogdell.

Page 1: Philosophy of Education Rebekah Haithcock SLIS 5314- OL1 Assignment 5- Dr. Cogdell.

Philosophy of EducationPhilosophy of Education

Rebekah HaithcockRebekah Haithcock

SLIS 5314- OL1SLIS 5314- OL1

Assignment 5- Dr. CogdellAssignment 5- Dr. Cogdell

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IntroductionIntroduction

• Educational philosophies are made up Educational philosophies are made up of beliefs about the nature of learning of beliefs about the nature of learning and teaching, the process by which and teaching, the process by which students learn, and the rationale for students learn, and the rationale for education in society. Most philosophies education in society. Most philosophies lean toward one of the 4 major lean toward one of the 4 major educational philosophies: Perennialism, educational philosophies: Perennialism, Essentialism, Progressivism, and Essentialism, Progressivism, and Reconstructionism.Reconstructionism.

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Cohen, L.M. (1999). "Educational PCohen, L.M. (1999). "Educational Philosophies". Section III Philosophichilosophies". Section III Philosophical perspectives in education, part 3. al perspectives in education, part 3. Retrieved September 22, 2011 from oRetrieved September 22, 2011 from oregonstate.edu/instruct/ed416/PP3.htregonstate.edu/instruct/ed416/PP3.htmlml

• Perennialism and Essentialism are Perennialism and Essentialism are more traditional philosophies.more traditional philosophies.

• Progressivism and Reconstructionism Progressivism and Reconstructionism are more contemporary philosophies.are more contemporary philosophies.

• Eclecticism- does not hold rigidly to Eclecticism- does not hold rigidly to any single philosophy, but draws on any single philosophy, but draws on multiple theories (most of us do this).multiple theories (most of us do this).

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PerennialismPerennialism

• Focus: mindFocus: mind• Teacher as leaderTeacher as leader• Education’s purpose is to seek enduring truths Education’s purpose is to seek enduring truths

which are constant, not changing, through great which are constant, not changing, through great literature, art, philosophy, and religion (of literature, art, philosophy, and religion (of Western civilization)Western civilization)

• Related to Information Processing theory- The Related to Information Processing theory- The mind makes meaning through symbol-processingmind makes meaning through symbol-processing

• Related to Idealism- Ideas are the only true realityRelated to Idealism- Ideas are the only true reality• Proponent- Robert M. Hutchins and his Great Proponent- Robert M. Hutchins and his Great

Books ProgramBooks Program

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EssentialismEssentialism

• Focus: BodyFocus: Body• Teacher as leaderTeacher as leader• Teach students a basic “core” curriculum in a systematic way.Teach students a basic “core” curriculum in a systematic way.• Teach students hard work, respect for authority, and Teach students hard work, respect for authority, and

discipline.discipline.• Differs from Perennialism in that it allows for curriculum to Differs from Perennialism in that it allows for curriculum to

change over timechange over time• Related to Behaviorism and social learning- behavior is Related to Behaviorism and social learning- behavior is

shaped by design and determined by forces in the shaped by design and determined by forces in the environment. Learning occurs in response to stimuli and by environment. Learning occurs in response to stimuli and by observing and imitating others.observing and imitating others.

• Related to Realism: the world of physical objects is the Related to Realism: the world of physical objects is the ultimate reality. Reality exists independent of the human ultimate reality. Reality exists independent of the human mind.mind.

• Proponent: William BagleyProponent: William Bagley

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ProgressivismProgressivism

• Focus: ExperienceFocus: Experience• Teacher as facilitatorTeacher as facilitator• Learning is rooted in inquiry and interaction with others. Learning is rooted in inquiry and interaction with others.

Ideas should be tested by active experimentation.Ideas should be tested by active experimentation.• Education should focus on the whole child, not the content Education should focus on the whole child, not the content

or the teacher (student-centered)or the teacher (student-centered)• Related to cognitivism and constructivism- the learner Related to cognitivism and constructivism- the learner

actively constructs understandings of reality through actively constructs understandings of reality through interaction with environment and reflection on their actions.interaction with environment and reflection on their actions.

• Related to pragmatism: Truth is relative, the universe is Related to pragmatism: Truth is relative, the universe is dynamic and evolving, and the purpose of thought is action.dynamic and evolving, and the purpose of thought is action.

• Proponent: John DeweyProponent: John Dewey

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Reconstructionism/ Critical Reconstructionism/ Critical theorytheory• Focus: FreedomFocus: Freedom• Teacher as facilitatorTeacher as facilitator• Community-based, interactive learning- Analysis of Community-based, interactive learning- Analysis of

world events, controversial issues and diversity to world events, controversial issues and diversity to provide vision for a better world and social changeprovide vision for a better world and social change

• Quest for a better society and worldwide democracy, Quest for a better society and worldwide democracy, Curriculum focus on social actionCurriculum focus on social action

• Related to humanism- control over one’s own Related to humanism- control over one’s own destiny, emphasis on personal freedom and destiny, emphasis on personal freedom and responsibilityresponsibility

• Related to existentialism- reality is subjective and Related to existentialism- reality is subjective and within the individualwithin the individual

• Proponent- Paulo FreireProponent- Paulo Freire

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Philosophers I relate toPhilosophers I relate to

• John DeweyJohn Dewey

• Jean PiagetJean Piaget

• Jerome BrunerJerome Bruner

• I find myself almost entirely in I find myself almost entirely in agreement with what these 3 leaders agreement with what these 3 leaders put forth.put forth.

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John DeweyJohn Dewey

• Pragmatist school of thoughtPragmatist school of thought• One learns by doing and reflectingOne learns by doing and reflecting• pointed out that the authoritarian, strict, pre-ordained knowledge pointed out that the authoritarian, strict, pre-ordained knowledge

approach of modern traditional education was too concerned with approach of modern traditional education was too concerned with delivering knowledge, and not enough with understanding delivering knowledge, and not enough with understanding students' actual experiences students' actual experiences

• the school itself is a social institution through which social reform the school itself is a social institution through which social reform can and should take place can and should take place

• the purpose of education should not revolve around the acquisition the purpose of education should not revolve around the acquisition of a pre-determined set of skills, but rather the realization of one’s of a pre-determined set of skills, but rather the realization of one’s full potential and the ability to use those skills for the greater good full potential and the ability to use those skills for the greater good

• ““we must take our stand with the child and our departure from him. we must take our stand with the child and our departure from him. It is he and not the subject-matter which determines both quality It is he and not the subject-matter which determines both quality and quantity of learning” . Dewey believed in helping children to and quantity of learning” . Dewey believed in helping children to grow, but not to the point where the teacher or the content get grow, but not to the point where the teacher or the content get pushed aside.pushed aside.

• Field, Richard. (2005, April). “John Dewey (1859-1952)”. Field, Richard. (2005, April). “John Dewey (1859-1952)”. Internet Encyclopedia of Philosophy. Internet Encyclopedia of Philosophy. Retrieved September 20, Retrieved September 20, 2011 at http://www.iep.utm.edu/dewey/2011 at http://www.iep.utm.edu/dewey/

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Jean PiagetJean Piaget

• Progressivist/ constructivistProgressivist/ constructivist• "only education is capable of saving our societies from possible "only education is capable of saving our societies from possible

collapse, whether violent, or gradual." collapse, whether violent, or gradual." • Studied and theorized about 4 developmental stages, and found Studied and theorized about 4 developmental stages, and found

that children progressively enrich their understanding by building that children progressively enrich their understanding by building on previous knowledge, and that they learn best by interactionon previous knowledge, and that they learn best by interaction

• Through reflection, a child decides whether or not an action was Through reflection, a child decides whether or not an action was justifiedjustified

• Children's logic and modes of thinking are initially entirely Children's logic and modes of thinking are initially entirely different from those of adults. different from those of adults.

• theorized that as children interact with their physical and social theorized that as children interact with their physical and social environments, they organize information into groups of environments, they organize information into groups of interrelated ideas called "schemes". interrelated ideas called "schemes".

• There are genetic constraints in people- a child cannot be forced There are genetic constraints in people- a child cannot be forced from one stage to another, and they must go through certain from one stage to another, and they must go through certain stages before others can be started.stages before others can be started.

• http://www.nndb.com/people/359/000094077/http://www.nndb.com/people/359/000094077/

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Jerome Bruner Jerome Bruner

• Progressivist/ ConstructivistProgressivist/ Constructivist– We are actively involved in making sense of the world around We are actively involved in making sense of the world around

us rather than being passive receivers of informationus rather than being passive receivers of information– developed the concept of discovery learning which promoted developed the concept of discovery learning which promoted

learning as a process of constructing new ideas based on current learning as a process of constructing new ideas based on current or past knowledge or past knowledge

– Learner Learner is capable of learning any material so long as the is capable of learning any material so long as the instruction is organized appropriately instruction is organized appropriately

– people interpret the world in terms of its similarities and people interpret the world in terms of its similarities and differences: "To perceive is to categorize, to conceptualize is to differences: "To perceive is to categorize, to conceptualize is to categorize, to learn is to form categories, to make decisions is to categorize, to learn is to form categories, to make decisions is to categorize." categorize."

– Two modes of thought: Narrative thinking (where Two modes of thought: Narrative thinking (where the mind the mind engages in sequential, action-oriented, detail-driven thought) and engages in sequential, action-oriented, detail-driven thought) and Paradigmatic thinking (where the mind goes past details to stories Paradigmatic thinking (where the mind goes past details to stories and overall theme).and overall theme).

– Smith, M.K. (2002) 'Jerome S. Bruner and the process of education', Smith, M.K. (2002) 'Jerome S. Bruner and the process of education', the encyclopedia of informal the encyclopedia of informal educationeducation. Retrieved September 19, 2011 from . Retrieved September 19, 2011 from http://www.infed.org/thinkers/bruner.htmhttp://www.infed.org/thinkers/bruner.htm. .

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ComparisonsComparisons

• All 3 believed in student-centered All 3 believed in student-centered learninglearning

• Piaget and Bruner were both Piaget and Bruner were both progressivists and constructivistsprogressivists and constructivists

• All 3 believed learning is an active All 3 believed learning is an active process, and that the teacher is a guide process, and that the teacher is a guide in this process.in this process.

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Contrasts Contrasts

• Piaget and Bruner differ in the order of Piaget and Bruner differ in the order of development stages. While Bruner development stages. While Bruner allowed that stages could transition allowed that stages could transition differently. Piaget maintained that differently. Piaget maintained that growth is built on the foundation set in growth is built on the foundation set in earlier stages of development, so it earlier stages of development, so it would be pointless to teach a subject to would be pointless to teach a subject to a child that requires logical operations a child that requires logical operations if they have not yet completed this if they have not yet completed this stage. stage.

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Purpose of EducationPurpose of Education

• preparing our preparing our young people for young people for the workplace and the workplace and for citizenshipfor citizenship

• development of development of interpersonal skills, interpersonal skills, moral character, moral character, and ethical behavior and ethical behavior

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Process of EducationProcess of Education

• a child’s prior a child’s prior knowledge is an knowledge is an essential element in essential element in making connections making connections to new materialto new material

• Students learn by Students learn by doing and by doing and by reflecting on what reflecting on what they didthey did

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Nature of EducationNature of Education

• Learning is an emotional process.Learning is an emotional process.• Teachers can encourage students to explore Teachers can encourage students to explore

and satisfy their curiosity, but they also have a and satisfy their curiosity, but they also have a large role in helping children learn to respect large role in helping children learn to respect authority and cooperate with others, which are authority and cooperate with others, which are crucial to functioning well in our society.crucial to functioning well in our society.

• : “The ideal condition would be, I admit, that : “The ideal condition would be, I admit, that men should be right by instinct; but since we men should be right by instinct; but since we are all likely to go astray, the reasonable are all likely to go astray, the reasonable things is to learn from those who can teach.” things is to learn from those who can teach.” ~Sophocles~Sophocles

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ConclusionConclusion

• Like many of you, I fall under eclecticism, because Like many of you, I fall under eclecticism, because I pull certain beliefs from each philosophy, I pull certain beliefs from each philosophy, although I am more centrally rooted to although I am more centrally rooted to Progressivism. From the Essentialist family, I pull Progressivism. From the Essentialist family, I pull the idea that there should be a core curriculum. the idea that there should be a core curriculum. Although I like the idea of Perennialism, I believe Although I like the idea of Perennialism, I believe that students need to be exposed to many more that students need to be exposed to many more cultures besides Western civilization and thought, cultures besides Western civilization and thought, so I find Perennialism outdated for our needs. so I find Perennialism outdated for our needs. With existentialism, I agree that no matter what I With existentialism, I agree that no matter what I teach, I hope that students come closer to the teach, I hope that students come closer to the answer to: What is my purpose?”.answer to: What is my purpose?”.