ABU DHABI UNIVERSITYABU DHABI UNIVERSITY
College of Education Foundations of Education
Course OutlineCourse Outline
Course Number: EDA 100 Credit Hours: 3 Course Pre- requisites: Not Required Course Status: Compulsory for majors/
Elective for none majors Instructor’s Name: Dr. Joyce Pittman,
Ph.D. E-mail: [email protected] Tel No:
Introduction Introduction
This course aims at understanding the
historical philosophical social and psychological foundations of
education
PurposePurpose
Develop students’ awareness of the nature of teaching and the learning process and
Acquaint students with the unique features of the UAE society.
Topics include:Topics include:
educational concepts such as schooling, learning and experience
… in the light of some educational, cultural, social, historical changes in the UAE educational system
Study will also includeStudy will also include
Exploring formal and non-formal institutions and their role in education in the UAE
Discussions and readings will include school leadership and management
Learning Objectives Learning Objectives
Upon successful completion of this course, students should be able to:
Develop a personal philosophy of education statement focusing on what it means to learn, what it means to teach and what forms of knowledge are worth learning.
Examine issues of education and diversity within historical and contemporary contexts.
andand Analyze contemporary issues involved in
school politics including: finance, school board and district relations, teacher unionism, the nature of professionalism, privatization and choice alternatives.
Broaden their awareness of many complex issues found at the core of educational issues.
Finally,Finally,
Develop the potential for reflective, critical thinking, and improve ability to effectively communicate their thinking via written and spoken word
Analyze contemporary issues in school administration and management
Basic VocabularyBasic Vocabulary
EducationTheoryPrinciplesPhilosopher
Now, Part 1 of 3 short sessions during the next 3 hours.
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Lecture 1 Lecture 1 Education: Definition, Meaning Education: Definition, Meaning and Functionsand FunctionsEducation is defined in many different
ways by different philosophers and thinkers
The question is why and how these definitions manifest or “come to exist?
Reasons for Different Interpretations Reasons for Different Interpretations and Definitions of Educationand Definitions of Education
There are many reasons.However, Aggarwal’s research suggests that
most beliefs or philosophies come from one’s own outlook on life and past experiences.
1. Complex nature of human1. Complex nature of human personality personality
.
2. Complexity of human environment2. Complexity of human environment
Life is no longer simple.The World is Flat! (Friedman, 2005)
3. Different philosophies of life3. Different philosophies of life
Philosophers have defined education based on personal philosophy of life!
4. Different educational theories and 4. Different educational theories and practicespractices
Different schools of psychologyDifferent opinions
Education - How They View ItEducation - How They View It
Aristotle Aurobindo Cormenius Confucius Dayanand
Dewey Emerson Erasmus Froebel Gandhi
Harris t. William
Herbart Horne Huxley M.L. Jacks
James, William
Krishnamurti Locke Milton Montaigne
Munshi, K.M. Nehru and Munshi, K.M.
Nunn Parker, Francis W.
Pestalozzi
Plato Radhakrishnan
Raymont Redden Rigveda
Rousseau Ruskin Socrates Spencer Tagore
Brihadaranayak Upanishda
Vivekananda Webster, Daniel
Zakir, Husain Kilpatrick
The meaning of the term The meaning of the term ‘best in man’‘best in man’
Body
Mind
Spirit
How can we draw out the best How can we draw out the best in students?in students?
As educators we mustAs educators we must
Touch their heartsShare their joys and sorrowsHelp them to face problems and solve
them (Ghandhiji)
True education must draw out True education must draw out and stimulateand stimulateSpiritual Intellectual andPhysical faculties of the learners (the
children and adults)
andand
According to Ghandiji, any educational system that places emphasis on only of these four basic aspects of human personality is against the basic principle of education.
Break TimeBreak Time
Please return to class promptly in 15 minutes.
Welcome back!Welcome back!
Part 2
Education: Continuous Reorganization Education: Continuous Reorganization and and
Integration of Activities and ExperiencesIntegration of Activities and Experiences
When does education take place?When does education take place?
When new ideas combine with the old.
Education: A Process of RealizationEducation: A Process of Realization
“It curbs the animal instincts in man and shows him the way to realize his latent powers”.
Belief aspects and contributorsBelief aspects and contributors
Ghandi - drawing out the best Ross - modification of natural development Nunn - complete development of
individuality Tagore - enabling the mind to discover the
ultimate truth about our emancipation…
Each philosopher though different, express similar beliefs about how self-realization
emerges through education.
Three Experiential Activity Three Experiential Activity StagesStages
Child sees the flame
Child grasps the meaning of the flame
Child begins to perceive new bearings and
new connections
Break TimeBreak Time
Education: A Lifelong ProcessEducation: A Lifelong Process
Education is a continuous and lifelong process - ever changing.
It is the process of development from infancy to maturity
From the time we are born and thereafter - learning continues.
Education - Lifelong ProcessEducation - Lifelong Process
Education - A Lifelong Process
A Tripolar ProcessInteraction of educator's personality
EducandSocial context
A Deliberate ProcessEducator fully aware
Aims to change behaviourpersonality
Child Limitations
Psychological and SocialProcess
Educator must understandnature, interests, capacities
A Bipolar ProcessEducator and EducandInfluence each other
Part 3Part 3
Wider Meaning of EducationWider Meaning of Education
……all life thoughtfully lived is all life thoughtfully lived is education (Kilpatrick)education (Kilpatrick)Explain details of this statement Give an exampleExercise to re-enforce learning
Narrow Meaning of EducationNarrow Meaning of Education
Explain details of this statement Give an exampleExercise to re-enforce learning
Formal, Informal, and Non-Formal, Informal, and Non-Formal EducationFormal EducationExplain details of this statement Give an example of each type of
educationExercise to re-enforce learningYou may want to refer to the
Comparative Study Table to support of your example
Economic and Non-Economic Economic and Non-Economic Ends of EducationEnds of EducationEducational theory and practice far
apartWhy?
Moving on . . .Moving on . . .
Why are the Principles of International Cultural Cooperation important?
Compare/contrast the PICC principles the main features of `lifelong learning’ and emerging virtual learning environments (Internet and computers).
Education and Socio-Economic Education and Socio-Economic and Political Changesand Political Changes Factors that have influenced and shaped
educational objectives are Geographical Economic Religious Political Social Linguistic
SummarySummary
THE CLASSICAL EDUCATIVE PROCESS
Whom to EducateChild
Who is to EducateTeacher
What to EducateCurriculum
How to EducateMethods of Teaching
When to EducateMotivation
Where to EducateSchool
Why to EducateAims
EvaluationEvaluation
State what has been learned in one short paragraph and
Define ways to apply learningYou may request feedback from
lecture questions, learning activities, and readings.
Where to Get More InformationWhere to Get More Information
Other class sessionsBooks, reserved library articles,
electronic sources (E.g. google, webcrawler, scholargoogle, alta vista and other search engines)
Online discussions using blogs, text messaging, or even email to talk to other classmates about the assignments and readings.
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