CHAPTER 8

EDF 1005 SADKER 9TH EDITION

Philosophy of Education

Finding Your Philosophy of Education

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Do I have a Philosophy of Education?Why do I teach the way I do?Take inventory pages 274 - 278 & bring

result to class.

Essentialism (Teacher Centered )

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Back to Basics Essentials

Academic Knowledge Patriotism Character Development

Neoessentialism Core Graduation

Requirements Stronger Standards More Testing

Teachers & Students William Bagley E.D. Hirsch

Cultural Literacy

Classroom Core Curriculum Master Then Promotion

Teacher Intellectual Model Moral Role Model

What Is “Basic?” Less Is More

Single Topics More Depth

Perennialism (Teacher Centered)

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“Everlasting”Enduring ThemesQuestions that span

the agesGreat BookDevelop Rational

Critical ThinkingPrepare

Intellectually Gifted Leaders

Often Religious

ClassroomReading

Most Important No Electives

Teacher Discussion Leaders

Current Topics Not Included “Training the Mind”

Paideia Core / Single Curriculum

Progressive(Student Centered)

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Less Authoritarian Prepare Students’

For Changing Future Learner at Center of Educational Process Student’s

Concerns Curiosity Real World Experiences

Pragmatism If it works, do it! Supports Democracy

John Dewey Learn Best Through Social

Interaction in the Real World Analyze and Draw Conclusions Standardized Tests -Not AS

Important

Classroom Laboratory School –

University of Chicago Experience Experiment Book Learning No Substitute for Real

Experience Cooperative Learning Project Approach Scientific Method Teacher/Facilitator

Social Reconstructionism (Student Centered)

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George Counts (1920) Dewey’s Student

Schools Lead Social Change

Create More Just Social Order

Social Problems Rooted in Ignorance

Students Select Educational Objectives

Jane Roland Martin “Schoolhomes” 3 C’s

Caring Concern Connection

Classroom Teacher introduces Topics Student Drive Inquiry Democratic Classroom Projects with Real Social

Value Paulo Freire

Social Darwinism Society sorts and more

talented raise to the top Praxis

Actions based on sound theory and practice

Teacher Competency Exam

Existentialism(Student Centered)

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The “Individual” Determines Truth

Student Finds Meaning and

Direction of Their LivesAdults Should Not

Direct LearningDefine Life's Meaning School Help Define

Why am I here? What is my purpose?

ClassroomOpposite EssentialismCreate Environment

For students to “find their way”

Math/Science Not Emphasized

Learning Self-paced Self-directed

Sudbury Valley School

Constructivism(Psychological Influences)

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Learner Must Construct All

Knowledge Piaget & VygotskyLearning

Constant Effort Assimilate New

InformationScaffolding

Teacher Builds New Knowledge on Prior

Knowledge Link New Knowledge to

Prior Knowledge

Behaviorism (Psychological Influences)

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Behaviorism Free will is an Illusion Humans Entirely Shaped by

Environment People Act in Response to

Physical Stimuli

B. F. Skinner Positive Reinforcement Behavior Modification

Lee and Marlene Canter Assertive Discipline

Cultural Influences on Education

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Ethnocentrism Viewing One’s Culture of Superior to Others

Informal Education Children Learn From Adults and Older

Children Observing, Helping, Imitating

Oral Tradition Spoken Language Becomes Primary Method

of Instruction

Classical Western Philosophy

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Socrates (469-399 B.C.E.) Socratic Method Questioning Students to Think, Draw Answers

Plato (427-347 B. C.E.) Student of Socrates Founded

The Academy First University

Aristotle (384-322 B.C.E.) Alexander the Great Lyceum Highest Good – A Virtuous Life Golden Mean

Basic Philosophical Issues

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Metaphysics Origin & Structure of Reality Reality of Our World

Epistemology Nature and Origins of Human Knowledge

Materialism Existence of only the Physical = Existence of Matter Public School Science Curriculum Study of Nature Through Scientific Method Material World Is Real

Ethics, Political Philosophy, Aesthetics, Logic

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Ethics Study of Good and Bad

Political Philosophy Past and Present Societies Are Arranged Governed to Create Better Societies (Schools)

Aesthetics The nature of Beauty

Logic Reasoning Deductive Reasoning

General Rule Application Inductive Reasoning

Generalizations Made After Specific Observations

Eclectic Philosophy

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YesChanges With Experience and Situations and

StudentsAsk Field Experience Teacher if Her/His

PhilosophyHas Changed