philosophical foundations chapter 11. philosophy seeking after and loving wisdom philosophy of...
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Philosophical Foundations
Chapter 11
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Philosophy
Seeking after and loving wisdom Philosophy of life…a set of beliefs and
values that consciously and/or unconsciously govern our actions
Philosophy of education…a reasoned set of beliefs and values about teaching and learning
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Four main branches of Philosophy
Metaphysics…a study of the true nature of existence, what is real
What is the meaning of life? Does life have a purpose? Are people born good, evil or neutral? Does the universe have a design or purpose?
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Epistemology
A study of what and how we know, what is knowable
What are the limits of knowledge, where do we find the sources of knowledge? How do we acquire knowledge? Are there ways of determining the validity of knowledge? What is the truth?
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Logic
The study of the procedures for understanding the rules and techniques of reasoning
What is the validity of ideas and how can this be determined? What do our arguments mean? How can we avoid contradicting ourselves?
Deductive and Inductive reasoning
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Axiology The study of values Values broken into ethics and
aesthetics Ethics is concerned with right and
wrong…what one ought to do, how we should lead our lives
Aesthetics is concerned with the nature of beauty, how do we judge what we see, hear and touch
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Educational Philosophy
Beliefs about teaching and learning Understanding of knowledge Perception of students Determining what is worth knowing…
what knowledge is of most value?
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Perennialism Sees the world as unchanging and
permanent…all students learn and grow in similar ways
Teaching is orderly and carefully articulated. Traditional subjects of study are emphasized.
Students must internalize the wisdom of the ages…teachers talk, students listen.
Eternal truths are learned through great books
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Progressivism Believes that education is part of life itself, rather than
a preparation for life in the future Learners are active and self-motivated. Every student
has unique needs and interests. Teachers serve as facilitators. Students learn best
through active involvement. Knowledge is obtained by students as they interact
with others. Students construct knowledge from what they see, hear and do.
Process of knowing is more important than product.
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Essentialism Believes that every educated person must
have developed vital understandings in core areas of the curriculum
Student motivation often comes from the teacher and students must be disciplined to work hard to learn.
Teacher dispenses knowledge and students absorb knowledge.
Memorizing content and internalizing skills of traditional subjects
Traditional academic subjects, plus technology are what is valuable.
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Existentialism Views each person as an individual with the freedom
and responsibility for her or his own actions Students should have the freedom to choose, then
take responsibility for their choices. Teachers demonstrate the importance of the
discipline…individual experiences are promoted. Knowledge is discovering who we are as individuals. Knowledge that leads to self-discovery and
responsible choice is sought.
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Social Reconstructionism Believe that society must make significant
changes and schools are agents of change Students are the hope of the future and are
capable of changing society. Teachers lead by modeling democratic
actions. Much learning occurs outside of classrooms.
The information and learning needed to be a part of society why implementing positive change is important for students.
Life skills necessary to become successful change agents for all students
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Content of the Curriculum Perennialist…train the mind in core,
traditional subjects Progressivist…integrated curriculum
through topics of interest to students Essentialist…rigorous common core plus
technology…what is essential Existentialist…understand self and life’s
meaning Social Reconstructionist…understand social
justice and equity to create social change
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Instructional Methodology Perennialist…direct instruction, Socratic
method Progressivist…constructive and cooperative
learning Essentialist…traditional methods Existentialist…methods model decision
making and choosing Social Reconstructionist…methods vary to
guide students to understand and deal with social change
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Perspectives of management and discipline Perennialist…traditional methods that focus
on control and respect Progressivist…students actively participate
in planning and implementing class rules and consequences
Essentialist…follow rules and work hard Existentialist…students given equal
responsibility for problems and conflict Social Reconstructionist…importance of
community building, effective group action