Philosophy of Education

Transcription

1 8 Philosophy of Education CHAPTER DAVID MILLER SADKER KAREN R. ZITTLEMAN TEACHERS, SCHOOLS, AND SOCIETY TENTH EDITION McGraw-Hill 2013 McGraw-Hill Companies. All Rights Reserved.

2 8.1 TEACHER- AND STUDENT-CENTERED PHILOSOPHIES OF EDUCATION 8-2

3 8.2 ESSENTIALISM Emphasis on academics Promotion based on mastery of material Academically rigorous Curriculum determined by administrators and teachers 8-3

4 8.3 PERENNIALISM Focus on classic ideas Develop reason and moral qualities Emphasis on humanities and the Great Books Teachers set curriculum Little flexibility in curriculum Focus on concepts rather than facts Emphasis on learning for learning s sake 8-4

5 8.4 PROGRESSIVISM Education based on needs and interests of students Students learn by doing as well as from textbooks Teaching through field trips and games Emphasis on natural and social sciences Experiential learning Grouping by interest and abilities 8-5

6 8.5 SOCIAL RECONSTRUCTIONISM Physical world as the basis of reality Learn from meaningful social experiences Focus on social, political, and economic needs Learn by reconstructing society Become intelligent problem solvers, enjoy learning, live comfortably in and reshape the world 8-6

7 8.6 EXISTENTIALISM Emphasis on individuality Students determine what is true, right, beautiful Helping students understand themselves Teachers expose students to various paths; students choose which to follow Humanities emphasized Math and science deemphasized Rarely found in public schools No grading system 8-7

8 8.7 CONSTRUCTIVISM Centered on the learner Constant need to make sense of new information Scaffolding links new information Student and teacher constantly challenge assumptions 8-8

9 8.8 BEHAVIORISM Views free will as an illusion Reality based on scientific observation Positive rewards encourage desired behavior Curriculum based on incremental learning Curriculum is controlled by school personnel 8-9

10 8.9 BRANCHES OF PHILOSOPHY 8-10 Figure 8.1