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“DON’T LAUGH AT ME!”. “I’m the kid on every playground that is always chosen last.”. PRACTICAL INFLUENCES OF PHILOSOPHY. CHAPTER 11. What comes to mind when you are asked , “What is your philosophy of education?”. What will you teach? How will you teach it? How will you evaluate it?

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don t laugh at me
“DON’T LAUGH AT ME!”
  • “I’m the kid on every playground that is always chosen last.”
slide4
What will you teach?
  • How will you teach it?
  • How will you evaluate it?

Your philosophy will help determine your course of action.

slide5

“99% of the kids you deal with are great kids!The other 1% simply need your love and understanding.”

philosophy
Philosophy
  • The study of the nature of knowledge and existence and the principles of moral and ethical value.
  • The general principles of a field of study. (Philosophy of education)
  • Wisdom or insight applied to life itself.
  • The philosophical teachings of a group.
social perspectives the process of learning how to function in society families school
Social Perspectives – The process of learning how to function in society (families, school…)
  • The Fundamentalist Perspective – sees society as sharing a common set of values. This leads to institutions such as families, schools, govt. & religious bodies that promote social cohesion
  • The Conflict Perspective – sees schools as places where contending interest groups compete for educational advantage. They look for potential winners & losers when they look to change school programs.
roles of schools in society
Roles of Schools in Society
  • Transmission of the general culture
  • Dissemination of knowledge
  • Preparation of the world of work
  • Promotion of social and group relationships
  • Encouragement of social change.
philosophical perspectives axiology
Philosophical Perspectives -Axiology
  • Axiology focuses on questions of what ought to be
  • Is there a particular standard of moral behavior that you, the teacher, should emphasize? Many students have concluded that life is not worth living.Will you stress academics or moral behavior
  • How should life be lived?
  • Does life have any meaning?
  • What is the highest good?
  • What is moral & immoral?
  • What is beauty?
  • How should a person behave?
philosophical perspectives logic
Philosophical Perspectives - LOGIC
  • Logic deals with the relationships among ideas and is used to differentiate between valid and fallacious thinking.
  • Deductive reasoning – Make sure students have a solid grasp of principles or ideas through example. Direct instruction, advanced organizers, and lecture are teaching strategies that are often used.
  • Inductive reasoning – Gather a large number of examples before instruction begins to represent the principal you want to get across to learners. Inquiry approaches & discovery learning are teaching strategies used.
educational applications of philosophical ideas
Educational Applications of Philosophical Ideas

Be thinking – What will your own personal philosophy of education look like?

progressivism john dewey early 1900s
PROGRESSIVISM -John Dewey – Early 1900s
  • Teacher - assists learner- is a facilitator -emphasis on problem solving, not memorization
  • Strategies-because knowledge is tentative, students help plan what and how they will learn
  • Curriculum - skills attainment – community field trips
  • Management - lots of freedom to choose

Human beings are good & someone who is educated, has the insights to adapt to change

essentialism william bagley 1941
ESSENTIALISM – William Bagley (1941)
  • Teacher - teaches basic skills, courses taught separately, higher thinking skills encouraged, competency testing, teachers character must be outstanding; dates back to Ben Franklin “a can-do attitude” Lots of lecture – impart information to students – Students to learn & retain factual inform.
  • Strategies - lots of paper and pencil, reading classics, skill and drill - teacher authority – hard work & discipline.
  • Curriculum - reading, writing, and math, science and social studies in high school-don’t dilute with trivial subjects-arts and humanities frills-not preparing for adulthood
  • Management - student follows directions and behaves appropriately – Do not prepare for citizenship & work
perennialism
PERENNIALISM
  • Teacher - searching for truth and unchanging principles, avid reader and writer, condemns essentialists for memorizing what is always changing-want mastery of lasting truths
  • Strategies - stresses great works, art, literature, music-small group discussions
  • Curriculum-focus on literature, emphasis on getting concepts in math, science, social studies.

Certain basic truths/concepts must be mastered doesn’t want vocational training

  • Management-behavior expected to be in a rational manner. Came along after 1950
existentialism
Existentialism
  • Relatively recent model – has influenced education less than the other basic philosophies. Accountability & measuring outcomes are not important.
  • People should have freedom to make choices and identify their own reasons for existing. Each person must define truth, beauty, right & wrong for himself.
  • Sudbury Model – Schools place great emphasis on personal freedom – Learners shape their own experiences.
reconstructionism
RECONSTRUCTIONISM
  • Teacher - liberal thinker - challenges rules of the school district – wants teacher to raise issues, but not be a transmitter of knowledge.
  • Strategies - students encouraged to solve social problems-social reform
  • Curriculum - heavily multicultural-leads students to critically appraise all elements of society -
  • Management - liberal discipline

Want to improve the human condition through reform – believe society has lost its way

teacher education isu moral virtues
TEACHER EDUCATION-ISUMORAL VIRTUES
  • Sensitivity toward the varieties of individual and cultural diversity
  • Disposition and ability to collaborate ethically and effectively with others
  • Reverence for learning and seriousness of personal, professional, and public purpose
  • Respect for learners of all ages, with special regard for children and adolescents
teacher education isu intellectual virtues
TEACHER EDUCATION-ISUINTELLECTUAL VIRTUES
  • Wide general knowledge and deep knowledge of the content to be taught
  • Knowledge and appreciation of the diversity among learners
  • Understanding what affects learning and appropriate teaching strategies
  • Interest in and ability to seek out informational, technological, and collegial resources
  • Contagious intellectual enthusiasm and courage enough to be creative
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