Educational Philosophies

Defines/refers to/ derived from

Who decides or what is to be learned Teacher and external environment

Where does the knowledge come from The physical world

What is outmost importance

Classroom Practice

Curriculum

Assessment

Teachers role

tudents role

The pioneer

1.

Behaviorism 1912

The belief that free will is an illusion

- Human is merely the product of one environment - Moral standard ou ht to be derived from the scientific observation of human behavior

- !tudents are passive - The environment influences learnin -"t emphasis on modelin #drill$

"t is based on the environment

"ndividual pro ress is based on environment al tar et

dominant

recipient

%atson& 'avlop

2..

).

(ssentialism 19)*s Humanism #plato$& ralism #+arl poper$ 'erennialism

Traditional Bac+ to the basics #essence , math and natural science& readin & writin $

- The authors - Teachers

- Teachers - Boo+s

use a universal curriculum& ideas should rule

(xistence precedes essence

Teacher

The reat boo+s of ancient and medieval as well as modern times

- -espect for authority - Traditional teachin - 'erseverance - (mphasis in natural - .idelity to duty science such as - /onsideration for philosophy or others comparative reli ion - 'racticality -0eneral& liberal Teacher centered learnin should be in the possession of every human bein #based on teacher instruction$

Traditional disciplines form the foundation of the curriculum "t accepts flexibility in the curriculum #elementary and secondary curriculums$ "t is based on humanities.

Test

dominant

test

dominant

recipient

1.

(xistentialis m 192*s-193*s

"ndividual4st udents

a wide variety of options of sub5ect matters to choose

8.

'ro ressivis m 199*-2*th

5ohn dewey

reconstructi on of experiences to teach #previous and next$

The importance of culture and context in understandin what occurs in society and constructin +nowled e based on this understandin

The students9 needs and interest

- (xperience - !tudents9 curiosity - :earnin happens when the home& wor+place& schoolhouse blend to ether

- "t respects for individualism - "t re5ects the existence of any source of ob5ective& authoritative truth about metaphysics& epistemolo y& ethic - -espect for individuality - its hi h re ard for science - The existence of chan e -The physical universe is re arded as real and fundamental

!tudents are the sub5ects. !ub5ect matter ta+es second place to help the students understand and appreciate themselves as uni6ue individuals Teacher is as motivator& facilitator& stimulator

"ndividual4pe rformance test

7ominant

(xperiences& interest& abilities of the students are the main concern

- ;uthentic assessment

dominant

2.

!ocial /onstructivis m 198*s

Human as a member of society throu h his activity with his environment

- intersub5ectivity of social meanin # a shared understandin amon individuals whose interaction is based on common interest and assumptions that from the round for their communication

- reality #which is constructed throu h human activity$ - +nowled e #is as a human product and is socially and culturally constructed$ - learnin # as a social process. Meanin ful learnin occurs when individuals are en a ed in social activities$

considers authentic or <situated learnin <& where the student ta+es part in activities which are directly relevant to the application of learnin and which ta+e place within a culture similar to the applied settin

Based on the context in which learnin occurs and the social contexts that learners brin to their learnin environment

;uthentic assessment

Teacher is as partner& motivator& facilitator

#an active processor$ ;ctive in their learnin environm ent

=y ots+y

.3.
/o nitivis 1992 /o nitivism focused on the >brain? Human and his environment -elationship between one9s psycholo y and his (nvironment !tudy of how people see :earnin is mentally and understand the process which has relation of the whole to relationship with How human9s process and store information was Test 0ood conceptor who

Melinda and Nita active Bruner& ;usebel

Melinda and Nita

!o

Educational Philosophies Educational Philosophies

Defines/refers to/ derived from Defines/refers to/ derived from

!o

Who decides or what is to be learned Who decides or what is to be learned

Where does the knowledge come from Where does the knowledge come from

What is outmost importance What is outmost importance

Classroom Practice

Curriculum

Assessment

Teachers role Teachers role

tudents role tudents role

The pioneer

Classroom Practice

Curriculum

Assessment

The pioneer

1.

2.

Melinda and Nita