Philosophy Matrix Use the Knight textbook to complete this matrix. See the syllabus for detailed instructions. The following list is to help you consider what should be written in each column. Metaphysics = What is reality/truth? What is purpose and meaning in life? Epistemology = Is it possible to know reality/truth? If so‚ how? Axiology = What values should be developed in education? Learner’s Nature = What is the role of the learner? What is the human condition? Good? Bad? Neutral?
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Aims of Education * The purpose of education is to contribute to the development of the mind and self of the learner. * The education-imparting institute should emphasize intellectual activities‚ moral judgments‚ aesthetic judgments‚ self-realization‚ individual freedom‚ individual responsibility‚ and self-control in order to achieve this development. Curriculum * The curriculum is based upon the idea or assumption of the spiritual nature of man. * This idea in turn leads to
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THE TEN EDUCATIONAL PHILOSOPHIES AND EDUCATIONAL THEORISTS AND THEIR CONTRIBUTIONS ANDRES SORIANO COLLEGE MANGAGOY BISLIG CITY SUBMITTED TO PROF.RADIGUNDA HAGANUS‚ Ph.D SUBMITTED BY JESSEL L. LUSANTA DECEMBER 2013 THE TEN EDUCATIONAL PHILOSOPHIES 1. Social Reconstructionism Social reconstructionism is a philosophy that emphasizes the addressing of social questions and a quest to create a better society and worldwide democracy. Reconstructionist
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Traditional education From Wikipedia‚ the free encyclopedia Traditional education‚ also known as back-to-basics‚ conventional education or customary education‚ refers to long-established customs found in schools that society has traditionally deemed appropriate. Some forms of education reform promote the adoption of progressive education practices‚ a more holistic approach which focuses on individual students’ needs and self-expression. In the eyes of reformers‚ traditional teacher-centered methods
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The main focus in this course‚ broadly‚ was the concept that ideas drive events. It seems sufficient to begin by reflecting back to one of the first few classes. Somewhere in that hour and a half class‚ I remember learning about educational perennialism. This is the notion‚ derived from Robert Hutchins‚ that there are a group of ideas that keep coming back and remain relevant in our present and in our future; in other words‚ it is the concept that history is repeated. The idea behind this concept
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Education and‚ the Role of Philosophy In The Journey through American Education “Curriculum as a field of study has been characterized as elusive‚ fragmentary and confusing” (Ornstein and Hunkins‚ 2009‚ p. 1). According to Wikipedia‚ education is any act or experience that has a formative effect on the mind‚ character‚ or physical ability of an individual and is the process by which society deliberately transmits its accumulated knowledge‚ skills and values from one generation to another
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and discuss my personal educational philosophy of learning and instruction as a way to enhance my personal and professional developments. | There are many educational philosophies that determine which teaching instruction you use. These include: perennialism‚ idealism‚ realism‚ experimentalism‚ existentialism (UOP‚ 2002)‚ essentialism‚ progressivism‚ and behaviorism (Shaw‚ n.d). Effective teaching may be classified as transmission‚ apprenticeship‚ developmental‚ nurturing‚ and social reform (Pratt
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AIMS OF EDUCATION Education has been conceived so variously in human history‚ especially in term of its aims. Chopra (2005) defines the term ‘Aims’ as: “Long-term ambitions which may or may not be achieved‚ but which provide personal motivation and direction” (p.16). Perhaps more than other aspects of human existence‚ it is education which lends a direction to human efforts through a certain underlying ‘philosophy’: “a set of ideas about the nature of reality and about the meaning of life” (McNergney
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1.0 Educational Philosophy 1.1 Introduction There are five main philosophical schools of thought in education which are essentialism‚ perennialism‚ progressivism‚ existentialism and reconstructionism. However‚ here I have only chosen the philosophies which believe in student-centred approach. There are three philosophies that hold the similarity of being less authoritarian and placing the students as the centre in learning process. These three philosophies reject essentialism and do not agree with
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School Setting My field study was conducted at the Talented and Gifted School for Young Scholars (T.A.G.) Middle School located in the East Harlem section of Manhattan. T.A.G. is a selective public school‚ governed by the NYC Department of Education. It was founded in 1989 as a magnet program within the school system’s District 4‚ and became an independent K-8 gifted and talented school in 2004. T.A.G. is one of only three gifted and talented programs in New York City. It serves students identified
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