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Philosophers Flashcards

1
Q

Educate the rational person

A

Perennialism

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2
Q

cultivate intellect

A

Perennialism

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3
Q

teachers assist students to think with reason (critical thinking)

A

perennialism

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4
Q

focus: classical subjects, literary analysis, curriculum is enduring

A

perennialism

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5
Q

use of great books (Bible, Koran, Classics) and liberal arts

A

perennialism

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6
Q

Plato, Aristotle, Thomas Aquinas

A

perennialism

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7
Q

to promote intellectual growth of learners to become competent

A

essentialism

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8
Q

teachers are sole authoritiees in the subject area

A

essentialism

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9
Q

essential skills or 3R, essential subjects

A

essentialism

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10
Q

back to basics, excellence in education, cultural literacy

A

essentialism

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11
Q

promote democratic social living

A

progressivism

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12
Q

William Bagloy

A

Essentialism

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13
Q

John Dewey

A

Progressivism

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14
Q

teacher leads for growth and development of lifelong learners

A

progressivism

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15
Q

education for change

A

Reconstructionism

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16
Q

interdisciplinary subjects, learner-centered, outcomes-based

A

progressivism

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17
Q

equal opportunities for all, contextualized curriculum, humanistic education

A

progressivism

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18
Q

teachers acts as agent of change and reforms

A

Reconstructionism

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19
Q

school and curricular reform, global education, collaboration and convergence, standards and competencies

A

Reconstructionism

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20
Q

to improve and reconstruct society

A

Reconstructionism

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21
Q

Theodore Brameld

A

Reconstructionism

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22
Q

He stated the curriculum development

A

Franklin Bobbit

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23
Q

present and future educational landscape

A

Reconstructionism

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24
Q

The Curriculum

A

Franklin Bobbit

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25
Q

Curriculum is a science that emphasizes students need

A

Frank Bobbit
Werret Charters

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26
Q

Curriculum prepares learners for adult life

A

Frank Bobbit

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27
Q

Objectives and activities should group together when tasks are clarified

A

Frank Bobbit

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28
Q

Objectives and activities should match

A

Werret Charters

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29
Q

Subject matter or content relates to objectives

A

Werret Charters

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30
Q

Curricula are purposeful activities which are child-centered

A

William Kilpartick

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31
Q

Curriculum is child development and growth

A

William Kilpartick

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32
Q

Teacher and student plan the activities

A

Willian Kilpartick

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33
Q

Curriculum develops social relationships and small group instructions

A

William Kilpartick

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34
Q

Curriculum should develop the whole child

A

Harold Rugg

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35
Q

Curriculum is child-centered

A

Harold Rugg

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36
Q

Curriculum should produce outcomes with the statement of objectives and related learning activities

A

Harold Rugg

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37
Q

He emphasized social studies and suggested that the teacher plans curriculum in advance

A

Harold Rugg

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38
Q

Curriculum is organized around social functions of themes. organized knowledge and learner’s interest

A

Hollis Caswell

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39
Q

Curriculum, instruction and learning are interrelated

A

Hollis Caswell

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40
Q

Curriculum is a set of experiences,

A

Hollis Caswell

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41
Q

Subject matter is developed around social functions and learners’ interests

A

Hollis Caswell

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42
Q

Curriculum is a science and extension of school’s philosophy

A

Ralph Tyler

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43
Q

Curriculum is always related to instruction

A

Ralph Tyler

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44
Q

It is based on students’ needs and interest

A

Ralph Tyler

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45
Q

Subject matter is organized in terms of knowledge, skills, and values

A

Ralph Tyler

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46
Q

The process emphasizes problem solving

A

Ralph Tyler

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47
Q

Curriculum aims to educate generalists and not specialists

A

Ralph Tyler

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48
Q

She contributed to the theoretical and pedagogical foundations of concepts development and critical thinking in social studies curriculum

A

Hilda Taba

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49
Q

She helped lay foundation for diverse student population

A

Hilda Taba

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50
Q

He described change as a cooperative endeavor

A

Peter Oliva

51
Q

Teachers and curriculum specialist constitute the professional core of planners

A

Peter Oliva

52
Q

Significant improvement is achieved through group activity

A

Peter Oliva

53
Q

Father of the classical conditioning theory, S-R theory

A

Ivan Pavlov

54
Q

The key to learning is early years of life is to train them what you want them to become.

A

Ivan Pavlov

55
Q

S-R Theory is a foundation of learning practice called indoctrination.

A

Ivan Pavlov

56
Q

He championed the connectionism theory.

A

Edward Thorndike

57
Q

He proposed the three laws of learning

A

Edward Thorndike

58
Q

three laws of learning

A

Law of readiness
Law of exercise
Law of effect

59
Q

Specific stimulus has specific response.

A

Edward Thorndike

60
Q

He proposed the hierarchical learning theory

A

Robert Gagne

61
Q

Learning follows a hierarchy.

A

Robert Gagne

62
Q

Behavior is based on prerequisite conditions.

A

Robert Gagne

63
Q

He introduced tasking in the formulation of objectives.

A

Robert Gagne

64
Q

Cognitive development has stages from birth to maturity.

A

Jean Piaget

65
Q

Keys to Learning

A

Assimilation
Accommodation
Equilibration

66
Q

stages from birth to maturity

A

Sensorimotor stage (0-2), preoperational stage
(2-7), concrete operations stage (7-11) and formal operations (11 - onwards).

66
Q

incorporation of new experience

A

Assimilation

67
Q

learning modification and adaptation

A

Accomodation

68
Q

balance between previous and later learning

A

Equilibration

69
Q

Cultural transmission and development stage.

A

Lev Vygotsky

70
Q

Children could, as a result of their interaction with society, actually perform certain cognitive actions prior to arriving at developmental stage.

A

Lev Vygotsky

71
Q

Learning precedes development.

A

Lev Vygotsky

72
Q

Sociocultural development theory

A

Lev Vygotsky

73
Q

Pedagogy creates learning processes that lead. to development.

A

Lev Vygotsky

74
Q

The child is an active agent in his of her educational process.

A

Lev Vygotsky

75
Q

multiple intelligences

A

Howard Gardner

76
Q

Humans have several different ways of processing information and these ways are relatively independent of one another.

A

Howard Gardner

77
Q

There are eight intelligences

A

linguistic, logico-mathematical, musical, spatial, bodily/kinesthetic, interpersonal, intrapersonal, and naturalistic

78
Q

8 intelligences

A

Howard Gardner

79
Q

Emotion contains the power to affect action.

A

Emotional Quotient

80
Q

Emotional Quotient

A

Daniel Goleman

81
Q

Learning is explained in terms of “wholeness” of the problem.

82
Q

Human beings do not respond to isolated stimuli but to an organization or pattern of stimuli.

83
Q

Learning is complex and abstract.

84
Q

Learners analyze the problem, discriminate between essential and nonessential data, and perceive relationships.

85
Q

Learners will perceive something in relation to the whole. What/how they perceive is related to their previous experiences.

86
Q

He advanced the Self-Actualization Theory.

A

Abraham Maslow

87
Q

Classic theory of human needs

A

Abraham Maslow

88
Q

A child whose basic needs are not met will not be interested in acquiring knowledge of the world.

A

Abraham Maslow

89
Q

He put importance to human emotions, based on love and trust.

A

Abraham Maslow

90
Q

Produce a healthy and happy learner who can accomplish, grow and actualize his or her human self.

A

Abraham Maslow

91
Q

Nondirective and therapeutic learning

A

Carl Rogers

92
Q

He established counselling procedures and methods for facilitating learning.

A

Carl Rogers

93
Q

Children’s perceptions, which are highly individualistic, influence their learning and behaviour in class.

A

Carl Rogers

94
Q

Curriculum is concerned with process, not product; personal needs, not subject matter, psychological meaning, not cognitive scores.

A

Carl Rogers

95
Q

Schools and Society

A

Schools, Society, Knowledge

96
Q

source of change

97
Q

agents of change

98
Q

an agent of change

99
Q

Influence of society and social context in education

A

Emile Durkheim

100
Q

Things that surround individuals can change, develop their behavior.

A

Emile Durkheim

101
Q

Considered two fundamental elements which are schools and civil society

A

Emile Durkheim

102
Q

Wrote the book Future Shock

A

Alvin Toffler

103
Q

Believed that knowledge should prepare students for the future

A

Alvin Toffler

104
Q

Suggested that in the future, parents might have the resources to teach prescribed curriculum from home as a result of technology, not in spite of it. (Home Schooling)

A

Alvin Toffler

105
Q

Foresaw schools and students worked creatively, collaboratively, and independent of their age

A

Alvin Toffler

106
Q

Education as a means of shaping the person and society through critical reflections and
“conscientization”

A

Paolo Freire

107
Q

Emphasis on questioning problem posing and critical thinking

A

Paolo Freire

108
Q

Teachers use questioning and problem posing approach to raise students’ consciousness

A

Paolo Freire

109
Q

Major book: Pedagogy of the Oppressed, 1968

A

Paolo Freire

110
Q

Curriculum organized around needs of society and the students

A

John Goodlad

111
Q

Reduce student conformity in classroom Constant need for school improvement

A

John Goodlad

112
Q

Emphasis on active learning and critical thinking Involvement of students in planning curriculum content and instructional activities

A

John Goodlad

113
Q

Need to align content with standards

A

John Goodlad

114
Q

Major book: A Place Called Schools, 1984; What Are Schools For? 1989

A

John Goodlad

115
Q

Broaden the conception of curriculum to enrich the practice

A

William Pinar

116
Q

Understand the nature of the educational experience

A

William Pinar

117
Q

Curriculum involves multiple discipline

A

William Pinar

118
Q

Curriculum should be studied from a historical, racial, gendered, phenomenological, postmodern, theological and international perspectives.

A

William Pinar

119
Q

Social Foundations

A

Alvin Toffler
Emile Durkheim (1858-1917)
Schools and Society

120
Q

Humanistic Psychology

A

Gestalt
Abraham Maslow (1908-1970)
Carl Rogers (1902-1987)

121
Q

Cognitive Information Processing Theory

A

Jean Piaget (1896-1980)
Lev Vygotsky (1896-1934)
Howard Gardner
Daniel Goleman

122
Q

Association and Behaviorism

A

Ivan Pavlov (1849-1936)
Edward Thorndike (1874-1949)
Robert Gagne (1916-2002)

123
Q

Curriculum Theories and Principles

A

Franklin Bobbit (1876-1956)
Werret Charter (1875-1952)
William Kilpartick (1875-1952)
Harold Rugg (1886-1960)
Peter Oliva (1992-2012)
Hilda Taba (1902-1967)
Ralph Tyler (1902-1994)
Hollis Caswell (1901-1989)

ED 4 (1 decks)

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