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The Teacher And The Community > Philosophical Foundation In Education > Flashcards

Philosophical Foundation In Education Flashcards

1
Q

• Learning by doing and by interacting with the environment

A

JOHN LOCKE (1632-1704): THE EMPIRICIST EDUCATION

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2
Q

• The inductive method

A

JOHN LOCKE (1632-1704): THE EMPIRICIST EDUCATION

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3
Q

• Questioned the long traditional view that knowledge came exclusively from literary sources

A

John Locke

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4
Q

• Opposed the “divine rights of kings” theory

A

JOHN LOCKE (1632-1704): THE EMPIRICIST EDUCATION

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5
Q

John Dewey opposed the?

A

• Opposed the “divine rights of kings” theory

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6
Q

• Political order should be based upon a contract between the people and the government.

A

JOHN LOCKE (1632-1704): THE EMPIRICIST EDUCATION

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7
Q

• Civic education is necessary

A

JOHN LOCKE (1632-1704): THE EMPIRICIST EDUCATION

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8
Q

• People should be educated to govern themselves intelligently and responsibly

A

JOHN LOCKE (1632-1704): THE EMPIRICIST EDUCATION

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9
Q

“LIKE PEOPLE, LIKE GOVERNMENT.”

A

JOHN LOCKE (1632-1704): THE EMPIRICIST EDUCATION

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10
Q

NOT ACQUISITION OF KNOWLEDGE FROM THE GREAT BOOKS.

A

JOHN LOCKE (1632-1704): THE EMPIRICIST EDUCATION

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11
Q

PARTICIPATING ACTIVELY AND INTELLIGENTLY IN ESTABLISHING GOVERNMENT

A

JOHN LOCKE (1632-1704): THE EMPIRICIST EDUCATION

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12
Q

• Survival of the fittest

A

HERBERT SPENCER (1820 -1903): UTILITARIAN EDUCATION (X WHOLE-CHILD APPROACH)

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13
Q

• Social development is an evolutionary process

A

HERBERT SPENCER (1820 -1903): UTILITARIAN EDUCATION (X WHOLE-CHILD APPROACH)

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14
Q

• Industrialized society require vocational and professional education

A

HERBERT SPENCER (1820 -1903): UTILITARIAN EDUCATION (X WHOLE-CHILD APPROACH)

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15
Q

• Curriculum should emphasize the practical, utilitarian, and scientific subjects

A

HERBERT SPENCER (1820 -1903): UTILITARIAN EDUCATION (X WHOLE-CHILD APPROACH)

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16
Q

• Was not inclined to rote learning

A

HERBERT SPENCER (1820 -1903): UTILITARIAN EDUCATION (X WHOLE-CHILD APPROACH)

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17
Q

• Curriculum must be arranged according to their contribution to human survival and progress

A

HERBERT SPENCER (1820 -1903): UTILITARIAN EDUCATION (X WHOLE-CHILD APPROACH)

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18
Q

• Curricular priority for science and subjects that sustained human life and prosperity

A

HERBERT SPENCER (1820 -1903): UTILITARIAN EDUCATION (X WHOLE-CHILD APPROACH)

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19
Q

• Individual competition leads to social progress

A

HERBERT SPENCER (1820 -1903): UTILITARIAN EDUCATION (X WHOLE-CHILD APPROACH)

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20
Q

Social Darwinism

A

HERBERT SPENCER (1820 -1903): UTILITARIAN EDUCATION (X WHOLE-CHILD APPROACH)

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21
Q

• Education is a social process vis-à-vis school; vis-à-vis immature members of the group.

A

JOHN DEWEY (1859-1952): LEARNING THROUGH ΕΧΡΕRIENCE FUND OF KNOWLEDGE

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22
Q

• Children are socially active human beings

The school is a special environment established by members of society

A

JOHN DEWEY (1859-1952): LEARNING THROUGH ΕΧΡΕRIENCE FUND OF KNOWLEDGE

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23
Q

• Accumulated wisdom of cultural heritage has to be tested. If it served human purposes, it becomes part of a reconstructed experience.

A

JOHN DEWEY (1859-1952): LEARNING THROUGH ΕΧΡΕRIENCE FUND OF KNOWLEDGE

24
Q

• The school is social, scientific, and democratic.

A

JOHN DEWEY (1859-1952): LEARNING THROUGH ΕΧΡΕRIENCE FUND OF KNOWLEDGE

25
Values are relative but sharing, cooperation and democracy are 9 significant values.
JOHN DEWEY (1859-1952): LEARNING THROUGH ΕΧΡΕRIENCE FUND OF KNOWLEDGE
26
STEPS OF SCIENTIFIC OR REFLECTIVE METHOD: (DEWEY, 1859-1952)
• The learner has a "genuine situation of experience" involvement in an activity in which he/she is interested. • Within this experience, the learner has a "genuine problem that stimulates thinking. • The learner possesses the information or does research to acquire the information needed to solve the problem. • The learner develops possible and tentative solutions that may solve the problem. • The learner tests the solutions by applying them to the problem. In this way, one discovers their validity for oneself.
27
STEPS OF SCIENTIFIC OR REFLECTIVE METHOD: (DEWEY, 1859-1952) • The learner has a "genuine situation of experience" involvement in an activity in which he/she is interested. • Within this experience, the learner has a "genuine problem that stimulates thinking. • The learner possesses the information or does research to acquire the information needed to solve the problem. • The learner develops possible and tentative solutions that may solve the problem. • The learner tests the solutions by applying them to the problem. In this way, one discovers their validity for oneself.
28
FUND OF KNOWLEDGE OF THE HUMAN RACE
John Dewey
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SCHOOLS ARE FOR THE PEOPLE AND BY THE PEOPLE
John Dewey
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"IF YOU CANNOT BRING THE LEARNERS TO THE WORLD, BRING THE WORLD TO THE LEARNERS
John Dewey
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• Education is relative to a particular society living at a given time and place.
GEORGE COUNTS (1889-1974): BUILDING A NEW SOCIAL ORDER
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• Schools should cope with social change that arises from technology.
GEORGE COUNTS (1889-1974): BUILDING A NEW SOCIAL ORDER
33
• There is a cultural lag between material progress and social institutions and ethical values.
GEORGE COUNTS (1889-1974): BUILDING A NEW SOCIAL ORDER
34
• Instruction should incorporate a content of a socially useful nature and a problem-solving methodology.
GEORGE COUNTS (1889-1974): BUILDING A NEW SOCIAL ORDER
35
• Schools become instrument for social improvement rather than an agency for preserving the status quo.
GEORGE COUNTS (1889-1974): BUILDING A NEW SOCIAL ORDER
36
• Teachers should lead society and make important choices in controversial areas.
GEORGE COUNTS (1889-1974): BUILDING A NEW SOCIAL ORDER
37
• School ought to provide an education that afford equal learning opportunities to all students.
GEORGE COUNTS (1889-1974): BUILDING A NEW SOCIAL ORDER
38
SCHOOLS AND TEACHERS ARE AGENTS OF CHANGE
GEORGE COUNTS (1889-1974): BUILDING A NEW SOCIAL ORDER
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LAG BETWEEN MATERIAL PROGRESS AND ETHICAL VALUES
GEORGE COUNTS (1889-1974): BUILDING A NEW SOCIAL ORDER
40
"organized education has a major role in reducing the gap between the values of the culture and technology."
THEODORE BRAMELD (1904-1987 ): SOCIAL RECONSTRUCTION!
41
• Schools should critically examine present culture and resolve inconsistencies, controversies and conflicts to build a new society not just change society.
THEODORE BRAMELD (1904-1987 ): SOCIAL RECONSTRUCTION!
42
• Education must be international in scope for global citizenship.
THEODORE BRAMELD (1904-1987 ): SOCIAL RECONSTRUCTION!
43
• Education is designed to awaken students' consciousness about social problems and to engage them actively in problem solving.
THEODORE BRAMELD (1904-1987 ): SOCIAL RECONSTRUCTIONISM
44
• Commitment to equality in both society and education
THEODORE BRAMELD (1904-1987 ): SOCIAL RECONSTRUCTIONISM
45
• "Interdependent world"
THEODORE BRAMELD (1904-1987 ): SOCIAL RECONSTRUCTIONISM
46
ACTIVE PROBLEM-SOLVING EDUCATION IS A RIGHT TO BE ENJOYED BY ALL
THEODORE BRAMELD (1904-1987 ): SOCIAL RECONSTRUCTIONISM
47
Systems must be changed to overcome oppression and improve human conditions.
PAULO FREIRE (1921-1997) CRITICAL PEDAGOGY
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• Education is a right to be enjoyed by all.
PAULO FREIRE (1921-1997) CRITICAL PEDAGOGY
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• Teaching and learning is a process of inquiry
PAULO FREIRE (1921-1997) CRITICAL PEDAGOGY
50
• "Banking method" should not be observed.
PAULO FREIRE (1921-1997) CRITICAL PEDAGOGY
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• A democratic relationship between teacher and students encourages a conscientization process
PAULO FREIRE (1921-1997) CRITICAL PEDAGOGY
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• Critical pedagogy is problem-posing education.
PAULO FREIRE (1921-1997) CRITICAL PEDAGOGY
53
• Dialogue is the basis for critical and problem-posing pedagogy.
PAULO FREIRE (1921-1997) CRITICAL PEDAGOGY
54
"LEARNERS ARE NOT EMPTY RECEPTACLES TO BE FILLED."
PAULO FREIRE (1921-1997) CRITICAL PEDAGOGY
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DIALOGUE
PAULO FREIRE (1921-1997) CRITICAL PEDAGOGY
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THERE IS A NEED TO INTERACT WITH OTHERS AND CREATE A COMMUNITY OF INQUIRY
PAULO FREIRE (1921-1997) CRITICAL PEDAGOGY

The Teacher And The Community (5 decks)

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