Write a note on your favorite educational philosophy-Philosophy of Education (EDU-601)
QUESTION 1. Define Philosophy. Enlist different
educational philosophies. Write a detail note on your favorite educational
philosophy. This detail note may include the proponents, nature of curriculum,
teacher, learner, methodology and assessment recommended by that educational
philosophy.
ANSWER:
Define Philosophy
Philosophy is based on the Greek word
philosophia, meaning love of wisdom. Philosophy is a systematic study of common
and fundamental questions, such as those about existence, thinking, knowledge,
values, intellect, and language. Such questions are often asked as problems
that need to be learned or resolved.
Different educational philosophies are:
1.
Essentialism
2.
Perennialism
3.
Progressivism
4.
Social
Reconstructionism
5.
Behaviorism
6.
Humanism
7.
Constructivism
Detail notes on your favorite educational philosophy
Perennialism is my favorite
educational philosophy. It is a common educational philosophy that one should
teach the things that are important to all people everywhere, and that the
emphasis should be on principles, not facts.
Proponents
Robert Hutchins and
Mortimer Adler were two major proponents of perennialism within education.
They, in fact, argue that in order for others to be as intelligent as possible
in their ways of thinking, the acquisition of education requires a basic
understanding of the principles of what it means to think as
"intellectual". Their argument revolves around the research of the
“great thinkers” of our time and if people are going to live with people and
appear to be as big as those in history, they will need to learn their methods
and reasons for discovering. Hutchins writes:
"The business of saying ... that people
can-not get a good education is very reminiscent of the opposition of the whole
democratic era. This opposition always depends on allegations that people could
not use the power they wanted. When a slave is set free, in time, it cannot be
separated from those who remain free, and young people are often seen as
mentally retarded ... "
His argument rests on the idea that one cannot
expect someone to understand another and contribute to all of his or her goals
as a society unless he or she understands the basic principles of what it means
to be like everyone else. One must learn to function as a responsible member of
one's community over time in order to have all the same opportunities and
education on which the basic foundation is - perennialism (American system /
foundation). Unfortunately, at the beginning of American history that did not include
minors and women. However, modern Perennialists believe that as society changes
and more and more women are added to the textbooks, perennialism will change to
reflect the great thinkers of our time and not just the white male philosophers
of the past.
Another promoter of perennialism was
Mortimer Adler. He believed that education should serve three important
purposes. First, education helps to teach students how to use their free time
wisely. Next, education works to teach students how to earn a living morally.
Finally, education helps to educate students about democracy so that they can
become active citizens of society. Adler stated that all humans are born with
the ability to learn these three things. He and Scott Buchanan later extended
the views of Professor John Erskine on compiling various study topics, which
were interested in general science, history, religion, and literature — all
fields of knowledge — making it one of the most important educational
experiences.
Nature of Curriculum
As important, long-term
people adhere to the required curriculum that focuses on core subjects, but
emphasize that the whole purpose should be to expose the historically
intelligent people as role models. The student should be taught the basics such
as English, languages, history, mathematics, natural science, philosophy, and
fine arts. Adler states: “The three Rs, which always set out the rules, are the
basis for a free and fair education.”
The perennialist curriculum
is universal and is based on the premise that all human beings have the same
fundamental nature. Perennialists think that it is important for people to
think critically, to analyze, to be flexible, and to think. They emphasize that
students should not be taught information that may be outdated or found to be
untrue
The Perennialist believes
that the most important topics improve a person. As the details of the facts
change, these cannot be the most important. Therefore, one should teach
principles, not facts. Since humans are human, one must first teach about
humans, not just machines or techniques. Since people are human first, and not
second only if that is the case, one should teach the free topics first, not
the job topics.
The Perennialist asks,
"What are the important things a student should know?" Within the
Perennialist curriculum, activities are tied to the past and not to the
“essentials” of the present. The Perennialist appreciates the past but loves
the back-to-basics movement as the core is the learning of the great concepts
of the past.
For those who live longer
there are two broad categories of the story: those of intellectual and
spiritual. The perennialist emphasizes the first of these times that it has no
flaws about the latter. For the ever-present ecclesiastical believers there is no
contradiction; both are carefully integrated into the joint body.
The main promoter of
Perennialism is Mortimer Adler, Professor of Philosophy at Columbia University.
Wrote Paideia Proposal. His basic premise is that a person learns best by
reading archeology. The Paideia program seeks to establish a common,
non-specific subject; free, not manual labor; human, not technological. Only in
this way can the words “paideia” and “mankind” be fulfilled in a way that
reflects common sense.
For many who live forever,
emphasis is placed on personal education. For example, Maritain emphasizes the
importance of free education for all, regardless of their occupation. Among the
many who live longer is the tendency to emphasize science, mathematical
literature, geography, and history. In recent years of schooling the emphasis
is on shifting grammar, grammar, and math. Perennialists want to help students
discover those insightful and timeless ideas in understanding the human
condition. Philosophical learning is therefore an integral part of Perennialist
studies.
Recognizing that great
progress has been made in our knowledge of the physical universe, Perennialists
teach the methods by which scientific facts have been discovered. Longtime
scholars emphasize, however, that students should not be taught information
that may be outdated or found to be incorrect because of future scientific and
technological implications. Perennialists are familiar with how a perennialist
will be important in early childhood education. Obviously at the elementary
school level the emphasis will be on basic skills (i.e. reading, writing, and
arithmetic) as well as the subject of thought and psychology. The latter is any
issue with a high level of structure such as foreign languages. Language does not
just develop thinking ability, it requires memorization and concentration.
In addition,
Perennialists recommends that students read directly from reading and analyzing
the Big Books. These are the creative works of intellectuals and great
historians, who have always believed that they are as deep, beautiful, and
meaningful today as they were when they were written. Long-time scholars have
lamented the transformation of universities over the centuries from the places
where students (and teachers) pursued the truth for it to the glorious training
centers of student work. The child should be taught some basic lessons that
will acquaint him or her with the things that are going on in the world:
English, languages, history, mathematics, natural science, fine art, and
philosophy. The child should learn to read and write, how to speak and how to
listen. He is a healer and lives in a men's community. Therefore, he must use
his imagination - his ability to think - to communicate with other people.
Three Rs are important.
Humans are intelligent beings, and
their minds need to be developed. Therefore, the development of intellectual
property is the most important factor in a profitable education. The complex
curriculum focuses on the achievement of cultural literacy, emphasizing the
growth of learners in tolerant learning. Mankind's greatest achievements are
emphasized — the great works of literature and art, the laws, or the principles
of science. Perennialists hold that the topic should be the focus of the
curriculum. They feel that further education opportunities have diminished the
quality of schooling. They strongly criticize the progress they have made in
emphasizing the interests of the child and teaching about work and freedom.
Education should introduce the reader to the universal concern of mankind
through the study of the great works of literature, philosophy, history, and
science. Such activities represent man's excellent understanding of his nature.
The ideas expressed in these works are eternal. They do not change; they have
never married. In this way, he learns more important truths than anyone else
can find by entering this or that contemporary forum, or by pursuing his own
interests.
Teacher
Perennialists deny teachers who
require students to obtain large amounts of cut information. They recommend
that schools spend more time teaching ideas and explaining that they are
important to students.
The teacher, in a permanent
manner, is a disciplined counselor with highly developed intellectual
abilities, capable of teaching logical thinking and reasoning to his students.
The teacher should be able to work with the students' natural inclination to think.
He must work as a kind project manager, using the minds of students to help
them develop their rational skills. Therefore, in addition to sound training, a
teacher needs to have a proper spiritual understanding. And that's not all. As
a teacher who will train students with thinking, memory, and strength, he or
she must surely have these three qualities to help the student on the way to
knowledge and the development of skills. Education requires hard work and
effort. If the student is interested in the subject, it is good and good, but
if not, he still has to do the activities. After all, the student does not know
what he or she will need in the future. Motivation is good, and if the teacher
can give it, it is good and good, but if not, the student should work on the
job no matter what.
Perennialists believe that learning should go hand in hand with
the same research (between teacher and student) and less targeted discussions
using the Socrates method to develop the conceptual-focused concepts. They
argue that positive, independent thinking separates the developed or educated
mind and thus emphasizes the development of the institution. A good teacher
keeps discussions about the topic and corrects mistakes in thinking, but it can
be the class, not the teacher, who reaches the conclusions. While not directing
or leading the class to a conclusion, the teacher may work to integrate
problems directly into the context of the text being studied, Perennialism,
which is often viewed as a teacher's institution. However, since teachers
associated with perennialism in a sense are Western artisans themselves, those
teachers may be open to criticism of students using the Socrates-related
method, which, when presented as a true dialogue, becomes a balance between
students, including. teacher facilitates conversation
Learner
The reader is considered to
be a sensible person who is inclined to Truth and knowledge. But the learner
also has a religious side. It is her schoolwork to help her develop both. The
intellectual capacity of the student is often overlooked in the field of
psychological intelligence. Therefore, cognitive intelligence is trained
through formal training of those subjects by a very sensible organization. This
will include subjects such as math and logic. The faculty of memory is trained
by the students memorizing. Any foreign language that requires extensive
memorization of both forms and content may be considered desirable. The faculty
of Will is trained by making students do tasks that are not fun enough that
require a lot of patience to complete them. By engaging in these three types of
exercise the student develops his or her basic skills fully: thinking, memory,
and will. Extraordinary perennialists, represented by men like Adler, have long
emphasized a detailed study of classics by looking at their view of the
student. Longtime scholars believe that education should symbolize the
concerted effort to make these ideas available to students and to guide their
thinking processes in understanding and appreciating the great works, the
literary works written by the greatest and most timeless and the most ancient
historians.
Methodology
A certain strategy for modern
longevity is to teach scientific thinking, not facts. They may even use
imagination to represent the first account of a popular study. This gives
students a personal side in science, and shows thinking through action. Most
importantly, it reflects the uncertainty and false steps of true traditional
science. Because human nature is always the same - because men as men are the
same everywhere - education should be the same for all men. This means that
children are intelligent beings, not plastic people who should be molded in the
way the teacher wants them to. So, solving problems is a waste of time for
students
They use tried and true teaching
methods that are believed to be very beneficial in guiding students' minds.
Since the child has a natural tendency to read, the basis of the perennialist
approach is to engage the student's natural inclination in thinking. The
perennialist methodology relies heavily on the use of ten English expressions
while the student pursues his or her natural curiosity under the teacher's
moral authority. Some techniques are considered important by those who live
each year to remember the materials used, and for the longest-serving
believers, the repetition of the Catechism.
Why spend endless hours finding out
the truth or the principle when it comes to teaching your students a few
minutes? Practice, repetition, and memorization are essential to the process of
dependence. Teaching should not be associated with the “normal standard.”
Instead, slow learners should spend more time learning the same content as
smart students. The level of education should not be reduced. Promoting by age
sequence promotes a false standard of equality
Perennialists criticized a lot of
factual information teachers traditionally required students to suck.
Perennialists encourage schools to spend more time teaching ideas and
explaining how these ideas are important to students. Particularly at the high
school and university level, Perennialists criticize the unreliable reliance on
textbooks and academic texts for the transmission of ideas. Perennialists
suggest a strong emphasis on teacher-led conferences, in which students and
teachers engage in Socrates discussions, or interrogation sessions, to develop
an improved understanding of timeless historical concepts.
Education should prepare one for eternal truth, while the
present world is. “Education means teaching. Teaching means knowledge. The
information is true. Truth everywhere is the same. Therefore, education should
be the same everywhere.
Assessment
Literacy, repetition and counting are
emphasized in learners' assessment. this assessment requires a large part of
the subject content to be proficient. Students need to know the basics and
skills in order to think effectively.
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