Define Philosophy. Enlist different educational philosophies

 

Write a note on your favorite educational philosophy-Philosophy of Education (EDU-601)

  

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Philosophy 

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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