BUILDING AN EDUCATIONAL PHILOSOPHY

LEARNING OUTCOMES Identify the major tenets of the teacher-centered educational philosophies of essentialism, behaviorism, and positivism. Identify the major tenets of the student-centered educational philosophies of progressivism, humanism, and constructivism. Relate educational philosophies to learning and curriculum development

OUTCOMES CONTINUED Relate educational philosophy to classroom organization, discipline practices, motivation, and classroom climate. State the components of your personal philosophy of education. List the characteristics of teachers as change agents.

MY ORIGINAL EDUCATIONAL PHILOSOPHY Sample Philosophies Please see links on Moodle

TEACHER-CENTERED PHILOSOPHIES Essentialism Behaviorism Positivism

ESSENTIALISM – BACK TO BASICS Three basic principals Core of information Hard work and mental discipline Teacher-centered instruction Learning Focus – Transmit cultural heritage and develop good citizens. See activity p. 109 Curriculum – Subject matter is core of education Essential Schools Reform Movement – Dr. Theodore Sizer

BEHAVIORISM B.F. Skinner – leader of movement Learning Goals – One’s behavior is determined by environment, not heredity. School environment must be highly organized. Develop learning environments that lead to desired behaviors. Curriculum: Reinforcement Foster desired behaviors by using both positive and negative reinforcers.

POSITIVISM Auguste Comte – “positive knowledge” Empirical verification is central to all proper thinking Learning Focus Teachers must clearly and precisely identify and state what a student needs to learn and master. Encouraged to use repitition Curriculum Acquisition of facts based on careful, empirical observation and measurement of the world. Testing students’ acquisition of content standards is valued. Creating objective tests

WHICH PHILOSOPHY IS THIS? Essentialism Behaviorism OR Positivism

STUDENT-CENTERED PHILOSOPHIES Porgressivism Humanism Constructivism

PROGRESSIVISM Ideas should be tested by experimentation Learning is rooted in questions developed by learners Favor human experience as a basis for knowledge rather than authority Learning HOW rather than WHAT Learning Working model of democracy Curriculum Students learn how to manage change

HUMANISM Enhancing innate goodness of individual Developing a free, self-actualizing person Students should be active and encouraged to make their own choices Curriculum – Individualized instruction Open access curriculum Non-graded instruction Multi-age grouping

CONSTRUCTIVISM Developing personal meaning through hands-on, activity based teaching and learning Encourage critical thinking and big ideas Problem-based learning Teacher is guide or coach Propose situations that encourage students to think

WHICH PHILOSOPHY IS THIS? Progressivism Humanism OR constructivism

DEVELOPING YOUR OWN PHILOSOPHY See page 119 Classroom Organization Physical Setting Lesson Planning Student Assessment & Evaluation Motivation Classroom Management and Discipline Types of Discipline & Conflict Resolution Classroom Climate Voice & Space Personal Learning Focus Technology and Educational Philosophy

BEYOND THE CLASSROOM Teachers as Change Agents Change as Adaptation – Change occurs first in society, schools follow the lead Change as rational process – Dewey (1937) – Schools have a part in social change Change as dialectic-teachers help students explore the tension between the individual and society Teachers as Leaders Vision Modeling Empowerment