Building an Educational Philosophy in a Changing World Chapter 5 Building an Educational Philosophy in a Changing World

Educational Philosophy Applying philosophy to the classroom Use philosophy, develop ideas about teaching, learning Clarify how curriculum, instruction, assessment work Philosophy governs decisions about teaching, learning Foundations of American Education, 15e Johnson, et al

Teacher Centered-Philosophies Essentialism, Behaviorism, Positivism Responsibility placed on the teacher Truth, goodness best understood by authority figure Student, master and follow directions of expert Foundations of American Education, 15e Johnson, et al

Essentialism Core information that educated people should know Hard work and mental discipline Teacher-centered instruction Draws from idealism and realism Focus mainly on developing basic skills, not truths Foundations of American Education, 15e Johnson, et al

Essentialism in the Classroom Purpose of education, transmit culture, develop citizens Student is a learner, teacher instructs in essentials Curriculum focuses on subject matter, content Methods include: required reading, lectures, memorization, repetition, examinations Mastery of facts and information about the physical world Field trips, labs, audiovisual material, nature study Foundations of American Education, 15e Johnson, et al

Coalition of Essential Schools Ten Principles: Using the mind well, clear essential goals Apply goals to all students Personalized teaching and learning Emphasis on student as worker Student performance on real task, multiple forms of evidence Principals, teachers as generalist first, specialist second Budgets not to exceed 10 percent of traditional schools Nondiscriminatory policies and practices Foundations of American Education, 15e Johnson, et al

Behaviorism B.F. Skinner, father of Behaviorism Behavior determined by environment, not heredity Behavior, response to external stimuli Behaviorism related to realism, link to environment Foundations of American Education, 15e Johnson, et al

Behaviorism in the Classroom Teacher influences student behavior by controlling stimuli School environment, highly organized Curriculum based on behavioral objectives Knowledge is observable Educators task is to develop stimulating environments Focus on negative, positive reinforcements Foundations of American Education, 15e Johnson, et al

Positivism Focus on observable, measureable information Rejects beliefs about mind, spirit, consciousness Reality explained by laws of matter and motion Knowledge, based on sense perceptions, objective reality Foundations of American Education, 15e Johnson, et al

Positivism in the Classroom Direct instruction, clear structured directions Teacher provides clear, precise expectations Teachers use repetition, students recite objectives Students learn the same knowledge Knowledge gain through empirical observation Content standards based on expert understandings Students assessed using same objective criteria Foundations of American Education, 15e Johnson, et al

Student-Centered Philosophies Progressivism, humanism, constructivism Truth and goodness belong to all persons Teacher as learner, learner as teacher Education, collaborative process of clarifying meaning Foundations of American Education, 15e Johnson, et al

Progressivism Ideas verified through experiment, Learners initiate questions Human experience basis for knowledge, not authority Privileges scientific method of teaching, learning School should prepare students for change Emphasize how to think (process) not what to think (content) Foundations of American Education, 15e Johnson, et al

Progressivism in the Classroom Schools must improve society, model democracy Schools must model meaningful, organized freedom Freedom expressed through student-teacher collaboration Texts become tools, not indisputable knowledge Henry Giroux, schools as vehicles for change Teachers should practice critical pedagogy Foundations of American Education, 15e Johnson, et al

Humanism Education should enhance innate goodness Schools objective students Education should develop free, self-actualizing person Education should start with the individual self Foundations of American Education, 15e Johnson, et al

Humanism in the Classroom Curriculum is found in the environment, not subject matter Positive student-teacher relationships crucial for learning Individualized instruction, open-access curriculum, non-graded instruction, multi-age grouping Free Schools, storefront schools, schools without walls Humanistic programs usually more costly Foundations of American Education, 15e Johnson, et al

Constructivism Developing personal meaning through hands-on activity Students provided opportunity to construct meaning Freedom to infer and discover own answers Teaching involves variety of learning activities Critical thinking and understanding of big ideas Foundations of American Education, 15e Johnson, et al

Constructivist Classrooms Problem-based learning Teachers invite students to experience, proposes situations Students encouraged to ask questions, seek own answers Foundations of American Education, 15e Johnson, et al