1. Classical Realism Aristotle He was a student at Plato’s Academy
B.C.
He was a student at Plato’s Academy
He opened his own school, The Lyceum.

2. Aristotle’s Ontology Prime Matter Pure Form
Principle of Potentiality
Pure Form
Principle of Actuality
FORM and MATTER are separate concepts, but they are never found alone, but matter is prior to form.

3. = PURE FORM Actuality PURE MATTER Potentiality Mind Rationality Law
Body
Materiality
Examples of behavior =

4. Aristotle’s Epistemology
The Universe is one of orderly design
All things exist according to a rational design
All things have a rational function or purpose.
Acorns become Oak trees, not Elm trees
Man’s defining characteristic is Rationality.
Homo Sapiens- the rational animal.
Syllogistic Logic
All men are mortal
Socrates is a man
Therefore, Socrates is Mortal

5. Aristotle’s Epistemology
THEORY OF CASUATION
Material
Matter
Wood,nails
Formal
Design
Blueprint
Efficient
Agent
Carpenter
Final
Purpose
House

6. Aristotle’s Axiology
The Golden Mean is described as "the smaller is to the larger, what the larger is to the whole.“
It's also known as the Golden Section or the Divine Proportion. It divides a line in such a way as to create an ideal relationship between the parts.

7. Man’s purpose is to lead a rational life of moderation.
The “Good” life is one of avoiding extremes

8. Modern Realism Francis Bacon Ontology
Argued against Syllogistic logic. Deductive A priori reasoning is flawed because you have TRUTH in hand before you begin.
Truth is arrived at through reason (inductive reasoning).
The Material world exists independent of human minds

9. Modern Realism Francis Bacon Epistomology
The scientific (inductive)method
Hypothesis
Gather evidence
Formulate Theory
Axiology
The good life is attained through scientific skepticism.
Examine all previously accepted knowledge.

10. The Four Idols The IDOL of the DEN Limited experience
The IDOL of the TRIBE
Follow the Majority
The IDOL of the MARKETPLACE
Current (faddish) language
The IDOL of the THEATER
Emotion

11. Idealism As A Philosophy of Education
AIMS of EDUCATION
Idealism As A Philosophy of Education
Absolutist- The search for “TRUTH”- True Ideas
Rationalist- The search for truth is a rational process. Thus, to be educated, is to reason effectively.
Subjectivist- Individuals should strive for self-realization
Character Development
Wisdom
Moral conviction
Good will
Loyalty

12. Idealism As A Philosophy of Education
METHOD of EDUCATION
Idealism As A Philosophy of Education
Depth over breadth
Concepts over specific facts
Confront problems that arise from the “human condition.”
“Self-Directed” learning
Lecture to stimulate thought, not to convey information

13. Idealism As A Philosophy of Education
CURRICULUM
Idealism As A Philosophy of Education
Materials that promote “critical thinking.”
Focus on reading and writing.
Reading materials should foster discussion of “big ideas.”
Classic works are favored because they have passed the test of time.
Student writing should emphasize both personal expression and clear reasoning.

14. Idealism As A Philosophy of Education
ROLE OF THE TEACHER
Idealism As A Philosophy of Education
Socrates might serve as the prototype
Socratic questioning
Teachers serve as role models
Intellectual
Moral
An Idealist teacher tends to see teaching as a calling- more than just an occupation

15. Realism as a Philosophy of Education
Aims of Education
Realism as a Philosophy of Education
Absolutist- Education should focus on the truth of the natural and physical world
Empiricist- Teach students the scientific method of problem solving by exploring the material world
Objectivist- Emphasize basic skills and basic facts- “3Rs” There are objective skills and facts that all students should learn.
Character Development:
Establish high standards and increased rigor and hold students accountable
Emphasize practical knowledge that will prepare students for the world of work

16. Realism as a Philosophy of Education
Methods of Education
Realism as a Philosophy of Education
Direct teaching techniques are preferable.
Students should be presented information in an organized, efficient and logical format.
Given the “information overload” in today’s society, it is important that “non-essential” learning should be eliminated.
Students should be taught based upon their strengths and abilities.
Scientific testing should be used to diagnose and place students in settings most appropriate to their needs
Technology should be utilized whenever appropriate in schools

17. Realism as a Philosophy of Education
Curriculum
Realism as a Philosophy of Education
Curricula should be practical and useful
Curricula should concentrate on the “Basics” and avoid fads and frills.
Curricula should be highly organized, correlated and aligned throughout the scope and sequence offered by schools
Curricula should be based upon pre-established standards and criteria.
Curricula should be “experiential” whenever possible

18. Realism as a Philosophy of Education
Role of the Teacher
Realism as a Philosophy of Education
A Realist teacher should be a subject matter expert.
A Realist teachers should be able to present material in an organized and systematic way.
A Realist teacher should be able to explain the lesson objectives in a way that is understandable to the learner.
A Realist teacher should be able to effectively assess students in such a way that all students are challenged and motivated to learn.
A Realist teacher should understand current research and technology and be able to utilize it in the classroom.

19. Pragmatism A 20th Century Philosophy
Often considered to be the “American” philosophy
William James
George Herbert Mead
John Dewey

20. William James- Percepts & Concepts

21. William James- Percepts & Concepts

22. William James- Percepts & Concepts

23. William James- Percepts & Concepts

24. William James- Percepts & Concepts

25. William James- Concepts

26. William James- Percepts

27. William James- Making Meaning

28. John Dewey – Experience and Education

29. John Dewey – Experience and Education

30. John Dewey – Experience and Education

31. John Dewey – Experience and Education p. 19
The either/or of the two positions
John Dewey – Experience and Education p. 19
Traditional
Progressive 1
imposition from above
expression and
cultivation of
individuality 2
external discipline
free activity 3
learning from text/teachers
learning through
experience 4
acquire them as means of
by drill
attaining ends which make
direct vital appeal 5
prepare for remote future
make most of present opportunities 6
static aims and materials
awareness of changing world

32. Ontology
“What is real?” This is not a useful question.Human beings process perceptions through our senses and construct concepts or ideas. Reality is being constantly constructed through our experiences.

33. Epistemology
Truth is relative to a particular time, culture, place. We learn by making meaning of our experiences. We learn by solving meaningful problems.

34. Axiology
We derive our moral sense through the social consciousness of the human race. Through personal experience we form habits, beliefs, feelings and emotions. These are always shaped by our social world.

35. Aims
Education is a social process and school is a form of community life. School should promote personal growth on the part of every child.

36. Methods
Methods should emerge from an understanding of a child’s powers and interests. A teacher should guide a child towards educative experiences that connect personal growth within community.

37. Curriculum
Curriculum should grow out of life experiences. It should be centered in authentic problem solving and inquiry.

38. Role of the Teacher
The teacher should be a guide, not a dispensor of information. Teachers should know their students and their subjects equally well so they can direct students towards educative experiences