1. Student-Centered Philosophies EDU 224 | Newberry College

2. Student-Centered Philosophies
What are the teacher-centered philosophies?
What are the student-centered philosophies and the differences between them?
What might these philosophies “look like” in the classroom?
What do the philosophical experts have to say?
By the end of class you should be able to answer these questions.

3. Break students into groups and do Picasso exercise
Break students into groups and do Picasso exercise. Each group should get one set of cut up and mixed up bulls. Their job is to work together and put the bulls in order from Picasso’s first attempt to his last. Discuss the reasoning behind their attempts, then share Picasso’s actual order. What truth is he showing in his art?
This exercise should reveal that M is a perennialist, interested in the great questions and themes of classic art and literature.
Based on what you have experienced in EDU 224 so far, do you think M is more of an essentialist or a perennialist?

4. In a student-centered philosophy…
the student is a _________,
the focus is on _________,
and learning is successful if _________.
In a student-centered philosophy…
the student is _________,
the focus is on _________,
and learning is successful if _________.
The student is an individual and most important.
The focus is on the learner’s individual needs, relevance of learning, and preparing students for a changing future.
Learning is successful if society is improved and students realize their individual goals and talents.
Please note that methods generally cannot be traditional.

5. Progressivism
Progressivism focuses on students’ concerns, curiosity, and real-life experiences. Dewey also emphasized collaboration and democracy, and use of the scientific method.
The goal is to help students analyze their own experiences and draw conclusions objectively.
John Dewey, Nel Noddings
What would a progressivist classroom look like?
Interest centers, cooperative groups, integrated subjects, field trips, arts-based learning

6. Social Reconstructionism
Social Reconstructionism focuses on alleviating social inequities. It also has an emphasis on democratic ideals.
The goal is to reconstruct society into a new and more just social order.
Paulo Freire (praxis), bell hooks, Lisa Delpit
What would a social reconstructionist classroom look like?
Research into social challenges and problems, social action and service

7. Existentialism
Existentialism focuses on helping students find individual meaning and direction in their lives.
The goal is for each student to find his own meaning and purpose.
Maxine Greene
What would a existentialist classroom look like?
Self-paced and self-selected learning, emphasis on individual creativity and imagination, grades and curriculum may be unclear

8. Underlying beliefs of student-centered philosophies
Learning starts with the learner.
The most important thing to teach is how to learn.
The most important lessons in life are outside school, so they should be brought in.
Success is not about competition or about grades and test scores, it’s about living up to our beliefs.
Respect and dignity are learned in a democratic classroom.

9. Which way do you swing (in terms of your philosophy)?
Why do you believe the way you do?
What will your classroom look like because of your beliefs?
Conduct a mix and mingle with the 3 questions on this slide.

10. A golden line is a line that speaks to the reader on a personal or philosophical. Golden lines can come from anywhere, and we often remember them for years, but they can also be used to help readers process texts.
When students are done, have them meet in groups by philosophy and share their golden lines aloud.
Be sure to talk about the importance and role of professional literature – get ideas, become familiar with research and best practices, keep yourself out of a teaching rut, expand your competence, etc.
Read the professional journal article that has to do with your philosophy. Mark any “golden lines.”

11. What’s Due?
Assign/discuss homework. Discuss next steps.