1. CHAPTERCHAPTER TEACHERS, SCHOOLS, AND SOCIETY TENTH EDITION DAVID MILLER SADKER KAREN R. ZITTLEMAN Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. Philosophy of Education 8 McGraw-Hill © 2013 McGraw-Hill Companies. All Rights Reserved.

2. Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 8-2 TEACHER- AND STUDENT-CENTERED PHILOSOPHIES OF EDUCATION 8.1

3. Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 8-3 ESSENTIALISM Emphasis on academics Promotion based on mastery of material Academically rigorous Curriculum determined by administrators and teachers 8.2

4. Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 8-4 PERENNIALISM Focus on classic ideas Develop reason and moral qualities Emphasis on humanities and the Great Books Teachers set curriculum Little flexibility in curriculum Focus on concepts rather than facts Emphasis on learning for learning’s sake 8.3

5. Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 8-5 PROGRESSIVISM Education based on needs and interests of students Students learn by doing as well as from textbooks Teaching through field trips and games Emphasis on natural and social sciences Experiential learning Grouping by interest and abilities 8.4

6. Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 8-6 SOCIAL RECONSTRUCTIONISM Physical world as the basis of reality Learn from meaningful social experiences Focus on social, political, and economic needs Learn by reconstructing society Become intelligent problem solvers, enjoy learning, live comfortably in and reshape the world 8.5

7. Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 8-7 EXISTENTIALISM Emphasis on individuality Students determine what is true, right, beautiful Helping students understand themselves Teachers expose students to various paths; students choose which to follow Humanities emphasized Math and science deemphasized Rarely found in public schools No grading system 8.6

8. Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 8-8 CONSTRUCTIVISM Centered on the learner Constant need to make sense of new information Scaffolding links new information Student and teacher constantly challenge assumptions 8.7

9. Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 8-9 BEHAVIORISM Views free will as an illusion Reality based on scientific observation Positive rewards encourage desired behavior Curriculum based on incremental learning Curriculum is controlled by school personnel 8.8

10. Sadker/Zittleman, Teachers, Schools, and Society, Tenth Edition. © 2013 by McGraw-Hill Education. This is proprietary material solely for authorized instructor use. Not authorized for sale or distribution in any manner. This document may not be copied, scanned, duplicated, forwarded, distributed, or posted on a website, in whole or part. 8-10 BRANCHES OF PHILOSOPHY Figure 8.1 8.9