curriculum devt
Edeliza Engay
BEEd- Gen Ed
Overview of Educational Philosophies
Each of these ways of viewing education was prominent at one time. Most education is a blend of these influences, and how we are expected to manage a class is directly related to the belief system we have or that we share with the community about the purpose of education.
How we discipline children flows from what we feel our purpose is in the classroom. Like a roadmap, it gives structure to how and what we teach. It helps define the role of student and the expectations we have for the teaching role.
Our definition or understanding of the teaching and student roles define when we believe children need to be corrected and our way of responding to students to let them know what is expected, what we will tolerate and what we reward.
A. Essentialism (Plato, Aristotle, Horace Mann)
Emphasis on a traditional education
Development of the mind
Core curriculum
Reality is based in the physical world
Citizens of democracy need critical thinking skills and civic values
Democratic society comes before individual
Teacher-directed learning
Appreciation of masterworks of art and literature
B. Perennialism (T.Aquinas, R.Hutchins, M.Adler)
Emphasis on a traditional education
Some ideas are perennial (timeless) and should be taught to all
Emphasis on general, liberal humanities education to shape rational mind
Studies should include great thinkers of the past
Prepare student for adult life
Teacher centered curriculum
Three "R"'s
C. Behaviorism (Ivan Pavlov, J. Watson, B.F. Skinner)
No such thing as free will
Learning is a physiological response to stimuli
Human nature is innately neither good nor bad, but is shaped by environment
Behavior modification
Contingency management
Advocates use of positive rather than negative reinforcement to shape & refine learning
Programmed learning, engineered classroom responsible to maintain setting, reinforcement, individualization
D.
BEEd- Gen Ed
Overview of Educational Philosophies
Each of these ways of viewing education was prominent at one time. Most education is a blend of these influences, and how we are expected to manage a class is directly related to the belief system we have or that we share with the community about the purpose of education.
How we discipline children flows from what we feel our purpose is in the classroom. Like a roadmap, it gives structure to how and what we teach. It helps define the role of student and the expectations we have for the teaching role.
Our definition or understanding of the teaching and student roles define when we believe children need to be corrected and our way of responding to students to let them know what is expected, what we will tolerate and what we reward.
A. Essentialism (Plato, Aristotle, Horace Mann)
Emphasis on a traditional education
Development of the mind
Core curriculum
Reality is based in the physical world
Citizens of democracy need critical thinking skills and civic values
Democratic society comes before individual
Teacher-directed learning
Appreciation of masterworks of art and literature
B. Perennialism (T.Aquinas, R.Hutchins, M.Adler)
Emphasis on a traditional education
Some ideas are perennial (timeless) and should be taught to all
Emphasis on general, liberal humanities education to shape rational mind
Studies should include great thinkers of the past
Prepare student for adult life
Teacher centered curriculum
Three "R"'s
C. Behaviorism (Ivan Pavlov, J. Watson, B.F. Skinner)
No such thing as free will
Learning is a physiological response to stimuli
Human nature is innately neither good nor bad, but is shaped by environment
Behavior modification
Contingency management
Advocates use of positive rather than negative reinforcement to shape & refine learning
Programmed learning, engineered classroom responsible to maintain setting, reinforcement, individualization
D.