28

Click here to load reader

Idealism -Realism-Pragmatism

Embed Size (px)

DESCRIPTION

 

Citation preview

Page 1: Idealism -Realism-Pragmatism

Idealism As APhilosophy of Education

Idealism As APhilosophy of Education

• Absolutist- The search for “TRUTH”- True IdeasAbsolutist- The search for “TRUTH”- True Ideas• Rationalist- The search for truth is a rational process. Thus, Rationalist- The search for truth is a rational process. Thus,

to be educated, is to reason effectively.to be educated, is to reason effectively.• Subjectivist- Individuals should strive for self-realizationSubjectivist- Individuals should strive for self-realization• Character DevelopmentCharacter Development

– WisdomWisdom– Moral convictionMoral conviction– Good willGood will– LoyaltyLoyalty

• Absolutist- The search for “TRUTH”- True IdeasAbsolutist- The search for “TRUTH”- True Ideas• Rationalist- The search for truth is a rational process. Thus, Rationalist- The search for truth is a rational process. Thus,

to be educated, is to reason effectively.to be educated, is to reason effectively.• Subjectivist- Individuals should strive for self-realizationSubjectivist- Individuals should strive for self-realization• Character DevelopmentCharacter Development

– WisdomWisdom– Moral convictionMoral conviction– Good willGood will– LoyaltyLoyalty

AIMS of AIMS of EDUCATIONEDUCATION

Page 2: Idealism -Realism-Pragmatism

Idealism As APhilosophy of Education

Idealism As APhilosophy 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

• 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

METHOD of METHOD of EDUCATIONEDUCATION

Page 3: Idealism -Realism-Pragmatism

Idealism As APhilosophy of Education

Idealism As APhilosophy 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.

• 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.

CURRICULUMCURRICULUM

Page 4: Idealism -Realism-Pragmatism

• 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

• 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

Idealism As APhilosophy of Education

Idealism As APhilosophy of Education

ROLE OF THE ROLE OF THE TEACHERTEACHER

Page 5: Idealism -Realism-Pragmatism

Realism as a Philosophy of EducationRealism 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

• 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

Aims of Aims of EducatioEducatio

nn

Page 6: Idealism -Realism-Pragmatism

Realism as a Philosophy of EducationRealism as a Philosophy of Education

Methods of Methods of EducationEducation

• 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

Page 7: Idealism -Realism-Pragmatism

Realism as a Philosophy of EducationRealism as a Philosophy of Education

CurriculumCurriculum

• Curricula should be practical and usefulCurricula should be practical and useful• Curricula should concentrate on the “Basics” and avoid Curricula should concentrate on the “Basics” and avoid

fads and frills.fads and frills.• Curricula should be highly organized, correlated and Curricula should be highly organized, correlated and

aligned throughout the scope and sequence offered by aligned throughout the scope and sequence offered by schoolsschools

• Curricula should be based upon pre-established Curricula should be based upon pre-established standards and criteria. standards and criteria.

• Curricula should be “experiential” whenever possibleCurricula should be “experiential” whenever possible

Page 8: Idealism -Realism-Pragmatism

Realism as a Philosophy of EducationRealism as a Philosophy of Education

Role of the Role of the TeacherTeacher

• A Realist teacher should be a subject matter expert.A Realist teacher should be a subject matter expert.• A Realist teachers should be able to present material in A Realist teachers should be able to present material in

an organized and systematic way.an organized and systematic way.• A Realist teacher should be able to explain the lesson A Realist teacher should be able to explain the lesson

objectives in a way that is understandable to the learner.objectives in a way that is understandable to the learner.• A Realist teacher should be able to effectively assess A Realist teacher should be able to effectively assess

students in such a way that all students are challenged students in such a way that all students are challenged and motivated to learn.and motivated to learn.

• A Realist teacher should understand current research A Realist teacher should understand current research and technology and be able to utilize it in the classroom.and technology and be able to utilize it in the classroom.

Page 9: Idealism -Realism-Pragmatism

PragmatismPragmatism

• A 20th Century Philosophy• Often considered to be the “American”

philosophy– William James– George Herbert Mead– John Dewey

• A 20th Century Philosophy• Often considered to be the “American”

philosophy– William James– George Herbert Mead– John Dewey

Page 10: Idealism -Realism-Pragmatism

William James- Percepts & ConceptsWilliam James- Percepts & Concepts

Page 11: Idealism -Realism-Pragmatism

William James- Percepts & ConceptsWilliam James- Percepts & Concepts

Page 12: Idealism -Realism-Pragmatism

William James- Percepts & ConceptsWilliam James- Percepts & Concepts

Page 13: Idealism -Realism-Pragmatism

William James- Percepts & ConceptsWilliam James- Percepts & Concepts

Page 14: Idealism -Realism-Pragmatism

William James- Percepts & ConceptsWilliam James- Percepts & Concepts

Page 15: Idealism -Realism-Pragmatism

William James- ConceptsWilliam James- Concepts

Page 16: Idealism -Realism-Pragmatism

William James- PerceptsWilliam James- Percepts

Page 17: Idealism -Realism-Pragmatism

William James- Making MeaningWilliam James- Making Meaning

Page 18: Idealism -Realism-Pragmatism

John Dewey – Experience and

Education

John Dewey – Experience and

Education

Page 19: Idealism -Realism-Pragmatism

John Dewey – Experience and

Education

John Dewey – Experience and

Education

Page 20: Idealism -Realism-Pragmatism

John Dewey – Experience and

Education

John Dewey – Experience and

Education

Page 21: Idealism -Realism-Pragmatism

John Dewey – Experience and

Educationp. 19

John Dewey – Experience and

Educationp. 19

The either/or of the two positions

Traditional Progressive

1 imposition from above

expression andcultivation ofindividuality

2 external discipline free activity

3 learning from text/teachers

learning throughexperience

4 acquire them as means ofby drill

attaining ends which makedirect vital appeal

5 prepare for remote future

make most of present opportunities

6 static aims and materials

awareness of changing world

Page 22: Idealism -Realism-Pragmatism

OntologyOntology

• “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.

• “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.

Page 23: Idealism -Realism-Pragmatism

EpistemologyEpistemology

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

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

Page 24: Idealism -Realism-Pragmatism

AxiologyAxiology

• 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.

• 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.

Page 25: Idealism -Realism-Pragmatism

AimsAims

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

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

Page 26: Idealism -Realism-Pragmatism

MethodsMethods

• 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.

• 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.

Page 27: Idealism -Realism-Pragmatism

CurriculumCurriculum

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

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

Page 28: Idealism -Realism-Pragmatism

Role of the TeacherRole 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

• 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