“DON’T LAUGH AT ME!”

1. “DON’T LAUGH AT ME!” • “I’m the kid on every playground that is always chosen last.”

2. PRACTICAL INFLUENCES OF PHILOSOPHY CHAPTER 11

3. What comes to mind when you are asked , “What is your philosophy of education?”

4. What will you teach? • How will you teach it? • How will you evaluate it? Your philosophy will help determine your course of action.

5. “99% of the kids you deal with are great kids!The other 1% simply need your love and understanding.”

6. Philosophy • The study of the nature of knowledge and existence and the principles of moral and ethical value. • The general principles of a field of study. (Philosophy of education) • Wisdom or insight applied to life itself. • The philosophical teachings of a group.

7. Social Perspectives – The process of learning how to function in society (families, school…) • The Fundamentalist Perspective – sees society as sharing a common set of values. This leads to institutions such as families, schools, govt. & religious bodies that promote social cohesion • The Conflict Perspective – sees schools as places where contending interest groups compete for educational advantage. They look for potential winners & losers when they look to change school programs.

8. Roles of Schools in Society • Transmission of the general culture • Dissemination of knowledge • Preparation of the world of work • Promotion of social and group relationships • Encouragement of social change.

9. Philosophical Perspectives -Axiology • Axiology focuses on questions of what ought to be • Is there a particular standard of moral behavior that you, the teacher, should emphasize? Many students have concluded that life is not worth living.Will you stress academics or moral behavior • How should life be lived? • Does life have any meaning? • What is the highest good? • What is moral & immoral? • What is beauty? • How should a person behave?

10. Philosophical Perspectives - LOGIC • Logic deals with the relationships among ideas and is used to differentiate between valid and fallacious thinking. • Deductive reasoning – Make sure students have a solid grasp of principles or ideas through example. Direct instruction, advanced organizers, and lecture are teaching strategies that are often used. • Inductive reasoning – Gather a large number of examples before instruction begins to represent the principal you want to get across to learners. Inquiry approaches & discovery learning are teaching strategies used.

11. Educational Applications of Philosophical Ideas Be thinking – What will your own personal philosophy of education look like?

12. PROGRESSIVISM -John Dewey – Early 1900s • Teacher - assists learner- is a facilitator -emphasis on problem solving, not memorization • Strategies-because knowledge is tentative, students help plan what and how they will learn • Curriculum - skills attainment – community field trips • Management - lots of freedom to choose Human beings are good & someone who is educated, has the insights to adapt to change

13. ESSENTIALISM – William Bagley (1941) • Teacher - teaches basic skills, courses taught separately, higher thinking skills encouraged, competency testing, teachers character must be outstanding; dates back to Ben Franklin “a can-do attitude” Lots of lecture – impart information to students – Students to learn & retain factual inform. • Strategies - lots of paper and pencil, reading classics, skill and drill - teacher authority – hard work & discipline. • Curriculum - reading, writing, and math, science and social studies in high school-don’t dilute with trivial subjects-arts and humanities frills-not preparing for adulthood • Management - student follows directions and behaves appropriately – Do not prepare for citizenship & work

14. PERENNIALISM • Teacher - searching for truth and unchanging principles, avid reader and writer, condemns essentialists for memorizing what is always changing-want mastery of lasting truths • Strategies - stresses great works, art, literature, music-small group discussions • Curriculum-focus on literature, emphasis on getting concepts in math, science, social studies. Certain basic truths/concepts must be mastered doesn’t want vocational training • Management-behavior expected to be in a rational manner. Came along after 1950

15. Existentialism • Relatively recent model – has influenced education less than the other basic philosophies. Accountability & measuring outcomes are not important. • People should have freedom to make choices and identify their own reasons for existing. Each person must define truth, beauty, right & wrong for himself. • Sudbury Model – Schools place great emphasis on personal freedom – Learners shape their own experiences.

16. RECONSTRUCTIONISM • Teacher - liberal thinker - challenges rules of the school district – wants teacher to raise issues, but not be a transmitter of knowledge. • Strategies - students encouraged to solve social problems-social reform • Curriculum - heavily multicultural-leads students to critically appraise all elements of society - • Management - liberal discipline Want to improve the human condition through reform – believe society has lost its way

17. TEACHER EDUCATION-ISUMORAL VIRTUES • Sensitivity toward the varieties of individual and cultural diversity • Disposition and ability to collaborate ethically and effectively with others • Reverence for learning and seriousness of personal, professional, and public purpose • Respect for learners of all ages, with special regard for children and adolescents

18. TEACHER EDUCATION-ISUINTELLECTUAL VIRTUES • Wide general knowledge and deep knowledge of the content to be taught • Knowledge and appreciation of the diversity among learners • Understanding what affects learning and appropriate teaching strategies • Interest in and ability to seek out informational, technological, and collegial resources • Contagious intellectual enthusiasm and courage enough to be creative