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Essentialism
Essentialism is a traditional form of education. It was made popular in the 10's by an American educator William Bagley (1874-146). The goal of Essentialism is to teach students essential academic knowledge and character development. Although it was criticized for being to strict to prepare students it remained the main approach in education for quite sometime. The views express in essentialism are conservative. Math, natural science, history, foreign language, and literature make up the general groundwork of the essentialist curriculum. Essentialist believe that American schools should teach traditional moral values such as respect for authority. Some aspects of the Essentialism philosophy consist of the following
ɨ Essentialist programs are academically challenging, for both slow and fast learners.
ɨ Longer school days, a longer academic year, and more formidable textbooks.
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ɨ Essentialists believe that classrooms should be centered on the teacher, who serves as an intellectual and moral role model.
ɨ The teachers or administrators decide what is most important for the students to learn and place little emphasis on the interest of student interests.
ɨ Students are taught to have a working knowledge about people, events, ideas, and institutions that have shaped American society.
ɨ Only by mastering the required material for one grade level are students promoted to the next higher-grade level. ( Shaw, 15)
Progressivism
Progressive is an educational movement, which, began in the 10s, it has produced lasting innovations in American education. The individual most responsible for the success of progressivism was John Dewey (185-15). The Progressive movement made education more student friendly it motivated schools to expand their curricula, making education more pertinent to the needs and interests of students. Progressivists center the curriculum around the experiences, interests, and abilities of students. Teachers target their lesson plans to stimulate curiosity and take students to a higher level of knowledge. In addition to reading textbooks, the students must learn by doing for example field trips and games. Other characteristics of Progressivism consist of the following
ɨ Students are encouraged to interact with one another and to develop social virtues such as cooperation and tolerance for different viewpoints.
ɨ Teachers use lessons that combine more than one subject.
ɨ Natural sciences are emphasized.
ɨ There is an emphasis placed on problem solving.
ɨ Students are exposed to a more democratic curriculum that recognizes the
accomplishments of women and minorities as well as Caucasians.
Perennialism
Perennial means everlasting. Prennialism lends to the idea that some ideas have lasted over centuries and are as important today as when they were first instituted. Perennialist believe that these ideas should be the focus of education. According to this philosophy, when students are focused in the study of profound ideas, they will appreciate learning and become true intellectuals. Similar with essentialism, perennialism accepts little flexibility in the curriculum The perennialists support a universal curriculum on the belief that all human beings have the same essential nature. Perennialists reason that allowing students to take vocational type courses denies them the opportunity to fully develop their true abilities.
Perennialism and Essentialism are different from each other in that there is emphasis on the value of scientific experimentation and the knowledge gained from. This is seen in essentialism, but not in Perennialism. Similarly, while essentialism reflects the traditional American view that the real world is the physical world we experience with our senses, perennialism lends to the notion that universal spiritual forms are equally as real. (Shaw,15)
Existentialism
Existentialism began in nineteenth-century Europe; existentialism is associated with such diverse thinkers as Soren Kierkegaard (181-1855), and Friedrich Nietzsche (1811-100)
In the existentialist classroom, academics is placed on a back burner and the focus is on helping the students understand and appreciate themselves as unique individuals. The teachers role is to help in this process by creating an environment where students are free to examine the different ways their lives life may take them. Other aspects of this philosophy include
ɨ Learning is self-paced, self directed, and includes a large amount of individual communication with the teacher.
ɨ Students are given a wide variety of educational options from which to choose.
ɨ A great deal of emphasis is placed on the humanities.
ɨ Vocational education is used to teach students about themselves and their potential to earning a living.
ɨ Math and the natural sciences are not emphasized.(Shaw, 15)
Behaviorism
According to the Behaviorist viewpoint, it is the environment that provides the stimulation and the student responds to that stimulation. The response changes the environment in ways that increase or decrease the likelihood of the same response in the future. The Behaviorist view offers hypotheses for classroom management and suggests ways to prevent and resolve discipline problems. It involves managing the learning activities of students. According to behaviorism, human nature is neither good nor bad. Behaviorist believe that it is not human nature but defective environments that are responsible for the harmful things people do to themselves and others. (Shaw, 15)
My educational philosophy is a combination of the aforementioned philosophies it begins from my understanding of the word education, from the Latin educere - to lead out. For me this connects with a fully child centered, or child led process of education. The childs own ideas, interests and knowledge and goals should be the starting point for any meaningful learning to occur. The role of the educator should be to facilitate the childs own learning process. Educators should provide resources, suggest new areas of exploration and to gradually lead the child to a fuller understanding of the world and the society around them.
This philosophy of education does not always fit neatly into a five days a week nine to three time-table; therefore, parent should take a active role to work along with educators. New learning occurs when a student is ready to integrate new skills and knowledge into his/her existing database. It requires the educator to be sensitive to the student's inner processes. Educators should be open to discuss and follow up a student's interests as and when they occur.
Because of diversity, it is important to understand and respect the uniqueness and beliefs of each individual student. Educators should encourage students to regard all of their experiences and interests as having an educational value. As a result of this students will develop a positive attitude toward learning and the integral part learning plays in one's personal fulfillment. Students will hopefully begin to view education as a never-ending life-long process.
While national curriculums are important is of greater importance that children be allowed to learn at there own individual pace, ability and aptitude. Students should be encouraged to learn about things that are relevant to their own interests, ambitions and aspirations and goal setting, rather than being forced to learn at the same rate as another child. Strictly adhering to a set curriculum and an enforced pace of learning can lead to frustration for some and boredom for others.
Education should have several goals consisting of the following components
1) Students should be allowed to progress in his/her areas of expressed preference and ability at the rate at which they are capable to progress
) Students should be allowed to progress as slowly as they feel comfortable with especially in areas in which they are weaker and less motivated. Educators should provide an abundance of opportunities for activities in student's areas of interest areas but with no demands made on him/her to perform to a certain level in areas in which they have difficulty.
) Educators should to encourage the development of a student's ability to argue and question rationally.
4) Educators should ensure that student obtain confidence, and be comfortable in their relationships with adults and other students.
5) Educators should allow students plenty of opportunities for socializing with other children.
6) Teachers ensure that the content is fun, engaging, challenging and rewarding this will enhance the learning process.
7) A small emphasis should be placed on standardized test.
Communication and interaction between teacher and parents/guardians are a vital part of the education process. Educators should make every effort to communicate and work collectively with parents and guardians. It is imperative to encourage parents/guardians to call, email or arrange for meetings at anytime. An open-door policy should be in effect for any parent/guardian or student who feels the need to make a visit to communicate. The lines of communication will make teaching more effective with parents/guardians.
It is equally important for parents/ guardians to be involved with classroom schedule and activities through daily journals/assignment books. Parents should be welcomed to volunteer in some capacity during the school term and make their presence known. Often times this gives students a sense of security.
Educators should continually seek educational avenues for themselves and strive to stay abreast of current trends in curriculum, and research.
Children hold a huge potential and will some day change the world in which we live. Because of their diversity, is important to understand and respect the uniqueness and beliefs of each individual student.
Ensuring the content is fun; engaging, challenging and rewarding enhances learning process. In an environment such as this students will be free to learn at a pace suitable to their own age, ability and aptitude,
References
On Purpose Associates
http//www.funderstanding.com/behaviorism.cfm
Philosophy of Education
http//www.wikipedia.org/wiki/Educational_essentialism
Shaw
http//edweb.sdsu.edu/LShaw/f5syll/philos/phintro.html
Essentialism
Essentialism is a traditional form of education. It was made popular in the 10's by an American educator William Bagley (1874-146). The goal of Essentialism is to teach students essential academic knowledge and character development. Although it was criticized for being to strict to prepare students it remained the main approach in education for quite sometime. The views express in essentialism are conservative. Math, natural science, history, foreign language, and literature make up the general groundwork of the essentialist curriculum. Essentialist believe that American schools should teach traditional moral values such as respect for authority. Some aspects of the Essentialism philosophy consist of the following
ɨ Essentialist programs are academically challenging, for both slow and fast learners.
ɨ Longer school days, a longer academic year, and more formidable textbooks.
ɨ Essentialists believe that classrooms should be centered on the teacher, who serves as an intellectual and moral role model.
ɨ The teachers or administrators decide what is most important for the students to learn and place little emphasis on the interest of student interests.
ɨ Students are taught to have a working knowledge about people, events, ideas, and institutions that have shaped American society.
ɨ Only by mastering the required material for one grade level are students promoted to the next higher-grade level. ( Shaw, 15)
Progressivism
Progressive is an educational movement, which, began in the 10s, it has produced lasting innovations in American education. The individual most responsible for the success of progressivism was John Dewey (185-15). The Progressive movement made education more student friendly it motivated schools to expand their curricula, making education more pertinent to the needs and interests of students. Progressivists center the curriculum around the experiences, interests, and abilities of students. Teachers target their lesson plans to stimulate curiosity and take students to a higher level of knowledge. In addition to reading textbooks, the students must learn by doing for example field trips and games. Other characteristics of Progressivism consist of the following
ɨ Students are encouraged to interact with one another and to develop social virtues such as cooperation and tolerance for different viewpoints.
ɨ Teachers use lessons that combine more than one subject.
ɨ Natural sciences are emphasized.
ɨ There is an emphasis placed on problem solving.
ɨ Students are exposed to a more democratic curriculum that recognizes the
accomplishments of women and minorities as well as Caucasians.
Perennialism
Perennial means everlasting. Prennialism lends to the idea that some ideas have lasted over centuries and are as important today as when they were first instituted. Perennialist believe that these ideas should be the focus of education. According to this philosophy, when students are focused in the study of profound ideas, they will appreciate learning and become true intellectuals. Similar with essentialism, perennialism accepts little flexibility in the curriculum The perennialists support a universal curriculum on the belief that all human beings have the same essential nature. Perennialists reason that allowing students to take vocational type courses denies them the opportunity to fully develop their true abilities.
Perennialism and Essentialism are different from each other in that there is emphasis on the value of scientific experimentation and the knowledge gained from. This is seen in essentialism, but not in Perennialism. Similarly, while essentialism reflects the traditional American view that the real world is the physical world we experience with our senses, perennialism lends to the notion that universal spiritual forms are equally as real. (Shaw,15)
Existentialism
Existentialism began in nineteenth-century Europe; existentialism is associated with such diverse thinkers as Soren Kierkegaard (181-1855), and Friedrich Nietzsche (1811-100)
In the existentialist classroom, academics is placed on a back burner and the focus is on helping the students understand and appreciate themselves as unique individuals. The teachers role is to help in this process by creating an environment where students are free to examine the different ways their lives life may take them. Other aspects of this philosophy include
ɨ Learning is self-paced, self directed, and includes a large amount of individual communication with the teacher.
ɨ Students are given a wide variety of educational options from which to choose.
ɨ A great deal of emphasis is placed on the humanities.
ɨ Vocational education is used to teach students about themselves and their potential to earning a living.
ɨ Math and the natural sciences are not emphasized.(Shaw, 15)
Behaviorism
According to the Behaviorist viewpoint, it is the environment that provides the stimulation and the student responds to that stimulation. The response changes the environment in ways that increase or decrease the likelihood of the same response in the future. The Behaviorist view offers hypotheses for classroom management and suggests ways to prevent and resolve discipline problems. It involves managing the learning activities of students. According to behaviorism, human nature is neither good nor bad. Behaviorist believe that it is not human nature but defective environments that are responsible for the harmful things people do to themselves and others. (Shaw, 15)
My educational philosophy is a combination of the aforementioned philosophies it begins from my understanding of the word education, from the Latin educere - to lead out. For me this connects with a fully child centered, or child led process of education. The childs own ideas, interests and knowledge and goals should be the starting point for any meaningful learning to occur. The role of the educator should be to facilitate the childs own learning process. Educators should provide resources, suggest new areas of exploration and to gradually lead the child to a fuller understanding of the world and the society around them.
This philosophy of education does not always fit neatly into a five days a week nine to three time-table; therefore, parent should take a active role to work along with educators. New learning occurs when a student is ready to integrate new skills and knowledge into his/her existing database. It requires the educator to be sensitive to the student's inner processes. Educators should be open to discuss and follow up a student's interests as and when they occur.
Because of diversity, it is important to understand and respect the uniqueness and beliefs of each individual student. Educators should encourage students to regard all of their experiences and interests as having an educational value. As a result of this students will develop a positive attitude toward learning and the integral part learning plays in one's personal fulfillment. Students will hopefully begin to view education as a never-ending life-long process.
While national curriculums are important is of greater importance that children be allowed to learn at there own individual pace, ability and aptitude. Students should be encouraged to learn about things that are relevant to their own interests, ambitions and aspirations and goal setting, rather than being forced to learn at the same rate as another child. Strictly adhering to a set curriculum and an enforced pace of learning can lead to frustration for some and boredom for others.
Education should have several goals consisting of the following components
1) Students should be allowed to progress in his/her areas of expressed preference and ability at the rate at which they are capable to progress
) Students should be allowed to progress as slowly as they feel comfortable with especially in areas in which they are weaker and less motivated. Educators should provide an abundance of opportunities for activities in student's areas of interest areas but with no demands made on him/her to perform to a certain level in areas in which they have difficulty.
) Educators should to encourage the development of a student's ability to argue and question rationally.
4) Educators should ensure that student obtain confidence, and be comfortable in their relationships with adults and other students.
5) Educators should allow students plenty of opportunities for socializing with other children.
6) Teachers ensure that the content is fun, engaging, challenging and rewarding this will enhance the learning process.
7) A small emphasis should be placed on standardized test.
Communication and interaction between teacher and parents/guardians are a vital part of the education process. Educators should make every effort to communicate and work collectively with parents and guardians. It is imperative to encourage parents/guardians to call, email or arrange for meetings at anytime. An open-door policy should be in effect for any parent/guardian or student who feels the need to make a visit to communicate. The lines of communication will make teaching more effective with parents/guardians.
It is equally important for parents/ guardians to be involved with classroom schedule and activities through daily journals/assignment books. Parents should be welcomed to volunteer in some capacity during the school term and make their presence known. Often times this gives students a sense of security.
Educators should continually seek educational avenues for themselves and strive to stay abreast of current trends in curriculum, and research.
Children hold a huge potential and will some day change the world in which we live. Because of their diversity, is important to understand and respect the uniqueness and beliefs of each individual student.
Ensuring the content is fun; engaging, challenging and rewarding enhances learning process. In an environment such as this students will be free to learn at a pace suitable to their own age, ability and aptitude,
References
On Purpose Associates
http//www.funderstanding.com/behaviorism.cfm
Philosophy of Education
http//www.wikipedia.org/wiki/Educational_essentialism
Shaw
http//edweb.sdsu.edu/LShaw/f5syll/philos/phintro.html
Essentialism
Essentialism is a traditional form of education. It was made popular in the 10's by an American educator William Bagley (1874-146). The goal of Essentialism is to teach students essential academic knowledge and character development. Although it was criticized for being to strict to prepare students it remained the main approach in education for quite sometime. The views express in essentialism are conservative. Math, natural science, history, foreign language, and literature make up the general groundwork of the essentialist curriculum. Essentialist believe that American schools should teach traditional moral values such as respect for authority. Some aspects of the Essentialism philosophy consist of the following
ɨ Essentialist programs are academically challenging, for both slow and fast learners.
ɨ Longer school days, a longer academic year, and more formidable textbooks.
ɨ Essentialists believe that classrooms should be centered on the teacher, who serves as an intellectual and moral role model.
ɨ The teachers or administrators decide what is most important for the students to learn and place little emphasis on the interest of student interests.
ɨ Students are taught to have a working knowledge about people, events, ideas, and institutions that have shaped American society.
ɨ Only by mastering the required material for one grade level are students promoted to the next higher-grade level. ( Shaw, 15)
Progressivism
Progressive is an educational movement, which, began in the 10s, it has produced lasting innovations in American education. The individual most responsible for the success of progressivism was John Dewey (185-15). The Progressive movement made education more student friendly it motivated schools to expand their curricula, making education more pertinent to the needs and interests of students. Progressivists center the curriculum around the experiences, interests, and abilities of students. Teachers target their lesson plans to stimulate curiosity and take students to a higher level of knowledge. In addition to reading textbooks, the students must learn by doing for example field trips and games. Other characteristics of Progressivism consist of the following
ɨ Students are encouraged to interact with one another and to develop social virtues such as cooperation and tolerance for different viewpoints.
ɨ Teachers use lessons that combine more than one subject.
ɨ Natural sciences are emphasized.
ɨ There is an emphasis placed on problem solving.
ɨ Students are exposed to a more democratic curriculum that recognizes the
accomplishments of women and minorities as well as Caucasians.
Perennialism
Perennial means everlasting. Prennialism lends to the idea that some ideas have lasted over centuries and are as important today as when they were first instituted. Perennialist believe that these ideas should be the focus of education. According to this philosophy, when students are focused in the study of profound ideas, they will appreciate learning and become true intellectuals. Similar with essentialism, perennialism accepts little flexibility in the curriculum The perennialists support a universal curriculum on the belief that all human beings have the same essential nature. Perennialists reason that allowing students to take vocational type courses denies them the opportunity to fully develop their true abilities.
Perennialism and Essentialism are different from each other in that there is emphasis on the value of scientific experimentation and the knowledge gained from. This is seen in essentialism, but not in Perennialism. Similarly, while essentialism reflects the traditional American view that the real world is the physical world we experience with our senses, perennialism lends to the notion that universal spiritual forms are equally as real. (Shaw,15)
Existentialism
Existentialism began in nineteenth-century Europe; existentialism is associated with such diverse thinkers as Soren Kierkegaard (181-1855), and Friedrich Nietzsche (1811-100)
In the existentialist classroom, academics is placed on a back burner and the focus is on helping the students understand and appreciate themselves as unique individuals. The teachers role is to help in this process by creating an environment where students are free to examine the different ways their lives life may take them. Other aspects of this philosophy include
ɨ Learning is self-paced, self directed, and includes a large amount of individual communication with the teacher.
ɨ Students are given a wide variety of educational options from which to choose.
ɨ A great deal of emphasis is placed on the humanities.
ɨ Vocational education is used to teach students about themselves and their potential to earning a living.
ɨ Math and the natural sciences are not emphasized.(Shaw, 15)
Behaviorism
According to the Behaviorist viewpoint, it is the environment that provides the stimulation and the student responds to that stimulation. The response changes the environment in ways that increase or decrease the likelihood of the same response in the future. The Behaviorist view offers hypotheses for classroom management and suggests ways to prevent and resolve discipline problems. It involves managing the learning activities of students. According to behaviorism, human nature is neither good nor bad. Behaviorist believe that it is not human nature but defective environments that are responsible for the harmful things people do to themselves and others. (Shaw, 15)
My educational philosophy is a combination of the aforementioned philosophies it begins from my understanding of the word education, from the Latin educere - to lead out. For me this connects with a fully child centered, or child led process of education. The childs own ideas, interests and knowledge and goals should be the starting point for any meaningful learning to occur. The role of the educator should be to facilitate the childs own learning process. Educators should provide resources, suggest new areas of exploration and to gradually lead the child to a fuller understanding of the world and the society around them.
This philosophy of education does not always fit neatly into a five days a week nine to three time-table; therefore, parent should take a active role to work along with educators. New learning occurs when a student is ready to integrate new skills and knowledge into his/her existing database. It requires the educator to be sensitive to the student's inner processes. Educators should be open to discuss and follow up a student's interests as and when they occur.
Because of diversity, it is important to understand and respect the uniqueness and beliefs of each individual student. Educators should encourage students to regard all of their experiences and interests as having an educational value. As a result of this students will develop a positive attitude toward learning and the integral part learning plays in one's personal fulfillment. Students will hopefully begin to view education as a never-ending life-long process.
While national curriculums are important is of greater importance that children be allowed to learn at there own individual pace, ability and aptitude. Students should be encouraged to learn about things that are relevant to their own interests, ambitions and aspirations and goal setting, rather than being forced to learn at the same rate as another child. Strictly adhering to a set curriculum and an enforced pace of learning can lead to frustration for some and boredom for others.
Education should have several goals consisting of the following components
1) Students should be allowed to progress in his/her areas of expressed preference and ability at the rate at which they are capable to progress
) Students should be allowed to progress as slowly as they feel comfortable with especially in areas in which they are weaker and less motivated. Educators should provide an abundance of opportunities for activities in student's areas of interest areas but with no demands made on him/her to perform to a certain level in areas in which they have difficulty.
) Educators should to encourage the development of a student's ability to argue and question rationally.
4) Educators should ensure that student obtain confidence, and be comfortable in their relationships with adults and other students.
5) Educators should allow students plenty of opportunities for socializing with other children.
6) Teachers ensure that the content is fun, engaging, challenging and rewarding this will enhance the learning process.
7) A small emphasis should be placed on standardized test.
Communication and interaction between teacher and parents/guardians are a vital part of the education process. Educators should make every effort to communicate and work collectively with parents and guardians. It is imperative to encourage parents/guardians to call, email or arrange for meetings at anytime. An open-door policy should be in effect for any parent/guardian or student who feels the need to make a visit to communicate. The lines of communication will make teaching more effective with parents/guardians.
It is equally important for parents/ guardians to be involved with classroom schedule and activities through daily journals/assignment books. Parents should be welcomed to volunteer in some capacity during the school term and make their presence known. Often times this gives students a sense of security.
Educators should continually seek educational avenues for themselves and strive to stay abreast of current trends in curriculum, and research.
Children hold a huge potential and will some day change the world in which we live. Because of their diversity, is important to understand and respect the uniqueness and beliefs of each individual student.
Ensuring the content is fun; engaging, challenging and rewarding enhances learning process. In an environment such as this students will be free to learn at a pace suitable to their own age, ability and aptitude,
References
On Purpose Associates
http//www.funderstanding.com/behaviorism.cfm
Philosophy of Education
http//www.wikipedia.org/wiki/Educational_essentialism
Shaw
http//edweb.sdsu.edu/LShaw/f5syll/philos/phintro.html
Essentialism
Essentialism is a traditional form of education. It was made popular in the 10's by an American educator William Bagley (1874-146). The goal of Essentialism is to teach students essential academic knowledge and character development. Although it was criticized for being to strict to prepare students it remained the main approach in education for quite sometime. The views express in essentialism are conservative. Math, natural science, history, foreign language, and literature make up the general groundwork of the essentialist curriculum. Essentialist believe that American schools should teach traditional moral values such as respect for authority. Some aspects of the Essentialism philosophy consist of the following
ɨ Essentialist programs are academically challenging, for both slow and fast learners.
ɨ Longer school days, a longer academic year, and more formidable textbooks.
ɨ Essentialists believe that classrooms should be centered on the teacher, who serves as an intellectual and moral role model.
ɨ The teachers or administrators decide what is most important for the students to learn and place little emphasis on the interest of student interests.
ɨ Students are taught to have a working knowledge about people, events, ideas, and institutions that have shaped American society.
ɨ Only by mastering the required material for one grade level are students promoted to the next higher-grade level. ( Shaw, 15)
Progressivism
Progressive is an educational movement, which, began in the 10s, it has produced lasting innovations in American education. The individual most responsible for the success of progressivism was John Dewey (185-15). The Progressive movement made education more student friendly it motivated schools to expand their curricula, making education more pertinent to the needs and interests of students. Progressivists center the curriculum around the experiences, interests, and abilities of students. Teachers target their lesson plans to stimulate curiosity and take students to a higher level of knowledge. In addition to reading textbooks, the students must learn by doing for example field trips and games. Other characteristics of Progressivism consist of the following
ɨ Students are encouraged to interact with one another and to develop social virtues such as cooperation and tolerance for different viewpoints.
ɨ Teachers use lessons that combine more than one subject.
ɨ Natural sciences are emphasized.
ɨ There is an emphasis placed on problem solving.
ɨ Students are exposed to a more democratic curriculum that recognizes the
accomplishments of women and minorities as well as Caucasians.
Perennialism
Perennial means everlasting. Prennialism lends to the idea that some ideas have lasted over centuries and are as important today as when they were first instituted. Perennialist believe that these ideas should be the focus of education. According to this philosophy, when students are focused in the study of profound ideas, they will appreciate learning and become true intellectuals. Similar with essentialism, perennialism accepts little flexibility in the curriculum The perennialists support a universal curriculum on the belief that all human beings have the same essential nature. Perennialists reason that allowing students to take vocational type courses denies them the opportunity to fully develop their true abilities.
Perennialism and Essentialism are different from each other in that there is emphasis on the value of scientific experimentation and the knowledge gained from. This is seen in essentialism, but not in Perennialism. Similarly, while essentialism reflects the traditional American view that the real world is the physical world we experience with our senses, perennialism lends to the notion that universal spiritual forms are equally as real. (Shaw,15)
Existentialism
Existentialism began in nineteenth-century Europe; existentialism is associated with such diverse thinkers as Soren Kierkegaard (181-1855), and Friedrich Nietzsche (1811-100)
In the existentialist classroom, academics is placed on a back burner and the focus is on helping the students understand and appreciate themselves as unique individuals. The teachers role is to help in this process by creating an environment where students are free to examine the different ways their lives life may take them. Other aspects of this philosophy include
ɨ Learning is self-paced, self directed, and includes a large amount of individual communication with the teacher.
ɨ Students are given a wide variety of educational options from which to choose.
ɨ A great deal of emphasis is placed on the humanities.
ɨ Vocational education is used to teach students about themselves and their potential to earning a living.
ɨ Math and the natural sciences are not emphasized.(Shaw, 15)
Behaviorism
According to the Behaviorist viewpoint, it is the environment that provides the stimulation and the student responds to that stimulation. The response changes the environment in ways that increase or decrease the likelihood of the same response in the future. The Behaviorist view offers hypotheses for classroom management and suggests ways to prevent and resolve discipline problems. It involves managing the learning activities of students. According to behaviorism, human nature is neither good nor bad. Behaviorist believe that it is not human nature but defective environments that are responsible for the harmful things people do to themselves and others. (Shaw, 15)
My educational philosophy is a combination of the aforementioned philosophies it begins from my understanding of the word education, from the Latin educere - to lead out. For me this connects with a fully child centered, or child led process of education. The childs own ideas, interests and knowledge and goals should be the starting point for any meaningful learning to occur. The role of the educator should be to facilitate the childs own learning process. Educators should provide resources, suggest new areas of exploration and to gradually lead the child to a fuller understanding of the world and the society around them.
This philosophy of education does not always fit neatly into a five days a week nine to three time-table; therefore, parent should take a active role to work along with educators. New learning occurs when a student is ready to integrate new skills and knowledge into his/her existing database. It requires the educator to be sensitive to the student's inner processes. Educators should be open to discuss and follow up a student's interests as and when they occur.
Because of diversity, it is important to understand and respect the uniqueness and beliefs of each individual student. Educators should encourage students to regard all of their experiences and interests as having an educational value. As a result of this students will develop a positive attitude toward learning and the integral part learning plays in one's personal fulfillment. Students will hopefully begin to view education as a never-ending life-long process.
While national curriculums are important is of greater importance that children be allowed to learn at there own individual pace, ability and aptitude. Students should be encouraged to learn about things that are relevant to their own interests, ambitions and aspirations and goal setting, rather than being forced to learn at the same rate as another child. Strictly adhering to a set curriculum and an enforced pace of learning can lead to frustration for some and boredom for others.
Education should have several goals consisting of the following components
1) Students should be allowed to progress in his/her areas of expressed preference and ability at the rate at which they are capable to progress
) Students should be allowed to progress as slowly as they feel comfortable with especially in areas in which they are weaker and less motivated. Educators should provide an abundance of opportunities for activities in student's areas of interest areas but with no demands made on him/her to perform to a certain level in areas in which they have difficulty.
) Educators should to encourage the development of a student's ability to argue and question rationally.
4) Educators should ensure that student obtain confidence, and be comfortable in their relationships with adults and other students.
5) Educators should allow students plenty of opportunities for socializing with other children.
6) Teachers ensure that the content is fun, engaging, challenging and rewarding this will enhance the learning process.
7) A small emphasis should be placed on standardized test.
Communication and interaction between teacher and parents/guardians are a vital part of the education process. Educators should make every effort to communicate and work collectively with parents and guardians. It is imperative to encourage parents/guardians to call, email or arrange for meetings at anytime. An open-door policy should be in effect for any parent/guardian or student who feels the need to make a visit to communicate. The lines of communication will make teaching more effective with parents/guardians.
It is equally important for parents/ guardians to be involved with classroom schedule and activities through daily journals/assignment books. Parents should be welcomed to volunteer in some capacity during the school term and make their presence known. Often times this gives students a sense of security.
Educators should continually seek educational avenues for themselves and strive to stay abreast of current trends in curriculum, and research.
Children hold a huge potential and will some day change the world in which we live. Because of their diversity, is important to understand and respect the uniqueness and beliefs of each individual student.
Ensuring the content is fun; engaging, challenging and rewarding enhances learning process. In an environment such as this students will be free to learn at a pace suitable to their own age, ability and aptitude,
References
On Purpose Associates
http//www.funderstanding.com/behaviorism.cfm
Philosophy of Education
http//www.wikipedia.org/wiki/Educational_essentialism
Shaw
http//edweb.sdsu.edu/LShaw/f5syll/philos/phintro.html
Essentialism
Essentialism is a traditional form of education. It was made popular in the 10's by an American educator William Bagley (1874-146). The goal of Essentialism is to teach students essential academic knowledge and character development. Although it was criticized for being to strict to prepare students it remained the main approach in education for quite sometime. The views express in essentialism are conservative. Math, natural science, history, foreign language, and literature make up the general groundwork of the essentialist curriculum. Essentialist believe that American schools should teach traditional moral values such as respect for authority. Some aspects of the Essentialism philosophy consist of the following
ɨ Essentialist programs are academically challenging, for both slow and fast learners.
ɨ Longer school days, a longer academic year, and more formidable textbooks.
ɨ Essentialists believe that classrooms should be centered on the teacher, who serves as an intellectual and moral role model.
ɨ The teachers or administrators decide what is most important for the students to learn and place little emphasis on the interest of student interests.
ɨ Students are taught to have a working knowledge about people, events, ideas, and institutions that have shaped American society.
ɨ Only by mastering the required material for one grade level are students promoted to the next higher-grade level. ( Shaw, 15)
Progressivism
Progressive is an educational movement, which, began in the 10s, it has produced lasting innovations in American education. The individual most responsible for the success of progressivism was John Dewey (185-15). The Progressive movement made education more student friendly it motivated schools to expand their curricula, making education more pertinent to the needs and interests of students. Progressivists center the curriculum around the experiences, interests, and abilities of students. Teachers target their lesson plans to stimulate curiosity and take students to a higher level of knowledge. In addition to reading textbooks, the students must learn by doing for example field trips and games. Other characteristics of Progressivism consist of the following
ɨ Students are encouraged to interact with one another and to develop social virtues such as cooperation and tolerance for different viewpoints.
ɨ Teachers use lessons that combine more than one subject.
ɨ Natural sciences are emphasized.
ɨ There is an emphasis placed on problem solving.
ɨ Students are exposed to a more democratic curriculum that recognizes the
accomplishments of women and minorities as well as Caucasians.
Perennialism
Perennial means everlasting. Prennialism lends to the idea that some ideas have lasted over centuries and are as important today as when they were first instituted. Perennialist believe that these ideas should be the focus of education. According to this philosophy, when students are focused in the study of profound ideas, they will appreciate learning and become true intellectuals. Similar with essentialism, perennialism accepts little flexibility in the curriculum The perennialists support a universal curriculum on the belief that all human beings have the same essential nature. Perennialists reason that allowing students to take vocational type courses denies them the opportunity to fully develop their true abilities.
Perennialism and Essentialism are different from each other in that there is emphasis on the value of scientific experimentation and the knowledge gained from. This is seen in essentialism, but not in Perennialism. Similarly, while essentialism reflects the traditional American view that the real world is the physical world we experience with our senses, perennialism lends to the notion that universal spiritual forms are equally as real. (Shaw,15)
Existentialism
Existentialism began in nineteenth-century Europe; existentialism is associated with such diverse thinkers as Soren Kierkegaard (181-1855), and Friedrich Nietzsche (1811-100)
In the existentialist classroom, academics is placed on a back burner and the focus is on helping the students understand and appreciate themselves as unique individuals. The teachers role is to help in this process by creating an environment where students are free to examine the different ways their lives life may take them. Other aspects of this philosophy include
ɨ Learning is self-paced, self directed, and includes a large amount of individual communication with the teacher.
ɨ Students are given a wide variety of educational options from which to choose.
ɨ A great deal of emphasis is placed on the humanities.
ɨ Vocational education is used to teach students about themselves and their potential to earning a living.
ɨ Math and the natural sciences are not emphasized.(Shaw, 15)
Behaviorism
According to the Behaviorist viewpoint, it is the environment that provides the stimulation and the student responds to that stimulation. The response changes the environment in ways that increase or decrease the likelihood of the same response in the future. The Behaviorist view offers hypotheses for classroom management and suggests ways to prevent and resolve discipline problems. It involves managing the learning activities of students. According to behaviorism, human nature is neither good nor bad. Behaviorist believe that it is not human nature but defective environments that are responsible for the harmful things people do to themselves and others. (Shaw, 15)
My educational philosophy is a combination of the aforementioned philosophies it begins from my understanding of the word education, from the Latin educere - to lead out. For me this connects with a fully child centered, or child led process of education. The childs own ideas, interests and knowledge and goals should be the starting point for any meaningful learning to occur. The role of the educator should be to facilitate the childs own learning process. Educators should provide resources, suggest new areas of exploration and to gradually lead the child to a fuller understanding of the world and the society around them.
This philosophy of education does not always fit neatly into a five days a week nine to three time-table; therefore, parent should take a active role to work along with educators. New learning occurs when a student is ready to integrate new skills and knowledge into his/her existing database. It requires the educator to be sensitive to the student's inner processes. Educators should be open to discuss and follow up a student's interests as and when they occur.
Because of diversity, it is important to understand and respect the uniqueness and beliefs of each individual student. Educators should encourage students to regard all of their experiences and interests as having an educational value. As a result of this students will develop a positive attitude toward learning and the integral part learning plays in one's personal fulfillment. Students will hopefully begin to view education as a never-ending life-long process.
While national curriculums are important is of greater importance that children be allowed to learn at there own individual pace, ability and aptitude. Students should be encouraged to learn about things that are relevant to their own interests, ambitions and aspirations and goal setting, rather than being forced to learn at the same rate as another child. Strictly adhering to a set curriculum and an enforced pace of learning can lead to frustration for some and boredom for others.
Education should have several goals consisting of the following components
1) Students should be allowed to progress in his/her areas of expressed preference and ability at the rate at which they are capable to progress
) Students should be allowed to progress as slowly as they feel comfortable with especially in areas in which they are weaker and less motivated. Educators should provide an abundance of opportunities for activities in student's areas of interest areas but with no demands made on him/her to perform to a certain level in areas in which they have difficulty.
) Educators should to encourage the development of a student's ability to argue and question rationally.
4) Educators should ensure that student obtain confidence, and be comfortable in their relationships with adults and other students.
5) Educators should allow students plenty of opportunities for socializing with other children.
6) Teachers ensure that the content is fun, engaging, challenging and rewarding this will enhance the learning process.
7) A small emphasis should be placed on standardized test.
Communication and interaction between teacher and parents/guardians are a vital part of the education process. Educators should make every effort to communicate and work collectively with parents and guardians. It is imperative to encourage parents/guardians to call, email or arrange for meetings at anytime. An open-door policy should be in effect for any parent/guardian or student who feels the need to make a visit to communicate. The lines of communication will make teaching more effective with parents/guardians.
It is equally important for parents/ guardians to be involved with classroom schedule and activities through daily journals/assignment books. Parents should be welcomed to volunteer in some capacity during the school term and make their presence known. Often times this gives students a sense of security.
Educators should continually seek educational avenues for themselves and strive to stay abreast of current trends in curriculum, and research.
Children hold a huge potential and will some day change the world in which we live. Because of their diversity, is important to understand and respect the uniqueness and beliefs of each individual student.
Ensuring the content is fun; engaging, challenging and rewarding enhances learning process. In an environment such as this students will be free to learn at a pace suitable to their own age, ability and aptitude,
References
On Purpose Associates
http//www.funderstanding.com/behaviorism.cfm
Philosophy of Education
http//www.wikipedia.org/wiki/Educational_essentialism
Shaw
http//edweb.sdsu.edu/LShaw/f5syll/philos/phintro.html
Essentialism
Essentialism is a traditional form of education. It was made popular in the 10's by an American educator William Bagley (1874-146). The goal of Essentialism is to teach students essential academic knowledge and character development. Although it was criticized for being to strict to prepare students it remained the main approach in education for quite sometime. The views express in essentialism are conservative. Math, natural science, history, foreign language, and literature make up the general groundwork of the essentialist curriculum. Essentialist believe that American schools should teach traditional moral values such as respect for authority. Some aspects of the Essentialism philosophy consist of the following
ɨ Essentialist programs are academically challenging, for both slow and fast learners.
ɨ Longer school days, a longer academic year, and more formidable textbooks.
ɨ Essentialists believe that classrooms should be centered on the teacher, who serves as an intellectual and moral role model.
ɨ The teachers or administrators decide what is most important for the students to learn and place little emphasis on the interest of student interests.
ɨ Students are taught to have a working knowledge about people, events, ideas, and institutions that have shaped American society.
ɨ Only by mastering the required material for one grade level are students promoted to the next higher-grade level. ( Shaw, 15)
Progressivism
Progressive is an educational movement, which, began in the 10s, it has produced lasting innovations in American education. The individual most responsible for the success of progressivism was John Dewey (185-15). The Progressive movement made education more student friendly it motivated schools to expand their curricula, making education more pertinent to the needs and interests of students. Progressivists center the curriculum around the experiences, interests, and abilities of students. Teachers target their lesson plans to stimulate curiosity and take students to a higher level of knowledge. In addition to reading textbooks, the students must learn by doing for example field trips and games. Other characteristics of Progressivism consist of the following
ɨ Students are encouraged to interact with one another and to develop social virtues such as cooperation and tolerance for different viewpoints.
ɨ Teachers use lessons that combine more than one subject.
ɨ Natural sciences are emphasized.
ɨ There is an emphasis placed on problem solving.
ɨ Students are exposed to a more democratic curriculum that recognizes the
accomplishments of women and minorities as well as Caucasians.
Perennialism
Perennial means everlasting. Prennialism lends to the idea that some ideas have lasted over centuries and are as important today as when they were first instituted. Perennialist believe that these ideas should be the focus of education. According to this philosophy, when students are focused in the study of profound ideas, they will appreciate learning and become true intellectuals. Similar with essentialism, perennialism accepts little flexibility in the curriculum The perennialists support a universal curriculum on the belief that all human beings have the same essential nature. Perennialists reason that allowing students to take vocational type courses denies them the opportunity to fully develop their true abilities.
Perennialism and Essentialism are different from each other in that there is emphasis on the value of scientific experimentation and the knowledge gained from. This is seen in essentialism, but not in Perennialism. Similarly, while essentialism reflects the traditional American view that the real world is the physical world we experience with our senses, perennialism lends to the notion that universal spiritual forms are equally as real. (Shaw,15)
Existentialism
Existentialism began in nineteenth-century Europe; existentialism is associated with such diverse thinkers as Soren Kierkegaard (181-1855), and Friedrich Nietzsche (1811-100)
In the existentialist classroom, academics is placed on a back burner and the focus is on helping the students understand and appreciate themselves as unique individuals. The teachers role is to help in this process by creating an environment where students are free to examine the different ways their lives life may take them. Other aspects of this philosophy include
ɨ Learning is self-paced, self directed, and includes a large amount of individual communication with the teacher.
ɨ Students are given a wide variety of educational options from which to choose.
ɨ A great deal of emphasis is placed on the humanities.
ɨ Vocational education is used to teach students about themselves and their potential to earning a living.
ɨ Math and the natural sciences are not emphasized.(Shaw, 15)
Behaviorism
According to the Behaviorist viewpoint, it is the environment that provides the stimulation and the student responds to that stimulation. The response changes the environment in ways that increase or decrease the likelihood of the same response in the future. The Behaviorist view offers hypotheses for classroom management and suggests ways to prevent and resolve discipline problems. It involves managing the learning activities of students. According to behaviorism, human nature is neither good nor bad. Behaviorist believe that it is not human nature but defective environments that are responsible for the harmful things people do to themselves and others. (Shaw, 15)
My educational philosophy is a combination of the aforementioned philosophies it begins from my understanding of the word education, from the Latin educere - to lead out. For me this connects with a fully child centered, or child led process of education. The childs own ideas, interests and knowledge and goals should be the starting point for any meaningful learning to occur. The role of the educator should be to facilitate the childs own learning process. Educators should provide resources, suggest new areas of exploration and to gradually lead the child to a fuller understanding of the world and the society around them.
This philosophy of education does not always fit neatly into a five days a week nine to three time-table; therefore, parent should take a active role to work along with educators. New learning occurs when a student is ready to integrate new skills and knowledge into his/her existing database. It requires the educator to be sensitive to the student's inner processes. Educators should be open to discuss and follow up a student's interests as and when they occur.
Because of diversity, it is important to understand and respect the uniqueness and beliefs of each individual student. Educators should encourage students to regard all of their experiences and interests as having an educational value. As a result of this students will develop a positive attitude toward learning and the integral part learning plays in one's personal fulfillment. Students will hopefully begin to view education as a never-ending life-long process.
While national curriculums are important is of greater importance that children be allowed to learn at there own individual pace, ability and aptitude. Students should be encouraged to learn about things that are relevant to their own interests, ambitions and aspirations and goal setting, rather than being forced to learn at the same rate as another child. Strictly adhering to a set curriculum and an enforced pace of learning can lead to frustration for some and boredom for others.
Education should have several goals consisting of the following components
1) Students should be allowed to progress in his/her areas of expressed preference and ability at the rate at which they are capable to progress
) Students should be allowed to progress as slowly as they feel comfortable with especially in areas in which they are weaker and less motivated. Educators should provide an abundance of opportunities for activities in student's areas of interest areas but with no demands made on him/her to perform to a certain level in areas in which they have difficulty.
) Educators should to encourage the development of a student's ability to argue and question rationally.
4) Educators should ensure that student obtain confidence, and be comfortable in their relationships with adults and other students.
5) Educators should allow students plenty of opportunities for socializing with other children.
6) Teachers ensure that the content is fun, engaging, challenging and rewarding this will enhance the learning process.
7) A small emphasis should be placed on standardized test.
Communication and interaction between teacher and parents/guardians are a vital part of the education process. Educators should make every effort to communicate and work collectively with parents and guardians. It is imperative to encourage parents/guardians to call, email or arrange for meetings at anytime. An open-door policy should be in effect for any parent/guardian or student who feels the need to make a visit to communicate. The lines of communication will make teaching more effective with parents/guardians.
It is equally important for parents/ guardians to be involved with classroom schedule and activities through daily journals/assignment books. Parents should be welcomed to volunteer in some capacity during the school term and make their presence known. Often times this gives students a sense of security.
Educators should continually seek educational avenues for themselves and strive to stay abreast of current trends in curriculum, and research.
Children hold a huge potential and will some day change the world in which we live. Because of their diversity, is important to understand and respect the uniqueness and beliefs of each individual student.
Ensuring the content is fun; engaging, challenging and rewarding enhances learning process. In an environment such as this students will be free to learn at a pace suitable to their own age, ability and aptitude,
References
On Purpose Associates
http//www.funderstanding.com/behaviorism.cfm
Philosophy of Education
http//www.wikipedia.org/wiki/Educational_essentialism
Shaw
http//edweb.sdsu.edu/LShaw/f5syll/philos/phintro.html
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