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8/6/2019 Combined Philosophies
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TimelineTimelineTimelineTimeline
PerennialismPerennialism ExistentialismExistentialism
ProgressivismProgressivism
EssentialismEssentialism
PhenomenologyPhenomenology
PerennialismPerennialism
ExistentialismExistentialism
ProgressivismProgressivism
EssentialismEssentialism
PhenomenologyPhenomenology
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Philosophical FoundationsPhilosophical Foundations
-- ShorthandShorthand --
Essentialism & PerennialismEssentialism & Perennialism
GunGun--totin conservatives?totin conservatives?
Progressivism & ExistentialismProgressivism & Existentialism TreeTree--huggin liberals?huggin liberals?
PhenomenologyPhenomenologyWhats it to ya?!Whats it to ya?!
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EssentialismEssentialism
&&PerennialismPerennialism
PhilosophicalPhilosophical
Foundations ofFoundations ofEducationEducation
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EssentialismEssentialism PerennialismPerennialismDefinitionsDefinitions
There is a core ofThere is a core ofknowledge andknowledge and
skills a studentskills a studentmust learn.must learn.
also known asalso known as
Back to Basics orBack to Basics orCore curriculumCore curriculum
Education is basedEducation is basedon universalon universal
principles of theprinciples of theworld, that explainworld, that explainnature and humannature and human
nature.nature.
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EssentialismEssentialism PerennialismPerennialismHistoriesHistories
rooted in realismrooted in realism
developed todeveloped toreinforce idealsreinforce idealsdeveloped throughdeveloped throughwestern civilizationswestern civilizations
follows authoritarianfollows authoritarianprincipleprinciple
rooted in idealismrooted in idealismand realismand realism
created in reactioncreated in reactionto progressivismto progressivism
developed into adeveloped into a
major position aftermajor position afterthe Sputnik launchthe Sputnik launchin the Cold War Erain the Cold War Era
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EssentialismEssentialism PerennialismPerennialism
Teacher RoleTeacher Role
teacher impartsteacher impartsprinciples throughprinciples through
timetime--tested,tested,traditional methodstraditional methods
take charge of thetake charge of thecurriculumcurriculum
commoncommonpedagogies:pedagogies:lecture,lecture,
memorizationsmemorizationsactivities, andactivities, andexaminationsexaminations
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EssentialismEssentialism PerennialismPerennialism
Student RoleStudent Role
learn the 3 Rs:learn the 3 Rs:readin, (w)ritin,readin, (w)ritin,
and rithmaticand rithmaticalso learn universalalso learn universaltruths revealedtruths revealed
through historythrough historybecome involved inbecome involved inthe intellectualthe intellectual
dialogue of historydialogue of history
learn the contentlearn the contentand skills of theand skills of the
curriculumcurriculum
recognize therecognize theteacher as beingteacher as being
the expertthe expert
become abecome aproductive citizenproductive citizen
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EssentialismEssentialism
Real CasesReal Cases Contemporary PracticeContemporary Practice
Dr. Theodore SizerDr. Theodore Sizer
The Essential Schools MovementThe Essential Schools Movement ten common principles guide the curriculumten common principles guide the curriculum
Madeline HunterMadeline Hunter
Essential Elements of InstructionEssential Elements of Instruction -- PedagogiesPedagogies
focus on clear essential learning goalsfocus on clear essential learning goals personalize teaching to learning needspersonalize teaching to learning needs
constantly monitor student learningconstantly monitor student learning
assess student performance on real and authenticassess student performance on real and authentictaskstasks
Real CasesReal Cases
EssentialismEssentialism
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PerennialismPerennialism
Real CasesReal Cases
Robert M. Hutchins and Mortimer AdlerRobert M. Hutchins and Mortimer Adler
The Great Books ProgramThe Great Books ProgramGreat universal ideas have come out of theGreat universal ideas have come out of the
intellectual dialogue carried on over timeintellectual dialogue carried on over timethrough the great works of classic literature.through the great works of classic literature.
teacherteacher--centered locus of controlcentered locus of controlThe Boston Latin SchoolThe Boston Latin School
Students need to read these great worksStudents need to read these great works(preferably in the original language)(preferably in the original language) to knowto know
where we are today in that dialogue.where we are today in that dialogue.
Real CasesReal CasesEssentialismEssentialism
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EssentialismEssentialism PerennialismPerennialism
AttributesAttributes
PerennialismPerennialism
Features teacherFeatures teacher--centered locus ofcentered locus of
control control and explicit teachingand explicit teachingof traditional values.of traditional values.
Prepares children forPrepares children foradulthood.adulthood.
Students will becomeStudents will becometrue intellectuals.true intellectuals.
Teachers are heldTeachers are heldresponsible forresponsible for
teaching.teaching.Students are heldStudents are heldresponsible forresponsible for
learning.learning.LearningLearningexperiences areexperiences arestructured.structured.
How does this alignHow does this alignwithwith youryour
philosophy?philosophy?
How doesHow does thisthis alignalignwith yourwith your
philosophy?philosophy?
For both philosophies:
learners should be active
content is structured
subjects are cognitive
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EssentialismEssentialism PerennialismPerennialism
CritiquesCritiques
Agree or Disagree?Agree or Disagree?Agree or Disagree?Agree or Disagree?
outdatedoutdated
has slowedhas slowededucational changeeducational change
Todays studentsTodays studentsneed to play anneed to play anactive role in theiractive role in theirlearning.learning.
little flexibility in thelittle flexibility in thecurriculumcurriculum
studentsstudentsinterests/experiencesinterests/experiencesare not a factor inare not a factor in
what teachers teachwhat teachers teachvocational coursesvocational courseshinder developmenthinder developmentof rational powersof rational powers
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ProgressivismProgressivism
&&
ExistentialismExistentialism
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ProgressivismProgressivism ExistentialismExistentialism
HistoriesHistories
John DeweyJohn Dewey
stimulated schools tostimulated schools to
make educationmake educationmore relevant to themore relevant to theneeds and interestsneeds and interests
of students (1920s)of students (1920s)resurgence in lateresurgence in late60s and 80s60s and 80s
Began in the mid toBegan in the mid tolate 1800s throughlate 1800s through
Kierkegaard andKierkegaard andNietzsche.Nietzsche.
Became moreBecame morebroadly popularbroadly popularthrough Sartresthrough Sartreswritings in midwritings in mid1900s.1900s.
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ProgressivismProgressivism ExistentialismExistentialism
Teacher RoleTeacher Role
Stimulate studentsStimulate studentsinterest byinterest by
exposing them toexposing them tonew experiences.new experiences.
Help students learnHelp students learn
to become flexibleto become flexibleproblem solvers.problem solvers.
Help students toHelp students toidentify theiridentify their
foundational beliefsfoundational beliefsby exposing themby exposing themto ethicalto ethical
dilemmas.dilemmas.Facilitate ability ofFacilitate ability ofstudents to makestudents to makefree choices.free choices.
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ProgressivismProgressivism ExistentialismExistentialism
Student RoleStudent Role
interactinteractcooperatively withcooperatively with
one anotherone another
experience andexperience andlearn from diverselearn from diverse
points of viewpoints of viewdevelop selfdevelop self--reliancereliance
make choicesmake choicesbased onbased on
experiencesexperienceswork to definework to definethemselvesthemselves
make sense of theirmake sense of theirown livesown lives
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ProgressivismProgressivism ExistentialismExistentialism
AttributesAttributesinteractive probleminteractive problemsolvingsolving
learning is knowledgelearning is knowledgeconstructionconstruction
critical thinking andcritical thinking and
problem solvingproblem solvingintellectual integrityintellectual integrityand social conscienceand social conscience
application of learningapplication of learning
making choices inmaking choices in
sequential and opensequential and open--ended situationsended situations
knowledge isknowledge issubjective, residessubjective, resideswithin the individualwithin the individual
moral / ethicalmoral / ethicaldecision makingdecision making
For both philosophies:
learners make many decisions
curriculum/content is flexible
thinking approach is divergent
How does this alignHow does this alignwithwith youryour
philosophy?philosophy?
How doesHow does thisthis alignalignwith yourwith your
philosophy?philosophy?
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ProgressivismProgressivism ExistentialismExistentialism
CritiquesCritiques
does not align withthe specified content
of mandatory testingdifficult to measureand compare resultswhen students arepursuing individual,not commoninterests
leads to despairleads to despairand inactivityand inactivity
leads to isolationleads to isolationrather thanrather thanpromoting a sensepromoting a sense
of community withof community withothersothers
Agree or Disagree?Agree or Disagree?Agree or Disagree?Agree or Disagree?
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PhenomenologyPhenomenology
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PhenomenologyPhenomenology
A DefinitionA Definition
We are notmolded by our
experiences.
my existence does not stem from my my existence does not stem from myantecedents, from my physical and socialantecedents, from my physical and socialenvironment, instead it moves out towardenvironment, instead it moves out towardthem and sustains them, for I alone bringthem and sustains them, for I alone bring
into being for myself the tradition which Iinto being for myself the tradition which Ielect to carry on.elect to carry on. -- MerleauMerleau--Ponty (1962)Ponty (1962)
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PhenomenologyPhenomenology
A DefinitionA Definition
We shape ourunderstanding
of experiencestoward anobjective ...
my existence does not stem from my my existence does not stem from myantecedents, from my physical and socialantecedents, from my physical and socialenvironment, instead it moves out towardenvironment, instead it moves out towardthem and sustains them, for I alone bringthem and sustains them, for I alone bring
into being for myself the tradition which Iinto being for myself the tradition which Ielect to carry on.elect to carry on. -- MerleauMerleau--Ponty (1962)Ponty (1962)
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PhenomenologyPhenomenology
A DefinitionA Definition
that fits theframework we
have chosen.
my existence does not stem from my my existence does not stem from myantecedents, from my physical and socialantecedents, from my physical and socialenvironment, instead it moves out towardenvironment, instead it moves out towardthem and sustains them, for I alone bringthem and sustains them, for I alone bring
into being for myself the tradition which Iinto being for myself the tradition which Ielect to carry on.elect to carry on. -- MerleauMerleau--Ponty (1962)Ponty (1962)
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PhenomenologyPhenomenology
A DefinitionA Definition
that fits theframework we
have chosen.
creates a framework of understandingcreates a framework of understanding
happens within each individualhappens within each individualBy careful and objective observation (By careful and objective observation (withoutwithoutpresuppositionspresuppositions), we can understand and work), we can understand and workwith each students framework.with each students framework.
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PhenomenologyPhenomenology
DefinitionDefinition
|| study of the structures of experiencestudy of the structures of experience
|| determination of how people perceivedetermination of how people perceiveevents in their own context and whatevents in their own context and whatmeaning they give to those eventsmeaning they give to those events
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PhenomenologyPhenomenology
HistoryHistory
Began in 18Began in 18thth Century as a theory ofCentury as a theory ofsensory appearances: the starting pointssensory appearances: the starting points
for building knowledge.for building knowledge.1919thth Century: phenomena occur in theCentury: phenomena occur in themind as intentional acts of consciousness.mind as intentional acts of consciousness.
20th Century: Husserl described objectiveand shareable meanings residing in theconscious mind.
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PhenomenologyPhenomenology
Teacher RoleTeacher Role
Primary focus is not on thePrimary focus is not on theteaching, but on the learning.teaching, but on the learning.
Create safe environment for students toCreate safe environment for students toexpress honest opinions.express honest opinions.
Create opportunities for students toCreate opportunities for students to
express their understanding.express their understanding.Design experiences that illustrateDesign experiences that illustrate
conceptsconcepts..
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PhenomenologyPhenomenology
Teacher RoleTeacher Role
Primary focus is not on thePrimary focus is not on theteaching, but on the learning.teaching, but on the learning.
Listen to how students are makingListen to how students are makingsense of new material.sense of new material.
Weave in lots of student feedback:Weave in lots of student feedback:checks for understanding, dailychecks for understanding, dailystudent closure, and projects.student closure, and projects.
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PhenomenologyPhenomenology
Primary focus is not on thePrimary focus is not on theteaching, but on the learning.teaching, but on the learning.
Actively participate: listening,Actively participate: listening,thinking, contributing.thinking, contributing.
Consider and learn from otherConsider and learn from other
peoples perspectives.peoples perspectives.
Construct meaning from experiences.Construct meaning from experiences.
Student RoleStudent Role
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PhenomenologyPhenomenology
Real CasesReal Cases
Omni EducationOmni Education
Erin Gruwell and the Freedom WritersErin Gruwell and the Freedom Writers
Historical ReHistorical Re--enactmentsenactments
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PhenomenologyPhenomenology
AttributesAttributes
Considers each student as unique andConsiders each student as unique andimportant.important.
Teachers and students explore andlearn from each others perspectives.
Broadens thinking.
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PhenomenologyPhenomenology
CritiquesCritiques
Consciousness (perception) cannot beConsciousness (perception) cannot beexplained objectively as it cannot beexplained objectively as it cannot be
directly tied to brain structure anddirectly tied to brain structure andfunction.function.
Early 20Early 20thth Century phenomenologistsCentury phenomenologists
description of the theory as beyonddescription of the theory as beyondscience implies that it is fundamentallyscience implies that it is fundamentallysubjective.subjective.
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