The Impact of Educational Theories on Educational Practice

What Do You Believe About Teaching and Learning?

Dr. Melinda TompkinsLewis Clark State College

Explain the relationship between personal philosophy and philosophy of education.

Describe the three branches of philosophy. Compare the metaphysics of idealism, realism, neo-

Thomism, pragmatism, and existentialism. Compare the epistemology of idealism, realism, neo-

Thomism, pragmatism, and existentialism. Compare the axiology of idealism, realism, neo-Thomism,

pragmatism, and existentialism. Identify the philosophies that take an optimistic view of

human nature and those that take a pessimistic view. Explain philosophic analysis in education. Discuss your philosophy of life and how it has changed over

time.

You began to look at a basic introduction to the main branches of philosophy and how they generally relate to teaching.

Think back over events you’ve experienced this past week. How did philosophy influence what happened? (I would encourage you to really think about this! I know this is easy to by-pass when you are sitting there alone reading it! During an face to face class we would be discussing this!!)

Were there educational events that were influenced by philosophy?

METAPHYSICS(What is real?)

Ontology(questions about existence and

being)Cosmology

(Nature and origin of the universe)

EPISTEMOLOGY(How do we know?)

AXIOLOGY(What is right?)

Knowing Through:Experience - Authority

Reason - Intuition

Active Construction

EthicsAesthetics

How does what we believe about …… what is real or the nature of existence or the

meaning of life…….Shape who we are as a Teacher?

How does what we believe about how knowledge is acquired

Shape our approach to teaching? In what way do our beliefs about what is

right and good and beautifulImpact the learning in our classroom?

Your beliefs and your own philosophy of education will influence all your activities in the classroom from how you teach, what you teach, how you manage your classroom, how you relate to students, parents, and colleagues, and how you conduct your professional life

So… do you see why this “stuff” is important to understand!!

If you were sitting in class right now I would have you take out a piece of paper and write down all your thoughts about what comes to your mind when you think about the question above.

So… take a minute or two and jot down your ideas!

What IS EDUCATIONAL THEORY? Can you think of any?

There are SIX major philosophies that have a major influence on educational practices and decisions

Please make sure that you download the handout to fill in – taking notes as you go. This will be helpful as you begin to formulate your own philosophy.

Teacher CenteredFocus on Curriculum

Student CenteredFocus on Self/Society

Essentialism

Social Reconstructioni

smPerennialism

Behaviorism

Progressivism

Post Modernism

Traditional/ ConservativeAuthoritarian (convergent)

Contemporary/ LiberalNon-Authoritarian (divergent)

With a few of my anecdotal comments interspersed

They have identified SIX major theories of education being: Perennialism Essentialism Behaviorism Progressivism Social Reconstructionism Postmodernism

Often other terms are used: Humanism – where the emphasis

is on ‘self-actualization’ and a natural approach to learning – Maslow was a big proponent

Existentialism –holds to a freedom of choice where individuals can choose and be responsible for their decisions. Proponents: Kierkegaard, Sartre

Let’s explore the

conceptsas your text relates tothem…..

18

Perennialism protests against secularization and

against excessive focus on science and technology at the expense of reason.

L. Dean Webb, Arlene Metha, & K. Forbis Jordan. Foundations ofAmerican Education, 5e. Copyright © 2007 by Pearson Education,

Inc.

19

The Purpose of Schooling to teach eternal truths to cultivate the rational intellect to develop a spiritual nature to prepare

The Nature of the Learner Students are rational beings of value and

worth. They have an intellect and a soul.


Inc.

20

The Purpose of Schooling to teach eternal truths to cultivate the rational intellect to develop a spiritual nature to prepare

The Nature of the Learner Students are rational beings of value and

worth. They have an intellect and a soul.


Inc.

21

Curriculum- Christian doctrine- Great Books and the liberal arts- character training and moral development

Instructional Methods didactic instruction coaching Socratic Method

Classroom Management train the will time on task precision and order orderliness and structure


Inc.

22

Assessment objective exams and essay exams

The Teacher educated in the liberal arts an authority figure; disseminator of the truth a “director of mental calisthenics” an intellectual coach

Leading educational proponents Jacques Maritain Robert Hutchins Mortimer Adler Allan Bloom


Inc.

Focus on teaching ideas that are everlasting. Seek enduring truths which are

constant not changing – through ‘great books’, art, philosophy, religion.

Stress is on growth in Arts - Sciences

Aim to teach students to become critical thinkers

Aligns with “Idealism” (Plato – Socrates)

24

Essentialism protests against a perceived decline of intellectual rigor and moral standards in schools.


Inc.

25

The Purpose of Schooling to train the intellect to teach culture and traditions to teach knowledge and skills

The Nature of the Learner Students can become culturally literate and develop disciplined minds.


Inc.

26

Curriculum Back to Basics instruction in the essentials moral development and character training

Instructional Methods lecture recitation discussion Socratic dialogue


Inc.

27

Classroom Management character training discipline clear expectations respect for others

Assessment IQ tests standardized achievement tests diagnostic tests performance-based competency tests


Inc.

28

The Teacher intellectual, trained in the liberal arts, sciences, or

humanities skilled communicator

Leading educational proponents William C. Bagley Arthur E. Bestor Admiral Hyman G. Rickover E.D. Hirsch, Jr. William Bennett Chester Finn Diane Ravitch


Inc.

There is an indispensable, common core of culture and knowledge that must be taught to all students.

A practical ‘core’ curriculum will help produce useful citizens

30

Behaviorism protests against importance placed on mental processes that cannot be observed, such as thinking and motivation.


Inc.

31

The Purpose of Schooling to increase appropriate behaviors to decrease inappropriate behaviors to teach new behaviors

The Nature of the Learner Students are capable of learning new

behavior and of changing behavior.


Inc.

32

Curriculum cognitive problem solving critical-thinking skills

Instructional Methods reinforcement programmed instruction computer-assisted instruction problem solving anger control self-instruction and self-reinforcement


Inc.

33

Classroom Management identify expected behavior establish procedures and routines monitor/observe use rewards and penalties

Assessment behavioral objectives performance contracting self-assessment


Inc.

34

The Teacher behavioral engineer controller of behavior arranger of contingencies

Leading educational proponents Pavlov Watson Thorndike Skinner Premack


Inc.

Teacher-directed, systematic, and structured environments

Object clearly stated – broken down into steps

Provide hints or cues that guide students to desired behavior.

Use consequences to reinforce the desired behavior.

Use of traditional teaching and assessment methods (lecture, skill worksheets, activities and test with specific test responses)

36

Progressivism protests against an emphasis on

universal truth, at the expense of experience and

relevance.


Inc.

37

The Purpose of Schooling to focus on a democratic society to encourage cooperation to develop problem-solving and decision-making

skills The Nature of the Learner

Students learn by doing. They can set their own objectives for learning. They can work together to solve problems. They can make classroom rules. They are able to test and evaluate ideas.


Inc.

38

Curriculum experience-centered child-centered growth-centered

Instructional Methods cooperative group activities project method scientific method problem solving decision making


Inc.

39

Classroom Management democratic participatory self-directed

Assessment formative evaluation ongoing feedback


Inc.

40

The Teacher a facilitator and guide a director of learning a collaborative partner

Leading educational proponents Pestalozzi Rousseau Francis W. Parker John Dewey Ella Flagg Young William H. Kilpatrick Theodore Sizer


Inc.

Learning is active – not passive

Effective teaching takes into account the whole child

Teach problem solving strategies

Teacher Facilitated – Student Centered

42

Social reconstructionists protest against the status quo. To them, society is in need of change. Education needs to take the lead in bringing about these changes.


Inc.

43

The Purpose of Schooling to become agents of change

The Nature of the Learner The student is capable of initiating and

adapting to change, and thus is a critical agent in social change.


Inc.

44

Curriculum democratic critical theory critical literacy societal problems and global issues hidden curriculum

Instructional Methods problem solving critical thinking planning for change


Inc.

45

Classroom Management conflict resolution community building

Assessment formative evaluation ongoing feedback


Inc.

46

The Teacher agent of change; shaper of a new society transformational leader

Leading educational proponents Karl Marx George S. Counts Theodore Brameld Harold Rugg Ivan Illich Paulo Freire


Inc.

Based on pragmatism Closely aligned with

progressivism Social reform is the goal of

education – social activism Use contemporary social

problems to encourage critical thinking and action

48

Postmodernism protests against disequity between the dominant culture

and the disenfranchised, disadvantaged, or

marginal groups in society.


Inc.

49

The Purpose of Schooling to develop critical literacy to question scientific realism to question objectivity, truth, and

rationality The Nature of the Learner

The student can develop an awareness and understanding of disequity and injustice in society.


Inc.

50

Curriculum critical literacy suffering and injustice cultural politics; challenge unequal power hidden curriculum

Instructional Methods constructivism question, critique, and examine


Inc.

51

Classroom Management nonthreatening, supportive open to discussing controversial subjects encourages self-discipline

Assessment authentic assessment self-evaluation


Inc.

52

The Teacher scholar-practitioner leader critical thinker agent of change


Inc.

53

Leading early educational proponentsKarl MarxTheodor AdornoMax HorkheimerHerbert MarcuseJurgen HabermasEric Fromm


Inc.

Encourages a personal awareness, challenge of the status quo, seeks personal reflection

Challenge existing student paradigms of personal, social and cultural norms

So now it is YOUR turn to begin to apply some of these concepts to who you see yourself as a teacher and articulate your own teaching philosophy.

Module 5

How would YOU respond…….. Who was your best teacher

ever? What qualities and attributes

did this teacher posses? Are there any of those

qualities that you find you would exhibit in the classroom? What?

Quick Write Sometimes called Free Writing

(A Teaching Strategy)Take Five Minutes and write freely withoutpicking your pencil up from the paper….

Write down your thoughts after reading each question. (this is NOT a ‘paper’ it is ‘free’ writing just write what comes to you)Keep your notes for an upcoming assignment.

What do you believe about teaching?Why?

What do you believe about learning? Why?

There are MORE questions on the next slide!

Keep Writing!What do you believe about KIDS?What motivates YOU to learn?What outcomes do you expect from teaching?How will you run your classroom?What do you believe your role as an educator is?What will be the ultimate goal for your students?

What will you do in order to attain these goals? (teaching methods, classroom management)

Now --- Write Write Write… 5 Minutes Only…..

Your Assignment

Now… It's time to put some organization to that writing. This will be a stepping stone to writing your own philosophy statement later. Think about it as … sitting in an interview explaining ‘who you are as a teacher’ to the principal! You would NOT blurt out “I am a realist” or “I am philosophically aligned with postmodernism” Use the notes that you have been taking during this “lecture” session!

Check This Out Verrry Interesting!

• What Is Your Educational Philosophy? • A Questionnaire

• This is a multiple choice questionnaire posted by Patricia D. Jersen that helps to identify a preference.

• In addition, you can download the Educational Philosophies Self Assessment – It can help you to discover your educational philosophy and theoretical orientation

http://www.robertmartinweb.com/questionnaire1/questIndex.html

http://www.robertmartinweb.com/questionnaire1/questIndex.html

The Statement for Teaching an Philosophy, Duquesne University Center for Teaching Excellence. This website includes five effective exercises to help you begin the writing process

Teaching Goals Inventory, by Thomas A. Angelo and K. Patricia Cross and their book Classroom Assessment Techniques. This “quiz” helps you to identify or create your teaching and learning goals.

Articulating your Philosophy of Teaching Statement, from the Center for Effective Teaching and Learning at the University of Texas at El Paso. Various exercises to guide someone in thinking about, articulating, and writing a statement of teaching philosophy

Teaching Perspectives Inventory, This survey can help you collect your thoughts and summarize your ideas about teaching and learning

Remember: These are only TOOLS to help you reflect and gain some basic

focus. You can either click on these links or find the links on the course site.

http://www.vanderbilt.edu/cft/resources/teaching_resources/reflecting/philosophy.htm

http://fm.iowa.uiowa.edu/fmi/xsl/tgi/data_entry.xsl?-db=tgi_data&-lay=Layout01&-view

http://sunconference.utep.edu/CETaL/resources/portfolios/writetps.htm

http://teachingperspectives.com/

Keep In MindWhen you Do get to the point where you will write your Philosophy Statement - Keep in mindMake sure that it is Well written, positive & professionalDescribe what you believe is the purpose of schooling – teaching – learning.What do you believe is most important when considering classroom environment/management?Write what you believe as your position – It is NOT a Philosophical rendition that is to be published in a Philosophical digest. KISS (keep it simple silly)Do some checking on the web – look at some examples