My personal philosophy of teaching and learning is a product of many influencesincluding experience‚ instruction‚ a melding of the philosophies of past educators andan intrinsic sense of what is right. I have attempted to capsulate this philosophy in theseven belief statements that follow. I believe learners are individuals who bring aunique set of needs and abilities to the classroom and that they should be encouragedto become responsible for their own learning‚ especially as they mature. I believe
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Educational Philosophies Philosophy Behaviorism Philosophers Beliefs Key Thought BF Skinner Conservatism Edmund Burke Human nature is the product of one’s environment. Change the environment to change the behavior. Reinforce good behavior‚ punish bad behavior Conservation of cultural heritage preserves the wisdom of the achievements of humankind. Behavior evolves within the conditioning influence of the institutional system‚ tradition is the repository of a collective social intelligence.
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sciences Philosophy of science (ideology‚ epistemology‚ ontology and methodology); empirical –analytical science (empiricism‚ positivism); historical hermeneutical science (behaviourism‚ phenomenology‚ existentialism‚ idealism and pragmatism); Critical science (Marxist approaches- marxism; realism‚ post modernism‚ post structuralism and feminism); Deductive and Inductive approaches‚ survival of hypotheses and paradigm shifts‚ theoretical influences on social research methods‚ social sciences and grounded
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Branches of philosophy The following branches are the main areas of study: • Metaphysics investigates the nature of being and the world. Traditional branches are cosmology and ontology. • Epistemology is concerned with the nature and scope of knowledge‚ and whether knowledge is possible. Among its central concerns has been the challenge posed by skepticism and the relationships between truth‚ belief‚ and justification. • Ethics‚ or ’moral philosophy’‚ is concerned with questions of how
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TEACHING STYLE PREFERENCES AND EDUCATIONAL PHILOSOPHY OF TEACHER EDUCATION FACULTY AT A STATE UNIVERSITY By CINDI H. FRIES Bachelors of Science in Education‚ Special Education University of Tulsa Tulsa‚ Oklahoma 1982 Masters of Education‚ Counseling Northeastern State University Tahlequah‚ Oklahoma 1989 Submitted to the Faculty of the Graduate College of the Oklahoma State University in partial fulfillment of the requirements for the Degree of DOCTOR OF EDUCATION July‚ 2012 UMI Number:
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learning must be filtered through questions of our relationship to the universe. Children are inherently egocentric so must be taught to look outside themselves for context. Relevant educational philosophies Idealism: reality is based on ideal conceptions of the universe Realism: Education is grounded in the "real world" but reaches out to greater questions that help structure knowledge. Axiology History 1902: Paul Lapie & E. von Harmann on the discipline of the nature of values
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Modern (1) Descartes (2) Leibniz (3) Spinoza 3) Empiricists a) Ancient (1) Aristotle b) Medieval (1) St. Thomas Aquinas c) Modern (1) Locke (2) Berkeley (3) Hume 4) Kant and post-Kantian thinkers (Modern) a) Immanuel Kant b) Hegel 5) Pragmatism (contemporary-20th Century) a) Pierce b) James c) Dewey Skepticism- method of achieving certainty Empiricism- that is‚ there is nothing in the intellect that was not first in the senses. Rationalism- holds that the intellect contains important
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the importance of Christian morality‚ Machiavelli emphasized pragmatism over ethics. In other words‚ the ends of political stability could justify all sorts of unethical means‚ such as deception and violence. Like other humanists‚ Machiavelli was more interested in the possibility of human action within the world than any dedication to the Christian afterlife. Machiavelli’s emphasis on the realism of political rule instead of idealism led his work to be widely criticized. In fact the term‚ Machiavellian
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the essential nature of knowledge. Aristotle sought to categorize his observations. The Scientific Revolution Newtonian influences Freudian influence Skepticism Realism Conceptualism Nominalism Empiricism Rationalism Absolute Idealism Existentialism Phenomenology Hermeneutics Structuralism Deconstruction Critical Theory Pragmatism Behaviorism Functionalism Thales‚ Anaximander‚ Anaximenes‚ Leucippus‚ Democritus‚ Socrates‚ Plato‚ Aristotle‚ Pyrrho‚ Descartes‚ Locke‚ Berkeley‚ Hume‚ Kant‚ What
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Comparison Chart of the Philosophical Models of Education General Chart of Philosophical Models of Education Idealism: Ideas are the only true reality‚ the only thing worth knowing. Focus: Minds Realism: Reality exists independent of human mind. World of physical objects ultimate reality. Focus: Bodies Pragmatism: Universe is dynamic‚ evolving. Purpose of thought is action. Truth is relative. Focus: Experiences Existentialism: Reality is subjective‚ within the individual. Individual
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