EDUC Quiz 1

realism metaphysics

Reality is matter (body) and form (mind). Matter and form is governed not by God but by natural laws and science. External and can be verified.

how to use philosophy

Use philosophy to develop ideas and govern decisions about teaching and learning thus being an educational philosophy. Different philosophies lead to different strategies to shape curriculum, instruction, and assessment work. Build on the philosophies of others.

idealism

oldest philosophy, the world of mind, ideas, and reason is primary. Stresses mind over matter. Material things either do not exist, or, if they do exist, they are but imperfect representations of the perfect idea. Important to master the science of logic because logic provides the framework for unifying our thoughts. Believe most of us resort to lowest level and near reach "Ultimate Truth." However, we do have the potential to aspire to wisdom, improve the quality of our ideas, and to move closer to Ultimate Truth. Universal standard of moral behaviors. Plato. Allegory of the Cave found in The Republic, Plato implied that each of us lives in a cave of shadows, doubts, and distortions about reality. However, through education and enlightenment, the real world of pure ideas can be substituted for those distorted shadows and doubts.

positivism

Auguste Comte described as "positive knowledge." Rejects beliefs about mind, spirit, and consciousness and hold that all reality can be explained by laws of matter and motion. Limits knowledge to statements of observable fact based on sense perceptions and the investigation of objective reality. Teacher should clearly and precisely describe to the students what they should know. Encouraged to use repetition and practice. Use different media (oral, written, drawing). Focuses curriculum on careful empirical observation and measurement of the world.

choice theory

(a person's total behavior is composed of feelings, physiology, actions, and thoughts). Contends that we choose most of our behaviors in an effort to gain control of ourselves and other people. People are driven by 6 basic needs: urgency for survival, power, love, belonging, freedom, and fun. What are you doing? What is your plan?

pragmatism

(experimentalism) focuses on experience or the things that work. Regard reality as the product of the interaction with an ever-changing environment. Knowledge is arrived at by scientific inquiry, testing, questioning, and retesting and is never conclusive. Focus primarily on axiology or values. Charles Darwin and Auguste Comte had he great influence. As a philosophy was primarily associated with Charles Pierce, William James, and John Dewey. Ideas are merely hypotheses until tested by experience. James said experience should take precedence over abstractions and universal because experience is open-ended, pluralistic, and in process.

conflict resolution

(focuses on the process of teaching students how to recognize problems and then solve them constructively). Student taught to be conflict managers. Students solve their own problems. Join benefit is considered over personal gain.

discipline guidelines

(general guidelines for considerate behavior and respect)

space

(space for students to explore, make mistakes, etc.). Community of inquiry.

voice

(students and teachers engaging in dialogue). Also, interactions with classmates in discussion

assertive discipline

(teacher in charge, designed to encourage students to choose responsible behavior. Clear classroom discipline plan. What is expected from students and what they can expect from the teacher. Teacher has right to determine best for students. A student's disruptive behavior is often a plea for someone to care enough to make him or her stop. Responsible behavior should be based on doing what is right, not being rewarded or getting positive feedback.

axiology

(the study of nature of values) seeks to determine what is of value or good. Divided into two spheres: ethics and aesthetics. Ethics is concerned with the study of human conduct, whereas aesthetics is concerned with values in beauty, nature, and the arts.

progressivism

An educational theory where ideas should be tested by experimentation and learning is rooted in questions developed by learner. Favor human experience as a basis for knowledge rather than authority. Favor scientific method of teaching and learning and student involvement that help students learn how to think. School should actively prepare its students for change how to think and no what to think. Flexibility in the curriculum design where no body of content is stressed more than others. Life experience should determine content. School must also work to improve society. Deemed as a working model of democracy. Books are tools. Divergent thinking. Student-teacher planning is the key to democratic classrooms. Henry Giroux. Schools must model meaningful, organized freedom. Freedom expressed through student-teacher collaboration.

behaviorism

B.F. Skinner. Behavior determined by environment, not heredity. Behavior, response to external stimuli. Behaviorism related to realism, link to environment. A psychological theory and educational philosophy that holds that one's behavior is determined by environment, not heredity. Closely linked to realism - careful examination of environment, behaviors, responses to stimuli. Teacher focuses on environment.

existentialism epistemolgy

Choice determines reality, knowledge, value and ethical action. All actions are and words are created by individual. There are not norms, standards, or have right or wrong guidelines, or have set values. Individuals have to take responsibility for choices made and the consequences of free will.

Decartes

Decartes (humans we may doubt everything but not our own existence; the only idea that does not depend on any idea other than itself is the idea of a Perfect Being or God; Cartesian method process involved derivation of axioms on which theories could be based by the elimination of all interpretations of experience except those that are absolutely certain)

three teacher-centered philosophies

Essentialism, Behaviorism, Positivism

Plato

Eudaimonia (fulfillment), four big ideas: 1. think more (know yourself, don't submit to popular ideas, don't get pulled along by ideas or feelings (Socratic discussion), 2. Let your lover change you (should have qualities you lack, helps us grow, better version of ourselves), 3. Decode the message of beauty (sense qualities we need but lack, educate our souls) ugliness makes it harder to be wise and calm. 4. Reform society (utopian thinker, how people can develop and be more fulfilled, celebrities influence ideas and outlook, guardians to look up to, started The Academy in Athens). The father of idealism. Disciple of Socrates. Individuals should search for truth. All ideas depend on other ideas except one: the only idea that depends only of itself is the idea of God: a perfect being.

philosophy

Fundamental nature of knowledge, reality, and existence. Enables people to better understand who we are, why we are here, and where we are going. Principles that define views of the learner, the teacher, and the school. Three major branches of philosophy: metaphysics (reality), epistemology (knowledge), axiology (values). Three major questions: The "why" questions (what the nature of reality is, what is the nature of knowledge, what is the nature of values.

neo-thomism metaphycis

God gives purpose and meaning to the universe. God is the Pure Being that represents the coming together of essence and existence. Things exist independently of ideas. Mind and ideas are created by God. God is preeminent. Human beings have a soul modeled after God.

neo-thomism axiology

Goodness follows reason. Values are unchanging moral laws established by God - discerned by reason. Ignorance is the source of evil. If you do not know right you cannot do right. If one knows right, morally responsible. Beauty is pleasing to the intellect.

Epistemology

How do we know? The nature of knowledge or knowing - raising questions · Limits, sources, structure, validity, reliability, generalized ability (result of tests, research) · Cognitive process: how we know what we know? We know because there are several ways to figure it out.

student-centered philosophies

Progressivism, Humanism, Constructivism

neo-thomism epistemology

It is through faith and reason that we come to know God. There is a hierarchy of knowing - lowest is sensation - second is intuitive or analytic and the highest is revelation. Truth and knowledge cannot be inconsistent with revelation.

pragmatism

John Dewey - scientific method always (relatively new). Pierce, James, Dewey (all influenced by Darwin's theory of evolution). Aka experimentalism: focuses on experience of the things that work. Focus on the physical world. Comte: science could solve social problems. Darwin: reality was open-ended, subject to change.

pragmatism epistemology

Knowledge is attained by scientific inquiry, testing, questioning, retesting and is never conclusive.

philosophy of education

Learning Focus and Goals, Classroom Organization, Teaching Style and Lesson Planning, Student Assessment and Evaluation, Motivation, Classroom Management and Discipline, Classroom Climate, Personal Teaching and Learning Vision.

idealism epistemology lens

Mind over matter. Important to master the science of logic because it's logic provides the framework for unifying our thoughts. The search for truth is the ultimate challenge/or truth itself. Goal is to aspire to wisdom through the quality of our ideas. Constantly seek higher because then you will be able to aspire to wisdom through the quality of our ideas.

present information in three ways of thinking

Present information in three ways of thinking: your way as a teacher, the author's way, and a way concerning some general question that has been asked or may be asked. Be able to teach content that you have critically planned and understand. Critical thinking, planning it all out; critical pedagogy, implementing and teaching it.

pragmatism axiology

Primary focus in not metaphysics and epistemology. Values are tentative and situational. Knowledge comes from examining our beliefs and their conclusions. What works and leads to a desired consequence is morally good. What works is good for the larger community and improves the human condition. For Dewey, democracy could not exist without community. For Dewey, democracy is more than government, more influential to society. Beauty is what we experience through senses.

pragmatism metaphysics

Reality is product of interaction with ever-changing environment. Reality is subject to constant change and lacks absolutes. Reality derived from experience by a process, acting, verifying ideas acting on it and determining consequences.

beyond the classroom

Teachers as change agents (adaptation, rational process, dialectic), and as leaders (vision, modeling, empowerment). Classroom Organization: one of the first thing a principal may look for in the school's new teachers. It is a multi-faceted dimension of teaching. Assertive Discipline: is a teacher in charge structured classroom management approach to encourage students to choose responsible behavior.

taoism

The Tao (the way) is the ultimate, infinite, unchanging and perfect force of nature that govern the universe. Let life flow along its nature path. Concerned with living a good and moral life in harmony with oneself and nature. Emphasize the Three Jewels of Taoism: compassion, moderation, and humility. Believe all things have an opposite (yin and yang). Importance of maintain harmony as well as health and vitality.

existentialism axiology

The way we know truth is by choice. Individual self decides what is true and how we know. There are no absolutes, no authorities, or is there on correct way to truth - the only authority is self.

hinduism

\sees the universe as one divinity with every person being divine. Believe in reincarnation and karma. Four goals of Hinduism are to observe moral law and spiritual discipline (dharma), obtain economic prosperity (artha), to gratify the senses (kama), and freedom from samsara, the cycle of reincarnations (moksha). Dharma is the most important. Non-violence.

processing

a guided reflection following an experimental activity. A discussion or activity as a means to reflect upon, learn from, and change as a result of experience.

analytic philosphy

a number of philosophers began to move away from traditional thinking about philosophy and theory and focused on analytics or clarification of the language, concepts, and methods that philosophers use. Focused on neutrality, try not to bring new meaning into the concepts they analyze. Analytic philosophy assumes that language statements have immediate meaning because of their inner logic, or that they have the possibility of being made meaningful by being stated in empirical terms that can be verified and tested. Philosophic analytics can help teachers formulate their beliefs, arguments and assumptions about topics that are important to the teaching and learning process.

behaviorism

a psychological theory and educational philosophy that holds that one's behavior is determined by environment, not heredity. (B.F. Skinner). Closely linked to realism. Teacher can influence student behavior by classroom environment. Learning environments that lead to desired behaviors in students. Learning takes place when approved behavior is observed and then positively reinforced. Implications: clear expectations for conduct; clear, focused instruction; positive reinforcement; rewards for good performance.

reflection

a series of steps following an experience which includes reorganizing perception, forming new relationships, and influencing future thoughts in order to learn from an experience.

progressivism

an educational theory that emphasizes that ideas should be tested by experimentation and that learning is rooted in questions developed by learners. Favors the scientific method of teaching and learning, allows for the beliefs of individuals, and stresses programs of student involvement that help students learn how to think (emphasize how to think rather than what to think). Experience centered (experimental learning oriented around traditional subjects; stressed process of learning). Organized student freedom - freedom to think. Improving society; problem solving emphasized.

realism epistemology

antithesis of idealism. Knowing comes from perception, rational thinking, senses and transmit to the mind for sorting and categorizing. Generalizations are mad. Knowledge is established by the scientific method.

facillitation

anything done before, during, or after the learning experiences. Guiding student through the entire learning experience

Hegel

approached reality as a dialectical process, a contest of opposites such as life and death, love and hate, individual and society. Each idea had and antithesis. Confrontation between thesis and antithesis produce a resolution which became a new thesis.

Aristotle

aspire to be virtuous, Virtue theory (ethical theory that emphasizes an individuals' character rather than following a set of rules), nature has built into us the desire to be virtue, golden mean (virtue). Courage is mean of cowardice and recklessness (finding the right way to act). Honesty (knowing how to deliver hard truths gracefully). Generosity. Virtue is a skill and can only be learned through experience (practical wisdom). Practice will be built into your character. Moral exemplars. Eudemonistic lifestyle means constantly learning more and setting new goals.

Confucianism

based on the teachings of Confucius. Concerned with existence in this world and the issues inherent in relationships. Five basic relationships: ruler to subject, father to son, husband to wife, elder brother to younger brother, and friend to friend. Should strive for continual self-improvement and to practice the Five Constant Virtues in their relationships with others (benevolence, propriety, righteousness, wisdom, and faithfulness).

epistemology

branch of philosophy concerned with the investigation of the nature of knowledge. States there are several "ways of knowing," including experimental research, intuition, personal experience, logic, etc. Logic is primarily concerned with making inferences, reasoning, or arguing in a rational manner and can be subdivided into deductive logic (reasoning from general statement or principle to a specific point or example) and inductive logic (reasoning from a specific fact or situation to a generalization).

Socrates

care for your soul, knowledge is necessary to become virtuous and virtue is necessary to attain happiness, all evil acts are committed out of ignorance and hence involuntarily, committing an injustice is far worse than suffering an injustice. What is the way we ought to live? Examine one's self, must attain true knowledge. One's true self is their soul, not what they own or their status (the thinking and willing subject). The state of one's soul determines the quality of their life. Things that make us happy (good), things that make us suffer (evil). The one supreme good (virtue - moral excellence, courage, justice, prudence, temperance). Knowledge = Virtue = Happiness. Evil is the result of ignorance. An individual who commits an evil act is one who is ignorant that virtue alone is the one true good (This money will make me happy).

Kant

certain universal moral laws (categorical imperatives) which guide our actions or behaviors

humanism

concerned with enhancing the innate goodness of the individual. Enhance individual development of the student. Jean-Jacques Rousseau (believed in the basic goodness of all humans at birth; humans are born free but become enslaved by institutions). Education should start with the individual self. Believe most schools de-emphasize the individual relationship between teacher and student. Student decides what they think. Martin Buber believed students were often treated as objects (no relationship or empathy with educator). Humanistic environment is one where teachers and students share their thoughts, feeling, beliefs, fears, and aspirations. Examples include individualizing instruction, open-access curriculum, non-graded instruction, and multi-age grouping. Students are allowed to develop their individual interests.

humanism

concerned with enhancing the innate goodness of the individual. Rejects a group-oriented education system. Enhance individual development. Students makes their own choices - no coercion. Honor divergent thinking - teachers do no give personal opinions but share opinions with students. Instruction based on student interest. Curriculum is not subject based but environmentally based. Positive student-teacher relationships crucial for learning. Individualized instruction, open-access curriculum, non-graded instruction, multi-age grouping. Free Schools, storefront schools, schools without walls. Usually more costly. Development of a self-actualizing person.

buddhism

concerned with living a moral life. Based on teachings of Siddhartha Gautama. Four Noble Truths: to exist is to suffer, suffering is the result of craving or desiring things that have no permanence, suffering can be ended by giving up these cravings and desires, eliminating these desires and finding releases from suffering is to reach Nirvana. Can be achieved by following the Eightfold path or principles. Believe in karma and reincarnations that end only when you reach nirvana.

teacher-centered

convergent thinking, focused on subject matter, rigid and fixed, highly organized from furniture to lessons, extreme amount of teacher talk, directed learning, high teacher control, nurturing voice, community of on-task learners

essentialism

core of information, hard work and mental discipline, teacher centered, basic skills, convergent only one right answer (perennialism core is ongoing or long lasting, big ideas, main concepts). Some people say it has not adapted to today's society. "May be contributing to the slowness of educational change"

positivism

derived from Auguste Comte's description of positive knowledge. Rejects intuition, beliefs, mind, spirits, and consciousness. Reflects cause that cannot be measured. Reality can be explained by always of matter and motion. Teachers may not focus much on engagement but rather on factual knowledge. Students develop their own skills. Testing students is a value activity. Teacher to develop non-biased tests (critical). All student should be tested according to the same objective set of criteria. Students are active learners, problem solvers, and critical thinkers.

constructivism

developing personal meaning through hands-on, activity based teaching and learning. Encourage the development of critical thinking and the understanding of big ideas rather than the mastery of factual information. They contend that students who have a sound understanding of important principles that were developed through their own critical thinking will be better prepared for the complex, technological world. Students tackling contemporary problems. Throughout the process of students finding the solution to a problem, teachers act as guides or coaches. Focuses on the personalized way a learner internalizes, shapes, or transforms information. Students learn by shaping their own understanding of the world. Diverse learning activities and environment. Development of personal meaning

classroom organization

dimension of teaching that includes the content, methods, and values that infuse the classroom environment. Requires analysis and selection similar to that used in the identification of a preferred teaching philosophy. Arrangement of furniture (teacher's perception of active or passive).

existentailism

disfavors effort toward social control or subjugation. (Kierkegaard). Choice determines value and ethical action. Every action is a choice which creates value. Not norms or standards on which to base our choices. Angst from choice is small price for freedom.

student-centered

divergent points of view and diverse subject matter, open, flexible arrangement and teaching, less teacher talk, more learner talk, discovery-based learning, internal motivation, equal teacher and learner control. teacher encourages student voices

John Dewey

educational reform, through hands-on activities do students truly learn, traditional schools (absorb information, cramming knowledge, memorization), progressive schools (eliminated rules and walls, freedom was promoted). All learning happened through experience. Experience is unique to each learner. Show growth from beginning to end, growth. Teachers compared to midwives (serve as a guide). Teacher can set up rules but will not limit the students' freedom. All learning should be experimental, "should enable the learner to cope with the problems of the present and the future."

constructivism

emphasizes developing person meaning through hands-on activity based teaching and learning. Closely associated with existentialism. Students are active learners - should be given opportunities to construct their own frames of thought. Active meaning of the learner not the framing of someone else's meaning (the teacher's). Focus based learning. Students provided opportunity to construct meaning through critical thinking and big ideas. Variety of learning activities. Freedom to infer and discover own answers. Problem-based learning. Teachers invite students to experience, proposes situations. Students encouraged to ask questions, seek own answers.

essentialsim

focus on subject matter, classroom organization, teaching methods, assessment. Students listen and follow directions of those in power (teacher), teacher is the authority figure. Held accountable for academic success of students. Educated person brings some core knowledge or information to the learning enterprise, 3 r's (reading, writing, arithmetic). Core information, hard work and mental discipline, teacher-centered instruction, draws from idealism and realism. Primary focus on the three R's and the basics. Knowledge that leads to a productive life. Purpose of education, transmit culture, develop citizens. Student is a learner, teacher instructs. Methods include: require reading, lectures, memorization, repetition, examinations. Curriculum focuses on subject matter, content.

existenitalims metaphysics

focuses on personal and subjective existence, choice and responsibility which is primary. Existence precedes essence. There is no meaning or purpose to the physical universe. We live in a world without purpose and so we must create our own subjective meaning or reality. Choice is central to decide and determine reality, how we view the past and how to take responsibility.

perennialism

holds that the educated person must have a common core of information and mental discipline. Means "ongoing or long lasting." Core knowledge is time-honored ideas, the great works or past and present thinkers. Reality is an examination of things and objects around us (to find their essence). Students are taught to think of big ideas and concepts that remain constant.

Thomas Aquinas

how religion and science can work together, place of reason within human life, he is the patron saint of teachers, prolific writer, the world can be explored through reason and not through faith, secular natural law and religious eternal law, knowledge can and should come from multiple sources

student assessment and evaluation

how you develop your classroom philosophy will also dictate the emphasis you place on a student's academic performance. "Right" answers, actual right answers, and open-ended questions to encourage student thinking on exams.

Neo-Thomism

incorporates both theism (the belief in God) and realism (belief in objective reality guided by rational law. God exists and can be known through faith and reason. Both physical objects and human beings, including mind and ideas, are created by God. Neo-thomists conceive of the the essential nature of human beings are rational being possessing souls, modeled after God, the Perfect Being. Believe that through both our faith and our capacity to reason that we come to know God. Values are unchanging moral established by God that can be discerned by reason. Ignorance is the source of evil. If people do not know what is right, they cannot be expected to do what is right. If on the other hand, people do know what is right, they can be held morally responsible for what they do. Named after Thomas Aquinas. He believed God created matter out of nothing and gave meaning and purpose to the universe.

classroom management and discipline

main source of teacher dissatisfaction (inability to manage students effectively). Discipline dilemma (how to achieve more teacher control in the classroom while adhering to a more open philosophy that advocates less teacher control). Non-interventionists (low teacher/high student control; looking on), interactionists (equal teacher/student control; reinforcement, probing questions), interventionists (high teacher/low student control; directive statements, physical intervention).

Logic

making inferences, reasoning, arguing in a rational manner (does it line up, cause and effect?) · Deductive logic: reasoning from a general statement or principle to a specific point · Inductive logic: reasoning from a specific fact to a generalization

lesson planning

mandatory if effective teaching and learning are to follow. Passive or active. Built from a basic set of general objectives that correspond to the overall goals of the school district. Lesson are often tied to some form of teaching units (should be planned in detail to include suggestions for teaching the lessons, types of materials to be used, and specific plans for evaluation). All decision for a teaching unit should be based on the implications of their educational philosophy. Big ideas (larger open-ended for students). Information (more concise and organized).

Realism

matter is primary and considered independent reality. The world of things is superior to the world of ideas (antithesis of idealism). Stressed the world of nature or physical things and the interaction of those things is governed not by God but scientific, natural laws. Major ways of knowing for realists are perception, rational thinking, and sensing. Believe that values are absolute and eternal and derived from the universal laws of nature. Aristotle. Believed knowledge can be acquired through the senses and that to obtain knowledge one had to first understand the physical world.

motivation

motivation is internal because it relates to emotions, desires; implies there is an accompanying external focus on action or behavior. Internal and external motivation from classroom environment. To obey (coercion), To get (rewards), To respect (legitimacy), to cooperate (charisma), to understand (knowledge) - motivation responses and sources of power. Important to set up classroom rules and environment to show where power should lie in the teaching and learning process.

contemporary philosphies

pragmatism, existentialism, and analytic philosophy (no pre-established truths, at best there is a relative truth)

idealism metaphysics lens

reality is intellectual or spiritual, not material. Reality exists in an eternally stable and unchanging world of ideas. Knowledge is higher than senses. God is all knowing. Judeo-Christianity influenced. Ultimate reality found through God and the soul. The physical world we know through our senses is only a manifestation for the spiritual world.

ethics

study of human conduct and morals; right versus wrong

classroom climate

successful schools are ones with favorable conditions for learning, parent interest in and knowledge of the schools, and positive relationships between principals and teachers and teachers and students. Contributes to high student motivation. Relaxed and tension free. Students have time to find what interests them, topics have intriguing quality, teachers allow different forms of expression, teachers are passionate, students are authentic, they do activities that matter, results are not predetermined in their work.

metaphysics

the branch of philosophy concerned with the nature of reality and existence. Can be subdivided into ontology (raises fundamental questions about what we mean by the nature of existence and what it means for anything "to be") and cosmology (raises questions about the origin and nature of the universe).

idealism

the world of the mind, ideas, and reason is primary

aesthetics

value in beauty, nature, and the arts

realism axiology

values are absolute and eternal and derived from the universal laws of nature. Goodness is dependent on leading a virtuous life. Does not adhere to any hard and fast set of rules. Deviating from moral truth will cause injury to persons and society. Certain codes of conduct and social laws have been written and must be followed. Aesthetics and beauty is the reflection of nature.

idealism axiology lens

values are absolute and eternal. Values are universal and apply to all people. Beauty, truth and good is a reflection of the ideal-omnipresent God.

existentialism

voices disfavor with any effort directed toward social control or subjugation. The world of existence, choice, and responsibility is primary. No meaning or purpose to the physical universe. Because we live in a world without purpose, we must create our own subjective meaning or reality. The way we come to know truth is by choice. The individual must decide what is true and how we know. Choice is imperative, not only for determining reality and knowledge but also for determining value and ethical action. Must recognize and take responsibility for our choices and actions. Leading proponent was Soren Kierkegaard. Concerned with the process of becoming an "authentic person."

Axiology

what is of value? · The study of nature of values or what is good · To evaluate, make a judgement, to value is to apply a set of norms or standards to human conduct: two aspects

Metaphysics

what is real, who am I (ontology: what we mean by the nature of existence and what it means "to be")(cosmology: origin and nature of the universe).