MYC1: Fundamentals of Foundational Perspectives of Education

General philosophy: Reality exists independent of human mind. World of physical objects ultimate reality. Focus on body.

General philosophy: Universe is dynamic, evolving. Purpose of thought is action. Truth is relative. Focus on experience.

General philosophy: Reality is subjective, within the individual. Individual rather than external standards. Focus on freedom.

Originators: Plato, Socrates

Originator: Aristotle

Originators: Pierce, Dewey

Originators: Sartre, Kierkegaard

Teach the common core, "the basics" of information andskills(cultural heritage) needed for citizenship.

Ideas should be tested by active experimentation. Learning rooted in questions of learnersin interaction with others.

Behavior shaped by design and determined by forces in environment. Learning occurs as result of reinforcing responses to stimuli.

Learner actively constructs own understandings of reality through interaction with environment and reflection on actions.

Personal freedom, choice, responsibility. Achievement motivation towards highest levels. Control of own destiny. Child centered.

Teaching method: Teach for handling ideas: lecture, discussion

Teaching method: Teach for mastery of facts and basic skills: demonstration, recitation

Teaching method: Problem solving: Project method

Teaching method: Individual as entity within social context

Series of questions that lead students to a certain conclusion; searched for truth and criticized government; “Knowledge is virtue"

Student of Socrates; believed ideal society had three classes; each person’s abilities should be used to help society

Person: More scientific method than philosophical; quality of society is determined by the quality of education in that society

What event led to the development of Latin grammar schools?

One of the most influential Roman educators; made recommendations for the Roman educational system

How did Western society view education during the Dark Ages after the fall of Rome?

What ruler during the dark ages realized the value of education, established schools, and encouraged scholarly activity?

Who did Charlemagne select to improve education and went on to invent the idea of liberal arts?

Who helped change church’s views on learning during the Revival of Learning (1000-1300)?

Who came up with scholasticism, the logical and philosophical study of the beliefs of the church, and wrote Summa Theologica?

During what period were universities first established in Europe?

What movement represented the rebellion of common people against church and wealthy?

Established several schools and taught in others; believed education was an important end in itself; lived during The Renaissance

Famous humanist educator; two of his books formed the humanist theory of education; lived during The Renaissance

English educator in late 17th century; viewed young child’s mind as a blank slate (tabula rasa) on which education could be imprinted

Laid foundations for rationalism which says reason is supreme, laws of nature are invariable, and the truth can be verified empirically

Influenced by Descartes; articulate writer, many give him considerable credit for American and French revolutions; Age of Reason

Believed education should be a natural process; compassionate, positive view of the child; they're inherently good; Educational Awakening

Swiss educator who put Rousseau’s theory into practice; teacher should treat students with love and kindness; Educational Awakening

Studied under Pestalozzi and organized his views into a form theory of education; learning by association, Educational Awakening

Established first Kindergarten; emphasized social development; cultivation of creativity; learning by doing; Educational Awakening

What school inspired the development of college prep schools in colonial times?

What was the first colonial college in 1636?

Influenced an educational awakening in US from 1820-1860 as secretary of the state board of education; common elementary; compulsory ed

First US commissioner of education; strong believer in common elementary schools; supported kinder and high school programs

Proposed by Benjamin Franklin to replace Latin grammar schools; prepare young people for employment; some admitted girls; mostly private

First public high school in the US (1821)?

This type of thinking focuses the problem clearly and precisely.

This type of thinking seeks to uncover multiple, possibly divergent realities or principles.

Culture: Knowledge is used to improve social and communal life, people live according to ideals, universal moral justice; conflict is okay

Culture: Harmony; respect wisdom of adults; letting things alone to take their natural course.

Culture: Emphasis on nature

Culture: Close connection between humans and nature

Person: Freedom, immortality of the soul, existence of God. We acquire knowledge through reason.

Who believed truth is central reality, truth is perfect and cannot be found in the imperfect material world?

Who saw objective reality and subjective mind as unified?

Purpose of thought is to produce action, meaning of thought is a collection of the results of actions.

Person: Importance of individuality, humans are victims of social dynamics

Person: Living is philosophy, philosophy is deeply personal

Collection of data to show what a student has learned in order to determine the instruction required next.

Data about student performance that are used to make a judgment about a grade, promotion to the next grade, graduation, college entrance, et

The individual’s performance is compared with that of a norm group of similar individuals.

Compare a student’s performance with a specific type of accomplishment or criterion.

Design: Selected subjects are identified. Organization is tight and narrow, and the sequence is specified.

Design: Primary strategy is lecture. Teachers are expected to teach to the prescribed sequence and use the prescribed materials.

Design: Students learn the content. The narrow focus allows students to learn more content in less time.

Design: A number of subjects are integrated and theme generalizations from each subject become the big ideas.

Design: Teachers may lecture. Focus is on the broad generalizations instead of depth in a particular content.

Design: Students are expected to develop a broad understanding across a number of content areas and may not understand the broad themes.

Design: The curriculum is viewed across the P–12 continuum, the assumption being that key content will be taught more than once.

Design: Teachers will use a variety of teaching strategies. The key is that teachers must have sufficient depth of knowledge.

Design: Students are expected to learn the content at the depth taught each time.

Design: Includes some contents all students should know.

Design: Rather than discrete content courses, integrated blocks may be offered. The content is taught in relation to problems or topics.

Design: Students learn through the study of interdisciplinary problems. Accompanying this learning is learning in related subjects.

Design: Levels of learning that all students are to reach. Students are given as much time as they need and a variety of activities.

Design: Teachers must be able to provide a variety of activities and ways for students to reach mastery.

Design: Once students have met the criterion for a particular learning objective, they move on to addressing the next learning target.

Design: Students work in groups and are presented with a problem. Solving the problem requires that they learn new content.

Design: The teacher is a guide and coach rather than a dispenser of content. Only when the need arises does the teacher present content.

Design: Students are expected to be able to work cooperatively as members of problem-solving teams. They must be self-starters and motivated

Design: The standards of learning become the content.

Design: Student learning is placed at the center rather than the topic being taught. Teachers use a wide variety of lessons and assessment.

Design: Students know the standards and specific benchmarks they are studying. They self-assess in relation to these.

When does testing become high stakes?

An organization that created a set of principles that describe what teachers should know and be able to do.

A national association that creates and publishes standards and offers certification to accomplished teachers.

A trade union representing workers in education, health care, and public service.

In 1892 the _____ was established by the ___ to study the function of the U.S. high school.

Through IDEA, federal funds are made available through various grants to support services for children from birth to __.

This law ensures “a free appropriate public education” to all children with disabilities between the ages of 3 and 21.

Under this civil rights act established in 1973, recipients of federal funds are prohibited from discriminating against “otherwise qualified

A criterion used by the U.S. Supreme Court to determine whether services provided to nonpublic school students benefit children and not a pa

Which amendment ensures equal educational opportunity? (And due process.)

Which amendment grants responsibility for education to each state?

Rules and regulations that the executive branches of government create.

Decisions of state and federal courts.

Student-Centered Philosophies

Teacher-Centered Philosophies