becoming a teacher tenth edition forrest w. parkay copyright © 2016, 2013, 2010 by pearson...

Becoming a TeacherBecoming a TeacherTenth EditionTenth Edition

Forrest W. ParkayForrest W. Parkay

Copyright © 2016, 2013, 2010 by Pearson Education, Inc. All Rights Reserved

Chapter 4Philosophical Foundations

of U.S. Schools

Developed by:Don Finn

Regent University

Becoming a Teacher, 10eParkay

Copyright © 2016, 2013, 2010 by Pearson Education, Inc.All Rights Reserved

Beliefs and Your Philsophy Beliefs and Your Philsophy



The Five Modern Philosophical The Five Modern Philosophical Orientations to TeachingOrientations to Teaching

Perennialism • Knowledge of unchanging principles or

great ideas

Essentialism • Knowledge of core subjects “Back to

Basics” & High-Stakes Testing

Progressivism • Knowledge from student’s interest



The Five Modern Philosophical The Five Modern Philosophical Orientations to TeachingOrientations to Teaching

Existentialism Knowledge of what is important to the individual student

Social Reconstructionism Knowledge about changing the social order and conditions of society



5 Modern Philosophies of Teaching5 Modern Philosophies of Teaching



Perennialsm Truth as Constant

Purpose of Schooling Teach Eternal Truths – Ideas that are Everlasting Acquire knowledge of the great ideas of Western Civilization.

Nature of Learner Rational Being with a Soul

Curriculum Liberal ArtsPhilosophy, Mathematics, History,Geography, Political Science, Sociology, Theology,Foreign Language, ScienceFine Arts, Great Books, Character Training

Instructional Method Didactic Instruction, Coaching, Socratic Method, Critical thinking,Discussion, Lecture

Classroom Management Train the will, Time on Task, Precision, Order, structure, Regularity, Prayer

Assessment Objective and Essay Exam

The Perennialist Teacher Educated in Liberal ArtsAuthority FigureDisseminator of “Truth”Intellectual CoachLogical, Well Versed in classics, Scholar

Perennialist You should know Robert Hutchins, Mortimer AdlerPaideia Proposal – University of Chicago



Essentialism (1930’s) The Dominant Philosophy in Today’s Schools

Purpose of Schooling Train the Intellect and teach students the culture and traditions of the past. Provide students the knowledge and skills to participate in a democratic society

Nature of Learner Capable of becoming culturally literate and to develop a disciplined mind. Rigorous academic and Moral training required to overcome students’ natural tendencies.

CurriculumReturn to the BasicsNo frivolous subjectsMoral Literacy (William Bennett, 1993)

A common core of knowledge that needs to be transmitted to students in a systematic and disciplined way. Essential Knowledge/Skills and Academic Rigor

Critical Core (Body) of Knowledge that all students should possess. *Unlike the Perennialist, the core may change.

Subjects should be practical. Prepare student to become valuable members of society. Reading, Writing, Mathematics (Primary Level)History, Geography, Natural Science, Foreign Language( Upper Elementary)4 Yr. English, 3 Yr. Math, 3 Yr. Science, 3 Yr. Social Studies, (Secondary Level) +Foreign Language



Essentialism (1930’s)

Instructional Method Lecture, recitation, discussion, and Socratic Dialogue,Prefer instructional materials that are Paced and Sequential, lesson plans, Learning by Objective

Classroom Management Regularity and Uniformity and reverence for what is morally right. Emphasis on discipline and Character Training with a clear expectation for Behavior and respect

for others.

Assessment Reflects the “Testing Movement”IQ Test, Standardized Achievement tests, diagnostic test, *High-Stakes Testing mandated by NCLB

The Essentialist Teacher Major in a subject-matter discipline Well versed in Liberal Arts and Sciences

Essentialist You should know William Bagley (Critics of Dewey)Admiral Human Rickover(Concern of Water-down Curriculum, Fads)Back to Basics Movement (1970s) – A Nation at Risk E.D. Hirsch, Jr. (1987: Cultural Literacy: What Every American Needs to Know) 5,000 Facts, dates, concepts, names Diane Ravitch – A body of knowledge so important every American should know (1987, What do our 17 Year olds know) William Bennett (Sec. of Education)



Progressivism Real-World, Problem Solving in a democratic and cooperative learning environment

Purpose of Schooling School should model life, especially a democratic society. School encourage Cooperation not competition

Nature of LearnerLearning by Doing, Child sets objectives for own learning , work together to solve common problems

Curriculum- Child Centered Experience Centered, Relevant, & Reflective, Consists of a series of experiences to be gained. Responsive to student’s interests and needs

Child Centered, Growth Centered, Action Centered, Process Centered, Equality Centered, Community Centered

Instructional Method Provide experiences so that children learn by DOING. Group Activities, Project Method, Critical Thinking, Decision Making, Cooperative Learning, Problem Solving Books are tools – rather than authority.



Progressivism Real-World, Problem Solving in a democratic and cooperative learning environment

Classroom Management Democratic & Participatory (invites participation)Self- Directed, Educate the Whole ChildOpen-Classroom (Learn outside of classroomActive Classroom – Parental Involvement

Assessment Formative Evaluation, Process Orientated & Ongoing Feedback, Monitoring Student Progress, Appraising Skills, Demonstrate Mastery through Exhibition

The Progressivist Teacher Teacher As Facilitator, Guide, Collaboratstudent as worker, teacher as coach)ive Partner

Progressivist You should know Francis W. Parker (Father of Progressive

Education) John Dewey, William H. Kilpatrick, Coalition of Essential Schools



Existentialism

Purpose of Schooling Discovery of the self Self- actualization Personal Quest for Meaning Education of the Whole Person, Not Just the Mind

Nature of Learner Focus is on individual freedom. Each student has the free will to develop as he/she choose.

Curriculum Environment where students are encouraged to express themselves through discussion, creative projects, and choice of study area.

Provide student with extensive individual freedom. Students ask their own questions, conduct their own inquiries, and come to their own conclusions.

Primary importance is helping the student to understand and appreciate themselves as unique individuals. Specific subject matter, in and of itself is not important.

Instructional Method Focus on the individual Constructivism Learning is self paced and Self DirectedGreat deal of individual contact with each student



Existentialism

Classroom Management Self-Discipline, Individual is responsible for their own thoughts, feelings, and actions.Individual Choice, Individual Responsibility Nonthreatening, Supportive

Freedom has rules – respect for the freedom of others

Assessment Real answers come from within the individual and not from outside authority. Authentic Assessment (Journals, Narratives, Portfolios, Writing Samples)Student Self- Evaluation Opposed to measure, tracking or standardized tests.

The Existentialist Teacher Provide student with pathways for students to explore their own values, meaning, and choices.Help students define their own essence Create an environment in which individuals freely choose their own preferred way.Respect student’s right to disagree. Sensitive to their influence on studentsSummerhill School

Existentialist You should know Soren Kierkegaard (1813-1855) Danish MinisterFounder of ExistentialismJean Paul Sarte (French Philosopher)



Social Reconstructionism (1920-1930) Improve, change, or reform Society Frontier Thinkers

Purpose of Schooling Social Reform is the aim of educaiton. Emphasis on addressing social questions and a quest to create a better society.

Prepare students to become agents of change Critical Examination of all cultural and educational institutions to reform as needed. Not to settle for what is.. To dream about what might be.

Nature of Learner Capable of initiating and adapting to change

Curriculum Democratic ideas and civic Education.Emphasis on Critical Thinking Skills

Gain 1st hand experience in studying real social problems or controversial issues. (Ex. Biomedical ethics)

Instructional Method Cooperative Learning, Problem solving, and critical Thinking. Active Learning and activities outside of school(Community Service Learning)



Social Reconstructionism (1920-1930) Improve, change, or reform Society Frontier Thinkers

Classroom Management Climate of Inquiry in which teacher and Student question the assumptions of the status quo. Classless, nonsexist, nonracistFocus on Community Building Promote Action Research

Assessment Students test ideas by active experimentation. Authentic Assessment / Formative Assessment, oppose standardized testing

The Social Reconstructionist Teacher Change AgentTolerant of Change, Educational ReformerReflective ThinkersEngage in community groups, social movements

Social Reconstructionist You should know

Theodore Brameld (Reaction to WWII)George S. Counts (1932) “Dare the School Build a New Social Order”Post Great-Depression Ivan Illich (Deschooling Society, 1974)Paulo Freire (Pedagogy of the Oppressed, 1973) Education from everyday life experiences



www.teacherweb.com/MS/MVSU/teachedwww.teacherweb.com/MS/MVSU/teached

• Teaching Channel Video• Teaching Hurricanes : A Hands-on Project • View Video In Class (10/1-Thursday) • Identify what each of the 5 Philosophy

would Like/Dislike about the Hurricane Lesson

Study for Mid Term: Review and be able to provide examples from Video for Mid-Term Exam



PerrenialismPerrenialism View of View of Hurricane Lesson Hurricane Lesson

Like

• The Ideas were Everlasting

• Students used critical thinking to build the house.

• Student were learning about science.

• Students used books for researching project.

Dislike• Students did not take an

exam or test to assess their knowledge.

• The teacher did not give the answers.

• Students had to think critically to discover information/ answers.

• The activities were hands on.



EssentialismEssentialism Views of Views of Hurricane Lesson Hurricane Lesson

Like

• Classroom Management: Daily Schedule (Pledge of Allegiance),

• Students Raise Hand to answer

• Academic Rigor-students were going to learn a lot of information about Hurricanes

• Teacher knew the science content about Hurricanes

• Students learning to respect each other.

Dislike• Students not given an exam or test

to assess knowledge.• Allowing students to talk and

excessively active (out of Seats) during the House Construction Project. Allowed students to be actively involved in learning.

• Did not like the Leaf blowing activity.

• Students enjoyed and had fun while learning.

• Teacher was not the authority figure and primary disseminator of information



ProgressivismProgressivism Views of Views of Hurricane Lesson Hurricane Lesson

Like• Connection to a Real-World Problem • Hurricanes were relevant to the

students own recent experience with a hurricane.

• Responsive to Students interest and Needs

• Meteorologist met with students and was an outside expert speaker

• Teacher was a FACILIATOR • Students Learn By doing• Student active engagement and

hands-on learning • Project Method to Construct House. • Group and Cooperative learning • Students demonstrate mastery

through exhibition (Power Point)• Books were tools and not the authority

Dislike• No specific dislikes



ExistentialismExistentialism Views of Views of Hurricane Lesson Hurricane Lesson

Like

• Students were Self-Disciplined

• Individual students were able to develop their own thoughts within the project.

• The students’ made their own choices when constructing the house.

• Student projects were evaluated instead of being given a test.

Dislike

• The students did not have full authority over their choices in the project.

• The limitation of the materials allowed to construct the project house.



Social Reconstructivism Social Reconstructivism ViewsViewsof Hurricane Lesson of Hurricane Lesson

Like• Students had opportunity to inquire

and explore own questions about hurricanes.

• Students tested ideas through active experimentation by constructing the homes.

• The topic and study of hurricanes was important to the community as a whole and not limited to the students.

• Problem solving • Civic Education – provide student with

an opportunity to practice learning and working together cooperatively.

• Students are capable of adapting to change.

Dislike• Did not engage students in a

project that would create a change in the community preparedness for Hurricanes

• Preferred that the home construction involved an authentic home construction site in the community.

• Extend students’ learning that included an invitation to involvement of the whole community.



Eclectic Philosophy of Education Eclectic Philosophy of Education

• Eclectic Philosophy is a blending of two or more philosophies

becoming a teacher tenth edition forrest w. parkay copyright © 2016, 2013, 2010 by pearson...

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