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This ambiguity is also reflected on the level of the philosophy of education, which encompasses the study of the philosophical presuppositions and issues both of education as a process and as a discipline. [10] Many works in the philosophy of education focus explicitly or implicitly on the education happening in schools.
Educational perennialism is a normative educational philosophy. Perennialists believe that the priority of education should be to teach principles that have persisted for centuries, not facts. Since people are human, one should teach first about humans, rather than machines or techniques, and about liberal , rather than vocational , topics.
Pages in category "Philosophers of education" The following 74 pages are in this category, out of 74 total. This list may not reflect recent changes. A. Howard Adelman;
Foundationalism – Basic beliefs justify other, non-basic beliefs. Coherentism – Beliefs are justified if they cohere with other beliefs a person holds, each belief is justified if it coheres with the overall system of beliefs. Infinitism – Beliefs are justified by infinite chains of reasons.
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
Educational essentialism is an educational philosophy whose adherents believe that children should learn the traditional basic subjects thoroughly. In this philosophical school of thought, the aim is to instill students with the "essentials" of academic knowledge, enacting a back-to-basics approach.
Education portal; Science portal Pages in this category should be moved to ... Philosophers of education (4 C, 74 P) + Women educational theorists (4 C, 28 P) A.
Educational aims take their root from philosophy. Iqbal's philosophy is the philosophy of the self. He prizes and stresses self or individuality. Hence in Iqbal's view the highest or ultimate aim of all educational effort as well as other social efforts is to develop strengthen the individuality of all persons. [13]