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The philosophy of education is the branch of applied philosophy that investigates the ... for example, education should emphasize the self-directedness of the ...
Written teaching philosophy statements may be informed by existing pedagogical research and theory; an early example of such a book is The Philosophy of Teaching by Arnold Tompkins. [6] Books, articles, and research on pedagogy can offer a foundation upon which aspiring educators can form their own beliefs and values.
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.
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.
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.
Mastery learning is an instructional strategy and educational philosophy that emphasizes the importance of students achieving a high level of competence (e.g., 90% accuracy) in prerequisite knowledge before moving on to new material. This approach involves providing students with individualized support and repeated opportunities to demonstrate ...
For example, students are often given literature lessons at the beginning of the learning experience, when it is the sum of events, making the subject relevant for the end of learning; This gives the student time to shape his or her own views before being told how history or someone else has seen something.
Philosophy of language: an anti-representationalist view that rejects analyzing the semantic meaning of propositions, mental states, and statements in terms of a correspondence or representational relationship and instead analyzes semantic meaning in terms of notions like dispositions to action, inferential relationships, and/or functional ...