Ad
related to: proponents of realism in education and learning psychology
Search results
Results From The WOW.Com Content Network
Philosophical realism—usually not treated as a position of its own but as a stance towards other subject matters—is the view that a certain kind of thing (ranging widely from abstract objects like numbers to moral statements to the physical world itself) has mind-independent existence, i.e. that it exists even in the absence of any mind perceiving it or that its existence is not just a ...
Direct realism, also known as naïve realism, argues we perceive the world directly. In the philosophy of perception and philosophy of mind, direct or naïve realism, as opposed to indirect or representational realism, are differing models that describe the nature of conscious experiences; [1] [2] out of the metaphysical question of whether the world we see around us is the real world itself ...
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.
The Classical education movement advocates a form of education based in the traditions of Western culture, with a particular focus on education as understood and taught in the Middle Ages. The term "classical education" has been used in English for several centuries, with each era modifying the definition and adding its own selection of topics.
The faculty theory, which steered curriculum policy for elementary, secondary, and high schools, was institutionalized by three committees appointed by the National Education Association (NEA) in the 1890s to follow faculty psychology principles: [10] the Committee of Ten on Secondary School Studies (1893), the Committee of Fifteen on ...
Constructionist learning is the creation by learners of mental models to understand the world around them. Constructionism advocates student-centered, discovery learning where students use what they already know to acquire more knowledge. [ 1 ]
Behaviorists look at learning as an aspect of conditioning and advocating a system of rewards and targets in education. Educators who embrace cognitive theory believe that the definition of learning as a change in behaviour is too narrow, and study the learner rather than their environment—and in particular the complexities of human memory .
Secular perennialists espouse the idea that education should focus on the historical development of a continually advancing common orienting base of human knowledge and art, the timeless value of classic thought on central human issues by landmark thinkers, and revolutionary ideas critical to historical paradigm shifts or changes in world view.