JOHN RUSSELL V. MORALES SECTION C EARNER 4:30 – 6:00 PM Dr. Rose Licarte PRINCIPLES OF EDUCATION MATRIX Philosoph y Theory of Truth Methodology to arrive at the truth Theory of what is valuable/good Goal of teaching/learning Picture Progressi vism The Universe is real and in constant change We must relate to the universe and interact with others intelligentl y, scientifical ly and experiential ly. ●Hands-on Minds on learning Values differ from place to place, from time to time, from person to person, what is considered good for one may not be good for other. To develop the student’s rational and moral powers. To use the higher faculties and reasoning skills Essential ism Teachers teach for learners to acquire basic knowledge, skills and values. ●Memorizatio n and discipline, ●rely heavily on the use of textbooks, ●lecture method and ●mastery of the subject matter. ●Teacher centered Teaching them the R’s prepares them for adult life, and these are essential to the acquisition of higher or more complex skills in preparation needed for adult life. To learn the basic skills or the fundamental R’s. ‘Rithmetic, ‘riting, reading, right conduct. Teach purely academic content. to instill students with the "essentials" of academic knowledge, enacting a back-to- basics approach. Existenti alism “Existence precedes essence.” Exposing the students to various paths they take in life and by creating their environment. Humanities are given emphasis to provide students with vicarious experiences that will help unleash their creativity and ●To help students understand and appreciate themselves as unique individuals ●To help students know themselves and their place in society.
Philosophy
Sep 14, 2015
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JOHN RUSSELL V. MORALES SECTION C EARNER 4:30 6:00 PM Dr. Rose LicartePRINCIPLES OF EDUCATION MATRIXPhilosophyTheory of TruthMethodology to arrive at the truthTheory of what is valuable/goodGoal of teaching/learningPicture
ProgressivismThe Universe is real and in constant changeWe must relate to the universe and interact with others intelligently, scientifically and experientially.Hands-on Minds on learningValues differ from place to place, from time to time, from person to person, what is considered good for one may not be good for other.To develop the students rational and moral powers. To use the higher faculties and reasoning skills
EssentialismTeachers teach for learners to acquire basic knowledge, skills and values.Memorization and discipline, rely heavily on the use of textbooks, lecture method and mastery of the subject matter. Teacher centeredTeaching them the Rs prepares them for adult life, and these are essential to the acquisition of higher or more complex skills in preparation needed for adult life.To learn the basic skills or the fundamental Rs. Rithmetic, riting, reading, right conduct. Teach purely academic content. to instill students with the "essentials" of academic knowledge, enacting a back-to-basics approach.
ExistentialismExistence precedes essence. Exposing the students to various paths they take in life and by creating their environment.Demands the education of the whole not just the mind.Humanities are given emphasis to provide students with vicarious experiences that will help unleash their creativity and self expression. To help students understand and appreciate themselves as unique individuals To help students know themselves and their place in society.
PerennialismHumans are rational animals.
Use of great books of ancientStudents are engaged in Socratic dialoguesapplication of creative techniquesmutual inquiry sessionsValues the individual. Learning should be self paced, self directed and requires a great deal of individual contact with the teacher.sTo develop the students rational and moral powers. One should teach the things that one deems to be of everlasting pertinence to all people everywhere.
BehaviorismBehaviors are product of their environment.
People and other animals are complex combinations of matter that act only in response to internally or externally generated physical stimuli.Behavior modificationUse of incentives, punishments, reinforcements Arrange environmental conditions like physical variables, like light, temperature etc. have to be controlled the desired outcome for the learners.Ought to arrange environmental conditions so that students can make the responses to stimuli. To provide students a favorable environment produces favorable behavior in which students will exhibit desirable behaviors in the society.
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