Normative educational philosophies Philosophy of education

1 normative educational philosophies

1.1 perennialism

1.1.1 allan bloom


1.2 classical education

1.2.1 charlotte mason


1.3 essentialism

1.3.1 william chandler bagley


1.4 social reconstructionism , critical pedagogy

1.4.1 george counts
1.4.2 maria montessori


1.5 waldorf

1.5.1 rudolf steiner


1.6 democratic education

1.6.1 a. s. neill


1.7 progressivism

1.7.1 john dewey
1.7.2 jean piaget
1.7.3 jerome bruner


1.8 unschooling

1.8.1 john holt


1.9 contemplative education

normative educational philosophies

normative philosophies or theories of education may make use of results of philosophical thought , of factual inquiries human beings , psychology of learning, in case propound views education should be, dispositions should cultivate, why ought cultivate them, how , in whom should so, , forms should take. in full-fledged philosophical normative theory of education, besides analysis of sorts described, there propositions of following kinds:

perennialism

perennialists believe 1 should teach things 1 deems of everlasting importance people everywhere. believe important topics develop person. since details of fact change constantly, these cannot important. therefore, 1 should teach principles, not facts. since people human, 1 should teach first humans, not machines or techniques. since people people first, , workers second if @ all, 1 should teach liberal topics first, not vocational topics. focus on teaching reasoning , wisdom rather facts, liberal arts rather vocational training.

allan bloom

alexander sutherland neill

date: 1930–1992

bloom, professor of political science @ university of chicago, argued traditional great books-based liberal education in lengthy essay closing of american mind.

classical education

the classical education movement advocates form of education based in traditions of western culture, particular focus on education understood , taught in middle ages. term classical education has been used in english several centuries, each era modifying definition , adding own selection of topics. end of 18th century, in addition trivium , quadrivium of middle ages, definition of classical education embraced study of literature, poetry, drama, philosophy, history, art, , languages. in 20th , 21st centuries used refer broad-based study of liberal arts , sciences, opposed practical or pre-professional program. classical education can described rigorous , systematic, separating children , learning 3 rigid categories, grammar, dialectic, , rhetoric.

charlotte mason

date: 1842–1923

mason british educator invested life in improving quality of children s education. ideas led method used homeschoolers. mason s philosophy of education best summarized principles given @ beginning of each of books. 2 key mottos taken principles education atmosphere, discipline, life , education science of relations. believed children born persons , should respected such; should taught way of , way of reason. motto students am, can, ought, will. charlotte mason believed children should introduced subjects through living books, not through use of compendiums, abstracts, or selections. used abridged books when content deemed inappropriate children. preferred parents or teachers read aloud texts (such plutarch , old testament), making omissions necessary.

essentialism

educational essentialism educational philosophy adherents believe children should learn traditional basic subjects , these should learned thoroughly , rigorously. essentialist program teaches children progressively, less complex skills more complex.

william chandler bagley

date: 1874–1946

william chandler bagley taught in elementary schools before becoming professor of education @ university of illinois, served director of school of education 1908 until 1917. professor of education @ teachers college, columbia, 1917 1940. opponent of pragmatism , progressive education, bagley insisted on value of knowledge own sake, not merely instrument, , criticized colleagues failure emphasize systematic study of academic subjects. bagley proponent of educational essentialism.

social reconstructionism , critical pedagogy

critical pedagogy educational movement, guided passion , principle, students develop consciousness of freedom, recognize authoritarian tendencies, , connect knowledge power , ability take constructive action. based in marxist theory, critical pedagogy draws on radical democracy, anarchism, feminism, , other movements social justice.

george counts

date: 1889–1974

maria montessori

maria montessori , samuel sidney mcclure

date: 1870–1952

the montessori method arose dr. maria montessori s discovery of referred child s true normal nature in 1907, happened in process of experimental observation of young children given freedom in environment prepared materials designed self-directed learning activity. method aims duplicate experimental observation of children bring about, sustain , support true natural way of being.

waldorf

waldorf education (also known steiner or steiner-waldorf education) humanistic approach pedagogy based upon educational philosophy of austrian philosopher rudolf steiner, founder of anthroposophy. learning interdisciplinary, integrating practical, artistic, , conceptual elements. approach emphasizes role of imagination in learning, developing thinking includes creative analytic component. educational philosophy s overarching goals provide young people basis on develop free, morally responsible , integrated individuals, , every child fulfill or unique destiny, existence of anthroposophy posits. schools , teachers given considerable freedom define curricula within collegial structures.

rudolf steiner

date: 1861–1925

steiner founded holistic educational impulse on basis of spiritual philosophy (anthroposophy). known steiner or waldorf education, pedagogy emphasizes balanced development of cognitive, affective/artistic, , practical skills (head, heart, , hands). schools self-administered faculty; emphasis placed upon giving individual teachers freedom develop creative methods.

steiner s theory of child development divides education 3 discrete developmental stages predating close similarities stages of development described piaget. childhood education occurs through imitation; teachers provide practical activities , healthy environment. steiner believed young children should meet goodness. elementary education arts-based, centered on teacher s creative authority; elementary school-age child should meet beauty. secondary education seeks develop judgment, intellect, , practical idealism; adolescent should meet truth.

democratic education

democratic education theory of learning , school governance in students , staff participate freely , equally in school democracy. in democratic school, there typically shared decision-making among students , staff on matters concerning living, working, , learning together.

a. s. neill

date: 1883–1973

neill founded summerhill school, oldest existing democratic school in suffolk, england in 1921. wrote number of books define of contemporary democratic education philosophy. neill believed happiness of child should paramount consideration in decisions child s upbringing, , happiness grew sense of personal freedom. felt deprivation of sense of freedom during childhood, , consequent unhappiness experienced repressed child, responsible many of psychological disorders of adulthood.

progressivism

educational progressivism belief education must based on principle humans social animals learn best in real-life activities other people. progressivists, proponents of educational theories, claim rely on best available scientific theories of learning. progressive educators believe children learn if scientists, following process similar john dewey s model of learning known pattern of inquiry : 1) become aware of problem. 2) define problem. 3) propose hypotheses solve it. 4) evaluate consequences of hypotheses 1 s past experience. 5) test likeliest solution.[1]

john dewey

date: 1859–1952

in 1896, dewey opened laboratory school @ university of chicago in institutional effort pursue rather apart utility , culture, absorption , expression, theory , practice, [which] [indispensable] elements in educational scheme. unified head of departments of philosophy, psychology , pedagogy, john dewey articulated desire organize educational experience children more creative best of progressive models of day. transactionalism pragmatic philosophy grew out of work did in laboratory school. 2 influential works stemmed research , study child , curriculum (1902) , democracy , education (1916). dewey wrote of dualisms plagued educational philosophy in latter book: instead of seeing educative process steadily , whole, see conflicting terms. case of child vs. curriculum; of individual nature vs. social culture. dewey found preoccupation facts knowledge in educative process led students memorize ill-understood rules , principles , while second-hand knowledge learned in mere words beginning in study, mere words can never replace ability organize knowledge both useful , valuable experience.

jean piaget

date: 1896–1980

jean piaget swiss developmental psychologist known epistemological studies children. theory of cognitive development , epistemological view called genetic epistemology . piaget placed great importance on education of children. director of international bureau of education, declared in 1934 education capable of saving our societies possible collapse, whether violent, or gradual. piaget created international centre genetic epistemology in geneva in 1955 , directed until 1980. according ernst von glasersfeld, jean piaget great pioneer of constructivist theory of knowing.

jean piaget described himself epistemologist, interested in process of qualitative development of knowledge. says in introduction of book genetic epistemology (isbn 978-0-393-00596-7): genetic epistemology proposes discovering roots of different varieties of knowledge, since elementary forms, following next levels, including scientific knowledge.

jerome bruner

date: 1915–2016

another important contributor inquiry method in education bruner. books process of education , toward theory of instruction landmarks in conceptualizing learning , curriculum development. argued subject can taught in intellectually honest form child @ stage of development. notion underpinning concept of spiral (helical) curriculum posited idea curriculum should revisit basic ideas, building on them until student had grasped full formal concept. emphasized intuition neglected essential feature of productive thinking. felt interest in material being learned best stimulus learning rather external motivation such grades. bruner developed concept of discovery learning promoted learning process of constructing new ideas based on current or past knowledge. students encouraged discover facts , relationships , continually build on know.

unschooling

unschooling range of educational philosophies , practices centered on allowing children learn through natural life experiences, including child directed play, game play, household responsibilities, work experience, , social interaction, rather through more traditional school curriculum. unschooling encourages exploration of activities led children themselves, facilitated adults. unschooling differs conventional schooling principally in thesis standard curricula , conventional grading methods, other features of traditional schooling, counterproductive goal of maximizing education of each child.

john holt

in 1964 holt published first book, how children fail, asserting academic failure of schoolchildren not despite efforts of schools, because of schools. not surprisingly, how children fail ignited firestorm of controversy. holt catapulted american national consciousness extent made appearances on major tv talk shows, wrote book reviews life magazine, , guest on tell truth tv game show. in follow-up work, how children learn, published in 1967, holt tried elucidate learning process of children , why believed school short circuits process.

contemplative education

contemplative education focuses on bringing introspective practices such mindfulness , yoga curricular , pedagogical processes diverse aims grounded in secular, spiritual, religious , post-secular perspectives. contemplative approaches may used in classroom, in tertiary or (often in modified form) in secondary education. parker palmer recent pioneer in contemplative methods. center contemplative mind in society founded branch focusing on education, association contemplative mind in higher education.

contemplative methods may used teachers in preparation; waldorf education 1 of pioneers of latter approach. in case, inspiration enriching content, format, or teaching methods may sought through various practices, such consciously reviewing previous day s activities; actively holding students in consciousness; , contemplating inspiring pedagogical texts. zigler suggested through focusing on own spiritual development teachers positively impact spiritual development of students.