Running head: The Educational Implications of Piaget, Vygotsky, and Ericson Exploring the Educational Implications of Piaget, Vygotsky and Ericson John Doe University Exploring the Educational Implications of Piaget, Vygotsky, and Erikson In every field, there are certain individuals whose research and contributions to their discipline have set them apart. Child psychology happens to be a field that is very complex and expanding with new research and findings. Those influential individuals are Piaget, Vygotsky and Erikson. Piaget is known for his stage theory of cognitive development, Vygotsky for his concept of the zone of proximal development. Erikson for his theory of psychosocial development, who believed that personality develops in a series of stages.
Albert Einstein once said that the significant problems we face cannot be solved at the same level of thinking we were at when we created them. I believe the concept of learning and teaching, similar to the world around us, should not be a rigid entity, rather a fluid one with the ability to transform and adapt to the scenario or context. A more modern paradigm of learning envisions the institution of learning itself as a learner- over time it continually learns how to produce more learning with each graduating class, each entering student (Barr & Tagg, 1995). This study has two intertwined objectives, to illuminate education as a transformative endeavour and to discuss the theoretical and philosophical elements of critical perspectives of curriculum and pedagogy. Furthermore, the application and implications of critical curriculum and pedagogy will be revealed and debated in order to fully deconstruct meaning of the aforementioned intentions.
Now people’s ideologies are influenced by the education system, which is now the main agency of control within society. People are now entitled to more choices and their acceptance comes from their experience of education. Althusser states people used to accept their position in society because they believed it to be ‘gods will’. This theory suggests that if individuals are going to accept inequality their ideologies need to be controlled and the only way to accomplish this is to become a teacher and to control the society through power. Education according to Althusser reproduces inequality by preparing pupils for work in the wider society.
Through my personal experiences of education both in early childhood and primary and due to large amounts of critical reflection, I have been able to identify two key conceptual frameworks, these being social reconstruction and humanism, which guide my own teaching and learning. This essay will describe the ideologies that underpin them, and how each implies different approaches to teaching and to children’s learning. It will also critically analyse and examine the ethical impact of both, in relation to learning and teaching. In addition, it will also explore and illustrate the strengths, limitations, and/or drawbacks of social reconstruction and humanism in a practical context. Humanism is a conceptual framework that is part of the liberal ideology, it is a political theory that stresses individualism by rejecting an authoritarian government, and defending and advocating individual freedom (Rathgen & Hulston, 2004, Issues in Curriculum course reader, pg.
Since time immemorial ancient societies of the world developed and reserved a mechanism by the skills, knowledge and values they upheld were transmitted from one generation to the next one. The expectation was that these skills, knowledge and values had to have formative effect on the character, mental and physical ability of an individual. This paper seek to make a general comparison of educational systems in Canada and China with a particular emphasis on the differences between collectivist and individual society, it also seek to illustrate comparative analysis by specific examples of the nature of teaching and learning in two cultures, more importantly the paper will reveal the categories, structures and the learning spans that are inherent in both educational systems. This paper will also reveal how the education systems in both countries are administered, supported and managed. It will further show how the curriculums in both countries are affected in the respective systems and their jurisdiction thereof.
Vgotsky Sociocultural theories and their application in education and information literacy Student’s name Institution name Abstract As one of the maim figures that have affected the contemporary constructivist theories, Vygotsky's publications has had cumulative influence, not only on the present psychological and sociological theories, but also on learning. A significant principle in his theory is the impression that the probable for cognitive development is restricted to a certain time period, which he term to be the Zone of Proximal Development [ZPD]. He deeply describes sociocultural theory and its application on education and information literacy (IL) research. Key words: Sociocultural, information literacy, the Zone of Proximal Development [ZPD] SOCIOCULTURAL THEORIES AND THEIR APPLICATION IN EDUCATION AND INFORMATION LITERACY RESEARCH LITERATURE REVIEW This essay discloses the application of sociocultural theories to information literacy research and curricular system. It describes the basis of this research in sociocultural approaches, particularly Vygotsky’s sociocultural based theory.
Peronism in present day Argentina is represented by the Justicialist Party. This movement largely contributed to Argentina’s largely ignored but principally important sectors; the educational system and the women of Argentina. Through the expansion of these influences, Juan Peron sought to expand his political culture by integrating and focusing on novel groups that would later represent votes for the Peronism political party. Juan Peron gave close and personal attention to reforming education in Argentina. The Peronist movement ambitiously sought to create a democratic objective of broadening access and opportunity for adults and vocational students as well as elementary aged students.
Anarys Bonilla Alvarado Professor: Luz Miriam Tirado Intermediate English 3103-126 September 20, 2011 Pedagogy of the Oppressed Education is the process in which people acquire knowledge and reasoning. Education starts in our home develops more as we lives and through experiences. Paulo Freire is known as a Brazilian educator, which is mostly important for his book, the Pedagogy of the Oppressed. On his book chapter two he criticizes the way people are being educated and offers a new solution called problem-posing, to the flaws of what he call the banking concept of education. Paulo Freire was from the middle class when he was born but he interacted most of the times with poor peoples and he was focusing in helping them get an education since he concluded that poverty affected the capacity to learn.
Running Head: EDUCATION PHILOSOPHY AND RATIONALE Education Philosophy and Rationale Antoinette Abrams Grand Canyon University Valerie Veen EDU 215 Abstract Different educational philosophies are something that can be a useful tool for us to make a better foundation for education to stand on, and that same tool will help us as a nation to leave a better mark on education for future generations. All philosophies, when it comes to education, are unique and based on our own experiences we have had going through the educational process ourselves. In this essay, I will not only discuss my own unique educational philosophy, but I will compare and contrast my philosophy with the theories and philosophies of others from the past. My Educational Philosophy and Rationale on today’s Education. My Educational Philosophy is to educate the whole child.
He believed that schools acted as a mini-society, people need to cooperate with other people who are neither family nor friends - teachers and pupils at school, colleagues and customers at work. In today's society, industrial economies have a complex division of labour, where production usually involves the cooperation of many different specialists. This cooperation promotes social solidarity but for it to be successful, each person must perform their role. Durkheim argued that education teaches individuals the specialist knowledge and skills that they need to play their part in the social division of labour. In the USA, Talcott Parsons (1902 - 1979) developed Durkheim's ideas.