John Dewey’s Educational Theories in Use Today John Dewey (1859-1952), was an American philosopher, psychologist, and educational reformer. Dewey’s three theories on education were; education must engage; education must be an inspiration; education is an interaction and social life. According to Dewey, in My Pedagogic Creed (1897) he states “To prepare him for the future life means to give him command of himself.” Dewey was believed that the student must take a hands on approach to learning and make a connection to their life. By allowing the student to take that approach the student is allowed to make a connection in their life which will aid in the learning. In a time where you have various ways to gain the education and knowledge are we still using the foundational elements Dewey wrote about in My Pedagogic Creed (1897) and The Child and the Curriculum (1902)?
I particularly liked this act because it created new programs at the tech-prep level aimed at coordinating between secondary and postsecondary activities into a sequence of courses as well as the fact that there was an emphasis placed on transitioning students from school to work. Vocational education is intended to not only help prepare students to be valuable assets in a competitive work environment, but also provide skills for learning, and applying academic knowledge to the workplace. 5. The School-to-Work Opportunities Act (STWOA) of 1994 was designed to provide for the needs for our national skills shortage. States were responsible to report how they were to use the start-up monies to assist youth
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.
To be able to gain a full understanding of these theories and their reliability I shall critically analyse a unit of work planned and delivered by myself within my own primary school setting and how theories such as ‘Assessment For Learning’ (Black and William 1998) and ‘Assessing Pupils’ Progress’, commonly known as APP (DCSF 2008) , impact on my own practice within the context of the teaching cycle. I will also talk about the differences between summative and formative assessment and the appropriateness of their use in the primary school. To conclude my analysis I will summarise the role of the teaching assistant within this process and propose recommendations for improvement with regards to how this role currently affects the teaching and learning within my own school setting. My own setting is a larger than average inner city primary school. Over eighty-two percent of our students are from ethnic minority backgrounds, with almost forty
Reading the article “Teach Knowledge, Not Mental Skills” by Hirsh, made me think deeper about problems in the American education system and what cause those problems. In his article, Hirsh is emphasizing on “core knowledge curriculum”. John Baer, in his article “The Impact of the Core Knowledge Curriculum on Creativity”, quotes Hirsh and explains that term as “detailed and specific outline of content in the fine arts, geography, history, language arts, mathematics, and science…” (Bayer,2003, p.297). Hirsh claims that usage of the Core Knowledge curriculum across the U.S. will help raise the students’ achievements to a higher level and will make American students compatible with other countries’ students, where education is based on Core Knowledge
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.
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.
One way to perform a beneficial role in the society is to learn the skills and knowledge from school that is necessary to work in a modern, technical, industrial society e.g. literacy, maths, science and computer technology. 3) Choose one role of education and describe how functionalists would explain this role of education? Functionalist believes that education is essential in order to learn about the political role and the society. They believe that the political system is democratic therefore education is needed to prepare people for citizenship.
Running Head: RUNNING STYLES TESTS How Learning Styles are used in Higher Education Name: University: Course: Tutor: Date: Learning styles incorporate various methods used the dissemination of knowledge and skills mostly in an education setting. Supporters of learning styles have suggested that learners require an interactive approach to learning, one that suits their style of learning. Therefore, teachers should adopt teaching practices that are in line with the needs of the student within the social, cultural and emotional precincts of the learners. It is therefore important to make learning as individual as possible (Kolbs, 1984). With regard to this, several theories have come up since the 1970s explaining different approaches to learning.
Constructivist Theory and Best Practices: Secondary Education November 17, 2008 Learning Design of the Constructivist Theory In the twenty first century it is clearly evident that the traditional teaching style must be changed to adapt to technology and teaching and learning issues of this time period. The learning design of the constructivist theory is about the various styles of teaching among different teachers that promotes learning in the classroom. According to Gagnon and Collay, “the CLD (Constructivist Learning Design) is a guide to organizing for learning, using six elements: Situation, Groups, Bridge, Task, Exhibit, and Reflection” (Gagnon & Collay, p.17, 2006). All six elements of the Constructivist Learning Design that Gagnon and Collay describe have been developed to promote educators to implement the constructivist theory in the classroom. It is highly important to keep the students engaged while teaching.