Philosophers Flashcards
(124 cards)
1
Q
Educate the rational person
A
Perennialism
2
Q
cultivate intellect
A
Perennialism
3
Q
teachers assist students to think with reason (critical thinking)
A
perennialism
4
Q
focus: classical subjects, literary analysis, curriculum is enduring
A
perennialism
5
Q
use of great books (Bible, Koran, Classics) and liberal arts
A
perennialism
6
Q
Plato, Aristotle, Thomas Aquinas
A
perennialism
7
Q
to promote intellectual growth of learners to become competent
A
essentialism
8
Q
teachers are sole authoritiees in the subject area
A
essentialism
9
Q
essential skills or 3R, essential subjects
A
essentialism
10
Q
back to basics, excellence in education, cultural literacy
A
essentialism
11
Q
promote democratic social living
A
progressivism
12
Q
William Bagloy
A
Essentialism
13
Q
John Dewey
A
Progressivism
14
Q
teacher leads for growth and development of lifelong learners
A
progressivism
15
Q
education for change
A
Reconstructionism
16
Q
interdisciplinary subjects, learner-centered, outcomes-based
A
progressivism
17
Q
equal opportunities for all, contextualized curriculum, humanistic education
A
progressivism
18
Q
teachers acts as agent of change and reforms
A
Reconstructionism
19
Q
school and curricular reform, global education, collaboration and convergence, standards and competencies
A
Reconstructionism
20
Q
to improve and reconstruct society
A
Reconstructionism
21
Q
Theodore Brameld
A
Reconstructionism
22
Q
He stated the curriculum development
A
Franklin Bobbit
23
Q
present and future educational landscape
A
Reconstructionism
24
Q
The Curriculum
A
Franklin Bobbit
25
Curriculum is a science that emphasizes students need
Frank Bobbit
Werret Charters
26
Curriculum prepares learners for adult life
Frank Bobbit
27
Objectives and activities should group together when tasks are clarified
Frank Bobbit
28
Objectives and activities should match
Werret Charters
29
Subject matter or content relates to objectives
Werret Charters
30
Curricula are purposeful activities which are child-centered
William Kilpartick
31
Curriculum is child development and growth
William Kilpartick
32
Teacher and student plan the activities
Willian Kilpartick
33
Curriculum develops social relationships and small group instructions
William Kilpartick
34
Curriculum should develop the whole child
Harold Rugg
35
Curriculum is child-centered
Harold Rugg
36
Curriculum should produce outcomes with the statement of objectives and related learning activities
Harold Rugg
37
He emphasized social studies and suggested that the teacher plans curriculum in advance
Harold Rugg
38
Curriculum is organized around social functions of themes. organized knowledge and learner's interest
Hollis Caswell
39
Curriculum, instruction and learning are interrelated
Hollis Caswell
40
Curriculum is a set of experiences,
Hollis Caswell
41
Subject matter is developed around social functions and learners' interests
Hollis Caswell
42
Curriculum is a science and extension of school's philosophy
Ralph Tyler
43
Curriculum is always related to instruction
Ralph Tyler
44
It is based on students' needs and interest
Ralph Tyler
45
Subject matter is organized in terms of knowledge, skills, and values
Ralph Tyler
46
The process emphasizes problem solving
Ralph Tyler
47
Curriculum aims to educate generalists and not specialists
Ralph Tyler
48
She contributed to the theoretical and pedagogical foundations of concepts development and critical thinking in social studies curriculum
Hilda Taba
49
She helped lay foundation for diverse student population
Hilda Taba
50
He described change as a cooperative endeavor
Peter Oliva
51
Teachers and curriculum specialist constitute the professional core of planners
Peter Oliva
52
Significant improvement is achieved through group activity
Peter Oliva
53
Father of the classical conditioning theory, S-R theory
Ivan Pavlov
54
The key to learning is early years of life is to train them what you want them to become.
Ivan Pavlov
55
S-R Theory is a foundation of learning practice called indoctrination.
Ivan Pavlov
56
He championed the connectionism theory.
Edward Thorndike
57
He proposed the three laws of learning
Edward Thorndike
58
three laws of learning
Law of readiness
Law of exercise
Law of effect
59
Specific stimulus has specific response.
Edward Thorndike
60
He proposed the hierarchical learning theory
Robert Gagne
61
Learning follows a hierarchy.
Robert Gagne
62
Behavior is based on prerequisite conditions.
Robert Gagne
63
He introduced tasking in the formulation of objectives.
Robert Gagne
64
Cognitive development has stages from birth to maturity.
Jean Piaget
65
Keys to Learning
Assimilation
Accommodation
Equilibration
66
stages from birth to maturity
Sensorimotor stage (0-2), preoperational stage
(2-7), concrete operations stage (7-11) and formal operations (11 - onwards).
66
incorporation of new experience
Assimilation
67
learning modification and adaptation
Accomodation
68
balance between previous and later learning
Equilibration
69
Cultural transmission and development stage.
Lev Vygotsky
70
Children could, as a result of their interaction with society, actually perform certain cognitive actions prior to arriving at developmental stage.
Lev Vygotsky
71
Learning precedes development.
Lev Vygotsky
72
Sociocultural development theory
Lev Vygotsky
73
Pedagogy creates learning processes that lead. to development.
Lev Vygotsky
74
The child is an active agent in his of her educational process.
Lev Vygotsky
75
multiple intelligences
Howard Gardner
76
Humans have several different ways of processing information and these ways are relatively independent of one another.
Howard Gardner
77
There are eight intelligences
linguistic, logico-mathematical, musical, spatial, bodily/kinesthetic, interpersonal, intrapersonal, and naturalistic
78
8 intelligences
Howard Gardner
79
Emotion contains the power to affect action.
Emotional Quotient
80
Emotional Quotient
Daniel Goleman
81
Learning is explained in terms of "wholeness" of the problem.
Gestalt
82
Human beings do not respond to isolated stimuli but to an organization or pattern of stimuli.
Gestalt
83
Learning is complex and abstract.
Gestalt
84
Learners analyze the problem, discriminate between essential and nonessential data, and perceive relationships.
Gestalt
85
Learners will perceive something in relation to the whole. What/how they perceive is related to their previous experiences.
Gestalt
86
He advanced the Self-Actualization Theory.
Abraham Maslow
87
Classic theory of human needs
Abraham Maslow
88
A child whose basic needs are not met will not be interested in acquiring knowledge of the world.
Abraham Maslow
89
He put importance to human emotions, based on love and trust.
Abraham Maslow
90
Produce a healthy and happy learner who can accomplish, grow and actualize his or her human self.
Abraham Maslow
91
Nondirective and therapeutic learning
Carl Rogers
92
He established counselling procedures and methods for facilitating learning.
Carl Rogers
93
Children's perceptions, which are highly individualistic, influence their learning and behaviour in class.
Carl Rogers
94
Curriculum is concerned with process, not product; personal needs, not subject matter, psychological meaning, not cognitive scores.
Carl Rogers
95
Schools and Society
Schools, Society, Knowledge
96
source of change
society
97
agents of change
schools
98
an agent of change
knowledge
99
Influence of society and social context in education
Emile Durkheim
100
Things that surround individuals can change, develop their behavior.
Emile Durkheim
101
Considered two fundamental elements which are schools and civil society
Emile Durkheim
102
Wrote the book Future Shock
Alvin Toffler
103
Believed that knowledge should prepare students for the future
Alvin Toffler
104
Suggested that in the future, parents might have the resources to teach prescribed curriculum from home as a result of technology, not in spite of it. (Home Schooling)
Alvin Toffler
105
Foresaw schools and students worked creatively, collaboratively, and independent of their age
Alvin Toffler
106
Education as a means of shaping the person and society through critical reflections and
"conscientization"
Paolo Freire
107
Emphasis on questioning problem posing and critical thinking
Paolo Freire
108
Teachers use questioning and problem posing approach to raise students' consciousness
Paolo Freire
109
Major book: Pedagogy of the Oppressed, 1968
Paolo Freire
110
Curriculum organized around needs of society and the students
John Goodlad
111
Reduce student conformity in classroom Constant need for school improvement
John Goodlad
112
Emphasis on active learning and critical thinking Involvement of students in planning curriculum content and instructional activities
John Goodlad
113
Need to align content with standards
John Goodlad
114
Major book: A Place Called Schools, 1984; What Are Schools For? 1989
John Goodlad
115
Broaden the conception of curriculum to enrich the practice
William Pinar
116
Understand the nature of the educational experience
William Pinar
117
Curriculum involves multiple discipline
William Pinar
118
Curriculum should be studied from a historical, racial, gendered, phenomenological, postmodern, theological and international perspectives.
William Pinar
119
Social Foundations
Alvin Toffler
Emile Durkheim (1858-1917)
Schools and Society
120
Humanistic Psychology
Gestalt
Abraham Maslow (1908-1970)
Carl Rogers (1902-1987)
121
Cognitive Information Processing Theory
Jean Piaget (1896-1980)
Lev Vygotsky (1896-1934)
Howard Gardner
Daniel Goleman
122
Association and Behaviorism
Ivan Pavlov (1849-1936)
Edward Thorndike (1874-1949)
Robert Gagne (1916-2002)
123
Curriculum Theories and Principles
Franklin Bobbit (1876-1956)
Werret Charter (1875-1952)
William Kilpartick (1875-1952)
Harold Rugg (1886-1960)
Peter Oliva (1992-2012)
Hilda Taba (1902-1967)
Ralph Tyler (1902-1994)
Hollis Caswell (1901-1989)
