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• Clearing House, 74,9-13. Retrieved March 1, 2003 from EBSCOhost Academic Search Premier database.
• Crowther, D. T. (1997). The Constructivist Zone. Electronic Journal ojScience Education, 2. Retrieved March 12,2003, from
http://unr.edulhomepage/jcatmon/ejse/ejsev2n2ed.html
• Deconstruction and re-thinking education (PDF Download Available). Available from:
https://www.researchgate.net/publication/279380533_Deconstruction_and_rethinking_education [accessed Oct 23 2017].
• Derrid a J 1984 . Dialogue w ith Jacq ues Derrid a: decons truction and the other. I n: R Kearney (ed .). Dialogues with contemporary
continental thinkers: the phenomenological heritage. Manchester: Manchester University Press.
• Derrida J 19 86. Antinomies of philosophy. Paris: Osiris.
• Derrida J 19 88. Limited inc. Evanston: Northwestern University Press.
• Null, J. W. (2004). Social efficiency splintered: Multiple meanings instead of the hegemony of one. Journal of Curriculum and
Supervision, 19(2), 99 – 124. Retrieved January 1, 2008 from EBSCO online database, Academic
• Search Premierhttp ://search.ebscohost.com/login.aspx?dir ect=true&db=aph&AN=11801482&site=ehost-live Rohman, C. (1999). Ideas:
A dictionary of important theories, concepts, beliefs, and thinkers. New York: Random House Books.
• Sadker, M., & Sadker, D. (1994). Teachers, schools and society. New York: McGraw-Hill.
• Shaw, L. J. (2006). Five Educational Philosophies. Retrieved January 1, 2008 from http://edweb.sdsu.edu/LShaw/
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Perennialism, essentialism, progressivism, deconstructionism
- 1. Perennialism, Essentialism, progressivism, Reconstructionism MuhammadAyoob Babar Reg. No. 140FSS/PHDEDU/F17 Department Of Education International Islamic University, Islamabad
- 2. 1.Perennialism The word perennialmeans everlasting. Perennial is a plant live for many years and flower grow year after year
- 3. What is Perennialism •Focuses on knowledge and the meaning of knowledge • Student should enable to think that will secure Individual freedom Human rights Responsibilities through the nature
- 4. Cont.. • A teacher-centeredphilosophy emphasizes the importance of transferring knowledge, information, and skills from the older (presumably wiser) generation to the younger one. • Focus on everlasting ideas and universal truths believing the ideas are as relevant and meaningful today as when they were written in the past
- 5. Cont.. • Less freedomin the classroom The Perennialists also believe that people are essentially sinful in nature (Howick, 1980). Adults know what is important for students to study. • Perennialism is subject-centered. Adler (1982), advocates that education should be the same for all students • Teacher is not concerned at the student interests
- 6. Component or modeof learning 1. Acquisition of organized knowledge. This is accomplished by means of using lectures and responses, textbooks, and other aids. 2. The development of intellectual skills such as reading, writing, calculating, observing, measuring, and speaking. This is accomplished by coaching, drill, and supervised practice.
- 7. Cont.. 3. An enlargedunderstanding of ideas and values. This is accomplished by questioning and discussion of real books. There is also little emphasis on vocational training (Knight, 1998).
- 8. Teaching Tools • StandardizedTests • Teacher-made tests • Memorization • Classic Books
- 9. Classroom Management • Orderlyrows • Neat/Clean room • Strict rules • Punishment/Rewards
- 10. Curriculum • Literature • Philosophy •Theology • History • Social Sciences • Mathematics • Music
- 11. 2. Essentialism • WilliamBagley introduced the philosophy of Essentialism in education in the 1930’s. ( American philosopher) • Concept of universal education There is essential knowledge that everyone in a given culture must have in order to be a knowledgeable and fully participating member of that culture.
- 12. What is Essentialism •There is essential knowledge that everyone in a given culture must have in order to be a knowledgeable and fully participating member of that culture
- 13. Teacher role Use verifiedinstructional strategies Lecture Memorization Homework Teacher and subject centered Mastery learning
- 14. Student role • passiveand be ready to learn what the teacher presents to them. • Students should listen and learn. The student is to sit still and take in what the teacher is teaching.
- 15. Curriculum • Basic skillsin elementary schools • Disciplined knowledge and scholastic achievement in secondary schools. • There should be a common core curriculum that is taught to all students.
- 16. 3. Progressivism • JohnDewey(1920) is the most notable philosopher of progressivism. • Importance of learning by doing • rather than the traditional schooling method of learning by absorption
- 17. Cont.. • progressive educationalso termed as "child-centered" and "social Reconstructionist approach
- 18. What is Progressivism •Emphasis on learning by doing-practical • Curriculum focused on thematic units • Strong emphasis on problem solving and critical thinking
- 19. Cont.. • Group workis emphasized • Assessment by evaluation of child’s projects and productions • students should test ideas by active experimentation
- 20. Cont.. • Learning shouldbe directly related to the interests of the child • The teachers role is not to direct but to advise • The school should encourage cooperation rather than competition
- 21. Teacher role • Teachersare facilitators of learning who encourage students to use a wide variety of activities to learn • Progressive teachers encourage students to learn by discovery
- 22. Student role • Studentis an active participant in their learning • Active engagement and thinking for themselves
- 23. Curriculum • Series ofthings that children and youth must do and experience • All the experiences children have under the guidance of teachers
- 24. Cont.. • The totalexperience with which the school deals in educating young people • A set of values that is activated through a development process and conclude in classroom experiences for students
- 25. 4. Social reconstructionism/CriticalTheory • Schools should be the primary place to work on the reconstruction of society • Emphasizes the addressing of social questions • Quest to create a better society and worldwide democracy • Theodore Brameld (1904-1987) was the founder of social reconstructionism, in reaction against the realities of World War II
- 26. Cont.. • Critical theorists,like social reconstructionists, believe that systems must be changed to overcome oppression and improve human conditions. Paulo Freire (1921-1997) was a Brazilian whose experiences living in poverty led him to champion education and literacy as the vehicle for social change.
- 27. Cont.. • In hisview, humans must learn to resist oppression and not become its victims, nor oppress others. • Requires dialogue and critical consciousness, the development of awareness to overcome domination and oppression. Rather than "teaching as banking," in which the educator deposits information into students' heads,
- 28. Classroom Management • Teacherand students question the assumptions of the status quo and examine social issues and future trends. • Organize classroom in a gender-free and non racist manner • Conflict resolution and differences in world views would be encouraged and reinforced
- 29. Cont.. • Less emphasison management and control and more focus on community building • Atmosphere that promotes analysis, criticism, and research would best describe the classroom environment
- 30. Role of teacher •Cooperative learning, problem solving, critical thinking • Focus on active learning and activities outside of school • Students spend time in the community to learn its problems
- 31. Cont.. • Analyze researchand link issues to place in the community and larger society • Take action or responsibility in planning for change • Teachers should give their students ideas on how to make the world a better place to live in
- 32. Role of student •Students are a critical element in bringing social change • Students are capable of initiating and adapting to change especially if they are influenced by appropriate adult role models • Students should learn how to make a society a better place and have more order
- 33. Curriculum • focuses onstudent experience and taking social action on real problems, such as violence, hunger, international terrorism, inflation, and inequality. • Reflect democratic ideals and emphasize civic education • Opportunity for students to study real social problems and controversial issues
- 34. Cont.. • Students considersocietal problems such as place of ethics in improving quality of life, conserve natural resources, and issues of foreign policy and naturalism • curriculum that highlights social reform as the aim of education.
- 35. References • Adler, M.J. (1982). The Paideia Proposal. New York: Macmillian. • Ansbacher, T. (2000) An Interview with John Dewey on Science Education. Physics • Teacher, 38,224-228. Retrieved March 1,2003 from EBSCOhost Academic Search Premier database. • Bauer, S.W. & Wise, J. (1999) The Well Trained Mind New York: W.W. Norton. • Bertrand, Y. (1995). Contemporary Theories and Practice. Madison: Magna Publications. • Brooks, J. G., & Brooks, M. G. (1993). In Search ojUnderstanding: The Casejor Constructivist Classrooms. Alexandria: Association for Supervision and Curriculum Development. • Bruner, J. (1960). The Process oj Education. Cambridge: Harvard University Press. • Christian Schools' Trust Science Curriculum Team. (1998). Science in Faith: A Christian • Perspective on Teaching Science CA.Jones, Ed.). Essex, Great Britain: Christian Schools' Trust. • Classical Curriculum, A. (1996). Policy Review, 80, 60. Retrieved March 1,2003, from EBSCOhost Academic Search Premier database. • Coburn, A. (2000). Constructivism: Science Education's 'Grand Unifying Theory.'
- 36. Cont.. • Clearing House,74,9-13. Retrieved March 1, 2003 from EBSCOhost Academic Search Premier database. • Crowther, D. T. (1997). The Constructivist Zone. Electronic Journal ojScience Education, 2. Retrieved March 12,2003, from http://unr.edulhomepage/jcatmon/ejse/ejsev2n2ed.html • Deconstruction and re-thinking education (PDF Download Available). Available from: https://www.researchgate.net/publication/279380533_Deconstruction_and_rethinking_education [accessed Oct 23 2017]. • Derrid a J 1984 . Dialogue w ith Jacq ues Derrid a: decons truction and the other. I n: R Kearney (ed .). Dialogues with contemporary continental thinkers: the phenomenological heritage. Manchester: Manchester University Press. • Derrida J 19 86. Antinomies of philosophy. Paris: Osiris. • Derrida J 19 88. Limited inc. Evanston: Northwestern University Press. • Null, J. W. (2004). Social efficiency splintered: Multiple meanings instead of the hegemony of one. Journal of Curriculum and Supervision, 19(2), 99 – 124. Retrieved January 1, 2008 from EBSCO online database, Academic • Search Premierhttp ://search.ebscohost.com/login.aspx?dir ect=true&db=aph&AN=11801482&site=ehost-live Rohman, C. (1999). Ideas: A dictionary of important theories, concepts, beliefs, and thinkers. New York: Random House Books. • Sadker, M., & Sadker, D. (1994). Teachers, schools and society. New York: McGraw-Hill. • Shaw, L. J. (2006). Five Educational Philosophies. Retrieved January 1, 2008 from http://edweb.sdsu.edu/LShaw/ f95syll/philos/phprogr.html
- 37.