Metaphors in and of Education

The document outlines various philosophies of education including their purpose, what they teach, and how they teach. Essentialism focuses on acquiring basic knowledge through traditional subjects taught through drill and memorization. Progressivism emphasizes developing intelligent citizens through experiential learning, problem solving, and relating education to life. Perennialism aims to develop students' rational and moral powers through use of great books, Socratic dialogue, and a teacher-centered approach.

This document discusses several challenges facing secondary education in preparing students for a globalized world. It argues that deeper learning focusing on critical thinking, collaboration, communication and self-motivation (#1) is needed to develop competent graduates ready for college, careers and lifelong learning. It also emphasizes the importance of multicultural education (#3) and multiliteracy (#4) to understand diverse cultures and communicate effectively across different media. Finally, it notes that providing resources for teachers to address these issues is a challenge (#5) due to limited funding.

Essentialism is an educational philosophy that began in the 1930s-1940s which believes students should be taught basic skills and knowledge to become productive citizens. It is teacher-centered with the teacher as the expert imparting essential content through direct instruction like lectures and memorization. Students play a passive role by listening to the teacher. The purpose of schooling within essentialism is to prepare students with the core curriculum of basic subjects needed for modern life. While it provides stability, essentialism is criticized for the passive role it gives students in their education.

This document discusses scientific philosophy, including ontology, epistemology, and axiology. It defines key terms like axiology, which is the theory of value related to the use of knowledge. Epistemology is the theory of knowledge and how knowledge is gained. Ontology examines the nature of existence and reality. The document also discusses philosophical trends like rationalism, which believes true knowledge comes from reason, and empiricism, which believes knowledge comes from sensory experience.

The document discusses Web Based Instruction (WBI) which refers to providing a learning environment that is mediated and supported via the Internet/Intranet. It describes WBI as utilizing the attributes and resources of the World Wide Web to create a meaningful learning environment. The document outlines the key features of WBI including its ability to include multimedia, hypertext/hypermedia capabilities, and allowing for distance/formal learning. It also discusses the different types of WBI (asynchronous and synchronous), the need and significance of WBI in enabling distance learning and reducing costs, and how instructional design models like ADDIE can be applied to develop effective WBI.

This document discusses definitions of theory from various sources and defines educational theory. It explores approaches to educational theory, including the relationship between theory and practice/philosophy. Descriptive and prescriptive theories are examined. School administration and instructional theory are provided as examples of developing sub-theories within educational theory. The role of theorists and practitioners is addressed, as well as conflicts that can arise between them. Overall the document outlines the development of educational theory through examining definitions, approaches, and examples of sub-theories.

John Dewey was an American philosopher and educator born in 1859 who was influential in the 20th century. He believed in progressive education and rejected traditional, authoritarian teaching methods. Dewey viewed education as an experience that should involve hands-on, experiential learning rather than just formal instruction. He felt students and teachers should learn together through interaction with their environment. Dewey's progressive education philosophy emphasized learning by doing and having students interact with their surroundings to adapt and learn.

Progressivism is an educational theory that believes students learn best through experiences that they find relevant to their own lives. Students pursue their interests and learn through social interaction. John Dewey was a key proponent, believing learning happens best through real-world experiences rather than just books. The goals of progressivism are for students to become intelligent problem solvers and socially aware citizens. Teachers focus on group work, projects, and relating lessons to students' future needs rather than standardized tests.

An experience-centered curriculum is based on students' interests and experiences rather than predefined knowledge. The teacher creates a stimulating learning environment for students to explore, make discoveries, and observe others. Students essentially design their own learning by constructing and revising knowledge through hands-on participation and observation. For Dewey, education should start with students' existing experiences and interests, which are personal and constantly changing. The teacher analyzes students' experiences to continually adapt the curriculum to their needs.

1) The document discusses 21st century skills that are important for graduates to develop. It identifies 16 skills grouped into 3 categories: foundational literacies, competencies, and character qualities. 2) Foundational literacies include literacy, numeracy, scientific literacy, ICT literacy, financial literacy, and cultural and civic literacy. Competencies consist of critical thinking, problem solving, creativity, and collaboration skills. Character qualities comprise curiosity, initiative, persistence, adaptability, leadership, and social/cultural awareness. 3) The presentation emphasizes that developing these 21st century skills is essential for students to succeed in today's globally connected world. It provides descriptions and examples of each skill.

This document discusses multicultural education and its importance in teaching. It defines multicultural education as building on ideals of freedom, justice, equality, and human dignity while valuing cultural differences and challenging discrimination. The origins of multicultural education began with large numbers of immigrants in the early 20th century to reduce tensions and increase achievement for all students. The document also outlines different levels of culture and describes beginner, moderate, and sophisticated levels of intercultural competence that teachers can develop to better serve diverse classrooms. It concludes that meaningful academic activities that integrate education and culture can effectively promote multicultural education.

This document outlines several philosophies of education: - Essentialism focuses on teaching core academic subjects and transmitting traditional values through direct instruction. - Progressivism emphasizes a curriculum tailored to students' needs and interests that develops citizens for a democratic society. - Existentialism aims to educate the whole person and allow students freedom to choose their own path. - Behaviorism conditions the learning environment to shape students' behaviors through positive reinforcement and stimuli. - Linguistic philosophy teaches communication skills to develop students' abilities to clearly send and receive messages. - Constructivism teaches students how to construct their own knowledge through experiences that allow hypothesis testing and research.

This document provides a history of educational technology from ancient times to the modern era. It discusses how early technologies like the abacus aided counting and calculations. In the 19th century, technologies like textbooks, blackboards, and improved writing implements were introduced. Important developments included the invention of photography and instructional television. During World War II, the US government encouraged the use of technology for military training, spurring the development of technologies like microteaching and computer-assisted instruction. The introduction of computers in the 1950s, the development of the Internet and World Wide Web in the 1990s, and the rise of mobile technologies have transformed educational technology.

This report discusses about Logical Empiricism, or Logical Positivism – from its origins, who founded this "movement", its influences, weaknesses, and its contribution to education in general.

This document discusses strategies for making diversity and inclusion a priority in the classroom. It notes that many teachers from suburban communities are not properly prepared to teach students of color in urban schools. The document outlines some of the challenges faced by students in underfunded inner city schools, such as lack of resources and inequality of educational opportunities. It stresses that teachers must be willing to confront their own prejudices and assumptions in order to provide all students with a quality education. The document provides examples of strategies to involve parents and make them feel welcome at school. It also discusses culturally relevant teaching approaches and the importance of viewing each student as an individual rather than through stereotypes.