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PHILOSOPHICAL FOUNDATIONS & THEORIES OF EDUCATION

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PHILOSOPHICAL FOUNDATIONS & THEORIES OF EDUCATION

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© 2008 McGraw-Hill Higher Education All rights reserved.

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BACKGROUND AND MEANING BASIC ASSUMPTIONS EXISTENTIALISM AND EDUCATION

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Teaching, Learning, and Assessment Learning Outcomes Are formulated by the academic staff, preferably involving student representatives in the.

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UNIT 3 THEORETICAL PERSPECTIVES OF HUMAN DEVELOPMENT Mid-twentieth century Theories Humanistic Perspective.

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Major philosophies of Education Philosophies PerennialismProgressivism EssentialismExistentialism SocialReconstructionism Fishbone organizer.

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Pragmatism in Education

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Foundations of Education

Foundations of Education

  • Leslie S. Kaplan - Newport News Public Schools (Retired)
  • William A. Owings - Old Dominion University, USA
  • Description
  • Assignable Video with Assessment Assignable video (available with SAGE Vantage ) is tied to learning objectives and curated exclusively for this text to bring concepts to life. Watch this video to learn about the Progressive Education movement and its key figures and philosophies. 
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See what’s new to this edition by selecting the Features tab on this page. Should you need additional information or have questions regarding the HEOA information provided for this title, including what is new to this edition, please email [email protected] . Please include your name, contact information, and the name of the title for which you would like more information. For information on the HEOA, please go to http://ed.gov/policy/highered/leg/hea08/index.html .

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  • New data on how education reform, policy changes, societal influences, and student diversity affect teaching and learning.
  • “Recent Trends” analyzes the growing influence of education privatization, social-emotional learning, and personalized learning, and their impact on student attainment.
  • Expanded coverage of student diversity includes marginalized, gifted, and LGBTQ+ students, and an analysis of how students’ perceptions of microaggressions influence their learning.
  • Includes new Teachers’ “Model Code of Ethics” to guide PreK-12 educators in their decision making and to help teacher preparation programs nurture their teacher candidates’ ethical problem-solving capacities.
  • Greater emphasis on how money matters in improving student outcomes , including an eye-opening exercise in fiscal equity, and an analysis of recent trends of using taxpayer dollars to pay for private education. 
  • Includes coverage of the COVID-19 pandemic , how it changed how we use technology to plan and deliver instruction, and the equity issue it raises. 
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  • “Diverse Voices” are included in several chapters in the form of personal essays from individuals who have encountered problems relating to disability, race, sexual identity, and poverty, as well as suggestions for how teachers can help students with similar experiences. 
  • “Flip Sides” presents a range of philosophical and practical educational dilemmas to encourage students to apply their learning. 
  • “Icons” appear throughout exploring issues on diversity, Common Core State Standards, Technology, and InTASC Standards.

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Durkhein stated that Education is a social fact. This assertion is not surprising for the present, as the study of the historical dimension of education and its different theoretical-methodological approaches circulate widely in the academic field, provide subsidies for the planning of educational actions and public policies in this sector and are frequently disseminated. by the mainstream press. In the study of the historical context in which the slow and progressive constitution of the educational system took place, Durkhein was based on the observation that even in the simplest societies educational actions were instituted to transmit to children and young people their accumulated knowledge, norms, customs, group values ​​and histories. This gives this system a common – social – and essential character. Educational actions must not be understood in isolation from other social attitudes, since, despite the relative autonomy of each social system, they are always parts of a whole with which they are integrated in the pursuit of a common goal.

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In a famous passage in his Letter 22 to the virgin Eustochium, written in 384, Jerome reports how he once dreamed that he was brought to trial, Christ himself being the judge. When he declared to be a Christian, Christ replied: ‘You are lying! You are a Ciceronian, not a Christian, for wherever your treasure is, there will be your heart.’ Utterly shocked, young Jerome swore that he would never again dare to possess or even read pagan writings – ‘and if I ever do so, I have denied you’; that is, he would have acted like Peter disowning Jesus during the trial at Pilate’s court. Addressing Eustochium, Jerome pointed out that a Christian virgin should avoid any contact with and contamination by the texts commonly used at the grammar and rhetorical schools, and instead acquire a genuinely Christian education, for ‘what has Horace to do with the Psalter? what Virgil with the Gospels? what Cicero with the Apostle?’ To put it simply: away with all the pagan stuff! As is well known, this was...

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Make Roads Safe Moscow and the Decade of Action Saul Billingsley, Deputy Director, FIA Foundation

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Make Roads Safe Moscow and the Decade of Action Saul Billingsley, Deputy Director, FIA Foundation GRSP Asia, Singapore, 8 October 2009. Commission for Global Road Safety. A Hidden Epidemic Leading Global Causes of Death, 2004. WHO Global Burden of Disease, 2008. Make Roads Safe campaign.

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Make Roads Safe Moscow and the Decade of Action Saul Billingsley, Deputy Director, FIA Foundation GRSP Asia, Singapore, 8 October 2009

Commission for Global Road Safety

A Hidden Epidemic Leading Global Causes of Death, 2004 WHO Global Burden of Disease, 2008

Make Roads Safe campaign

Million name petition presented to Ban Ki-moon

UN Road Safety Conference approved

Moscow Ministerial Conference 19/20 November 2009 www.1300000.net www.road-safety-conf.net

The Moscow Conference • Hosted by President Medvedev of Russia • High level plenary and ministerial sessions: • RTIs as a development issue • Good practices in road safety • Health sector’s contribution • Safer infrastructure • Safer vehicles • Data

The Moscow Conference Bangladesh – Interior Minister Cambodia – Transport Minister India – Minister of Health/Transport Laos – Minister of Public Security Malaysia – Transport Minister New Zealand – Deputy Transport Minister Pakistan – Minister of Communications Vietnam – Deputy Transport Minister

The Moscow Conference Ministers: Invitations via Russian embassies Speaking invites from Russian Interior Ministry NGOs: Invitations from WHO Closing date: 15 October 2009

The Moscow Conference • The conference will: • Approve a Declaration • Hopefully establish new networks • Hopefully set in place a follow-up meeting • or framework • The conference will not: • Approve new money for road safety!!!

Time for Action? Setting an agenda for Moscow and beyond…

Commission meets, St Petersburg, Sept 08

Make Roads Safe agenda for Moscow Conference • New report: • Decade of Action for Road Safety • $300 million catalytic global Action Plan funded by governments and foundations • Institutional action to ensure safe road infrastructure development • Ambitious and visionary target for reducing projected increase in road deaths by 2020

Changing Direction: Projected Global Road Fatalities

Changing Direction: Potential of a Decade of Action for Road Safety

The road to a Decade of Action: Moscow Declaration supporting Decade November 2009 UN General Assembly Resolution Spring 2010 Formal approval by UN committee 2010?

Campaign launch in Ho Chi Minh City, October 08

Decade of Action report launch, Rome, May, 2009

Launch of the ‘Turning Point’ documentary – shown worldwide on BBC

Decade of Action rally, Costa Rica

Decade of Action rally, Costa Rica President Oscar Arias Sanchez of Costa Rica

Make Roads Safe Africa Conference, Tanzania

Make Roads Safe Africa Conference, Tanzania President Kikwete of Tanzania

Washington D.C. …

Support for the Decade… UN Member States should “support efforts to establish a decade of action for road safety for the 10 years leading to 2020, with a commitment to halt and begin to reverse the current trend towards an increase in the number of road traffic deaths” Ban Ki Moon, UN Secretary General August 2009

UN Road Safety Collaboration working group to prepare the Decade

Building momentum • What you can do: • Contact your government (start with the transport minister) and urge attendance in Moscow and support for the ‘Decade’ proposal • Lobby for your government to back a UN resolution for a Decade of Action

Building momentum Campaign: * Use the ‘Decade of Action’ sign boards as a means to lobby and raise media awareness www.makeroadssafe.org

Political leaders…

Religious and community leaders…

Celebrities and sport stars… Michael Schumacher Ang Lee

Organisations…

Members of the public…

Objectives: • Secure support for Decade in Moscow Ministerial Declaration • Secure UN General Assembly resolution in Spring 2010 establishing Decade • …it’s not too late to get involved

If we get a Decade of Action (or even if we don’t): • iRAP – fixing 5% of high risk roads • Helmet Vaccine Initiative: aiming for 100% helmet wearing • Seat Belt Vaccine Initiative: aiming for 100% seatbelt wearing

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  1. Philosophical foundations of education

    16. 16 Basic Philosophies of EducationBasic Philosophies of Education •Perennialism •Essentialism •Behaviorism •Progressivism •Existentialism •Postmodernism (Critical Theory) r.ureta (2018) 17. 17 PerennialismPerennialism • An educational philosophy suggesting that nature, including human nature, is constant.

  2. Foundation of education

    METHODS OF INSTRUCTION: • 1. Apprenticeship- dominant method in the lower and vocational schools • 2. Dictation, memorization, copying, imitation, repetition- these are standard practices in teaching especially in the lower grades • 3. Observation and participation Flogging was used to penalize failure to learn.

  3. Foundation of education

    Foundation of education. 1. EDUCATION: -is the acquisition of knowledge, skills and attitudes that make man do better. It is not only a preparation for life but its life itself. This is because throughoutlife man learns many things in and out of schoolthat changehis life for the better. -is informalif the things learned areacquired outside the ...

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    Presentation on theme: "PHILOSOPHICAL FOUNDATIONS & THEORIES OF EDUCATION"— Presentation transcript: 1 PHILOSOPHICAL FOUNDATIONS & THEORIES OF EDUCATION. 2 Philosophy ? set of ideas about. The nature of reality The meaning of life Describe your current personal philosophy of education. 3 THE PURPOSE OF EDUCATION.

  6. Foundations of Education

    Preview. Now published by SAGE! A modern and comprehensive introduction to the field, Foundations of Education makes core topics in education accessible and personally meaningful to students pursuing a career within the education profession. In a clear and direct prose, authors Leslie S. Kaplan and William A. Owings offer readers the breadth of ...

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    Chapter 2Philosophical Foundations and Theories of Education. Four Philosophical Stances • Idealism • Realism • Existentialism • Pragmatism. Idealism • The most significant philosophy; • The quality of life- the intangibles, the whispers; • Material things are evils; • The highest element of man is reason; • Freedom is based on education; • Creative growth; • One's ...

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    Durkhein stated that Education is a social fact. This assertion is not surprising for the present, as the study of the historical dimension of education and its different theoretical-methodological approaches circulate widely in the academic field, provide subsidies for the planning of educational actions and public policies in this sector and are frequently disseminated. by the mainstream press.

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