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Philosophy
education
PlS1C8? Anu
PlLCSCP? Cl
CCn1LMC8A8?
LuuCA1lCn
WCCn1LMC8A8?
lSSuLS ln
LuuCA1lCn
IluLC 8LSLn1A1lCn
8CC8LSSlIL LuuCA1lCn IL8SuS
18Aul1lCnAL LuuCA1lCn
@ADI@ICNAL
erson Invo|ved
CGLSSIVL
erson Invo|ved
1eachercenLered lnsLrucLlon
W LducaLlonal essenLlallsm (
back Lo baslcs approach focus on
essenLlal skllls ) Wllllam 8agley
WLducaLlonal perennlallsm ( Leach
Lhose Lhlngs LhaL seems Lo be
everlasLlng lmporLance) 8oberL
PuLchlns and MorLlmer Adler
SLudenLcenLered
lnsLrucLlon
LducaLlonal progresslvlsm
W1eacherlearner relaLlonshlp
WLach chlld ls honored
WWhole chlld orlenLaLlon(
cognlLlve soclal and emoLlonal
developmenL)
W!ohn uewey faLher of
progresslve educaLlon
8CC8LSSlIL LuuCA1lCn IL8SuS
18Aul1lCnAL LuuCA1lCn
@ADI@ICNAL
C|assroom sett|ng
CGLSSIVL
C|assroom sett|ng
SLudenLs maLched by age and
posslbly also by ablllLy All
sLudenLs ln a classroom are
LaughL Lhe same maLerlal
Ind|v|dua| d|fference are
|gnored"
Learner treated |n the same
way
SLudenLs dynamlcally grouped
by lnLeresL or ablllLy for each
pro[ecL or sub[ecL wlLh Lhe
posslblllLy of dlfferenL groups
each hour of Lhe day MulLlage
classrooms or open classrooms
" Ind|v|dua| d|fference are
emphas|ze"
Learner treated as an art|st |n
h|s or her own way
8CC8LSSlIL LuuCA1lCn IL8SuS
18Aul1lCnAL LuuCA1lCn
@ADI@ICNAL
@each|ng method
CGLSSIVL
@each|ng method
ulrecL lnsLrucLlon and
lecLures
SeaLwork
SLudenLs learn Lhrough
llsLenlng and observaLlon
Pandson acLlvlLles
SLudenLled dlscovery
Croup acLlvlLles
8CC8LSSlIL LuuCA1lCn IL8SuS
18Aul1lCnAL LuuCA1lCn
@ADI@ICNAL
Mater|a|s
CGLSSIVL
Mater|a|s
lnsLrucLlon based on LexLbooks
lecLures and lndlvldual wrlLLen
asslgnmenLs
ro[ecLbased lnsLrucLlon uslng
any avallable resource lncludlng
lnLerneL llbrary and ouLslde
experLs
Su8!LC1S
lndlvldual lndependenL
sub[ecLs LlLLle connecLlon
beLween Loplcs
Su8!LC1S
lnLegraLed lnLerdlsclpllnary
sub[ecLs or Lhemebased unlLs
such as readlng a sLory abouL
cooklng a meal and calculaLlng
Lhe cosL of Lhe food
8CC8LSSlIL LuuCA1lCn IL8SuS
18Aul1lCnAL LuuCA1lCn
@ADI@ICNAL
Soc|a| aspects
CGLSSIVL
Soc|a| aspects
no aLLenLlon Lo soclal
developmenL locus on
lndependenL learnlng
Soclallzlng largely dlscouraged
excepL for exLracurrlcular
acLlvlLles and Leamworkbased
pro[ecLs
SlgnlflcanL aLLenLlon Lo soclal
developmenL lncludlng
Leamwork lnLerpersonal
relaLlonshlps and self
awareness
8CC8LSSlIL LuuCA1lCn IL8SuS
18Aul1lCnAL LuuCA1lCn
@ADI@ICNAL
Studentteacher re|at|onsh|p
CGLSSIVL
Studentteacher re|at|onsh|p
WSLudenLs ofLen address
Leachers formally by Lhelr lasL
names
W1eacher ls consldered a
respecLed role model ln Lhe
communlLy
WSLudenLs should obey Lhe
Leacher
W roper behavlor for Lhe
unlverslLy or professlonal work
communlLy ls emphaslzed
Wuse of corporal punlshmenL Lo
malnLaln classroom dlsclpllne
ln alLernaLlve schools
WSLudenLs may be allowed Lo call
Leachers by Lhelr flrsL names
WSLudenLs and Leachers may
work LogeLher as collaboraLors
8CC8LSSlIL LuuCA1lCn IL8SuS
18Aul1lCnAL LuuCA1lCn
@ADI@ICNAL
Lxpectat|ons
CGLSSIVL
Lxpectat|ons
SLudenLs wlll graduaLe wlLh
dlfferenL grades Some
sLudenLs wlll fall due Lo
poor performance based on
a lack of undersLandlng or
lncompleLe asslgnmenLs
All sLudenLs need Lo
achleve a baslc level of
educaLlon even lf Lhls
means spendlng exLra
years ln school
roponenLs of LradlLlonal educaLlon
W wllllom 8oqleytbete ls o commoo cote of
koowleJqe tbot oeeJs to be ttoosmltteJ to
stoJeots lo o systemotlc JlsclplloeJ woy
W olnLs of essenLlallsm
1 SLudenLs ls well educaLed and culLurally
knowledgeable Leacher
2 lmporLance of Leachlng Lhe ldeals of communlLy
Lo each group of sLudenLs
3 lmporLance of accuracy Lhoroughness and efforL
on parL of Lhe sLudenL ln Lhe classroom
lMLlCA1lCnS Cl 8LLlLl Cn
SCPCCLlnC Anu CLASS8CCM
8AC1lCLS
W 1he Lransmlsslon of knowledge Lo Lhe
sLudenLs are rlgld
W 1here ls a sysLemaLlc way of learnlng process
LhaL should always followed
W ulsclpllne Lhe sLudenLs ln a dlfferenL manner
so LhaL Lhe sLudenL would posses a proper
behavlor
roponenLs of LradlLlonal educaLlon
W obett notcblos ooJ Mottlmet AJlet
lNlAll5M
1he focus ls Lo Leach ldeas LhaL are everlasLlng Lo seek
endurlng LruLhs whlch are consLanL noL changlng as Lhe
naLural and human worlds aL Lhelr mosL essenLlal level do not
change
Ad|er Cur schools are noL Lurnlng ouL young people prepared
for Lhe hlgh offlce and Lhe duLles of clLlzenshlp ln a
democraLlc republlc
nutch|ns 1he ob[ecL of Lhe educaLlonal sysLem Laken as a
whole ls noL Lo produce hands for lndusLry or Lo Leach Lhe
young how Lo make a llvlng lL ls Lo produce responslble
clLlzens
lMLlCA1lCnS Cl 8LLlLl Cn
SCPCCLlnC Anu CLASS8CCM
8AC1lCLS
W SLrengLhen Lhe hlsLorlcal developmenL of a
cerLaln counLry
W locuses on Lhe 38s slgnlfled Lhe formal
dlsclpllnes
roponenLs of rogresslve
LducaLlon
W !ohn uewey
1Pe belleved exlsLed beLween democraLlc llfe
and educaLlon( school should reflecL Lhe llfe of
socleLy)
2 1he school as llLLle democracy
3Lmphasls on Lhe democraLlc relaLlonshlps ln
Lhe classroom seLLlng
4 Pe was aLLracLed Lo Lhe chlldcenLered
educaLlon
lMLlCA1lCnS Cl 8LLlLl Cn
SCPCCLlnC Anu CLASS8CCM
8AC1lCLS
W lmplemenLlng dlfferenL meLhods of Leachlng
LhaL caLers dlfferenL klnds of learner
W Lxerclslng freedom (democracy) by allowlng
sLudenLs Lo express hls/her LhoughLs
W Clvlng a loL of acLlvlLles Lo Lhe sLudenLs Lo
challenge Lhem and learn Lhem Lo be
cooperaLlve Lhe Leacher could be acL as
faclllLaLor
roponenLs of rogresslve
LducaLlon
W lrledrlch lroebel and !ohann esLalozzl
llrsL Lo arLlculaLe Lhe process of arLlculaLe Lhe
process of educaLlng Lhe whole chlld"
whereln learnlng moved beyond Lhe sub[ecL
maLLer and ulLlmaLely resLed upon Lhe needs and
lnLeresLs of Lhe chlld 1endlng Lo boLh Lhe puplls
head and hearL Lhey belleved was Lhe real
buslness of schoollng and Lhey searched for an
emplrlcal and raLlonal sclence of educaLlon LhaL
would lncorporaLe Lhese foundaLlonal prlnclples
lmpedlmenLs ln progresslve
educaLlon
W lL ls slmpllsLlc and lnexpenslve soluLlons
W 1eacherlearner relaLlonshlp was ouL of Lhe
equaLlon
W arenLs place Loo early and Loo much
emphasls on learnlng ulLraspeclflc skllls
hurrled chlld" syndrome
W arenLs expecL Lhelr chlldren Lo llve beLLer
emphasls on maLerlal wealLh over eLhlcal
characLer
WPA1 lS 1PL u8CSLS Cl
LuuCA1lCn
W 1he purpose of educaLlon ls Lo provlde Lhe bulldlng blocks for change WheLher
LhaL ls lnLellecLual soclal flnanclal or wheLher lL ls slmply a change of sklll level
knowledge or aLLlLude from one perspecLlve Lo anoLher All educaLlon ls a maLLer
of change LducaLlon ls beneflclal Lo all however Lhe educaLlon musL have a
funcLlon and purpose beyond lLself alone We musL also noL confuse equlLy Lhe
equal rlghL Lo educaLlon wlLh uLlllLy Lhe usefulness of Lhe educaLlon!
LducaLlon can also be bad lL ls posslble Lo lndocLrlnaLe people Lp belleve bad
Lhlngs for chlldren Lo learn Lo shooL guns for people Lo learn how Lo murder or
harm
1he purpose of educaLlon should be Lo develop people Lhrough LhaL process of
change Llke any process of change lL should be challenglng and dlfflculL lL should
be a llLLle palnful because LhaL acL of change llke any physlcal change Lakes Llme
and efforL Lo shape and compleLe
1he naLure of vlrLue or excellence
WhaL should be LaughL ln Lhe
school?
naLure of Lhe learner
W 1he naLure of Lhe learner refers Lo how each learner learns lor example mosL
Leachlng ls done Lhrough lecLures where Lhe Leacher Lalks Lo convey Lhe
lmporLanL polnLs 8uL some sLudenLs are vlsual learners Lhey musL see a concepL
Lo undersLand lL SLlll oLher sLudenLs learn besL by handson manlpulaLlon
1o glve an example lmaglne a person who has never had maLh classes and was
never LaughL numbers ?ou could say 2 plus 2 equals 4 buL Lo undersLand Lhe
person musL know whaL 2 ls ?oung chlldren usually learn 2 when parenLs
polnL ouL LhaL a body has 2 eyes 2 ears 2 hands 2 feeL So Lo Leach Lhe concepL
of 2 you mlghL show a person 2 apples 1o Leach counLlng (2+2) youd flrsL show
2 apples Lhen youd add 2 more lor handson learners youd have Lhe person
plck up and counL 2 apples Lhen plck up and add 2 more apples Lhen counL each
one Lo see LhaL lL adds up Lo Lhe LoLal of 4
When Leachers pay aLLenLlon Lo Lhe naLure of Lhe learner and how Lhe learner
besL undersLands Lhen lessons come much easler
1eacherlearner relaLlonshlp
W @hree L|ements of the
Student @eacher e|at|onsh|p
W @he relaLlonshlp beLween sLudenL and Leacher lf lL ls Lo be maxlmally producLlve
musL reflecL cerLaln aLLlLudes and commlLmenLs of each Lo Lhe oLher Speclflcally
Lhree elemenLs musL exlsL ln a sLudenLs relaLlonshlp Lo a Leacher
W lrsL Lhe sLudenL musL respecL hls or her Leacher and hold hlm ln Lhe hlghesL
esLeem for Lhls ls a necessary prerequlslLe Lo accepLlng hls advlce 8egardlng
someone who ls only glvlng facLual lnformaLlon and noL assumlng Lhe role of
menLor Lhls condlLlon becomes less crlLlcal ln relaLlon Lo a splrlLual advlsor
however Lhe sLudenL needs Lo feel deference and admlraLlon for Lhls creaLes a
wllllngness and deslre Lo recelve Lhe Leachers lnsLrucLlon even Lhough Lhls
lnsLrucLlon may be uncomforLable and dlsconcerLlng aL Llmes
W Secondly Lhe sLudenL musL LrusL Lhe Leachers concern 1he sLudenL musL belleve
LhaL Lhe Leacher always has hls or her besL lnLeresLs ln mlnd lf Lhe sLudenL would
sense some ulLerlor moLlve some self lnLeresL or even carelessness ln Lhe
Leacher's lnsLrucLlon he or she would noL be able Lo surrender whole hearLedly Lo
Lhe Leachers advlce and Lhls would make Lhe enLlre exchange meanlngless
W lnally Lhe sLudenL musL commlL hlmself or herself Lo followlng Lhe lnsLrucLlon wlLh uLmosL dlsclpllne for only Lhen can Lhe
lnLended effecL be reallzed !usL as a docLors orders musL be followed preclsely slnce fallure Lo do so could cause more
harm Lhan good so a Leachers prescrlpLlon musL be obeyed wlLh equal consclenLlousness and deference Lo hls superlor
knowledge and auLhorlLy
W @he Leacher also has Lhree levels of responslblllLy Lo hls sLudenLs ln relaLlon Lo glvlng advlce
W @he flrsL ls fulflllmenL of Lhe prerequlslLe of geLLlng Lo know hls sLudenLs lndlvldually Lo probe Lhe lnnermosL depLhs of Lhelr
hearLs as well as examlnlng Lhe ouLer deLalls of Lhelr llves As Lhe Leachers famlllarlLy grows so Lhe poLency of hls advlce
deepens proporLlonaLely
W Secondly Lhe Leacher musL express love and affecLlon Loward hls sLudenLs lL ls Lhls affecLlon LhaL dlssolves Lhe sLudenLs
naLural Lendency Lo reslsL belng Lold whaL Lo do 1hus Lhe advlce can peneLraLe more deeply and effecLlvely
W lnally Lhe Leacher musL Lake Llme Lo reflecL upon hls sLudenLs progress reflnlng and ad[usLlng hls vlslon of how besL Lo
lnfluence Lhem Loward poslLlve change 1hls ls an ongolng requlremenL because sLudenLs qulckly ouLgrow old advlce and
Lhe caLegorles of whaL ls beauLlful and whaL ls ugly change wlLh each new sLage of growLh
W More Lhan any of Lhe oLher seven skllls Lhls fourLh sklll of cusLomlzlng advlce ls a dlrecL funcLlon of Lhe Leachers love for hls
sLudenLs 1he care wlLh whlch he slfLs Lhrough varlous opLlons seeklng LhaL whlch wlll saLlsfy and beauLlfy ls Lruly an acL of
love 1he measure of a Leachers affecLlon ls reflecLed ln hls concern for hls sLudenLs appearanceLhaL Lhelr personallLles
be balanced and well proporLloned LhaL Lhey feel aL peace wlLh Lhemselves and Lhelr envlronmenL LhaL Lhey uLlllze Lhelr
LalenLs and fulflll Lhelr poLenLlal lf Lhe Leachers lnsLrucLlons come from such a place of lovlng endearmenL Lhen he wlll save
hls sLudenLs much wasLed efforL ln Lhelr [ourney Loward self fulflllmenL and servlce of Cod ln conLrasL Lhe advlce of a
Leacher who lacks such parLlcularlzed concern wlll be less poLenL Pls cllches and generallzaLlons evldence hls own
lmmaLurlLy and narrow mlndedness facLors whlch make hls lnsLrucLlon more arblLrary and necessarlly less peneLraLlng
W Strateg|es teachers can use to bu||d a good teacher student re|at|onsh|p
W 1 8ulld Leacher sLudenL lnLeracLlon ln Lhe classroom on Lhe prlnclples LhaL gulde Leachers ln everyLhlng
Lhey do WlLhouL Lhese prlnclples such as falrness lnLegrlLy honesLy and respecL lL lsnL posslble Lo bulld
wlLh sLudenLs sLrong healLhy relaLlonshlps LhaL lasL
W 2 lay a proacLlve role ln bulldlng up Lhe quallLy of sLudenL Leacher lnLeracLlon Cf course Lhe sLudenLs
musL play Lhelr parL lLs Lwoway Lrafflc buL Leachers musL lead and musL feel confldenL LhaL Lhey wlll be
able Lo succeed ln esLabllshlng and malnLalnlng a sound and producLlve rapporL wlLh sLudenLs
W 3 undersLand Lhe sLudenLs and flnd ouL whaL Lhey need Lhls means geLLlng Lo know sLudenLs as
lndlvlduals as well as a group lor example an lmporLanL parL of Lhe Leacher sLudenL relaLlonshlp ls geLLlng
Lo know each sLudenL ln Lerms of Lhelr culLural background lnLellecLual proflle learnlng sLengLhs and
academlc poLenLlal as well as Lhelr lnLeresLs ouLslde of school and whaL Lhey do for fun
W 4 uL respecL and self esLeem aL Lhe hearL of clasrroom lnLeracLlon 8emember LhaL many sLudenLs wlll
need Lo |earn how to both g|ve and rece|ve respect
W use dlsclpllne sysLems LhaL work 1he ma[orlLy of Leachers probably favour an asserLlve dlsclpllne model
whlch ls clear conslsLenL and when conducLed properly promoLes an effecLlve mlddle paLh beLween
hosLlllLy aL one end of Lhe specLrum and passlvlLy aL Lhe oLher
W Cffer sLudenLs lnLeresLlngacLlvlLles LhaL enable Lhem Lo engage wlLh Lhe learnlng have some fun and develop a sense of
belonglng Lo a coheslve group Success ls more llkely lf sLudenLs have some elemenL of conLrol and cholce over boLh whaL
Lhey do and how Lhey do lL
W 7 Ln[oy belng ln Lhe company of your sLudenLs afLer all you spend a loL of Llme wlLh Lhem each week and lf you make Lhe
efforL Lo see Llme spenL wlLh sLudenLs as a pleasanL experlence Lhe relaLlonshlp wlLh your class sLands a beLLer chance of
belng successful uonL mlsundersLand lLs noL good Lo be overfamlllar wlLh sLudenLs youre Lhelr Leacher noL Lhelr frlend
and you should malnLaln a cerLaln professlonal dlsLance buL leLLlng sLudenLs see you appreclaLe belng wlLh Lhem ls a very
poslLlve sLep Lowards bulldlng successful rapporL
W 8 use Lhe ba|ance of power ln Lhe classroom Lo bulld synergy wlLh sLudenLs so LhaL boLh sldes wln and geL whaL Lhey
wanL buL noL aL Lhe expense of Lhe oLherCne LradlLlonal vlew of classroom power ls LhaL Lhe Leacher holds lL all
W ln reallLy Lhls ls noL Lhe case because ln facL boLh Leacher and sLudenLs consLrucL Lhe power maLrlx LogeLher When a
Leachers behavlour becomes overpowerlng such as belng Loo sLrlcL sLudenLs seem Lo know lnsLlncLlvely how Lo apply
conLervalllng pressure Lo galn Lhe upper hand and Leachers ofLen flnd Lhelr declslons belng quesLloned and Lhelr auLhorlLy
undermlned
W Clvlng sLudenLs a share of Lhe power can make lL posslble Lo consLrucL a poslLlve relaLlonshlp ln whlch sLudenLs feel Lhay
have a share and Lherefore a commlLmenL noL Lo abuse Lhelr power
W 9 Make sure commun|cat|on wlLh sLudenLs ls good 1hls applles boLh Lononverbal communlcaLlon as well as Lo verbal
communlcaLlon lLs easy Lo assume LhaL whaL ls very clear Lo you as a Leacher ls also clear Lo sLudenLs buL ln pracLlce Lhls
may ofLen noL be Lhe case
W 10 llnd ways Lo moLlvaLe sLudenLs Lo become wllllng parLners ln Lhe classroom Classroom synergy always suffers when
sLudenLs lack moLlvaLlonwhlch ln Lurn ofLen leads Lo a breakdown ln classroom conLrol
W Skllled use of Lhese Len sLaLegles wlll go a long way Lo help bulld a healLhy and successful Leacher sLudenL relaLlonshlp 1he
lasL Lwo communlcaLlon and moLlvaLlon need parLlcular aLLenLlon Lhe flrsL because lLs Lhe glue LhaL keeps Lhe relaLlonshlp
LogeLher every day and Lhe second because Lhe Leacher sLudenL relaLlonshlp ls a parLnershlp and parnershlps rarely work
for long lf one of Lhe parLners ls unwllllng