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    Part 3: On The Curriculum

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    flory mae gudia
    The document provides a table summarizing different educational philosophies and their approaches to curriculum. It describes John Locke's empiricist view that education should involve experiences like field trips and newspaper readings. It also discusses Herbert Spencer's utilitarian view that learning should be a sensory experience involving exploration. Additionally, it covers John Dewey's view that hands-on learning and reflection allow students to apply ideas to real-world situations, such as visiting the zoo.

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    Part 3: On The Curriculum

    Uploaded by

    flory mae gudia
    42 views2 pages
    The document provides a table summarizing different educational philosophies and their approaches to curriculum. It describes John Locke's empiricist view that education should involve experiences like field trips and newspaper readings. It also discusses Herbert Spencer's utilitarian view that learning should be a sensory experience involving exploration. Additionally, it covers John Dewey's view that hands-on learning and reflection allow students to apply ideas to real-world situations, such as visiting the zoo.

    Original Title

    ACTIVITY 4

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    The document provides a table summarizing different educational philosophies and their approaches to curriculum. It describes John Locke's empiricist view that education should involve experiences like field trips and newspaper readings. It also discusses Herbert Spencer's utilitarian view that learning should be a sensory experience involving exploration. Additionally, it covers John Dewey's view that hands-on learning and reflection allow students to apply ideas to real-world situations, such as visiting the zoo.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    42 views2 pages

    Part 3: On The Curriculum

    Uploaded by

    flory mae gudia
    The document provides a table summarizing different educational philosophies and their approaches to curriculum. It describes John Locke's empiricist view that education should involve experiences like field trips and newspaper readings. It also discusses Herbert Spencer's utilitarian view that learning should be a sensory experience involving exploration. Additionally, it covers John Dewey's view that hands-on learning and reflection allow students to apply ideas to real-world situations, such as visiting the zoo.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    Name: FLORY MAE F. GUDIA Yr.

    & Sec: BEED-2A DAY Rating: ___________________


    Instructor: RYAN M. MAHILUM, MST-Science
    Subject: ED 228 – The Teacher, and the Community, School Culture and Organizational Leadership
    Date: 03/05/2021
    Activity 4: EDUCATIONAL PHILOSOPHICAL THOUGHTS ON EDUCATION
    (Part 3: ON THE CURRICULUM)

    Directions: Please fill-out the table below. JUST ONLY GIVE AT LEAST TWO EXAMPLES. (30 POINTS)

    Philosophies Advocator(s) Describe the Curriculum

    The Empiricist John Locke In terms of education, Locke's empiricism meant that
    Education the only way to learn is by experience. The best way to
    achieve education, which Locke believed could
    approach both character and intelligence, is to provide
    the pupil with examples of proper thinking and action by
    educating the child to witness and share in the virtues
    that are part of the sensible and practical man's
    conventional wisdom.
    For Example:
     School field trips
     Newspaper readings in the classroom

    Utilitarian Education Herbert Spencer He claimed that in order to learn useful science skills
    and subjects, people in an industrialized society
    required a utilitarian education. Learning should be a
    sensory experience in which students engage with their
    surroundings; it should be a slow, incremental, and
    inductive process. Children should be encouraged to
    explore and discover, allowing them to naturally gain
    information. A student should only participate in
    activities that will allow him or her to function in society.
    For Example:
     Rather than memorizing a list of vocabulary
    terms, students may be asked to create a story
    for them.
     Use group work and movement in the classroom
    to bring imagination into the classroom.

    Learning through John Dewey Students are better able to translate ideas and skills
    Experience gained in the classroom to real-world circumstances
    when they are engaged in hands-on interactions and
    reflection.
    For Example:
     Visiting the zoo
     Observation and contact with the zoo
    environment provide opportunities for learning
    through experience.

    Building A New George Counts He wanted teachers to teach specifically about power
    Social Order and inequality, rather than vague, metaphysical notions
    of democracy. He wanted teachers and students to
    prioritize the development of a better social order as
    one of their primary goals.
    For Example:
     As a tool for critiquing and changing the social
    order, school may be used.
     Education is designed to prepare people for
    social change.

    Social Theodore Brameld Brameld developed the Social Reconstructionist


    Reconstruction educational theory, which stressed the discussion of
    social issues and the pursuit of a better society and
    global democracy. Reconstructionist educators
    emphasize a program that promotes education's goal of
    social change.
    For Example:
     Student-centered teaching
     Allowing students to make their own classroom
    rules will help them build trust in their abilities.

    Critical Pedagogy Paulo Freire Paulo Freire coined the term "banking model of
    vs. Banking Model education" to characterize and criticize the conventional
    of Education educational system. The name alludes to the metaphor
    of students as containers that educators must fill with
    information. In comparison to Freire's conception of
    information as the product of an individual, imaginative
    method, this paradigm reinforces a lack of critical
    thought and knowledge ownership in students, which in
    turn reinforces oppression.
    For Example:
     The knowledge relayed by the instructor is
    simply stored by the students.
     Problem posing education – When a teacher or
    student raises a problem, the whole class works
    together to solve it.

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