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    JMN 451 - Teaching Philosphy Part 2

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    Ntuthu Tshoks
    The document discusses different educational philosophies including idealism, realism, pragmatism, and existentialism. It outlines the views of each philosophy on reality, knowledge, values, the role of teachers, and emphasis on learning and curriculum. The summary defines key aspects of philosophical bases, educational philosophies, purposes of education, and roles of teachers and learners.

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    JMN 451 - Teaching Philosphy Part 2

    Uploaded by

    Ntuthu Tshoks
    6 views12 pages
    The document discusses different educational philosophies including idealism, realism, pragmatism, and existentialism. It outlines the views of each philosophy on reality, knowledge, values, the role of teachers, and emphasis on learning and curriculum. The summary defines key aspects of philosophical bases, educational philosophies, purposes of education, and roles of teachers and learners.

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    JMN 451- Teaching Philosphy Part 2

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    The document discusses different educational philosophies including idealism, realism, pragmatism, and existentialism. It outlines the views of each philosophy on reality, knowledge, values, the role of teachers, and emphasis on learning and curriculum. The summary defines key aspects of philosophical bases, educational philosophies, purposes of education, and roles of teachers and learners.

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    © All Rights Reserved
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    6 views12 pages

    JMN 451 - Teaching Philosphy Part 2

    Uploaded by

    Ntuthu Tshoks
    The document discusses different educational philosophies including idealism, realism, pragmatism, and existentialism. It outlines the views of each philosophy on reality, knowledge, values, the role of teachers, and emphasis on learning and curriculum. The summary defines key aspects of philosophical bases, educational philosophies, purposes of education, and roles of teachers and learners.

    Copyright:

    © All Rights Reserved
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    Download as pdf or txt
    of 12

    JMN 451

    Teaching philosophy Part 2

    21 FEB 2024
    MRS MZ BELAY
    Objectives of the lesson

     Describe and state the characteristic of fundamental educational


    Philosophy
     Evaluate teaching philosophy based on the provided guideline
     Described the components of teaching philosophy
    Introductory activity
    Study the diagram below and describe philosophy and how philosophy link with belief,
    value and attitude
    Philosophy and its contribution

     Philosophy is the study of nature from all angles and an attempt to explain the
    nature of things from a universal perspective.

     The application of fundamental ideas from philosophy of life to the field of


    education is known as philosophy of education.

     It helps to answer what school are for; what subjects are of value; how students
    learn; what methods and materials to use.

     It provide a framework to determine the goals of education, the contents and


    its organizations.
    Major Philosophy

    Philosophy Reality Knowledge Value Teacher’s Emphasis on Emphasis on


    role learning curriculum
    Idealism Spiritual, Rethinking Absolute and To bring Recalling Knowledge
    moral or latent ideas eternal latent ideas and and subject
    metal knowledge knowledge based (
    unchanging and ideas to Philosophy;
    consciousnes theology
    s to be a and
    moral and mathematics
    spiritual )
    leader
    Cont.

    Philosophy Reality Knowledge Value Teacher’s role Emphasis on Emphasis on


    learning curriculum

    Realism Based on Consisting of Absolute To cultivate Exercising Humanist


    natural sensation and and rational the mind; and
    laws abstraction eternal thought; logical and scientific
    objective based on abstract subjects
    and nature’s thinking
    compose law
    d of
    matter
    Cont.

    Philosophy Reality Knowledge Value Teacher’s Emphasis on Emphasis on


    role learning curriculum
    Pragmatism Interaction Based on Situational To cultivate Methods for No
    of individual experience and relative critical dealing with permanent
    with use of subjects to thinking and changing knowledge
    environment scientific change and scientific environment or subjects;
    ; always method verification processes and appropriate
    changing scientific experience
    explanations that transmit
    culture and
    prepare
    individual for
    change and
    problem
    soling topics
    Cont.

    Philosophy Reality Knowledge Value Teacher’s Emphasis on Emphasis on


    role learning curriculum
    Existentialism Subjective Knowledge Free chosen To cultivate Knowledge Choices in
    for personal based on induvial self- and subject
    choice individual definition principles of matter
    perception the human electives
    condition, emotional
    acts of aesthetic
    choice and
    making philosophical
    subjects
    Summary
    Philosophical base Educational Purpose of Role of teacher(s) Role of Required materials
    Philosophy Education learners/students

    Realism Perennialism Educate rational Traditional value; Listen and follow Great books
    person ( intellect) think rationally; the instruction
    Socratic method
    Idealism Essentialism Intellectual growth Mastery of Active listening and School books
    of individual concepts and grasp the content
    principle of subjects
    Pragmatism Progressivism Promote social and Active and relevant Interactive, Radical school
    democratic living learning practice , develop reform
    knowledge, value
    and attitude
    Pragmatism Reconstructionism Education for Learnings active Active participant International
    change and social and focus and owner of educational
    reform contemporary and learning resources
    future society
    Activity : Read Paul’s teaching
    philosophy and complete the table

    Teaching goals
    Teaching methods
    Assessment of student learning
    Assessment of teaching
    Style: Structure, rhetoric, and
    language:
    Draw the skeleton of the teaching
    philosophy framework

     Introduction

     Body

     Conclusion

     Formatting
    Components of teaching Philosophy

    • your definition of good teaching, with an explanation of why you have


    developed or adopted this particular definition
    • a discussion of your teaching methods: how do you implement your
    definition of good teaching?
    • a discussion of your evaluation and assessment methods and a
    description of how they support your definition of good teaching
    • a description of your students, and their most important learning goals
    and challenges
    • a description of your teaching goals: with what content, skills, or values
    should students leave your classroom? What are your goals for improving
    your own teaching?

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