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Educational theory and Philosophy, 2007.
This paper discusses educational theory and philosophy in US schools.
4,443 words (approx. 17.8 pages), 43 sources, MLA, $ 116.95
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Abstract
In this article, the writer first discusses that most researchers believed that during the 1950s the topics that were not raised consistently as influences on educational theories like racial discrimination, status of women, etc., had more drastic effect than the issues that were addressed. The writer then relates that educational theories were more specialized and respected in the 1960s than any other on the basis of the incorporation of assessment procedures that guaranteed impartiality, lucidity, and practical inflexibility. Further, the writer notes that Thomas Kuhn's Structure of Scientific Revolutions in 1970 basically brought forth the notion of competition that was singly the most influential concept in the coming decades. The writer points out that the decade of the 1980s saw feminism, neo-Marxist notion, and the first drafts of the postmodern theory being considered as legal areas of concern in the sphere educational philosophy. Finally, the writer notes that the 1990s brought around tragedy, feelings of loss and uncertainty among the societies. The writer concludes that in the future, one can hope that the reforms and incorporations that have been made over the past decades in the education theories yield fruitful results by enhancing educational standards and efficiency of the execution of education philosophies.
Outline:
Educational Theory and Philosophy during 1950s
Educational Theory and Philosophy during 1960s
Educational Theory and Philosophy during 1970s
Educational Theory and Philosophy during 1980s
Educational Theory and Philosophy during 1990s
Conclusion
From the Paper
"There were also quite a few articles that chose to concentrate only the numerous problems or aspects of the education policies present like the level of educational liberty available to both the students and the teachers, the educational as well as peripheral responsibilities of the academic management. An example of an essay of this format is the article written by Willard Spalding who was the Dean of the College of Education at the University of Illinois at the time. He in this article tried to design a completely fresh notion and theory of training the teachers. He believed that this could be achieved by invalidating what he believed to be the conservative or traditional comprehension of the association amid the traits and various units of education. He followed the viewpoint first brought forth by Aristotle that regarded the numerous units as the primary factors whereas the traits as the secondary factors. Spalding supported this viewpoint because he believed that this led to a more lucid understanding of the society's needs and requirements for the educational standards, temperaments and policies."
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Nursing Theory Philosophy, 2005.
This paper examines Orem's Self-Care Deficit theory.
4,500 words (approx. 18.0 pages), 11 sources, APA, $ 159.95
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Abstract
This paper discusses the application of the Orem's Self-Care Deficit theory to nursing. The author points out areas applicable to self-care. The paper explores the role of the advanced practice nurse in family practice.
From the Paper
"The focus of Orem's model of nursing is to enhance the patient'stability for self-care and extend this ability to care for their dependents Orem. A person's self-care deficits are a result of their environment. Three systems exist within the professional nursing model: The compensatory system in which the nurse provides total care, the partial compensatory system in which the nurse and the patients share responsibilities for care and the educative-development system in which the patient has the primary responsibility for personal health with ..."
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Distance Education Theories, 2002.
The paper demonstrates that distance educators need a more sophisticated learner-centered view of learning and teaching that shows an integration of knowledge from various disciplines and fields of practice, including pedagogy and andragogy.
7,097 words (approx. 28.4 pages), 30 sources, MLA, $ 158.95
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Abstract
The paper examines different theories of learning and then discusses the implications of different modes of instruction on distance education. The paper also looks at the need for a blend of educational philosophies in distance learning and concludes by suggesting a working educational model.
Theories of Learning
Behaviorism
Cognitivism
Constructivism
Implication of Theory Commonalities for Distance Learning
Andragogy and Pedagogy
Andragogy and Distance Learning
Differentiating Between Andragogy and Pedagogy
Philosophies of Education
Relating Philosophies of Education to Distance Learning
Continuum of Learning
Conclusion
Bibliography
From the Paper
"While distance learning is not likely to completely replace traditional instruction in institutions, technology-based training programs are growing rapidly (Barclay, 2001). For example, Internet-based distance learning is currently one of the fastest growing markets in the education industry. The expanding use of technology challenges traditional classroom and instructional models of how successful training, and learning, should be administered."
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Paulo Freire?s Educational Philosophy, 2004.
This paper discusses the educational philosophies of Paulo Freire and their application to feminist theory.
2,030 words (approx. 8.1 pages), 5 sources, MLA, $ 64.95
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Abstract
This paper explains Paulo Freire believes that an education curriculum should be designed to promote learning through individuals' critical thinking, which contrasts to the style of education in oppressive societies. The author points out that ?Problem Posing?, as opposed to ?Banking?, a core component of Freire?s educational philosophy, aims at bringing the most out of an individual because individuals are presented with a problem, and the individual is expected to solve it through critical thinking. The paper relates that feminist theory agrees with Freire?s philosophy that women are oppressed through ?banking? education's continuing the status quo for generations through the dominant male class.
From the Paper
"Besides the inclusion of disadvantaged students being at the receiving end of the ?banking? approach to education, in general most individuals are also oppressed. Educational as it is known is an ideological apparatus of the ruling class in society. So, it is through this apparatus that the masses are controlled. The curriculum so designed to educate the masses aid the ideological apparatus in maintaining control. Hence, by society the masses accepting the curriculum as good or are unaware that there can be other approaches to learning they help the ruling class maintain power."
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My Educational Philosophy, 2004.
A discussion of a teacher's personal educational philosophy.
1,249 words (approx. 5.0 pages), 4 sources, MLA, $ 42.95
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Abstract
This paper is a personal account of one teacher's educational philosophy and that of the school where he teaches. The writer explains that although his school teaches respect and intellectual engagement with all the cultures, it specifically and unapologetically focuses on the moral education and the development and celebration of each person's African-American identity as it relates to the neighborhood, the country, the faith, the immediate community that all students and faculty members strive to serve as well as the greater world. The writer claims that his own educational philosophy is commensurate with the school where he teaches.
From the Paper
"In line with the thinking of secular educational perennialists, the school and my own educational philosophy emphasizes the importance of learning how to reason, rather than learning facts by rote. Perrenialists argue that accurate, independent reasoning defines the greatest difference between an uneducated mind and an educated mind. The ability to make intelligent choices, rather than obedience, marks the truly good student. My school, which is located in a section of Chicago where students are often challenged in their faith and belief structures with negative influences, thus embodies this aspect of the perrenialist tradition that encourages students to learn how to 'fish for a lifetime,' that is to learn how to learn, rather than to be given a singular meal to feed the student's mind for a day."
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Educational Philosophy, 2005.
A position paper on developing an educational philosophy.
2,250 words (approx. 9.0 pages), 5 sources, $ 89.95
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Abstract
This paper discusses the concepts of self, knowledge, past philosophies, society and education, morality, personal educational philosophies, the purpose of education and human differences. In the discussion of these elements the paper serves to evaluate the author's thought on the concepts and to determine a future ideology on education.
From the Paper
"There are many elements that are considered in the formulation of an educational philosophy. The core values that a teacher begins with to construct this philosophy can be ideas that began as infants, and that are developed throughout his or her educational endeavors. Yet, as concepts change in education, so do approaches to the best methods of teaching. Therefore, an exploration of the elements that are incorporated into an educational philosophy must be examined. The Concept of Self The concept of "self", or a child's identity relates to all of the elements that have formulated in a child's life, and how that child then perceives those concepts in a personal manner. It is evident that when two people view the same circumstance they may not walk away with the same philosophies. Because of this belief, the concept of "self" is just as varied."
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Educational Philosophy, 2006.
A review of various literature on educational philosophy.
900 words (approx. 3.6 pages), 4 sources, $ 35.95
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Abstract
This paper is a portion of an on-going process to create an integrated statement of the client's philosophy of teaching. According to the paper, the client states that s/he has a student-centered, experiential teaching philosophy, if s/he has one at all. Research has shown that although a teaching philosophy is a useful guide, it should not create restrictions on the teacher and student working relationship. The paper concludes that for this reason, a teaching philosophy should not be discarded; rather, it should be treated as the useful guideline that it is for aiding children along their educational path.
From the Paper
"According to Petress (2003) that to some people, the term "philosophy" the author believes that most students know more than they think they do. [. . .] Too often, students tend to misconstrue what knowledge is and to judge themselves unnecessarily harshly; students thus sometimes form destructive self-fulfilling prophesies for themselves [. . .] (p. 3) Clifford, Friesen, and Jardine (2003) expand upon this thought by stating that not only should students be taught to think critically, but also "that they have voices that can shape what their society comes to accept as knowledge" (p. 28). This feeling of being empowered in defining their own educational future can only lead to student success."
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Educational Philosophy, 2005.
A discussion into understanding the importance of the truth in the educational philosophy of Plato, Socrates and Erasmus.
900 words (approx. 3.6 pages), 3 sources, $ 35.95
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Abstract
This paper discusses the educational philosophy of Plato, Socrates, and Erasmus as being vital to attaining the greater good in learning. The paper discusses their philosophies of the basis of "truth". The paper suggests that by providing the various theories of these philosophers, the proper balance of logic and reasoning can help students attain the greater good in the learning process.
From the Paper
"In this philosophical study, the basis of "Truth" will examined in education through the beliefs of Plato, Socrates, and Erasmus. In this focus, the concept of truth is not merely based on opinions, but on the object reasoning that results in gaining knowledge. Through this educational approach, one can learn to divulge what is false from what is truth by closely observing and analyzing nature with logic. In Plato's Republic the objective of the greater good related directly to the education of philosophers in his ideological city of philosophical perfection."
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The Philosophy of Education, 2002.
An in-depth exploration on the origins and development of educational theory, including a thorough literature review.
10,835 words (approx. 43.3 pages), 40 sources, MLA, $ 215.95
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Abstract
This paper explores the philosophical and historical underpinnings of educational theory, also touching on theories about society, leadership, democracy, and personhood. It deals with the socio-political and anthropological significance of modern education and leadership styles, and with comparative styles throughout history. Finally, the paper selects and reviews books which deal with an array of perspectives involving educational methods.
Table of Contents
Introduction
A Philosophical Approach to Education Leadership
Plato?s Counsel on Education & Socratic Education
Descartes, or the cultivation of the intellect
Hobbes: Truth, Publicity, and Public Doctrine
Locke on the Education of Paupers
Leibniz as a Theorist of Education
Rousseau?s Education Experiments
Condorcet and Adam Smith on Education and Instruction
Jeffersonian Ambiguities
Deweyan Pragmatism and American Education
Furtherment of the Will; Nietzsche and Education
?The Philosophy of Childhood?
?Pedagogy of the Oppressed?
Socio-politically Based Analysis of Education and Leadership
Civil Education in the Liberal State
?Dumbing us Down?
?The Stigma of Genius?
Kinderculture and ?Children of the Corn?
?Lying about the Wolf?
?Culture & Pedagogy? and Non-Western Traditions
The Japanese High School
Competing Answers to the Failure of the Modern School System
Creating the Future School
Technology: The Ideal, the Reality, the Devil Inside
The School Choice Debate
Changing Theories of Education
Rebellion and Resistance
Democratic Co-Regulation
Experiments in Democratic Schooling
Conclusion
From the Paper
"Entering the educational section of any decently sized library proves very quickly that the Western world entertains a glut of information regarding problems in modern education, teaching styles, leadership methods and prerogatives, and the politics and power struggles inherent in schools. Considering the availability and abundance of even simple, easy-to-read primers on educational and classroom theory, it is certainly a testament to the inefficiency and apathy created within our school system that there does not exist a more active debate both within the system and between the system and its students and parental figures over choice of theories and practices. Certainly, the populace has every appearance of being aware of the studies and statistics that make up the alarmist cross-cut of research. Many parents, teachers, and children will be able to volunteer the opinion that schools are decaying and inefficient, that America is a global failure in education, and that little learning takes place within schools. (A social cynic would point out that these lessons are often glossed in the evening news, and their alarmist nature requires little research to be believed by a gullible public)."
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Educational Philosophy, 2008.
An explanation of the writer's personal philosophies regarding teaching and learning.
1,359 words (approx. 5.4 pages), 3 sources, APA, $ 45.95
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Abstract
This paper discusses the writer's personal beliefs about teaching, learning and students, as well as her views on knowledge, what is worth knowing and her personal educational philosophy. The writer then discusses how to implement the philosophies into her professional and personal goals and describes how she will use these beliefs as a basis of her instructional practice. The writer also relates her personal educational philosophy to the established educational philosophies and explains how they are connected.
From the Paper
"My hope is that I can take a little from each of the philosophies I have learned about and evaluate my students individually to adapt those philosophies into a successful teaching style. My day-to-day classroom will not consist of hours of lecture or mundane busy work that does not engage my students. When I find myself at a loss to how to reach my students, I will communicate with them and incorporate their feedback to the best of my ability to insure they are constantly learning. My ideas may seem unrealistic and my expectations of myself and my students probably come across as arrogant, but if we start out with ideas of failure and low expectations that is exactly what we will get."
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Jesuit Educational Philosophy, 2001.
Discusses Catholic/Jesuit mission & approach to education. Foundation of moral philosophy & secular experience. Aristotle's views.
2,025 words (approx. 8.1 pages), 14 sources, $ 71.95
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From the Paper
"This research will examine the Jesuit educational philosophy and mission and ways in which they are or can be integrated into the everyday world. The plan of the research will be to set forth the Jesuit educational philosophy and mission in general terms and then to discuss the pattern of ideas informing them as well as the practical means by which they are or may be identified, integrated, and applied in the structure of education.
To discuss the Jesuit educational philosophy and mission is very much to discuss Catholic education and moral philosophy more generally. However, there is a specific history attached to Jesuit education, inasmuch as its traditions emanate from the origins of the Society of Jesus in the 16th century. The founder of the Society, Ignatius Loyola, initially established Jesuit schools as seminaries, for the training of the Order's..."
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My Educational Philosophy, 2002.
A personal view on education and child development.
1,400 words (approx. 5.6 pages), 2 sources, $ 53.95
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Abstract
This paper is an exploration of a personal philosophy of education. It explores the author's personal view on the definition of education, how both the curriculum and the classroom should be structured, and preferred teaching methods. It concludes that a strong focus on the social development of children will yield the best developmental results.
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Educational Inclusion Philosophy, 2007.
An examination of the inclusive practices in education with respect to learners with disabilities.
1,141 words (approx. 4.6 pages), 11 sources, APA, $ 39.95
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Abstract
This paper examines the history and competing arguments in the debate on whether learners with disabilities should be included in the 'normal' classroom environment. It explains how inclusion may not be the ideal solution in all cases, but suggests that a full inclusion model best serves the interests of the learners and society as well. The writer explains that the philosophy of inclusion hinges on helping students and teachers become better members of a community by creating new visions for communities and for schools. The writer concludes that while it must be acknowledged that there are costs associated with inclusion, from an idealist perspective, the clear economic and social benefits to society from educational inclusion override these costs.
Outline:
Introduction
Personal Interest in Inclusion
Brief History of the Issue and Conflicting Arguments
Conflicting Arguments and My Position
Conclusion
From the Paper
"The issue of inclusion and inclusive practices in education with respect to learners with disabilities is one of the most controversial debates in the field of education. While there has been a general movement towards the full inclusion of all students with disabilities in Western countries such as Canada, studies have found that the actual level of inclusion and inclusive practices does not meet the ideal. Indeed, there is even debate whether inclusion best serves the interests of all students in this group, especially those with emotional and behaviour disorders (E/BDs) (Heath et al. 2003)."
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John Dewey's Educational Philosophy, 1995.
Discusses how Dewey was influenced by Hegel and Darwin, social and individual factors, student participation, learning by doing, problems and applications.
2,700 words (approx. 10.8 pages), 3 sources, $ 95.95
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From the Paper
"John Dewey's philosophy of education was influenced by the philosopher Georg Hegel and the scientist Charles Darwin. Hegel invented the term "dialectic" and applied it to his philosophy that the universe was a unified whole and needed to be known as such. Darwin believed that joining two things produced a better thing, a truer thing. Dewey borrowed the idea of a unified whole from Hegel and the idea of improvement by combination from Darwin. At the heart of Dewey's ideas is the notion of constant improvement, both that constant improvement is possible and how to attain it.
Dewey, like many of the more popular philosophers of the twentieth century, predicated his beliefs and philosophy on the assumption that Darwin was right when he extended microevolution (evolution of a species to different versions of the same ..."
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Educational Philosophy, 1992.
A comparison of idealism and realism as policy approaches including the advantages and disadvantages, examples and implications.
2,250 words (approx. 9.0 pages), 16 sources, $ 79.95
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From the Paper
"Introduction
The purpose of this paper is to examine two philosophical schools of thought in educational policy. These are the philosophies of Realism and Idealism. The paper distinguishes between the views and discusses their philosophical roots. Policy-makers espousing each school of thought are identified. Also, the implications for educational policy associated with each view are delineated.
Idealism and Realism: Distinguishing Characteristics And Philosophic Roots
Sergiovanni (1981) has stated that:
Educational policy and administration is an applied human science that is a field of both study and practice. As such, it needs a theoretical framework..."
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