| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "PAULO FREIRE S EDUCATIONAL PHILOSOPHY": |
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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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Paulo Freire?s ?The ?Banking? Concept of Education?, 2004.
This paper discusses Paulo Freire?s book, ?The 'Banking' Concept of Education?, the classroom situation in which the student must only comprehend the thoughts of the teacher.
865 words (approx. 3.5 pages), 1 source, MLA, $ 30.95
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Abstract
This paper relates that Freire suggests that a method to counter ?banking? education is a ?problem-posing? education, or cooperative cognition. The paper states that, within the ?problem-posing? method, the authoritative power becomes useless; arguments that must be taken on faith become irrelevant. The author states that he does not support Freire?s position because he does not feel that he is being dehumanized in the lectures, nor are teachers his oppressors.
From the Paper
"The aspect of time deserves more attention in the discussion of the ?problem-posing? method. That which may seem quick and efficient in the short-term may prove to be tedious and sorely inefficient in the long-term. A teacher that expresses something she holds to be true to a group is quick and easy. It can be argued that more topics are addressed, but how much is retained by the receptacles of this quick and easy method? Letting the discovery occur naturally, will inherently take much longer with respect to time, but how much of this will be held in the continual cognition of the being? In addition, a method of examination would be equally or more difficult to create for this continuously changing knowledge acquisition. This increase in the expectations of the teacher might compensate for the lesser role in the class group setting. Nothing can be created in advance that will continue to be concrete over time."
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Paulo Freire and Walker Percy?s ?Liberal Method? of Education, 2002.
This paper discusses the work of Paulo Freire and Walker Percy who revolutionized the traditional view of educational thought.
1,475 words (approx. 5.9 pages), 6 sources, APA, $ 48.95
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Abstract
This paper discusses the methods and observations Freire and Percy use to explain that ?true knowledge? is not measured by good academic standing, but rather by how an individual effectively relates what he learns to real life. The author states that just as the students adjust themselves to material facts and reality, instructors, in the same way, must adapt to the constant change that occurs to his/her student?s learning.
From the Paper
"Walker Percy?s thesis is that people will experience learning if they will not allow themselves to be influenced by preconceived notions and ideas about things that they want to discover and explore. He stated that people do not learn in the real sense because they lack the ?surprise of discovery?, an essential requirement for learning. An example supporting this statement can be found as an example in Percy?s essay."
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Paulo Freire's "Education for Critical Consciousness", 2006.
This paper reviews Paulo Freire's work, as well as highlighting his life's work in helping the impoverished an illiterate.
900 words (approx. 3.6 pages), 1 source, $ 35.95
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Abstract
A positive review of Paulo Freire's two essays found in, "Education for Critical Consciousness", as these stress helping individuals to understand the broader world and their locations within it. A staunch humanist, Freire saw societies as more than politics or economic frameworks, arguing that the poor could be empowered to live creatively, participate actively, and improve their day to day lives. Reference to Canadian poverty, roles for educators in encouraging more creative outlooks.
From the Paper
"Paulo Freire's Education for Critical Consciousness (1973) - Ideas of Ongoing Usefulness. The approaches to education of Paulo Freire (1921-1997) were strongly shaped by his experiences of teaching illiterates in northeastern Brazil and becoming a political exile, for 15 years, after Brazil's military coup of 1964. In his career, he was a lawyer, a teacher of Portuguese in urban Brazil, a provider of adult and workers' education, and again, a man who devoted years to illiterate peasants beyond the cities. He was also a prisoner, for a time, a visiting scholar at Harvard University, an educational advisor in Geneva, and a prolific writer."
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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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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, 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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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, 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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Educational Philosophies, 2006.
An examination of different types of educational philosophies and how they are based on the works of Jean-Jacques Rousseau and John Dewey.
2,874 words (approx. 11.5 pages), 4 sources, MLA, $ 85.95
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Abstract
This paper explores how the modern ideas of experiential education, constructivist teaching and inquiry-based teaching, all have their roots in the educational philosophies of Rousseau and Dewey. It explains that experiential education simply refers to the idea that children learn by doing and that knowing a fact without knowing how to apply it, is essentially useless. It then shows how constructivist teaching is basically the idea that the teacher helps the students to build knowledge, integrating one idea into the other, like how chemistry and biology and physics really build upon each other rather than being separate sciences. Finally, it explains that self-explanatory is where the child seeks the answer to a problem rather than being told a dry fact.
From the Paper
"These ideas combined can make for a powerful teaching method, a method that teaches children to think about problems and how to solve them and not simply telling them to memorize this or that fact. It is a method that recognizes the interconnectedness of the disciplines, realizing that the greatest poets are often scientists and vice versa. It also allows children to realize that there is a method, that they can investigate, that there is a set of skills that goes along with the knowledge, that Watson and Crick did not just think really hard about the structure of DNA, but that they performed experiments and deduced what the language of life was and how it was shaped and why it was shaped that way and, perhaps more importantly, what that means for people, the planet, and the future of both."
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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 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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