Philosophy+of+Education+Timeline


 * __Philosophy and Education Continuum Chart__ **

Ideas are the only true reality, the only thing worth knowing. Focus: //Mind// || **Realism:** Reality exists independent of human mind. World of physical objects ultimate reality. Focus: //Body// ||  || **Pragmatism:** Universe is dynamic, evolving. Purpose of thought is action. Truth is relative. Focus: //Experience// || **Existentialism:** Reality is subjective, within the individual. Individual rather than external standards. Focus: //Freedom// || Focus: Teach ideas that are everlasting. Seek enduring truths which are constant, not changing, through great literature, art, philosophy, religion. || **Essentialism:** Focus: Teach the common core, "the basics" of information and skills (cultural heritage) needed for citizenship. (Curriculum can change slowly) ||  || **Progressivism:** Focus: Ideas should be tested by active experimentation. Learning rooted in questions of learners in interaction with others. Experience and student centered. || **Reconstructionism/** Focus: Critical pedagogy: Analysis of world events, controversial issues and diversity to provide vision for better world and social change. || Jacque Maritain, Mortimer Adler, Allan Bloom || William Bagley; Arthur Bestor, E. D. Hirsch, Chester Finn, Diane Ravitch, Theodore Sizer ||  || John Dewey, William Kilpatrick || George Counts, J. Habermas, Ivan Illich, Henry Giroux, Paulo Freire || The mind makes meaning through symbol-processing structures of a fixed body of knowledge. Describes how information is received, processed, stored, and retrieved from the mind. || **Behaviorism** Behavior shaped by design and determined by forces in environment. Learning occurs as result of reinforcing responses to stimuli. Learning by observing and imitating others. ||  || **Cognitivism/** Learner actively constructs own understandings of reality through interaction with environment and reflection on actions. Student-centered learning around conflicts to present knowing structures. || **Humanism** Personal freedom, choice, responsibility. Achievement motivation towards highest levels. Control of own destiny. Child centered. Interaction with others. || E. Gagne, Robert Sternberg, J.R. Anderson || Ivan Pavlov, John Watson, B.F. Skinner, E.L. Thorndike, Albert Bandura ||  || Jean Piaget, U. Bronfenbrenner, Jerome Bruner, Lev Vygotsky || J.J. Rousseau, A. Maslow, C. Rogers, A. Combs, R. May ||
 * **Modernity <> Post Modernity**
 * Traditional and Conservative <-> Contemporary and Liberal**
 * Authoritarian (convergent) <> (divergent) Non-Authoritarian** ||
 * **General or World Philosophies** || **Idealism:**
 * Originator(s) || Plato, Socrates || Aristotle ||  || Pierce, Dewey || Sartre, Kierkegaard ||
 * Curricular Emphasis || Subject matter of mind: literature, history, philosophy, religion || Subject matter of physical world: science, math ||  || Subject matter of social experience. Creation of new social order || Subject matter of personal choice ||
 * Teaching Method || Teach for handling ideas: lecture, discussion || Teach for mastery of facts and basic skills: demonstration, recitation ||  || Problem solving: Project method || Individual as entity within social context ||
 * Character Development || Imitating examples, heroes || Training in rules of conduct ||  || Making group decisions in light of consequences || Individual responsibility for decisions and preferences ||
 * **Related Educational Philosophies** || **Perennialism:**
 * Critical Theory**
 * **Key Proponents** || Robert Hutchins,
 * **Related Theories of Learning (Psychological Orientations)** || **Information Processing**
 * Social Learning**
 * Constructivism**
 * **Key proponents** || R. M. Gagne,