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A conception of philosophy based on clarification and meaning is defended by logical positivists, who saw the "clarification of problems and assertions" as the main task of philosophy. According to Moritz Schlick, for example, philosophy is unlike the sciences in that it does not aim at establishing a system of true propositions. [4]
Written teaching philosophy statements may be informed by existing pedagogical research and theory; an early example of such a book is The Philosophy of Teaching by Arnold Tompkins. [6] Books, articles, and research on pedagogy can offer a foundation upon which aspiring educators can form their own beliefs and values.
Also called humanocentrism. The practice, conscious or otherwise, of regarding the existence and concerns of human beings as the central fact of the universe. This is similar, but not identical, to the practice of relating all that happens in the universe to the human experience. To clarify, the first position concludes that the fact of human existence is the point of universal existence; the ...
Thus, for example, he considered repetition to be a key tool to develop good habits. The teacher was to lead the student systematically; this differs, for example, from Socrates' emphasis on questioning his listeners to bring out their own ideas (though the comparison is perhaps incongruous since Socrates was dealing with adults).
Educational essentialism is an educational philosophy whose adherents believe that children should learn the traditional basic subjects thoroughly. In this philosophical school of thought, the aim is to instill students with the "essentials" of academic knowledge, enacting a back-to-basics approach.
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
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An example of this usage is the 1687 book Philosophiæ Naturalis Principia Mathematica by Isaac Newton. This book referred to natural philosophy in its title, but it is today considered a book of physics. [9] The meaning of philosophy changed toward the end of the modern period when it acquired the more narrow meaning common today. In this new ...