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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.
Theodore Brameld (20 January 1904 – 18 October 1987) was an American philosopher and educator who supported the educational philosophy of social reconstructionism. [1] His philosophy originated in 1928 when he enrolled as a doctoral student at the University of Chicago in the field of philosophy where he trained under the progressive philosopher and politician, T.V. Smith.
This ambiguity is also reflected on the level of the philosophy of education, which encompasses the study of the philosophical presuppositions and issues both of education as a process and as a discipline. [10] Many works in the philosophy of education focus explicitly or implicitly on the education happening in schools.
Education Otherwise; Education outreach; Educational essentialism; Educational perennialism; Educational Philosophy and Theory; Electracy; Emergent curriculum; Emerson and Self-Culture; Emile, or On Education; Encyclopaedistics; Evolving capacities; Experience and Education (book) Experiential education
Educational perennialism is a normative educational philosophy. Perennialists believe that the priority of education should be to teach principles that have persisted for centuries, not facts. Since people are human, one should teach first about humans, rather than machines or techniques, and about liberal , rather than vocational , topics.
He was a linguist who made contributions to the philosophy of language, ethnolinguistics, and to the theory and practice of education. He made a major contribution to the development of liberalism by envisioning education as a means of realizing individual possibility rather than a way of drilling traditional ideas into youth to suit them for ...
The term banking model of education was first used by Paulo Freire in his highly influential book Pedagogy of the Oppressed. [1] [2] Freire describes this form of education as "fundamentally narrative (in) character" [3]: 57 with the teacher as the subject (that is, the active participant) and the students as passive objects.
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