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Essentialism is a relatively conservative stance to education that strives to teach students the knowledge of a society and civilization through a core curriculum. This core curriculum involves such areas that include; the study of the surrounding environment, basic natural laws, and the disciplines that promote a happier, more educated living. [1]
A central question in the philosophy of education concerns the aims of education, i.e. the question of why people should be educated and what goals should be pursued in the process of education. [ 8 ] [ 5 ] [ 7 ] [ 14 ] This issue is highly relevant for evaluating educational practices and products by assessing how well they manage to realize ...
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.
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.
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
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.
His education then continued at Jena, whereupon he studied philosophy and came to disagree with his teacher Fichte precisely because Fichte had taught him to think in a logical manner. He composed a few essays, which he had given to Fichte during his years at Jena, criticising the works of Schelling and advocating his contention for the German ...
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 ...