Purpose of Ed?
Educational Psychology
Dr. Steve Rhine
Perennialism
Idealism
Essentialism
Behaviorism
•Absorption
of ideas
•Acquire
unchanging
principles
and great
ideas
•Make S's
valuable
members of
society
•Pass on
intellectual
and social
heritage of
generations
•Absorption
and mastery
of facts and
behaviors
Progressivism
•Learn problem
solving, rational
thinking
•Become a
citizen of
society
•Provide new
experiences
Existentialism Reconstructionism
Humanism
Pragmatism
•Help S's
find
meaning
and
purpose in
their lives
•Aid in the
search for
self
•Who am I?
Why am I?
•Build a new
social order,
schools leading
•Change society
•Education/
literacy is
power
•Learn to wield
power in
humanitarian,
equitable ways,
Not to become
new oppressors
•Transmit
knowledge
about existing
social order
Educational Psychology
Dr. Steve Rhine
Methods/Learn best?
Perennialism
Idealism
•Begin with
subject
matter, not
student
•Correct and
critical
thinking
•Teacher as
example of
values and
ideas
•Emphasize
rational
thinking
•"Sage on the
stage, not
guide on the
side"
Essentialism
•Hold
natural,
nonproductive
instincts in
check
•Develop
rational
thinking
skills
Behaviorism
Progressivism
•Individualized
program
•Teacher as
mental
disciplinarian,
leader/model
•Education is
training
•Begin with
student, not
subject matter
•Teacher as
challenger,
inquiry leader
•Learning is
active not passive
•Teachers provide
experiences so S's
learn by doing
•Continual selfanalysis and
reflection
•Teacher as
facilitator "guide
on the side, not
sage on the stage"
Existentialis
Reconstructionism
m
Pragmatism
Humanism
•Teacher
as noninterfering
sounding
board
•T's allow
for
freedom of
choice
•T's
provide s's
with
experience
s that help
them find
meaning in
their lives
•Teacher as
project director
and research
leader
•S's research
ideas
•Discussion of
new
perspectives,
extensive
interactions
experiences
•Literacy
(Freire)
•Experience is
important,
studentcentered
Educational Psychology
Dr. Steve Rhine
Skills or knowl?
Perennialism
Idealism
•Great ideas
from scholars,
poets
•Great
principles (as
opposed to
specific
content)
•"Truth"
•Rational
thinking
processes
Essentialism
Behaviorism
Progressivism
•Our culture
has a core of
common
knowledge
that schools
are obligated
to transmit-our social
and
intellectual
heritage
•Back to
basics
•Intellectual
and moral
standards
•Communica
te clearly,
logically
•Arts=frills
•Facts
•Learned
behaviors
•Control of
behavior
•Problem
finding and
solving skills
•Content
determined by
students'
interests
•Humankind and
knowledge are
constantly
changing, so
prepare S's for
future with
problem solving
strategies to
cope with life
•Learn what is
important to
them, not
"enduring
truths"
Existentialism
Humanism
•What is
important to
the
individual
•Individual
meaning
•Respect for
others
freedom
Reconstructionism
Pragmatism
•Openmindedness,
ability to think
from multiple
perspectives
•Problem
solving skills
•Literacy
Educational Psychology
Dr. Steve Rhine
People
Perennialism
Idealism
Essentialism
Mortimer
Adler
(Paideia
Proposal),
Robert
Hutchins
(Great
Books
Program),
Augustine,
Plato,
Aristotle, St.
Thomas
Acquinas
E.D. Hirsch
(Cultural
Literacy),
William
Bagley,
Rickover,
Horace
Mann
B
A
Behaviorism
John
Watson,
B.F.
Skinner,
Ivan
Pavlov
E
Progressivism
John Locke,
John Dewey,
William
Glasser
(Quality
School), Maria
Montessori
C
Existentialism
Humanism
Reconstructionism
Pragmatism
Sartre,
Maxine
Greene, Carl
Rogers, John
Holt (Home
Schooling),
A.S. Neill
Brameld, Paolo
Freire
(Pedagogy of
the Oppressed),
Jonathon Kozol
(Savage
Inequalities),
Michael Apple
D