PHILOSOPHY MATRICES ASSIGNMENT INSTRUCTIONS OVERVIEW The overview of the first three modules of this course will lead you into an exploration of various educational philosophi
PHILOSOPHY MATRICES ASSIGNMENT INSTRUCTIONS
OVERVIEW
The overview of the first three modules of this course will lead you into an exploration of
various educational philosophies. Traditional philosophies, modern and post-modern
philosophies, as well as educational theories of transformation and transmission will all be
studied along with their corresponding personalities. This assignment will give you the
opportunity to organize the essential components of each of these major educational philosophies
and to compare these components against one another. The result will be an invaluable tool in
your educational toolbox for years to come.
INSTRUCTIONS
Using the Gutek textbook, the Jerry Falwell library, and any other research databases to complete
the empty white cells in the accompanying template. Your responses in each column should
reflect the beliefs about that category according to the specific philosophy for that section. This
will assist you in comparing the various philosophies. Ensure that the major principles of each
philosophy are clarified. Key words, phrases, and short sentences will suffice. Lengthy
paragraphs are unnecessary. The textbook aligns with the matrix chronologically, so you will
find the information as you read through the book. Much of this information is clear in the text.
For a few of the philosophies near the end of the matrix, however, you may need to make some
inferences based on the information you read. The following list is to help you consider what
should be written in each column.
Metaphysics = What is reality/truth? What is purpose and meaning in life?
Epistemology = Is it possible to know reality/truth? If so, how?
Axiology = What values should be developed in education?
Learner’s Nature = What is the role of the learner? What is the human condition?
Good? Bad? Neutral? What learner factors should be considered in education?
Teacher’s Role = What is the most effective approach the teacher should take?
Curricular Focus = What content is most important?
Methodology = What pedagogical strategies are most effective?
Criticisms = What do opponents of this philosophy/theory say about it?
The template will be completed according to the following schedule:
Module: Week Matrices
Module 3: Week 3 Matrices 6–11: Perennialism, Essentialism,
Behaviorism, Reconstructionism, Critical
Pedagogy, and Constructivism
SAMPLE – Philosophy Matrix – SAMPLE There are many ways to complete the philosophy matrix acceptably. Below are two examples of
the section on idealism. Both of these students chose to write in complete sentences. However, if
the ideas are understandable, clear phrases will do. IDEALISM (Plato)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular
Focus Methodology Criticisms
Truth lies in
the realm of
ideas.
Knowing truth
requires that it
fit into a
harmonious
nature of the
universe.
Developing a
system of
truth, and
focus on
goodness and
beauty.
A desire to
strive for
perfection –
always works
to capacity.
Priority to
living in
harmony and
focus on
good.
To pass on
knowledge of
reality and to
be an example
of the ethical
ideal.
Teacher
initiates
discussions.
Curriculum is
formed
around
subjects that
bring students
into contact
with ideas. It
has a strong
humanities
focus.
Strong focus
on words in
written or
spoken form.
Verbal
lecture,
discussions,
and reading in
the library.
Seen as an
“ivory tower
experience,”
with emphasis
on the ideas of
the past and
the focus on
preserving
heritage rather
than learning
for change.
IDEALISM (Plato)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular
Focus
Methodology Criticisms
Pure ideas
beyond the
realm of
physical
senses. Only
perceived
through
intellect.
Truth is a
priori.
Absolute
Mind.
Consistent
with
harmonious
nature of the
universe.
Realm of
Macrocosm=
Absolute Self.
Microcosm=
earthly
individual.
Individual
must try to be
like Absolute
Self. In
accordance
Intellect is
key. Mental
development
of learner.
Learner
strives to be
more like
Absolute Self.
Strives for
perfection.
Teacher is
closer to
Absolute than
are students.
Teacher
models what
students
should try to
be. Pass on
knowledge,
Humanities
such as
history and
literature.
Mathematics
(based on a
priori
principles).
Bring students
into contact
Transfer of
knowledge
(ideas)
through
written or
spoken words.
Lecture or
reading in
library.
Discussions
School is a
sustainer of
status quo
(focus on
unchanging
universal
ideas). Ivory
tower
experience
that fails to
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ideas, not
detected by
senses, only
thought.
with
Universal
Moral Law
(ie: God).
Human
condition is
good.
help students
become closer
to Absolute
Self.
with ideas. about ideas.
No field trips
or practical
skills taught
address
practical day
to day aspects
of human life.
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,
Philosophy Matrices Template
(The names beside each philosophy are just for reference to help you connect the philosophy with specific philosophers.)
|
Traditional Philosophies |
|||||||
|
IDEALISM (Plato) |
|||||||
|
Metaphysics |
Epistemology |
Axiology |
Learner’s Nature |
Teacher’s Role |
Curricular Focus |
Methodology |
Criticisms |
|
REALISM (Aristotle) |
|||||||
|
Metaphysics |
Epistemology |
Axiology |
Learner’s Nature |
Teacher’s Role |
Curricular Focus |
Methodology |
Criticisms |
|
NEO-SCHOLASTICISM (Thomas Aquinas) |
|||||||
|
Metaphysics |
Epistemology |
Axiology |
Learner’s Nature |
Teacher’s Role |
Curricular Focus |
Methodology |
Criticisms |
|
Modern Philosophies |
|||||||
|
PRAGMATISM (William James, John Dewey) |
|||||||
|
Metaphysics |
Epistemology |
Axiology |
Learner’s Nature |
Teacher’s Role |
Curricular Focus |
Methodology |
Criticisms |
|
EXISTENTIALISM (Nietzsche, Kierkegaard, Sartre, Heidegger, etc.) |
|||||||
|
Metaphysics |
Epistemology |
Axiology |
Learner’s Nature |
Teacher’s Role |
Curricular Focus |
Methodology |
Criticisms |
|
Contemporary Educational Theories for Transmission |
|||||||
|
PERENNIALISM (Adler, Hutchins, William Bennett, Allan Bloom, etc.) |
|||||||
|
Metaphysics |
Epistemology |
Axiology |
Learner’s Nature |
Teacher’s Role |
Curricular Focus |
Methodology |
Criticisms |
|
ESSENTIALISM (E.D. Hirsch) |
|||||||
|
Metaphysics |
Epistemology |
Axiology |
Learner’s Nature |
Teacher’s Role |
Curricular Focus |
Methodology |
Criticisms |
|
BEHAVIORISM (Skinner) |
|||||||
|
Metaphysics |
Epistemology |
Axiology |
Learner’s Nature |
Teacher’s Role |
Curricular Focus |
Methodology |
Criticisms |
|
Contemporary Educational Theories for Transformation |
|||||||
|
RECONSTRUCTIONISM (Counts) |
|||||||
|
Metaphysics |
Epistemology |
Axiology |
Learner’s Nature |
Teacher’s Role |
Curricular Focus |
Methodology |
Criticisms |
|
CRITICAL PEDAGOGY (Friere, Giroux, Noddings, Gloria Watkins [bell hooks], Peter McLaren, etc.) This section might be a bit more challenging than the ones above. You are encouraged to supplement the textbook information with internet searches on the topic. |
|||||||
|
Metaphysics |
Epistemology |
Axiology |
Learner’s Nature |
Teacher’s Role |
Curricular Focus |
Methodology |
Criticisms |
|
CONSTRUCTIVISM (Piaget, Vygotsky, Constance Kamii, etc.) This section might be a bit more challenging than the ones above. You are encouraged to supplement the textbook information with internet searches on the topic. |
|||||||
|
Metaphysics |
Epistemology |
Axiology |
Learner’s Nature |
Teacher’s Role |
Curricular Focus |
Methodology |
Criticisms |
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