lecture 1

• Existentialism


  Philosophy where existence precedes essence - a person's presence comes before their purpose/significance
• Existentialism


  • Believes in the power of man to create their own life and world
  • Individuals are free to choose what to make of their lives
  • Individual passions drive people
• Role of existentialist teacher


  • Guide students to understand and appreciate themselves as unique individuals
  • Help students accept responsibility for their actions, feelings and thoughts
• How existentialist teacher helps students


  1. Expose students to various life paths and choices

  2. Create an environment where students are free to choose
• Existentialists believe feeling is not divorced from reason - the mind and heart should work together
• In existentialist classrooms, humanities subjects are prioritised as they help students unleash potential and discover creativity
• Existentialist teachers do not impose values, they present values and let students understand their importance
• Existentialist teachers are facilitators, they craft creative strategies like differentiated tasks to tap into student potential
• Essentialism


  Philosophy where essence precedes existence - a person's purpose/significance comes before their presence
• Essentialism


  • Believes people's lives are predetermined and controlled by fate/destiny
  • Emphasises teaching of basic skills like the 4 R's (reading, writing, arithmetic, right conduct)
• Role of essentialist teacher


  • Teach the fundamental skills and knowledge students need to acquire more complex skills for adult life
  • Decide what is most important for students to learn without considering their individual differences
• Essentialist classrooms emphasise mastery of subject matter, use of prescribed books, lecture method, memorisation, and discipline
• Behaviorism


  Philosophy that believes human beings are shaped by their environment, not inherently good or bad
• Behaviorism


  • Concerned with modifying and shaping student behavior through a favorable environment
  • Believes positive reinforcement and incentives can eliminate negative behaviors
• Role of behaviorist teacher


  • Create a physical and psychological classroom climate that is conducive to learning
  • Make lessons interesting and use positive reinforcement/incentives to shape student behavior
• When students are with their classmates, teachers should consider if the students are respected, welcomed, supported, and not being bullied, because if students are not comfortable or feeling loved in the classroom, they will not perform their best
• Physical climate and psychological climate must be conducive to learning for students' retention and participation
• Tangible rewards


  Physical rewards given to students
• Intangible rewards


  Non-physical rewards like praise given to students
• Tangible and intangible rewards are essential in a classroom to eliminate negative behaviors and encourage positive ones
• Perennialism


  • Believes truth is universal and does not depend on circumstances
  • Believes there are eternal, unchanging values
  • Focuses on developing students' rationality and moral powers
• Perennialist curriculum is based on "great books" and universal general education subjects, with less emphasis on vocational/technical education
• Perennialist classrooms are teacher-centered, with teachers not allowing students' interests or experiences to substantially dictate the curriculum
• Constructivism


  • Focuses on students as intrinsically motivated, independent learners who construct knowledge and meaning
  • Teachers facilitate learning by providing data and experiences for students to interpret and make meaning from
• In constructivist classrooms, knowledge is not mandated by the teacher, but built and created by the learners based on their own experiences
• Progressivism


  • Focuses on learning by doing and developing students into enlightened, intelligent citizens who can fully live their lives in the present
  • Curriculum is need-based and relevant to students' personal lives and experiences
  • Emphasizes teaching skills to cope with change rather than just facts
• Progressive classrooms use hands-on, minds-on, hearts-on activities and expose students to real societal problems to solve