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Educational Perennialism
Educational perennialism is a normative educational philosophy. Perennialists believe that one should teach the things that are of everlasting pertinence to all people everywhere, and that the emphasis should be on principles, not facts. Since people are human, one should teach first about humans, rather than machines or techniques, and about liberal, rather than vocational topics. Although perennialism may appear similar to essentialism, perennialism focuses first on personal development, while essentialism focuses first on essential skills. Essentialist curricula thus tends to be much more vocational and fact-based, and far less liberal and principle-based. Both philosophies are typically considered to be teacher-centered, as opposed to student-centered philosophies of education such as progressivism. Since the teachers associated with perennialism are the authors of the Western masterpieces themselves, they may be open to student criticism through the associated Socratic method ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Philosophy Of Education
The philosophy of education is the branch of applied philosophy that investigates the nature of education as well as its aims and problems. It includes the examination of educational theories, the presuppositions present in them, and the arguments for and against them. It is an interdisciplinary field that draws inspiration from various disciplines both within and outside philosophy, like ethics, political philosophy, psychology, and sociology. These connections are also reflected in the significant and wide-ranging influence the philosophy of education has had on other disciplines. Many of its theories focus specifically on education in schools but it also encompasses other forms of education. Its theories are often divided into descriptive and Normativity, normative theories. Descriptive theories provide a value-neutral account of what education is and how to understand its fundamental concepts, in contrast to normative theories, which investigate how education should be practiced ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Sister Miriam Joseph
Religious sisters, Sister Miriam Joseph Rauh, Congregation of Holy Cross, C.S.C., PhD (1898–1982) was a member of the Sisters of the Holy Cross. She received her doctorate from Columbia University and was Professor of English at Saint Mary's College (Indiana), Saint Mary's College from 1931 to 1960. She is the author of several books including ''The Trivium'' (1937), a text she developed as part of the core curriculum of Saint Mary's College. In her preface to the 1947 edition, she writes, "This book owes its inception .. to professor Mortimer J. Adler of the University of Chicago, whose inspiration and instruction gave it initial impulse." She also acknowledges debt to Aristotle, John Milton, and Jacques Maritain. It discusses the medieval liberal arts education based upon grammar, logic, and rhetoric. Books and writings Published books *Textbook: ''The Trivium in College Composition and Reading'' ** ** ** * * * * Coauthored book * Other writings * * See also *Classica ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Thomas Aquinas
Thomas Aquinas, OP (; it, Tommaso d'Aquino, lit=Thomas of Aquino; 1225 – 7 March 1274) was an Italian Dominican friar and priest who was an influential philosopher, theologian and jurist in the tradition of scholasticism; he is known within the tradition as the , the , and the . The name ''Aquinas'' identifies his ancestral origins in the county of Aquino in present-day Lazio, Italy. Among other things, he was a prominent proponent of natural theology and the father of a school of thought (encompassing both theology and philosophy) known as Thomism. He argued that God is the source of both the light of natural reason and the light of faith. He has been described as "the most influential thinker of the medieval period" and "the greatest of the medieval philosopher-theologians". His influence on Western thought is considerable, and much of modern philosophy is derived from his ideas, particularly in the areas of ethics, natural law, metaphysics, and political theory. ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Philosophy Of Education
The philosophy of education is the branch of applied philosophy that investigates the nature of education as well as its aims and problems. It includes the examination of educational theories, the presuppositions present in them, and the arguments for and against them. It is an interdisciplinary field that draws inspiration from various disciplines both within and outside philosophy, like ethics, political philosophy, psychology, and sociology. These connections are also reflected in the significant and wide-ranging influence the philosophy of education has had on other disciplines. Many of its theories focus specifically on education in schools but it also encompasses other forms of education. Its theories are often divided into descriptive and Normativity, normative theories. Descriptive theories provide a value-neutral account of what education is and how to understand its fundamental concepts, in contrast to normative theories, which investigate how education should be practiced ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
John Dewey
John Dewey (; October 20, 1859 – June 1, 1952) was an American philosopher, psychologist, and educational reformer whose ideas have been influential in education and social reform. He was one of the most prominent American scholars in the first half of the twentieth century. The overriding theme of Dewey's works was his profound belief in democracy, be it in politics, education, or communication and journalism. As Dewey himself stated in 1888, while still at the University of Michigan, "Democracy and the one, ultimate, ethical ideal of humanity are to my mind synonymous." Dewey considered two fundamental elements—schools and civil society—to be major topics needing attention and reconstruction to encourage experimental intelligence and plurality. He asserted that complete democracy was to be obtained not just by extending voting rights but also by ensuring that there exists a fully formed public opinion, accomplished by communication among citizens, experts and politici ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Genius
Genius is a characteristic of original and exceptional insight in the performance of some art or endeavor that surpasses expectations, sets new standards for future works, establishes better methods of operation, or remains outside the capabilities of competitors. Genius is associated with intellectual ability and creative productivity, and may refer to a polymath who excels across diverse subjects. There is no scientifically precise definition of a genius. The term is also defined as the exceptional ability itself, as simply genius without the article. In that sense of the word, sometimes genius is associated with talent, but several authors such as Cesare Lombroso and Arthur Schopenhauer systematically distinguish these terms. Walter Isaacson, biographer of many well-known geniuses, explains that although high intelligence may be a prerequisite, the most common trait that actually defines a genius may be the extraordinary ability to apply creativity and imaginative thinki ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Great Conversation
The Great Conversation is the ongoing process of writers and thinkers referencing, building on, and refining the work of their predecessors. This process is characterized by writers in the Western canon making comparisons and allusions to the works of earlier writers and thinkers. As such it is a name used in the promotion of the ''Great Books of the Western World'' published by Encyclopædia Britannica Inc. in 1952. It is also the title of (i) the first volume of the first edition of this set of books, written by the educational theorist Robert Maynard Hutchins, and (ii) an accessory volume to the second edition (1990), written by the philosopher Mortimer J. Adler. According to Hutchins, "The tradition of the West is embodied in the Great Conversation that began in the dawn of history and that continues to the present day". Adler said, What binds the authors together in an intellectual community is the great conversation in which they are engaged. In the works that come later i ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Western Canon
The Western canon is the body of high culture literature, music, philosophy, and works of art that are highly valued in the West; works that have achieved the status of classics. However, not all these works originate in the Western world, and such works are also valued throughout the globe. It is "a certain Western intellectual tradition that goes from, say, Socrates to Wittgenstein in philosophy, and from Homer to James Joyce in literature". Literary canon Classic book A classic is a book, or any other work of art, accepted as being exemplary or noteworthy. In the second century Roman miscellany '' Attic Nights'', Aulus Gellius refers to a writer as "classicus... scriptor, non proletarius" ("A distinguished, not a commonplace writer"). Such classification began with the Greeks' ''ranking'' their cultural works, with the word ''canon'' (ancient Greek κανών, kanṓn: "measuring rod, standard"). Moreover, early Christian Church Fathers used ''canon'' to rank the authori ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Great Books
A classic is a book accepted as being exemplary or particularly noteworthy. What makes a book "classic" is a concern that has occurred to various authors ranging from Italo Calvino to Mark Twain and the related questions of "Why Read the Classics?" and "What Is a Classic?" have been essayed by authors from different genres and eras (including Calvino, T. S. Eliot, Charles Augustin Sainte-Beuve). The ability of a classic book to be reinterpreted, to seemingly be renewed in the interests of generations of readers succeeding its creation, is a theme that is seen in the writings of literary critics including Michael Dirda, Ezra Pound, and Sainte-Beuve. These books can be published as a collection (such as Great Books of the Western World, Modern Library, or Penguin Classics) or presented as a list, such as Harold Bloom's list of books that constitute the Western canon. Although the term is often associated with the Western canon, it can be applied to works of literature fro ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Educational Progressivism
Progressive education, or protractivism, is a pedagogical movement that began in the late 19th century and has persisted in various forms to the present. In Europe, progressive education took the form of the New Education Movement. The term ''progressive'' was engaged to distinguish this education from the traditional curricula of the 19th century, which was rooted in classical preparation for the university and strongly differentiated by social class. By contrast, progressive education finds its roots in modern experience. Most progressive education programs have these qualities in common: * Emphasis on learning by doing – hands-on projects, expeditionary learning, experiential learning * Integrated curriculum focused on thematic units * Strong emphasis on problem solving and critical thinking * Group work and development of social skills * Understanding and action as the goals of learning as opposed to rote knowledge * Collaborative and cooperative learning projects * Educa ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Educational Essentialism
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. Essentialism ensures that the accumulated wisdom of our civilization as taught in the traditional academic disciplines is passed on from teacher to student. Such disciplines might include Reading, Writing, Literature, Foreign Languages, History, Mathematics, Classical Languages, Science, Art, and Music. Moreover, this traditional approach is meant to train the mind, promote reasoning, and ensure a common culture. Principles of essentialism 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 en ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
Paradigm Shift
A paradigm shift, a concept brought into the common lexicon by the American physicist and philosopher Thomas Kuhn, is a fundamental change in the basic concepts and experimental practices of a scientific discipline. Even though Kuhn restricted the use of the term to the natural sciences, the concept of a paradigm shift has also been used in numerous non-scientific contexts to describe a profound change in a fundamental model or perception of events. Kuhn presented his notion of a paradigm shift in his influential book ''The Structure of Scientific Revolutions'' (1962). Kuhn contrasts paradigm shifts, which characterize a Scientific Revolution, to the activity of normal science, which he describes as scientific work done within a prevailing framework or paradigm. Paradigm shifts arise when the dominant paradigm under which normal science operates is rendered incompatible with new phenomena, facilitating the adoption of a new theory or paradigm. As one commentator summarizes: ... [...More Info...] [...Related Items...] OR: [Wikipedia] [Google] [Baidu] |
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