...liberal topics first, not vocational topics. b. What is good life? Secular perennialists espouse the idea that education should focus on the historical development of a continually developing common western base of human knowledge and art, the timeless value of classic thought on central human issues by landmark thinkers, and revolutionary ideas critical to historical western paradigm shifts or changes in world view. A program of studies which is highly general, nonspecialized, and nonvocational is advocated. c. What is the nature of the learner? The word perennial in secular perennialism suggests something that lasts an indefinitely long time, recurs again and again, or is self-renewing. As promoted primarily by Robert Hutchins and Mortimer Adlr, a universal curriculum based upon the common and essential nature of all human beings is recommended. This form of perennialism comprises the humanist and scientific traditions. d. What is the nature of the subject matter? Although perennialism may appear similar to essentialism, perennialism focuses first on personal development, while essentialism focuses first on essential skills. Essentialist...
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...Daodejing Characterization of Early Daoist Teachers Since every chapter of the Daodejing describes Daoism in different aspects it is believed that several authors contributed to the completion of it. The Daodejing is very poetic and mysterious. The early teachers of the Daodejing seemed to pass things down that was difficult for ordinary minds to comprehend as a way to get people to analyze and understand the world around them. Meanings encrypted in different ways and metaphors constantly used seem to be a common characteristic between the early teachers. Although they were oddly written, all of the passages seemed to give a basic insight on the early teachers’ perspective of things. The Daodejing characterizes common human weakness and meant to effect the way people think or react. Early teachers believed that the truth about the “human mind” can only be sought from within. Outside influences and worldly thing will not guide you to understand yourself. Based on the Daodejing, the early teachers also believed that the understanding of self is given as a gift from nature not acquired knowledge that you just so happen to stumble upon. The text of the Daodejing offers a practical way of life and dismisses any ideas of human immortality. These passages were intended to restore peace and harmony to a world that the early teachers believed was in disarray. The text stresses the importance of learning to resolve things naturally and to restrain from unnatural reactions. The Daodejing...
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...Outstanding Teacher, Anyone? By Allan Moore S. Cabrillas Master Teacher I – San Jose West Central School San Jose City As the whole world salutes the modern-day heroes in the school, here are some characteristics that really define the teacher. If one possesses these, he or she can contribute a lot to children, to their fellow teachers, to the community, and to the field of education. While there is no static formula for what makes an outstanding teacher, these personality traits help form the essential foundation for succeeding – as a teacher and as a leader. 1. Compassionate The best teachers are patient, understanding, and kind. They can put themselves in their students' shoes and imagine what the students are thinking and feeling, thus anticipating what they need in order to learn and thrive. When a learner is struggling, good teachers hide their frustration and refrain from making disdainful comments that only make the situation worse. Instead, compassionate teachers will try anything and everything in order to reach each and every learner. It can be challenging at times, but great teachers know that what separates them from the rest of the pack is the heart and soul they bring into the classroom. 2. Passionate Effective teachers are passionate about many things: children, learning, their chosen subject matter, the art of teaching, and life in general. They bring the full force of their personalities into the classroom and spark excitement into the learning process...
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...Nature vs. Nurture “Men’s natures are alike; it is their habits that carry them far apart.” – Confucius, Analects, 500 B.C.E. (Myers, 71). Continuously the argument of nature versus nurture greatly impacts the world of Biology and Psychology. Genetics (nature) plays a vast role within a person’s life, but their environment (nurture) shapes their character as well. Both of these qualities create a unique individual and people would often argue it is fifty percent nature and fifty percent nurture, however people, circumstances, and spirituality all are part of your environment (nurture). Personally, in my opinion, nurture outweighs nature and specific people under certain circumstances have all affected my life to mold me into the person I am today....
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...1. Man's nature is evil; goodness is the result of conscious activity. The nature of man is such that he is born with a fondness for profit. If he indulges this fondness, it will lead him into wrangling and strife, and all sense of courtesy and humility will disappear. He is born with feelings of envy and hate, and if he indulges these, they will lead him into violence and crime, and all sense of loyalty and good faith will disappear. Man is born with the desires of the eyes and ears, with a fondness for beautiful sights and sounds. If he indulges these, they will lead him into license and wantonness, and all ritual principles and correct forms will be lost. Hence, any man who follows his nature and indulges his emotions will inevitably become involved in wrangling and strife, will violate the forms and rules of society, and will end as a criminal. Therefore, man must first be transformed by the instructions of a teacher and guided by ritual principles, and only then will he be able to observe the dictates of courtesy and humility, obey the forms and rules of society, and achieve order. 2. A warped piece of wood must wait until it has been laid against the straightening board, steamed, and forced into shape before it can become straight; a piece of blunt metal must wait until it has been whetted on a grindstone before it can become sharp. Similarly, since man's nature is evil, it must wait for the instructions of a teacher before it can become upright, and for the guidance...
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...How do Children Grow Cognitively? How can Teachers create learning environments that Stimulate Cognitive Growth? Word count: 1299 It is important for teachers to understand how children grow cognitively so that they can create learning environments that stimulate their students’ cognitive growth. There are many theories behind how this can be done. This essay will examine the impact of one of leading theorists of children’s cognitive development, Jerome Bruner (1915- ). Bruner’s influence on teaching practice is still relevant for teachers today. Several examples from my recent practicum illustrate how teachers could apply aspects of Bruner’s theories such as the nature vs nurture debate, categorization, discovery learning, spiral curriculum and three modes of representation. Cognitive development is a field of psychology theorizing children’s mental ability to process information and to critically think, reason, remember and understand that information (Duchesne, McMaugh Bochner, & Krauser, 2013). The nature vs nurture debate is ever present in this area. Theorists have different viewpoints on the extent to which nature, genes, DNA and maturation determine a person’s cognitive abilities. Are we born with a fixed cognitive ability? Or are how we were raised, our interactions and our experience the major factors in our cognitive growth? Bruner believed that our cognitive development was determinant on both nature and nurture. Nurture was significant because it would...
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...Naturalists believe that nature alone represents the entire reality and is there beyond or behind other than nature. For naturalists, nature is everything and nothing exists superior than nature. So they separate nature from God and allot no space for supernaturalism and spiritualism. They also believe that all our activities are initiated by our instincts. Naturalism stresses the need to return to nature from artificiality. It is also concerned with natural self and believes that reality and nature are identical and beyond nature there is no reality .With the help of physical and chemical laws, naturalism explains the universe, the physical world, life and mind. This nature is governed by its own laws and man is regarded as the child of nature. It considers matter as superior to spirit and gives importance to scientific methods of observation and verification. MEANING OF NATURALISM The term naturalism, by its ordinary meaning, means ism laying emphasis nature in every field of education. Naturalism is a system which follows exclusion of whatever is spiritual, or indeed whatever is transcendental of experience from our philosophy of nature and man. Naturalism is a doctrine that separates nature from god, subordinates sprit to matter and setup unchangeable laws as supreme. According to naturalism, ‘material world is the real world”. Naturalism is concerned with ‘natural self’ or ‘real self’. According to naturalists, human life is a part of nature; it is a self-sufficient entity...
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...“Technique” and describe one Approach which provides the basis for a Method and subsequently some Techniques under that particular Method. APPROACH Theories about the nature of language and language learning Theory of language Structural Functional Interactional METHOD Objectives Organization of Content Syllabus Design Roles 1. Learner 2. Teacher 3. Materials Types of Interaction Types of activities Content Based TECHNIQUE Implementation of the design Classroom Practice Activities behavior's In English language teaching process, there are terms that teachers need to know. They are approach, method, and technique. About four decades ago (1963) Edward M.Anthony gave us a definition that has admirably withstood the test of time. According to Edward M.Anthony an approach is a set of correlative assumptions dealing with the nature of the language and the nature of language teaching and learning. In other words the word ‘approach’ in ELT refers to different theories about the nature of language and how languages are learned. Let us move on to our second definition – of method. Method is an overall plan for systematic presentation of language based on selected...
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...Mathematics, which is a student curriculum and achievement set of standards, the California Standards for the Teaching Profession, which is a set of professional conduct standards aimed at teachers and lastly, The 21st Century Student Outcomes and Support Systems standards, which are targeted at both students and teachers. All three of these sets of standards make active claims to be raising the bar for achievement, be it for students or teachers. All three documents seek to fill a void in educational standards by clearly stating what they hope to achieve, why this is necessary and where past standards have come up short. All three documents are specific in nature, striving to lay out objectives as clearly as possible. Additionally, though the three sets of standards address students and teachers, and various subject matter, they all speak of a need for a holistic view. With The Common Core Standards for Mathematics for example, they talk of the interconnected nature of the various areas in math and how knowledge and ability in one area plays into the mastery of other areas. Similarly, both the California Standards for the Teaching Profession and the 21st Century Student Outcomes and Support Systems take a broad view on teacher and student success, looking at the whole picture of what makes a good teacher and what makes a good student. From a purely technical aspect, all three documents are found online in .pdf format, and easily accessible via a .pdf viewer such as Adobe Acrobat. ...
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...Teachers and students have gathered on the school ground for the annual tree planting program of the Laguna State Polytechnic University Santa Cruz Main Campus, College of Teacher Education. Each and everyone have prepared a lot of things to bring to help in the activity. They wore their beautiful smiles and started helping each other in loading up the trees to be planted. When everyone finished loading, they entered the jeepney and waited for a while so that we could get going to our trip. Inside the jeepney on the way to Brgy. Anglas, everyone had interesting discussion on what is going to happen in the activity. Lots of them were very excited to plant trees and help contribute to the place. Others decided to make fun jokes and laughs so that the trip would not be so boring. The jeepney had different programs joined in the program, such as BSED, BSIE and BEED. Everyone seemed to get along well. Some of them knew each other, so they started to catch-up of each other. As the journey continues so as the friendship that is build inside the jeepney. As we arrived, we were all surprised as the jeepney had stopped and left us with a stunning view of nature. We started taking pictures of the beautiful scenery and enjoyed view of nature. The cool breeze that touch our faces and the sublime sunlight that you hardly see. When all the teacher arrived we were instructed to bring our things and grab the plants to be planted. They had instructed us to plant them on the...
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...|Explain how the role of the teacher changes in the process of the child's growing normalisation (socialisation). | |Define the term normalisation,linking it with the concept of deviations.(10) | |Outline the importance of the favourable environment in supporting normalisation.(20) | |Explain the maturational nature of normalisation linked to the child's growing socialisation-link to the social embryonic stage of the absorbent mind.(10) | |Describe the teacher's initial approach with new children.(10) | |Explain the change in the teacher's role as each child begins to concentrate and focus on activities,and the impact this has on the child's growing | |normalisation.(20) | |Show an understanding of why the child might regress.(5) | | | My assignment will reveal what normalisation is in line with...
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...and In-Service Teachers North Carolina State University Changing Perceptions on Inquiry Based Learning in Pre-Service and In-Service Teachers The modern world in which we live is requiring individual citizens to become more equipped with essential 21st century skills. The science classroom is a platform where students can engage in critical thinking, communication, and collaboration skills that would enhance their readiness for our rapidly changing, technology rich, society. Furthermore, teaching these skills through means of inquiry and constructivism has shown to increase student involvement, comprehension, and retention when done effectively (Aydeniz, 2012, pg.201). For this reason it is imperative for science educators to include, if not practice regularly; inquiry based learning in their lessons. However, this is not an approach many teachers feel comfortable implementing for various reasons. The purpose of this review is to focus on research studies that have provided professional development on inquiry based learning to pre-service and in-service teachers in the hopes of improving their views of inquiry while encouraging and supporting them in practicing this methodology. The studies used are from multiple countries and school level ranges from kindergarten to high school. Since this area of research is increasing in its popularity the articles used are fairly recent, ranging from 2008 to 2014. This review will not cover differences in teachers opinion based on...
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...Introduction I) Meaning and Definition of Micro Teaching II) Nature of Micro Teaching III) Characteristics of Micro Teaching IV) Objectives of Micro Teaching V) Steps in Micro Teaching VI) Advantages and Limitations of Micro Teaching Conclusion Bibliography Introduction The paper is entitled as ‘A Study of Micro Teaching’. This paper is divided into six sections. The first two sections describe the meaning and nature of micro teaching. While the third and fourth section gives an account of its objectives and characteristics. The fifth section tells about steps in micro teaching. Finally the sixth section describes advantages and limitations of of micro teaching. Meaning and Definition of Micro Teaching “Micro teaching was developed by Dwight Allen and Robert Bush, in “Teacher Preparation” Programme at Stanford University between 1960 and 1960. Today, it has become one of the most important developments in the field of teaching practice in several countries. Micro teaching is an important effort to make teacher education programme effective. It is praised as a constructive teacher training technique. “Micro teaching is a training concept that can be applied at various pre-service and in-service stages in the professional development of teachers.” Micro teaching has been defined differently by different experts. A couple...
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...theme in Ernest Hemingway's The Old Man and the Sea that is also expressed in Annie Dillard’s An American Childhood is the growing sense of awe when observing nature as one ages. This appreciation for nature stems from the need to conquest nature when people are younger, according to Hemingway. Dillard says that people simply enjoy nature more when they are older because they have the time to. To children “all of it is new to them” so they don’t hold a special appreciation for the beauty in nature (Dillard 1). However the adult attitude towards nature forms, children grow up feeling like an outsider to nature looking in, but as adults they realize how they affect nature and are a part of it. There is a divide in the approach to...
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...A classroom teacher wants to face the challenges of the classroom in an easy and effective way. It is possible if the teacher understands the qualities and nature of child and human psychology. The subject Educational Psychology is also a challenging field through which different complex problems of educational system can be solved. The knowledge of Educational Psychology has a great relevance for the teacher, because it helps the teacher to realize his objective of effective teaching and educating the pupils properly. Precisely speaking, the knowledge of Educational Psychology helps the teacher in the following ways: (1) Understanding the child: It has been rightly recognized that the teacher can truly teach the child only when he possesses the knowledge of child psychology individual as well as collective. For example, the teacher must know how children think; what are their interests at various stages of their development; and how their energies can best be utilized for educational purpose. In fact, all modifications in the techniques of teaching are really the growing application of the knowledge of psychology to the process of teaching learning. (2) Understanding individual differences: Previously it was presumes that all children are more or less alike and therefore, almost same speed of progress was expected of them. Moreover, it was also thought that the mind of the child is just like a clean state and therefore, anything could be written on it. Now, from the knowledge...
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