ED 200

My Cornerstone

Christ loves those he teaches

How does Christ teach?

• By knowing when to say nothing

Why is Christ the Master Teacher?

• He's patient 
• Kind
• Understanding
• Flexible
• Stern when he needs to be
• ALWAYS teaches with unconditional love

Questions I ask

How do I let my ADD help me as a teacher instead of hinder me?

• Patience with students that have learning disabilities
• Out of the box/creative thinking

My Metaphor

I chose an owl for my metaphor because they are my favorite animal, and what they represent is vital to education: wisdom. Owls are significant to my work as a teacher, because I want to be a symbol of wisdom to my students. 

My doctrine: the head and body of the owl, because these are the largest and most controlling parts of the owl; the place where the thought process and work begins.

My principles: the talons of the owl, because the owl uses these to grip and hold fast to things such as branches and its prey. Principles are what we as future and current teachers use to build our foundations of education, and to hold fast to the doctrines we've created.

My tools + applications: the wings because without its wings, the owl cannot take flight and move in a set direction towards its goal. If I don't have the right tools and applications for teaching, I won't be able to provide my students with the information they need to succeed.

Philosophers 

Wolk

Wolk wonders what our children are experiencing in school & whether that experience is what we truly desire. 

Perry

• In reflecting on schooling, it is important to realize that all people, including teachers, have biases based on the physical appearances of other people
• Contests=not a true measure of knowledge or ability
• In the public school there is an absence of teacher student contact. There are no criteria by which intelligence can be determined, besides grades, appearance, & behavior
• Teaching at the public school has less to do with thinking and processing ideas, & more to do with precision & detail in appearance
• Public vs. private education: there are significant differences between the two types of education that deserve to be acknowledged and resolved by society as a whole
• Learning + thinking
• Trained in creative ways of thinking

Beecher

• The educating of children, that is the true & noble profession of a woman--that is what is worthy the noblest powers & affections of the noblest minds.
• An effort which we believe is eventually to exert a most extensive & saving influence through the nation
• So great is the number of educated & unemployed women at the East, & so great the necessity for teachers at the West, that as soon as the stream begins to move, it will grow wider & deeper & stronger, till it becomes as the river of life, carrying health + vendure to every part of the land
• To educate the destitute American children, by the agency of American women
• He gave up honors & joys, such as none of us ever possessed, & spent 33 years in toils & sufferings, to save the ignorance & lost. & he did it because he loved to do it! He so loved us, & our fellow- creatures, that he came not by compulsion, but gladly, by toils & sacrifices, to save us.
• Touching children's lives with a skillful hand
• How to secure improvements in diet & domestic comforts in a neighborhood without giving offense
• Sending up her daily thanks & petitions for her little ones
• Reviewing with gratitude the results of her toils
• Experience & training
• Methods of training children to neatness, order, & punctuality
• Delicate contrivances
• How to preserve a teacher's health from the risks of climate & the dangers of overexertion & excessive care
• How to meet the amiable but troublesome amor patriae which is jealous in regard to foreign improvements
• Methods of teaching children to be truthful & honest, when all domestic & social influences tend to weaken such habits
• How to meet the gossip, party spirit, & sectarian jealousy which are rife in a heterogeneous population, + thus to promote neighborly peace & harmony.

Plato

• Believed there were different types of students: gold, silver, & bronze
• Types of schools came from the way we view people & students
• Gold people get a golden education; willing to learn on your own & actually try
• You can't hide your intelligence/lack thereof
• Schools are in the business of choosing what kind of students they want/that teachers want to teach; universities do the same thing--students that are smart enough, religious enough, inspiring enough, etc

Addams

• The Settlement is an experimental effort to aid in the solution of the social & industrial problems which are engendered by the modern conditions of life in a great city.
• As industry has become more highly organized, life becomes incredibly complex & interdependent
• Give the child's own experience a social value
• They have as yet failed to work out methods of education, specialized & adapted to the needs of adult working people in centra-distinction to those employed in schools & colleges, or those used in teaching children.
• The ideal of life becomes a desire for money with which unmeaning purchases may be made & an unmeaning social standing obtained.
• In education it is necessary to begin with the experiences which the child already has
• The school has to compete with a great deal from the outside in addition to the distractions of the neighborhood
• It is difficult to analyze a living thing
• It sometimes seems that the public schools should contribute much more than they do
• We quote the dictum, "What is learned in the schoolroom must be applied in the workshop," & yet the skill & handicraft constantly used in the workshop have no relevance or meaning given to them by the school.
• The schools do so little really to interest the child in the life of production, or to excite his ambition in the line of industrial occupation
• Be hospitable & ready for experiment
• Have a deep & abiding sense of tolerance
• A code of social ethics
• Bathe his surroundings with a human significance
• Be open to conviction
• Devote themselves to the duties of good citizenship & to the arousing of the social energies which too largely lie dormant in every neighborhood given over to industrialism
• Education should tend to make him widely at home in the world, & to give him a sense of simplicity & peace in the midst of the triviality & noise to which he is constantly subjected
• The Christian movement toward humanitarianism
• Take actual conditions & make them the basis for a large & generous method of education
• The desire to interpret democracy in social terms
• Require the educator that he shall free the powers of each man & connect him with the rest of his life.
• Teach him to find that which will give a potency to his life

Rousseau

• Be kind to your fellow men
• Education of mankind=very important
• Teach in ways that are applicable to everyone
• Don't teach for recognition or money

Pestalozzi

• Use objects when teaching to help students connect to the material better
• Make sure your students know basic concepts before building on them
• Teach children to use their imagination as a way of learning
• Don't get lost in the cave; notice what's around you & learn from it
• Bring education & instruction into harmony with the laws that God created
• To get to clear ideas, we have to make the objective clear to the child we're teaching
• Teach using the five senses
• Knowing & doing are very closely connected
• Use technology, but don't forget about the "human" element of teaching
• Life teaches us through certain experiences

Freire

• Once you're oppressed, you figure out the system & then become the oppressor yourself
• Pedigogy of Oppression: people learn to oppress others because they were given privileges
• Literacy awareness
• Social reconstructionism: the belief that society could be altered through the correct and thorough use of education
• Teachers can't think for their students, and they can’t control their students’ thoughts
• Education shouldn't be about controlling the students or what they learn
• Those who truly want to liberate education should abandon memorization as a form of teaching
• Liberating education means your students learn from action, not from absorbing and memorizing facts
• Discussions help the students learn from the teacher and vice versa; known as problem-posing education
• Students are no longer “docile listeners”, but “active participants”
• Students who learn through problem-posing education will feel the need to rise to the challenge of the ever increasing problems they are presented with
• “Education is the practice of freedom”
• Problem-posing education helps students see their place in the world and how they learn to work out the issues they come in contact with; how they perceive themselves
• Problem-posing education “bases itself on creativity and stimulates true reflection and action upon reality”
• Teaches students to see their problems as solvable, not fixed occurrences that cannot be changed or acted upon

Aquinas

• The least knowledge which one can have of higher things is worth more than the certain knowledge of lesser things
• One practical science is nobler than another if it serves a more ultimate end
• Sacred doctrine treats of things as divinely revealed
• Common sense=single power which comprehends all objects of the five senses
• Men must have some foreknowledge of the end to which they ought to direct their intentions & actions; necessary that some things that transcend human reason should be made known through divine revelation
• Things which are beyond human knowledge shouldn't be sought by man through reason, such things are revealed by God & are to be accepted by faith

Dewey

• Education is a process of living, not a preparation for future living
• Children should all be graded with the same standards
• The teacher not only teaches facts, but helps the children grow socially
• Give a child independent command of himself
• Train him to have complete use and power of his talents

Mann

• Education is the great equalizer of the conditions of men
• Once more developed, education will help protect society against intemperance, avarice, war, slavery, bigotry, woes of want and wickedness, & waste
• Early education helps us develop our talents

Washington

• The white man needs the Negro, & the Negro needs the white man
• Proper education of whites will benefit the Negro just like the proper education of the Negro will benefit the white man
• Schoolhouses are needed in every township and county
• The two races must be brought to have faith in each other
• A chance to help himself is what we want to give every student

Erasmus

• Teach what we know
• Essential from the outset that the child be made acquainted with only the best that is available
• Read things multiple times to get the information

Johnson

• Education is always an unfinished task
• Schools need to increase in quality & quantity
• Every child should be encouraged to get as much education as they can
• America is strong because we've always encouraged education
• Higher education is no longer a luxury, but a necessity
• Program for scholarship
• Bring better education to millions of disadvantaged youth
• Put best educational ideas & equipment within reach of all
• Preschool program
• Advance technology & training of teachers
• Education must begin with the very young
• Elementary & secondary schools are the foundation of our educational system
• Poverty has many roots, but the tap root is ignorance
• Just as ignorance breeds poverty, in the next generation poverty may breed ignorance
• Provide programs for the mentally retarded & physically handicapped
• Special courses in science, foreign languages, literature, music & art
• Instruction in the sciences & humanities during the summer for economically & culturally deprived kids
• Common facilities that can be maintained more efficiently for a group of schools than for a single school--laboratories, libraries, auditoriums, & theaters
• Special assistance after regular school hours
• A system by which gifted persons can teach part-time to provide scarce talents
• A means of introducing into the school system new courses, instructional materials, & teaching practices

Concepts/Ideas

Tenant #1

It's about them

Tenant #2

Act, don't be acted upon

• Don't compare yourself to others

Isms

• Take "isms" as seeds, not sticks of wood. Continue to allow them to grow, so that you never "run out of" the principles
• Find ways of doing things better--personally, + as a whole for education
• Create tools that are better than what we have already 

World Philosophies

Realism

• Reality made of matter
• Get info through senses: touch, see, hear, feel, smell
• Question & answer
• Lecture

Neo-Thomism

• Learn by faith & study
• Teaching as vocation
• Biblical revelation=truth
• Human rights come before cultural norms & values
• Happiness found through God
• God=worthy source of knowledge

Pragmatism

• Needs & interests of specific students
• Teacher encourages, plans, questions, & offers suggestions
• Experiential learning
• Individual & group work
• Growth=goal  of education

Existentialism

• Education liberates us
• Language is important

Idealism

• Lectures
• Analyzing
• Asking questions
• Ideas can change lives
• Look for truth with ideas

Metaphysics: What is the nature of reality?

Epistemology: What is the nature of knowledge?

Anxiology: What is the nature of values?

Types of Thinking

Neo-Thomism: Believe in a supreme being; links back to the ideas of spiritual reality.


Metaphysical: a realm; different philosophies have different realms

• Teaches with the Spirit; example: "find a verse that represents how you teach. If you can't find one, pray for the answer."

Pragmatism: makes decisions in the moment; goes with the flow.

Realist: plans ahead & sticks to the plan

Existentialism: decide to be happy; no one can punish you unless you let them

Essentialism: deciding what the essentials are, & basing decisions off of that

Humanism: a system of values and beliefs that is based on the idea that people are basically good and that problems can be solved using reason instead of religion

Diversity

• the only thing that makes us all the same is our Heavenly Father
• diversity is not the end, it is the mean--way we can become more Christ-like by teaching those who are from diverse backgrounds & intelligence levels
• don't miss the opportunity to learn from the diversity of your students

Other

• sometimes all we can do is teach our students correct principles, but let them govern themselves--guide their thoughts or discussions, but let them do the deciding for themselves
• Bloom where we're planted--learn to see diversities & embrace them; use them to our advantage
• Philosophy is close to our hearts and can be scary to try to figure out why we do what we do; looking at our reasoning behind our decision-making tells us a lot about ourselves

• Don't look for something that was never meant to be; don't force things