This includes a fundamental degree of flexibility that allows students to express idiosyncratic preferences, because experimental analyses suggest very strongly that doing so promotes more efficient learning across the board (Jensen 1998). Unlike, the constructivist approaches, the brain-based concept might include music, but as a background stimulant rather than as an actual vehicle for assisting the study of mathematics concepts such as the way Gardner (1999) might.
Objectivist Approach:
Objectivism relates more to the process of thinking and learning how to process information to support logically valid conclusions than it does to specific subject matter or to its mode of transmission (Adams & Hamm 1994). In principle, objectivism emphasizes that intellectual processes are capable of deducing the objective truth or reality of any situation about which sufficient information is available to undertake a meaningful analysis.
Objectivism sometimes inspires criticism suggesting that it extinguishes creativity or intellectual flexibility by its conceptual supposition that every question necessarily has one, and only one, correct answer. However, this reflects more of a misunderstanding about objectivism than an inherent flaw in the philosophy. While objectivism does certainly promote that any set of facts and circumstances lends itself to a particular conclusion through analysis, it does not suggest that doing so requires the exclusion of any means of alternate analytical approach. Rather, objectivism welcomes all possible means of logically consistent and factually relevant analysis (Adams & Hamm 1994); it only rejects methods of analysis that are (1) logically inconsistent, (2) factually unrelated to the issue, and (3) dependent on unknown information. Furthermore, objectivism absolutely accepts the proposition that certain things are presently unknown for want of sufficient data or information.
Indeed, the message inherent in the objectivist approach actually emphasizes not developing false conclusions at least as much as arriving at correct answers (Adams & Hamm 1994). In fact, rather than contradicting any of the other modern education theories, the objectivist approach might include many (even all) of the elements utilized within the constructivism and brain-based designs, but always within the overall context of demonstrating the objective logical relationships between information and data and any purported conclusions their examination and analysis support.
Selective Implementation...
Here the emphasis is on complete neutrality, the child being exposed to all different ways of thinking and believing (Cahn, p. 421). In the end the child will make his own choice as to what is best. Such complete freedom; however, rests upon a notion that children might indeed make incorrect choices; ones that are base don incomplete knowledge of the real world. The need to make rational choice
Educational Philosophy Although not old in years and experience, my educational philosophy is fortunately commensurate with the institution I am presently working for as a teacher. This institution is committed to one of the oldest and most respected academic traditions in existence, that of the Jesuit Catholic tradition of rigorous, questioning inquiry in education. It also stresses a strong community service tradition, along with the Catholic faith tradition. It combines
classroom, regardless of the age of the learner, we realize that there are multiple learning styles and responses to divergent stimuli. The modern pedagogical environment is faced with a number of challenges that are directly related to learning. In fact, as an educational pendulum swings, we find any number of methods that are thought to be new and innovative; yet it is sometimes the tried and true methods that
Tyack and Cuban with Dewey on Social Change David Tyack and Larry Cuban do share similar views to John Dewey about the nature of the traditional education system in the United States as well as its origins. Public education as it exists today is a product of the 19th Century industrialization and urbanization process, which created schools that resembled factories, timetables and schedules, and teachers who acted like bosses on
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Finally, logic consists of the study of formal argument and is fundamentally related to other branches of philosophy and to the process of human reason, more generally. The metaphysician might study such things as where the lines are properly drawn between identifying something as living or nonliving, whether our perception of being alive necessarily means that we are alive, and whether or not we can trust that we are awake
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