| Component | Theory or Philosophy |
|---|---|
| Zone of Proximal Development | Constructivist |
| Vygotsky | Constructivist |
| Social Learning | Constructivist |
| Mediated Learning — Scaffolding | Constructivist |
| Top-Down Processing (begin with complex problem then work out / discover the basic skills required) | Constructivist |
| Cognitive Apprentiship | Constructivist |
| "Knowing as a process, not a product" | Constructivist |
| Self-regulated learning | Constructivist |
| Teacher as guide | Constructivist |
| Jigsaw learning method | Constructivist |
| BF Skinner | Behaviorism |
| favors external rewards | Behaviorism |
| values the learning of facts/skills that authorities have decided are important | Behaviorism |
| Teaches out of context — learn the content and then take it and use it in context later | Behaviorism |
| teacher-centered | Behaviorism |
| knowledge is seen as dynamic, ever-changing | Constructivist |
| Primary source materials are often used | Constructivist |
| Manipulatives are often used | Constructivist |
| Child's self-concept, self-esteem very important | Humanistic |
| goal is self-actualization, improving yourself | Humanistic |
| process focuses on the whole student (can include self-esteem, assertiveness training) | Humanistic |
| Students learn from observing others model appropriate behavior / strategies | Social learning theory |
| teacher as facilitator and very conscious role model | Social learning theory |
| Maslow | Humanistic |
| Curriculum focuses on student interests | Humanistic & Constructivist |
| Students need to believe they are capable | Humanistic & Social Learning Theories |
| Intrinsic rewards are valued | Humanistic |
| The branch of philosophy that examines questions of how we come to know what we know | Epistemology |
| The branch of philosophy that considers WHAT we know | Metaphysics |
| The branch of philosophy that considers values and ethics | Axiology |
| The branch of philosophy that examines the processes of deriving valid conclusions from basic principles | Logic |
| The school of philosophy that asserts that, because the physical world is constantly changing, ideas are the only reliable form of reality | Idealism |
| A curriculum based on this school of philosophy emphasizes mathematics (because of its logic, precision, and abstraction) together with great works of literature, art, and music because of their enduring contributions | Idealism |
| A teacher who emphasizes the study of great men and women of history in order to examine their thinking and ideas they offered, subscribes to which school of philosophy? | Idealism |
| The school of philosophy that suggests the features of the universe exist whether or not a human being is there to perceive them. | Realism |
| Aristotle | Realism |
| A curriculum based on this school of philosophy emphasizes "essentials" such as math, science, reading, and writing because they are tools to help us understand our world | Realism |
| A curriculum based on this school of philosophy tends to de-emphasize formal emphasis on feelings and other personal factors | Realism |
| "It doesn't matter what anybody thinks, two plus two is four — not three, not five, not anything else." This speaker is consistent with which philosophy? | Realism |
| Teachers working within this philosophy emphasize observation, experimentation, critical reasoning. | Realism |
| Goal is for learners to think clearly and understand the material world. | Realism |
| "Reality is what we perceive it to be; there's no objective source out there to decide which view is the 'correct' one." This speaker is making an argument consistent with what school of philosophy? | Idealism |
| John Dewey was a major proponent of this philosophy | Pragmatism |
| this philosophy rejects theidea of absolute, unchanging truth, instead asserting that truth is "what works" | Pragmatism |
| "Because truth changes, individuals need methods for dealing with these changes." Therefore teachers adhering to this philosophy emphasize the process of learning as much as the content itself and focus on direct experiences and problem solving. | Pragmatism |
| This philosophy suggests that humanity isn't part of an orderly universe; rather, individuals create their own realities in their own unique ways. | Existentialism |
| Jean-Paul Sartre | Existentialism |
| This philosophy places primary emphasis on the individual and, in doing so, reminds us that we don't teach math, science, reading — we teach people. | Existentialism |
| Curriculum based on this philosophy emphasizes the humanities because these studies examine the human strugle for meaning, relationships between people, and tragedy as well as triumph. | Existentialism |
| Humanistic educators are most heavily influenced by this philosophy | Existentialism |
| Educators who subscribe to this philosophy promote interdisciplinary education and problem solving in context | Pragmatism |
| "Good and evil will always be with us, so they're always new. The kids really get into these discussions." This teacher subscribes to which philosophy? | Idealism |
| "Were we good or evil when we bombed Hiroshima? I want the kids to grapple with the ideas and think about whether or not wars are justified and if we were right to drop our bombs." This teacher subscribes to which philosophy? | Existentialism |
| "I spend most of my time trying to help the kids learn important skills and develop their critical thinking so they won't be duped by propeganda." This teacher subscribes to which philosophy? | Realism |
| Reality is the world of unchanging ideas. | Idealism |
| Reality is the physical world. | Realism |
| Reality is the interaction of the individual and the environment. | Pragmatism |
| Reality is the subjective interpretation of the physical world. | Existentialism |
| Knowing is the personal rethinking of universal ideas. | Idealism |
| Knowing is observing and understanding natural laws. | Realism |
| Knowing is the result of experience based on the scientific method. | Pragmatism |
| Knowing is making personal choice. | Existentialism |
| Values are absolute, based on enduring ideas. | Idealism |
| Values are absolute, based on natural law. | Realism |
| Values are relative. | Pragmatism |
| Values are chosen by the individual. | Existentialism |
| Curricula focus on content that emphasizes time-honored ideas. | Idealism |
| Curricula focus on content that emphasizes natural laws. | Realism |
| Curricula and instruction focus on problem solving and the scientific method. | Pragmatism |
| Instruction emphasizes discussion designed to increase individual self-awareness. | Existentialism |
| An educational philosophy suggesting that nature — including human nature — is constant. | Perennialism |
| This educational philosophy has its roots in both idealism and realism. | Perennialism |
| The ideal curriculum for this educational philosophy would have students study classic works like the Illiad and The Origin of the Species and then have discussions where they analyze and evaluate the ideas expressed. | Perennialism |
| Mortimer Adler | Perennialism |
| "back to the basics" | Essentialism |
| An educational philosophy suggesting that a critical core of knowledge and skills exists that people should possess | Essentialism |
| People who adhere to this educational philosophy would argue that, "Teachers' primary goals should be to help students master key content rather than help students develop emotionally and socially." | Essentialism |
| Many of the reforms of the past twenty years have come from reformers who subscribe to this educational philosophy | Essentialism |
| An educational philosophy emphasizing curricula that focus on real-world problem solving and individual development. | Progressivism |
| This educational philosophy is consistent with constructivism. | Progressivism |
| "People need to continue to learn and be able to adapt to changes in the world; they need lots of experience making decisions and solving problems." This speaker subscribes to which educational philosophy? | Progressivism |
| An educational philosophy contending that many of the institutions in our society, including schools, are used by those in power to control and marginalize those who lack power. | Postmodernism |
| These educational philosophers argue that curricula in our schools are racist, sexist, and imperialist | Postmodernism |
| This educational philosophy is most closely related to the traditional philosophies of idealism and pragmatism | Essentialism and Perennialism |
| This educational philosophy is most closely related to the traditional philosophy of Pragmatism | Progressivism |
| This educational philosophy is most closely related to the traditional philosophy of Existentialism | Postmodernism |
| Educational goals for this educational philosophy are: train the intellect; moral development | Perennialism |
| Educational goals for this educational philosophy are: acquire basic skills; acquire knowledge needed to function in today's world | Essentialism |
| Educational goals for this educational philosophy are: acquire ability to function in the real world; develop problem-solving skills | Progressivism |
| Educational goals for this educational philosophy are: critically examine today's institutions; elevate the status of marginalized people | Postmodernism |
| Curriculum for this educational philosophy emphasizes: enduring ideas | Perennialism |
| Curriculum for this educational philosophy emphasizes: basic skills | Essentialism |
| Curriculum for this educational philosophy emphasizes: problem solving skills needed in today's world | Progressivism |
| Curriculum for this educational philosophy emphasizes: the works of marginalized people | Postmodernism |
| The role of the teacher in this educational philosophy is: deliver clear lectures; increase student understanding with critical questions | Essentialism and Perennialism |
| The role of the teacher in this educational philosophy is: guide learning with questioning; develop and guide problem-solving activities | Progressivism |
| The role of the teacher in this educational philosophy is: facilitate discussions that involve clarifying issues | Postmodernism |
| Teaching methods for this educational philosophy are: lecture; questioning; coaching in intellectual thinking | Perennialism |
| Teaching methods for this educational philosophy are: lecture; practice and feedback; questioning | Essentialism |
| Teaching methods for this educational philosophy are: problem-based learning; cooperative learning; guided discovery | Progressivism |
| Teaching methods for this educational philosophy are: discussion; role plae; simulation; personal research | Postmodernism |
| The learning environment for this educational philosophy is: high structure; high levels of time on task | Essentialism and Perennialism |
| The learning environment for this educational philosophy is: Collaborative; self-regulated; democratic | Progressivism |
| The learning environment for this educational philosophy is:community-oriented; self-regulated | Postmodernism |
| Assessment for this educational philosophy is: frequent objective and essay tests | Perennialism |
| Assessment for this educational philosophy is: frequent objective, essay, and performacnce tests | Essentialism |
| Assessment for this educational philosophy is: continuous feedback; informal monitoring of student progress | Progressivism |
| Assessment for this educational philosophy is: collaborative between teacher and student; emphasis on the exposure of hidden assumptions | Postmodernism |
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