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Educational Foundations & Teaching Philosophies (Perennialism…

- - - - The superior purpose of this education is to liberate in a person his rational I, to bring him to the maximum potential of his freedom. (Kostylo 2014, p. 24)
- - - - "One is through its specific applicability to tasks that are highly similar to those we originally learned to perform” (Bruner, 1977, p. 17).
      - “A second way in which earlier learning renders later performance more efficient is through what is conveniently called nonspecific transfer or, more accurately, the transfer of principles and attitudes” (Bruner, 1977, p. 17).
    - - “The problem is twofold: first, how to have the basic subjects rewritten and their teaching materials revamped in such a way that the pervading and powerful ideas and attitudes relating to them are given a central role; second, how to match the levels of these materials to the capacities of students of different abilities at different grades in school” (Bruner, 1977, p. 18).
    - - “The first is that understanding fundamentals makes a subject more comprehensible.” (Bruner, 1977, p. 23)
      - “The second point relates to human memory. Perhaps the most basic thing that can be said about human memory, after a century of intensive research, is that unless detail is placed into a structured pattern, it is rapidly forgotten.” (Bruner, 1977, p. 24)
      - “Third, an understanding of fundamental principles and ideas, as noted earlier, appears to be the main road to adequate "transfer of training." To understand something as a specific instance of a more general case-which is what understanding a more fundamental principle or structure means-is to have learned not only a specific thing but also a model for understanding other things like it that one may encounter.” (Bruner, 1977, p. 25)
      - “The fourth claim for emphasis on structure and principles in teaching is that by constantly reexamining material taught in elementary and secondary schools for its fundamental character, one is able to narrow the gap between "advanced" knowledge and "elementary" knowledge” (Bruner, 1977, p. 25-26)
- - - - “Values in progressivism, unlike their understanding in the previous two currents, are recognized as dynamic, temporary and changeable” (Kostylo, 2014, p. 27).