Constructivism
Jerum Bruner:
learning is an active process in which learners construct new ideas or concepts based upon their current/past knowledge/ allows the individual to “go beyond the information given”.
Allan Bloom:
believes in alternative thoughts.
Paulo Friere:
critical thinkers/ allows students to assert themselves as agents of change and develop an appreciation for history/ students should be active instead of being passive.
Jean-Jaques Rousseau:
father of early childhood
education/ believes that teaching
methods should be based on curiosity.
John Milton:
There need to be a clearer consciousness, among teachers and students, of education as a discipline for an active life.
Ibn Tufail:
believes that when a person lives alone he can build his ethics and knowledge, away from the affection of the society.
Lev Vygotsky:
believes with the Idea of scaffolding.
Thomas Hobbes:
problem solving and analysis.
Jean Piaget:
understanding the nature of intelligence.
Plato:
Justice/ Refuses the Idea
of the Cave/discovery.
Maria Montessori:
importance of self-discovery by the student/ preparation of a good environment of learning/ through observation, the teacher follows and corrects when it needs.
Rudolf Steiner:
believes in the freedom of learning/ creativity
problem-solving/ active learners.
Peter Gray:
Children come into the world with intrinsic drives to educate themselves./ playing and exploring/ free to learn.
William Hare:
importance of open-mindedness in the aim
of education/ against indoctrination.
Immanuel Kant:
building cultivated outlook/ children are
children/ believes in children curiosity.
Ibn Rushd:
students centered/ developing their thought
through senses and human mental abilities.
Aristotle:
believes in the deductive reason.
Behaviorism
Mortimer Jerome Adler:
believes in perennialism: teacher-centered educational philosophy/ all children should have the same aim and desire, also they learn the same ideas and they are at the same levels.
Sam Harris:
importance of science/ teacher as a leader/ concentrate on morals and ethics.
San Tzu:
education is a military training in its discipline/ balance between teachers and students.
Thomas Aquinas:
working against a background of fixed religious dogma/ teach students issues that are worthwhile through knowledge of different subjects. The belief of religious faith is also important so that (man) can achieve everlasting life with God.
Albert Bandoura:
believes in learning social education/ students should learn through observation/ positive and negative reinforcement.
Immanuel Kant:
believes that human nature can be
corrected by the time/ concentrates on morality
John Locke:
children were born without any knowledge/
the mind is a tabula rasa or blank slate/ Children get knowledge in life and fill up the blank paper/ produces an individual with a sound mind in a sound body.
Al-Ghazali:
gives a big role of the teacher/ teachers are the ones who affect students and help them to leave the bad habits/ let them be mastering in a topic then moving to another one/ the role of the teacher is more important than the parents' one.
Cognitivism
Jean Piaget:
children move through four different stages of mental development.
Benjamin Bloom::
bloom's taxonomy/ encouraging higher-order thought/ building up the cognitive level skills.
Al Farabi:
believes that learning can't happen without practices/ example: science can't learn if the student didn't apply and practice the rules ad experiments/ students are passive, and always should apply rules/ no creativity/ practical learners.
Al Razi:
treats the child in a different way than adults/ believes that the development of a child is different than that of adults.
Ibin Sina:
the aim of education should be according to the growth of a child mentally, physically, and mentally/ warn from students' playing/ curriculum is divided between practical and theoretical.
Confucious:
change the people by refining their conventional ways of thinking and doing/Transformation and perfection goes beyond skills training and cognitive advancement to character development/students’ cognitive progress.
Connectivism
A. S. Neill:
freedom to learn/ flexible curriculum/ gives the importance for learners/ learners are valued.
Lev Vygostky:
according to his ZPD theory.
Ivan Illish:
shifting from traditional government to curiosity and thinking.
John Holt:
Children did not need to be coerced into
learning; they would do so naturally if
given the freedom to follow their own
interests and a rich assortment of resources.
Mahatma Gandhi:
Freedom of education
and schools from the civilization
Deschooling
Ivan Illish:
students' thinking shouldn't be limited by anyone/ students learn more outside the school.
John Holt:
schools were "a place where children
learn to be stupid."
Emotional Intelligence
Aristotle:
the virtue is happiness/ learning is happiness with reasons.
Daniel Goleman:
emotional learning and passion/ motivation part/self-awareness, social-awareness...
Influencer
Hellen Keller:
- inspirational person
- Motivates the blinds to learn
- creates the "Braille" system of writing and reading.
- first blind students who took the bachelor's degree.
- Never giving up
Mysticism
Ibn Tufail
Al-Ghazali
Realism
Aristotle:
things exist depending on
human's minds/ reason.
Jean Piaget:
everything should be related
to reasons and truth.
Epistimology
Jean Piaget:
knowledge is the understanding of
the nature of intelligence.
Rudolf Steiner:
human spirits/ knowing the self who does the knowing is the key to knowledge/ natural knowledge.
Pragmatism
William James:
believe that reality is constantly changing and that we learn best through applying our experiences and thoughts to solve problems.
John Dewey:
Believes in Hands-on activities/
experiences/ by doing.
Rene Descartes:
knowledge comes from students thinking and discovery.
Aristotle:
the study of things that exist or happen in the world and rises to the knowledge of the universal
Immanuel Kant:
person nature/ speaks of the thing in itself
as a product of human understanding as it
attempts to conceive of objects in abstraction
from the conditions of sensibility.
Plato :
knowledge of universal Forms
Ibn Rushed::
knowledge theory based on senses/the role of the mind in inquiring knowledge.
Thomas Hobbes:
knowledge gained from experiences.
Rene Descartes:
the job of schools is to make students think/ students centered/ discovery learning theory.
John Dewey::
believes in students' curiosity also increases critical thinking.
Jean-Jacques Rousseau:
learning by doing and experiences.
Islamic Education
giving a big role and importance for the philosophers.
philosophers(teachers) have the right ideas and thoughts.
concentrates on the Islamic philosophy.
but it has the same idea of behaviorism (the majority of philosophers and ideas).
concentrates on values and behaviors.
it contains a lot of philosophers from different schools of thought.
William James:
believes in teaching students
how to solve their problems.