Philosophy of education
Jean-Jacques Rousseau
Confucius
Dewey
Plato
Tripartite soul
Aim of Education
Assumptions
Educational effect
Primary Values to Learn
The Appetitive
- The LARGEST of the three
- Leads the soul
to self-cultivate
to realize the true nature of a moral being (jun zi)
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human beings are able to be cultivated into what human beings can be, and become the most valuable beings in the universe.
FREEDOM
Personal Developement
Metaphysical
The Rational
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The Rational soul helps the Spirited soul to overcome the Appetitive soul
Academic Devlopment
The Spirited
Epistemological
Application
Challenge learners to find solution
Axiological
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Never provide explicit answers to learners
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Stimulate learners’ thinking with a great variety of topics
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mathematical problems
political problems
scientific problems
moral dilemmas
problems of an aesthetic nature
change (the nature of the universe)
Ren (the knowledge of humanity)
ethics (the cornerstone of social beings)
Difficulty depends on teacher and learner
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Age
Ability
Education Level
Function
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Maintaining social harmony
No freedom of expression
Promotion of Value Education by Government
Learn through practice (consciously or unconsciously perform rituals repeatedly)
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learn by complying with authorities
Aim of philosophy
Corresponds to performance with regard to five relations
Loyalty to the monarch
Emphasise democracy in education
Curriculum
Filial piety to parents
emphasize needs of the nation, rather than that of individual child
Faithfulness to one’s elder brother
Obedience to husband
Trustfulness to friends
Curriculum should be integrated rather than divided into subject areas.
These virtues provide the grounds through which the agent understands his identity and paths by which he would achieve a good life.
people living and working together, exchanging ideas and values
individual growth and progressive democratic society
School
a social institution
mini-society where you should learn by doing and learn from experiences
medium through which social reform should take place
Education
social and interactive process
Unchanging universal value
a fostering, a nurturing, a cultivating, process
Classroom application
collaborative learning
No streaming/setting
heterogeneous, sometimes mixed-age grouping
No punishment
restorative response
No competition
emulation
No marks or prizes
communal recognition
More talk by children and teachers.
They devise ground rules for the management of discussion.
Not everyone can be educated
Children are speculating, thinking aloud and helping each other, rather than competing to spot the ‘right’ answer
Education is only for social leaders
Non-leaders can contribute to society without education
Meritocracy
Society is corrupting
Children should be separated from the corrupted society
Being embeddded in society is the essence of education
Social Structure --> Filial Piety
Teacher = Facilitator --> Society and Experience