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Philosophies of Education - Coggle Diagram

- - - - Functionalist: Educate Students According to Capacities
        
        "Good Life" available to highly-qualified upper class
      - Traditional Disciplines
  - - - Character Education
        
        Adopted by Middle Ages/Catholic Church
- - - - Challenges Traditional Epistemology: Searching for an overall description of Knowledge is useless because of power dynamics
      - Rejects Objectivity; embraces intersubjectivity
- - - - Individuals choose to remain connected to God
    - - Mutual Relation: Start here with education, not with the collective
      - Concrete experience reveals God to us
    - - "Ultimate Concern" gives life meaning
      - Responsibility accompanies human freedom to choose
  - - - There is no God
        
        No human nature: we define it through choices
        
        Absurdity: Life and human beings have no predetermined meaning
        
        We fill life with meaning through our choices and actions
        
        Human Subjectivity
      - Maxine Greene
        
        Meaning comes from making and keeping promises to living others and future generations
- - - - Wanted to found knowledge on what's undoubtable about human consciousness.
  - - - No charachter ed: Children are naturally good
      - Timing & senses play a crucial role in education
  - - - Use reason to determine ethics
        
        Individual Rights
        
        Liberalism
      - Kohlberg's cognitive development theory
    - - Greatest good for the greatest number
- - - - Dewey: Teaching implies learning
        
        Learning doesn't mean that a student learns something predetermined by the teacher. Students can become more aware and set their own objectives.
        
        Piaget: Learning vs. Developmental Learning
      - Israel Schleffler: Teaching does not imply learning but must be intentional, reasonable, and done in a certain manner.
      - Komisar: Teaching can be to make students aware, not just to produce specific bits of learning.
      - Macmillan and Garison: To teach is to answer a person's questions about some subject matter. (Questions the student ought to ask)
- - - - The aim of growth is more growth, so the aim of education is more education
      - Don't sacrifice students to some future, unspecified aim beyond their present purposes and interests of students.
    - - Model of problem solving
      - Education should be involved with construction of personal meaning
    - - It is the body of info and skills we apply intelligently to inquiry.
      - Is bigger than truth
      - Subject Matter: Material used in resolving a problematic situation.
    - - Mode of associated living where decisions are made by a shared process of inquiry
      - Citizens need to be ruled by rationality and fellow feeling. Education should develop this.
    - - The greatest good is subject to change
      - Be willing to accept all outcomes of a choice
- - - - Literacy
        
        Withholding this tool of social improvement can be a form of domination
        
        Literacy can also be used to dominate the literate
      - Role of School
        
        Correspondence Theory: Structure of school perpetuates structure of society
        
        Adler, etc: everyone should have the same education through 12th grade to give them access to this information.