Holly Chow Matrices 4-5
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Southern New Hampshire University *
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HUM 100 X5
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Philosophy
Date
Feb 20, 2024
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Uploaded by HighnessGalaxy14552
Philosophy Matrices Template
(The names beside each philosophy are just for reference to help you connect the philosophy with specific philosophers.)
Traditional Philosophies
IDEALISM (Plato)
Metaphysics
Epistemology
Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodolog
y
Criticisms
Reality is formed through the ideal, comprised of
both mental and spiritual.
All individuals are joined in a universal human nature. Doubt is acceptable as this indicates intellect. Material is not what defines reality, as it is driven by spirit. Human minds are all linked to an Absolute Mind and
is considered microcosmic. This macrocosmic mind
is all knowing and holds all knowledge. Humans can be intelligent in being educated and growing. Values and truth are permanent and unchanging
. Values are inherent to the universe because they are ever-
present to the Absolute. To make correct choices by value perspective
and hierarchy must be considered,
as some values are considered more important than others. Students should seek out truth and
use that truth
to guide the choices they make in life. Must be motivated to seek out and work to find truth; this will then be applied to their own lives and the choices they make. Will not make up truth but be willing to discover that which is absolute. Teachers should be prepared to help their students learn what is best for them at the time. The teacher must be mature both emotionally and culturally; the
teacher also must be enthusiastic about learning and be an embodiment of values. Teachers must also be respectful of their students
and recognize
every student's dignity. Younger or more inexperienced
teachers should also have mentorships with older and more experienced teachers. Focus lies entirely on seeking out absolute truth
and applying it to life. This will take precedence to
vocational training as a person should first seek out to be a good human. This is the main goal of education; any
type of additional training is secondary. However, curriculum is also supposed
to prepare students for life; the goal is
to show students how to recognize what is important to learn. What is taught and learned should always be based on what we know. There
should be immersion in cultural heritage and
learners should study
their ideas in
order to find
absolute truth that is found in the macrocosmi
c mind. Critics state that the education given is too altruistic and abstract; there is no specific job training or guidance to succeed in a technology given
global environment. REALISM (Aristotle)
Metaphysics
Epistemology
Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodolog
y
Criticisms
Reality is outside of and separate from our minds. Objects exist and are known for their dimensions of matter and form. We can learn about them
and there is an Knowledge comes from sensation; the
information gathered from
use of the five
senses. These sensations are
then conceptualize
Rationality makes up a person's power. Being rational in thought allows a person to make A student should always be ready to learn and keep their attention on the matter being taught, regardless of The teacher is
to be educated sufficiently to know how a subject will relate to other areas. He or she should also The underlying focus of realism is to see the good in being human. Every
part of life can
contribute to this in some Logic and critical thinking should be studied. Rationality is
the highest state a person can achieve and A focus on self can detract from having a strong moral or ethical standing. Simply having knowledge does not make a person good.
objective order that occurs for learning about objects. d an classified
in our mind. The focus lies on being a systematic spectator and then finding the design or base plan of the world and
universe. Referred to as spectator theory, as all knowledge comes from forms of observation. choices and
act based on their knowledge of reality Ethics should also be defined by this same rationality. other interests. The student also has rights to self-
realization and also holds the primary responsibility
for their learning. be self-aware of their own competence levels. The goal of the teacher should be to let the student reach
their highest potential, and
should be equipped to do so in using
multiple methods of instruction. way, and so curriculum must be ordered in a faship that is appropriate for the learner's state
of development and their readiness to learn. Additionally, the most effective way to learn about
reality is to study through well-organized
subject-matter
disciples. therefore must be cultivated and encouraged. A person can
define themselves in how choices are made as well as coming to self-
realization by utilizing their full potential for excellence. A person should also integrate themselves fully by asking various roles
in the correct order. NEO-SCHOLASTICISM (Thomas Aquinas)
Metaphysics
Epistemology
Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodolog
y
Criticisms
Developed during Middle Ages,
a blending of
Aristotle's Realism and Christian doctrine. Holds to a dualistic view of reality in which a human has both a spiritual and natural side. This allows for cultivation of
both reason and spirituality. Governed by the hierarchical design of the Church and its teachings. The sanctioned teachings of the church were considered the leading authority, utilizes both faith and reason, allowing humans to be rational and able to learn through observation and sensation. Additionally, this knowledge is to be increased in the knowledge, understanding and acceptance of Church doctrine. Humans have freedom of will, but should strive toward a higher purpose, or
the beatific vision. Beatific Vision is seen as an opportunity
to be in God's presence. Humanity acted correctly when using reason but would never be fulfilled under after death and receiving full union with God. A student is to always strive for self-
improvement
in realism, and to be willing to work toward this improvement
. Thomism is more demanding in
that a person should seek to improve both their natural and spiritual self. Rests on beliefs withing the Christian church
A strong and skilled communicato
r who can pass skills or knowledge to the learner. The instructor
should be mature and hold a well-
organized and
disciplined level of knowledge and skills. Most instruction will occur verbally, and these instructional times should be carefully worded to serve as a stimulus in order to encourage and motivate the learners. Instruction Commonalitie
s in human nature and culture are significant beyond differences in changing societies and policies. There is special emphasis on spiritual formation and
growth, and there is also emphasis given on the formation and
practice of reason. Education should allow for activities and knowledge that will improve both human nature
and spirituality. Similar to Idealism and
Natural Realism. Uses hierarchy of generality, leaving those concepts that are most abstract and durable at the top and those more specific in lower levels.
Emphasis is placed on matters of spiritual import, but knowledge of the environment
in which a person lived also received focus so that
well-being Aquinas himself felt that having knowledge would not make a person good. It
is also impossible
to reach full knowledge until after death when
a person is in the
presence of God.
should always
be used in a way that begins with knowledge that is familiar to the
student and allows them to end the lesson with new knowledge. Teaching is a calling to serve humanity. economicall
y could be achieved. Modern Philosophies
PRAGMATISM (William James, John Dewey)
Metaphysics
Epistemology
Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodolog
y
Criticisms
Considered an American challenge to traditional assumptions and considered metaphysics to be unverified statements and thoughts. Experience determines beliefs and is
subject to change. Knowledge comes from experience and observations using scientific methods. Morals and values are subject to change, as they are based on situation and society.
To seek growth and learn through
errors and experience. The student should have goals and follow the leadership provided by the teacher to reach these goals. Teacher should guide learning, based on the learner’s needs. Direction should be given based on intrinsic aims or acting
in a student’s interest. Humanity and their experience are one whole
and should not be separated into
different subjects like math or science. Instead, should be broken into three segments that
would engage students, enlarge their experiences into the surrounding communities and world, and organized knowledge such as arts, sciences, humanities and social sciences. Lessons will be taught to encourage problem solving and scientific observation and theory. Disputed by realists and idealists, particularly in that pragmatism undermines a search for total truth. Also seen as negatively impacting cultural heritage.
EXISTENTIALISM (Nietzsche, Kierkegaard, Sartre, Heidegger, etc.)
Metaphysics
Epistemology
Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodolog
y
Criticisms
The learner should be the core of the experience of learning. The learner and teacher would need to choose what they wanted to know and make it personalized to There should always be open evaluation and a Ultimately responsible for their own learning and future and motivated The teacher should also be learning with the students, while To transform a
person through self-
study and reflection. This is done Student-led, with self-
assessments
and self-
reflection being major
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Responsibilit
y and making personal choices are the main emphasis. them. willingness to grow and create values based on choices made. intrinsically. encouraging students to look in on themselves. through expression in various arts and study of humanities. component.
Contemporary Educational Theories for Transmission
PERENNIALISM (Adler, Hutchins, William Bennett, Allan Bloom, etc.)
Metaphysics
Epistemology
Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodolog
y
Criticisms
ESSENTIALISM (E.D. Hirsch)
Metaphysics
Epistemology
Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodology
Criticism
s
BEHAVIORISM (Skinner)
Metaphysics
Epistemology
Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodolog
y
Criticisms
Contemporary Educational Theories for Transformation
RECONSTRUCTIONISM (Counts)
Metaphysics
Epistemology
Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodolog
y
Criticisms
CRITICAL PEDAGOGY (Friere, Giroux, Noddings, Gloria Watkins [bell hooks], Peter McLaren, etc.)
This section might be a bit more challenging than the ones above. You are encouraged to supplement the textbook information with internet searches on the topic.
Metaphysics
Epistemology
Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodolog
y
Criticisms
CONSTRUCTIVISM (Piaget, Vygotsky, Constance Kamii, etc.)
This section might be a bit more challenging than the ones above. You are encouraged to supplement the textbook information with internet searches on the topic.
Metaphysics
Epistemology
Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodology
Criticisms