Job and Study Habit

John Dewey is considered to have been a pedagogical progressivist, meaning he focused on education reform by first reforming the way that the teaching was actually done. In the past education focused on teaching children facts, mostly by learning with repetition. This was a problem because it taught children information but not how to use that mindfulness with critical thinking in real-world situations. These problems led John Dewey to write a series of articles that described his views on teaching and how it should be improved upon, this is called “My Pedagogic Creed”. Dewey wanted to equally incorporate a psychological, the abilities and interest of the student, and sociological, the needs and commitments of the society, aspect into teaching. He believed that children were born with blank slates and throughout their lives they would receive guidance “unconsciously” and be molded into adults (Dewey, 1). So the introduction of these aspects would help the molded children into better citizens and that would help drive the social economy into prosperity and overall a better democratic society.

Being regarded as father of progressive education, John Dewey’s most valuable contribution lied in the promotion of practical approach to education. His progressive education method underlined the importance of experience in learning, which was contradictory to the earlier days’ traditional authoritarian and rote learning educational approach. John Dewey believed in democracy in education, suggesting a learn process by participating and doing. His educational approach also put an emphasis on the development of relevant and practical life skills for students.

Box 3.2: Why do it this way? is especially relevant, as it considers an important advantage of the experimental method. Chapter 6: No experiments are discussed in this chapter, however, the essay question requires you to discuss the value of experiments. Consider if there are certain aspects of human behaviour and/or performance that cannot be meaningfully investigated using experiments. What are the alternative methods of studying behaviour? Sections 2 and 3 of Chapter 6 are relevant in this respect.

John Dewey’s Progressive Learning Theory is defined as any various reformist educational philosophies and methodologies since the late 1800s, applied especially to elementary schools, that reject the rote recitation and strict discipline of traditional, single classroom teaching, favoring instead more stimulation of the individual pupil as well as group discussion, more informality in the classroom, a broader curriculum, and use of laboratories, gymnasiums, etc. in the school. It is essentially an umbrella theory for many theories that have contributed to what is known as, Progressive Education.

John Dewey’s beliefs are often questioned because how can one brilliant man cause so much damage for education in America? Based on his philosophies, we should question whether his intentions were to help the

However, he appears as a radical and uncompromising instructor in his essays. At the end of “What is Experimental Education”, Bourne demands education to shape all its technique towards helping its students achieving an approximate perfection. Bourne’s standard of approximate perfection equates seventy per cent accuracy in arithmetic to zero percent, requires students to always deliver accurate information and advocates that classification in education be based only on specific proficiency. It is evident that Bourne is zealously giving his own instructions to American educational system. Should Bourne’s instructions be implemented, children will be classified and measured in the same “rigid measure” (198) but with different contents. Maybe Bourne is so concerned about current situation of experimental education system in America that he can not refrain himself from urging

I found your reply very relatable. I understood when you said it might be difficult for you when going to college because the study habits aren’t there yet, but don’t worry, I too hardly study. I think that’s what Lopez is trying to get across, as we do these dual credit classes, we’ll be going into college thinking we know everything. Although once being there we won’t have the help from our fellow classmates, and we’ll be going at different paces. It could possibly be a whole different ball game for us next year.

One of issues that learning scientists, who are devoted to design and development of various educational innovations, have to address is whether the observed finding or result as part of experiments is a good indicator of the phenomenon in the real world. In this line of thinking, learning scientists have highlighted the importance of establishing ecological validity of the design work (Collins, 1993; Young, 1995; Young, Kulikowich, & Barab, 1997). What lies at the heart of this thought is that results from the experimental setting can truly be observed from the natural setting in the real world. Such idea of ecological validity has a long history in psychological science, though there is no clear consensus on the definition of this concept

“The practitioner allows himself to experience surprise, puzzlement, or confusion in a situation which he finds uncertain or unique. He reflects on the phenomenon before him, and on the prior understandings which have been implicit in his behaviour. He carries out an experiment which serves to generate both a new understanding of the phenomenon and a

The first point that I would like to address from Contemporary Theories of Learning is that Dewey associated

When it comes to how students should learn, different people will have a different approach. Some might want to approach learning in a more hands-on way, while others may want to students to learn more independently. In addition, each student is an individual, and they each have their own ways of learning as well. One student may be more visual, while another student may approach learning in a more physical way. Each student and their unique abilities must be taken into account. While educators will have their own views on how the curriculum should be, there is bound to be some overlap as well. This is where the theories from educational theorists and authors John Dewey and Ralph Tyler become part of the conversation. John Dewey was known as one of the fathers of functional psychology, and was also an advocate for progressive education. Ralph Tyler, on the other hand was an educator who worked in assessment. Each of these men, contributed a large of themselves to the educational system, in their own ways that are noteworthy. While they may share some similarities in their approach to education, there are some notable differences as well. This paper will be used to briefly explore the similarities and also the differences that are found in the ideas from these two educational figures.

Amongst the many topics debated in education circles, it is easy to forget the choice of what we teach and why is of paramount importance. Critical reflection on the relevance of educational philosophers, both past and present, is essential to understanding curriculum choices. With regard to these statements, I wish to apply to this program as a result of a strong professional and personal interest in philosophers of education. More specifically, gaining a deeper understanding of behavioral and functional psychology in education can enhance my current work in many ways. The theories of philosopher’s such as William James have direct implications in my work. For example, by considering the role of acquisition and association of ideas in teaching and learning, I would be broadening my overall knowledge. Additionally, understanding the impact of interest, attention and memory on learning are key components that would enhance my teaching abilities and benefit my students.

In this paper, I am going to examine and compare my views on education to the great philosophers Aristotle, Socrates and Plato. Education should not be something forced on people from a very young age. We are educating our children to be master test takers who conform to the norm and not to think outside the box. My position is supported by Socrates in Plato 's The Republic and Aristotle in his Nicomachean Ethics, Book II. Because students waste too much time on testing, education should not be compulsory.

The text entitled One Step to Development revolves around the benefits and harms that K-12 curriculum brought to the Philippines. K-12 was said to be favorable in terms of three aspects namely: quality of education, job findings, and Philippine’s competency in education. As details arise, it was found out that there are more advantages in implementing the said curriculum than disadvantages and this implementation might indeed developed our country

According to Ilda (2011) on her post to the website to Get Real Philippines!, Filipinos in general have the desire to be on a permanent state of euphoria or at least with being supposed to be a happy-go-lucky society no matter what circumstances they are in. Happy-go-lucky is a characteristic of a person in which he is optimistic on things around him, takes things lightly, and often smiles.