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CONTEMPORARY THEORIES
AND PRACTICES
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WORLD VIEWS
Theory – smallest
Paradigm – 2nd smallest: include all the theory
INDUCTIVE= from the particular to the general/ from a part to the all.
DEDUCTIVE= from the general to the particular/ from complex to simple.
WORLD HYPOTHESE, 1942 – STEPHEN C. PEPPER
Pepper’s framework for teaching and learning (11):
1- Learning how to address the notion of teaching (perspective, methods, future class).
2- Brings awareness to the teacher (helps to explain why and how I am teaching this way).
3- What methodology fits better (choosing based on hard evidence) to what you might be teaching at a certain point. Methodology = how
4- Match a coherent evaluation of a subject.
5- Serves to look at the worlds from 4 different World Views.
6- All the 4 are regarded as having the SAME VALUE for addressing any educational issue we might to research
7- We might see ourselves projected in 1 or 2 of the World Views, as clearly keeps fitting in our personality as teachers.
8- 1 or 2 (or more) world views projected. NEVER MIX THEM.
FOUR WORLD VIEWS
1- Formism
-World Views explain everything. -Paradigm explain a part of everything
2- Mechanicism ANALYTICAL: we reduce complexity in different small parts of a whole
3- Contextualism
4- Organicism SYNTHESIS: They treat the complexity as it is. We don’t reduce it
*be aware of which point of view are you in.
1- FORMISM
KEY WORDS: Essence, habits, ideas, model, norm, plan (lesson), similarity, tradition
Formism likes to organise things in like “little boxes”. Formism is the words view that loves organization.
- Routines or habits are actions that we don’t need to think they are automatism. It helps us to be faster in our lives and it let us focus on other things Brain loves automatism.
Ex: holing a spoon.
- Challenging it’s a way to break a routine or a habits. Also we can break them accidentally, when we have to change it because an accident.
Ex: when you break your hand, you have to hold the spoon differently. You have to think about it.
- Habits are good for our brains, because we don’t have to think about it. We use formism, we do have habits or routines.
Ex: Mark Zackerberg and his T-shirt / Travelling and making decisions.
- How A and B are similar for different to other items/events?
Every time we learn smoothing new, we start applying models and habits that we already know. Formism knows that our brains don’t work and only compares situations and then acts.
- (^) Sometimes, we miss some models, some mechanisms. Like when you don’t know how to open the door of a train. You are comparing but you don’t see nothing like your mechanism. You will open the door only if you know mechanism.
How much can I recall from that experience?
- Contextualism needs us to size the moment, to live every experience, every moment. Bad times – you are realising, good times – you don’t.
- In contextualism there are no immediate effects the time that goes flying is qualitative time. Good times happen faster. Qualitative time happens faster than bad times. (I a la inversa)
When you are expecting something good to come, time moves slowly.
- Immediately – you bring back the memory and you are living it again.
- Novetty – true effect on something how truly it is. An event is honest because it happened.
- Relative – you depend on what you compare something
Ex: hands of multiculturism.
They have a framework and that’s why some people know the signification of something. A society defined that they were the “simbolo” of multiculturism.
4- ORGANICISM
Absolute, connection
Fragment, integration
Resolution, synthesis
Unity, whole
*Organicism seeks well-being → look for the best for the community/class/person ≠ individualist. Talk about fragments of a class, plural experiences.
*Contextualicism is about individual experience.
KID can be considered as a:
- Fragment: aptitudes, emotions, part of a family…
- Whole: is the union of the all the members
Organicism looks for the community and contextualism is based on the personal experience.
Butterfly’s effect: cause-effect → is a long reaction, be see in the future the effect.
MULTIPLE INTELIGENTS
Formisim- formisim
Mechaicism- mechanicism these combinations help us to understand
Contextualism- contextualism each other quickly
Organicism- organicism
JOHN DEWEY 1859-
“Learning by doing” – Dewey
(first the practice and then theory) the practice is informed by theory. Mostly practicing , an action that you have also theory, but it comes with practice.. The practice is informed by theory.
“Learning by instruction” – Herbat
(fist the theory then the practice) I have the theory but some times I need to practice (theoretical). Always theory but may not practice.
Theory vs practice
“if we teach as we thought yesterday, we rob our children of tomorrow” – Dewey
Your teaching needs to change in the time, because the world change
- Action = experience = aesthetic quality (EwAQ) (EEQ)
- Contextualism
- Scientific method
- (^) Origressive education ≠ traditional education: Dewey is against the traditional education.
John said ‘teachers should be providing actions 😊’ – Static quality.
EXPERIENCES WITH AESTHETIC QUALITY
Such experiences, every successive part flows freely without seams and without blanks (you forget something).
There are no holes (with details), mechanical junctions, and dead centers when we have an experience. Can’t do two things at once, when we are enjoying something we don’t think in another one.
Teachers are considered ARTIST. Teaching is an art and they have to promote and create EwAQ.
By: Providing creative environments (such as occupations), facilitating the hands-on approach, reproducing real-life activities.
*Because these experiences will likely have a lasting effect on the kids learning process (meaningful).
TEACHING AND LEARNING
- (^) He is well aware that subject matter (maths, s.s..) is often difficult to teach and learn.
- ‘Unguided spontaneity’ will not result in a satisfactory educational experience. *Something unplanned.
- The curriculum (the develop of contents, the content of each subject) does not teach itself or is learned because of its ostensible but unrevealed importance. *All the schools which follow the book, it needs a constant activity, you need to create new staff.
Dewey’s notion of child-centered classroom view
Does not mean learning is subordinate to the whim of the chid
Genuine learning does not take place uner duress.
OCCUPATIONS: CARPENTERY, GARDENING, COOKING, ETC
We are not going to separate kids from their capacities. – We promote doing this: teamwork, imagination, equality, society can’t separate things. School is not promoting gender balance.
-Science Laboratories
-Art and Textile
-History and English Departments
-Large kitchen
-Gymnasium
-Hammer, saw, clay, needle and cloth, knitting
- ‘Pedagogic creed’ = the most important ideas for learning. The real education comes through the simulation of the child’ powers by the demands of social situations in which he/she/ finds him/her self. The child capacities, abilities…
PRE (needed to be tested) CONCEPTIONS (right/wrong) SOLID KNOWLEDGE = FIXED THEM CHALLENGING THEORY According to the kid, we can see the mistake.
-The child’s own instinct (skills, capacities and competiences) and powers furnish (to make it solid) the material and give the starting point for all education
-I believe that education, therefore, is a process of living and not preparation for future living.
Present is the future. We don’t know how the future is gonna look like. Planning. (example: in finland when school finishes ask the students to create something that doesn’t exist but something that is gonna exist soon)
-The school life should grow gradually out of the home life… It is the business of the shool to deepen and extend the child’s sense of values bound up in his/her home life.
Do not accept ‘it’s fun’ as a justification for curriculum
