Wiki+Project-Philosophy

​​Video Needs to address issues and questions. Children have value, dignity, and the right of education. Develop naturally; needs/interests respected and given priority. The role of the teacher is to help students identify and clarify questions and guide investigations. || Knowledge that has been tested by experimentation. Dewey viewed teh scientific problem solving as the proper way to think and the scientific method as teh most effective teaching approach. || Ultimately, it is the student who decides what is worth knowing. || Broad subjects. Stong emphasis on natural & social science. Contemporaty life realities. || Use of experimentation to guide student interests. || What is learned, not how. Common cultural heritage. Not arts and humanities. || The teahers main role is to impart informatiom to students and to maintain discipline || Not vocational education. Reasoning and Thinking. || The teacher serves as a role model that demonstrates the importance of the intellect and of reason. || All **relevant** viewpoints. ||  || Essentialism || Teaching student "essential information and values" Instill the virtues of discipline and hard work. || Students need to know what their expectations are and they should not advance if they will not learn the information. || The best knowledge is the knowledge to do what is right. || Parents and teachers should decide what is worth knowing || The basics. What is learned, not how. Common cultural heritage which I think should included some arts and humanities. || || Development of the indivdual. How to think, not what to think || Dignity. Develop naturally. Students interests given priority. || Knowledge that can be tested through experimentation. || Ultimately the student. || Broad subjects. Stong emphasis on natural & social science. Contemporaty life realities. || Guide the students interests. Pose new and puzzling topics. Use of experimentation. || Progressivism || Helping individuals learn how to solve problems. Active involvement of students is critical. || All children are viewed as having value and dignity with a right to an education. || Knowledge that helps people know how to adapt to and direct change. || Ultimately, it is the student who decides what is worth knowing. || Hands on learning, field trips, broad curriculum. || Find ways to stimulate student interest and move their learning to deeper levels. || Essentialism || Teach information and values; believes in the virtue of hard work and discipline. || High standards in learning content before getting to move on to new stuff. Teacher's set rules. || Core information and values; Also ways to contribute to society || Undecided, but not in the hands of students. I think it should be up to the community and parents but still have student input as well. || Basics, Avoids Multicultural Content and arts and humanities || Model, assesser, and discipliner || Essentialism || Teach students "essential information and values", instilling the virtues of discipline and hard work. || Teacher should establish rules and maintain discipline so that students can learn. Lessons should be well-defined and all students should have high academic standards. || All students should know the "basics", as these are essential to their education. || Committees should set standards so that all students are expected to learn the same content and nobody just gets passed along through school. || The curriculum should be centered around the "basics" as there is a core of information and values that students should learn, and there should be emphases placed on what is learned. || Teachers should impart wisdom on the students and should serve as an intellectual and moral model for the students. || Essentialism || Instilling the virtues of discipline and hard work || The teacher is the authority and should establish the classroom rules || There is a core of information and values all students should learn || Give students a voice in the debate || Primary emphases on what is learned rather than how it is learned || Teachers serve as the intellectual and moral model for the student. || Progressivism || To teach students the essential and important information using problem-solving skills || Students should should all be treated as individuals and able to speak their own minds. || knowledge that can help a person adapt to change || the student || Broad subjects covering all of the basic materials. And a lot of hands on activites should be included. || To guide students to gain the knowledge that is needed. || Raise the consciousness of students about issues and problems Engage students in the learning process Include service learning activities which require applying knowledge to solve real problems || Progressivism || Helping individuals learn how to solve problems; active involvement of students is critical. Believe change in the world is a constant, instead of opposing change these educators believe that individuals need to embrace change and learn how to direct it for the betterment of society. || They should be treated as individual and given the oppurtunity to follow their own interest. Individual needs and interests must be respected. Childhood is an important stage in life. || Knowledge that has been tested by experimentation. Scientific method is a effective teaching approach. || Most often the student makes the decision of what is worth knowing.Student decisions are only used as a beginning point, the teacher directs learning of traditional subjects. Content is not necessarily broke into discrete subjects. || Very broad curriculum, any subject that will be beneficial to the students quest for understanding is a legitament subject is included. Teachers need to stimulate student interests by presenting them with realistic questions and problems drawn from the traditional content areas. || Stimulate student interest and move their learning to deeper levels. Not merely to pass information on to the students but also to know important questions to ask. || Progressivism || Help individuals learn how to solve problems using the scientific method. || All children have value and dignity with a right to an education. || Knowledge that has been tested by experimentation. || The teacher uses the student's interest to lead into the content of traditional subjects. || Cooperative problem-solving and simulations should be used in the curriculum. || The teacher should simulate students and guide their interests. || Progressivism || Facilitating the unique development of each individual, helping indeividuals learn how to solve problems, and to teach them how to think, not what to think || Students should be allowed to develop naturally, their needs and interests should be respected and given priority, help them identify and clarify questions and guide them in their investigations || Knowledge that has been tested by ecperimentation is of most worth, as well as scientific problem solving. || Using the progressive approach, the students make the decisions. Teachers direct students to the content of traditional subjects || There is a broad curriculum; room for all subjects. Teachers should have a breadth of knowledge. || Find ways to stimulate student interest and move their learning to deeper levels, expose them to new scientific and social developments, play meaningful games, inquire about their natural and social environments. || Progressivism || To keep students in touch with the changing times. || All students should be treated equally. || Knowledge that can be provd through experimentation. || Students || Broad subjects. Emphasis on scientific method. || Use of experimentation to guide student interests. || Progressivism || Teaching students how to think, not what to think. || All students have value, dignity and the right to an education. Teachers guide investigations. || Experimentation shows the worth of knowledge. || The teacher uses the students interests to decide what is taught...so the students decide. || Broad Curriculum, with hands on learning experiences such as field trips. || Stimulate and guide students. || .Leader || Truths from the past || Local people... teachers.. .proven leaders || Basics....truths from the past... || Guide...impart knowledge ||
 * || What is the purpose of Education || How should I treat student || What knowledge is of most worth || Who should decide what is worth knowing || What should be included in the curriculum || What is the role of the teacher ||
 * ** Progressivism ** || Teach individuals to embrace change and learn how to direct it for the betterment of society. Help individuals to learn to solve problems and the active involvement of students is critical. ||
 * ** Essentialism ** || Teaching student "essential information and values" Instill the virtues of discipline and hard work. || Teacher/Authority establishes rules. Students learn content. Accommodating differences is not a priority. High Standards must be met and until these are met no moving on. || The knowledge of most use is that which is essential for a person to live well and contribute to society. || There is disagreement about who should define what is essential, but students do not have a voice in the debate. || The basics.
 * ** Perennialism ** || Developing the intellect and the learning of enduring truths or principles that have passed the test of time. Emphasis on "practical" information. || Teacher should push students to use their minds more and develop powers of reasoning. This should be done by bringing them into contact with great ideas. || The classics of Western Civilization should be taught. These are great truths that have stood the test of time and are believed to be unchanging. || Teachers should choose information that is tried and true || Great thinkers of the past.
 * ** Reconstructionism ** || Building a just society. Values and moral development are very important. Students also need to learn how to make decisions and take action that will produce a better world. || Students need to be involved in identifying issues and problems and given the freedom to pursue the information they need to explore and make decisions about the issues they define. Reconstructionists believe that even students in the elementary grades should be given the right to vote in national elections. || Needs to address issues and questions. || Students make decisions on what needs to be learned. Teachers Use content and information to help identify critical issues that need to be investigated. || Critical Issues ||
 * Critical issues & injustices.
 * Bingaman, Tracy
 * The teachers main role is to impart information to students and to maintain discipline || ||
 * Ericsson, Kristen K. To prepare students for a fulfilling career, while educating them to be kowledeable in many different areas to prepare them for real-life situations. || Treat students as an equal. Mutual respect, while honoring the students' individuality and learing styles for full learning potential. Encourage them to ask questions about things that might seem very sure. || Knowledge for a satisying life along with tools for everyday life. || A combination of students and their teachers and parents, with the students leading the way. || A gereralized curriculum along with subjects that are chosen by the student, particularly an emphasis area. || Guide, nourish, encourage, respect students in order to establish trust and high learning standards. ||
 * Evelsizer, Ross J. Progressivism || How to solve problems using the scientific method. Facilitating the unique individual. || Each child has a right to an education and should be allowed to naturally develop. || Knowledge that has been tested by experimentation is worth knowing. || The student || Curriculum should include a breadth of information with an emphasis on science || stimulating students in their interests ||
 * Geistfeld, Matthew - Prgressivism || Using scientific method.
 * Gloede, Gina A. Essentialism || Teaching essential information and values. || The teacher is the authority and should set the rules. || Knowledge that is essential for a person to live well and contribute to society. || Not defined, but students do not have a voice in the decision. (This is where I do not agree...I feel as though students should have some say in activities and such.) || The basics: reading, writing, arithmetics. || To impart information to students and to maintain discipline. ||
 * Ihler, Michael D.
 * Medill, Amber L.
 * Michel, Casey R.
 * Miller, Ashley M.
 * Neiman, Leslie E.​
 * Reiss, Anthony J. ||  ||   ||   ||   ||   ||   ||
 * Roeder, Joseph D.- Reconstuctionisim || Building a just society || Students need to lear how to identify new problems and issues. || Needs to address issues and questions. || Students make decisions on what needs to be learned. Teachers Use content and information to help identify critical issues that need to be investigated. || Critical issues. || 
 * Shull, Mary-Lyn - Reconstructionism || Teaching students how to make decisions and take action that will produce a better world. || Students need to explore and make decisions about the issues they define. || Content needs to address issues and questions. || Teachers insist that students thoroughly investigate the topic and gather all relevant information. || Students make decisions regarding what they learn. || Engage students in the learning process. ||
 * Stricherz, Abby R.
 * Tvedt, Ryan W.
 * Van Stedum, Ann
 * VanKekerix, Erin- Progressivism || To let students come up with their own answers by asking questions and seeking answers. || All students have the right to develop naturally. They have value and dignity and a right to an education. || Knowledge that has been tested by experimentation. || The teachers uses what interests the students and brings that into the curriculum. || Broad subjects. || Guide students through games, exposing them to scientific and social developments. Know the important questions to ask the students to keep them interested. ||
 * Wald, Timothy J.
 * Whitney, Megan P.
 * Wilson, Vanessa R. ||  ||   ||   ||   ||   ||
 * Wilts, Ashley J. - Reconstuctionism || Building a just society (no rich and no poor). || An emphasis is placed on students taking learning into their own hands. (Students identify issues and work through active involvment). || Content needs to address issues and questions. || Students. || Critical issues that need to be investigated. || Engage students (especially in service learning) and to raise the students consciousness. ||
 * Dr. Fiegen - Perrinialism || Truths.... || Model...