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InTASC Standards Addressed in This Chapter 1 Learner Development 2 Learning Differences 4 Content Knowledge 5 Application of Content 7 Planning for Instruction 8 Instructional Strategies 9 Professional Learning and Ethical Practice
Philosophical Roots of Education LEARNING OBJECTIVES 6-1 Relate philosophy’s special terminology of metaphysics, epistemology, axiology, and logic to education. 6-2 Appraise the relevance of idealism’s goal of intellectual and spiritual growth in contemporary education and schools. 6-3 Explain realism’s emphasis on classifying and categorizing subjects in the curriculum in relation to its view of reality. 6-4 Design lessons based on pragmatist epistemology that applies the scientific method to problem solving. 6-5 Generalize the existentialist belief that “existence precedes essence” to learning and social situations in high school. 6-6 Apply postmodernist deconstruction to a chapter in a textbook that you are using in a college course or to a textbook in a subject that you are teaching. 6-7 Construct curriculum models that reflect essentialist principles. 6-8 Select three books that meet the perennialist criteria of a “great book” for inclusion on the reading list of a high school class in American literature. 6-9 Design an elementary school field trip that is based on the childcentered progressive project method. 6-10 Appraise the critical theory argument that the official curriculum reinforces the domination of favored groups and marginalizes the contributions of disadvantaged ones.
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Richard G. Bin gham II / A
This chapter was revised by Gerald L. Gutek.
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