Question 2: The philosophical system of educational philosophy is a relatively young subject from the perspective of the history of the emergence and development of educational philosophy, so the system and content are still in the stage of different opinions. Judging from the educational philosophy works at home and abroad, it can be roughly divided into two different systems: ① the educational philosophy system centered on the basic problems of education; (2) Educational philosophy system with emphasis on the study of educational school. The former can take Dewey's Democracy and Education as an example. There are 26 themes in the book, ranging from the essence and function of education to teaching materials, teaching methods, knowledge and morality. The latter can be represented by Introduction to Educational Philosophy by contemporary American educational philosopher G.F. Niler, which tells about several main schools of educational philosophy, such as pragmatism, progressivism, essentialism, eternalism, reformism, existentialism and analytical philosophy. Some educational philosophy works have both of these systems, such as Modern Educational Philosophy by J.S. brubeck, a contemporary American educational philosopher. In this book, besides discussing school and society, educational objectives, curriculum, methodology, professional rights and obligations, various schools of contemporary educational philosophy are also introduced and analyzed. Before the founding of the People's Republic of China, most of the educational philosophy works in China belonged to the first system, and some of them adopted the second system. His exposition mainly includes basic issues such as educational essence theory, educational teleology, educational value theory and educational methodology. Some people also discuss education from the perspective of ethics, ethics and aesthetics, or from the perspective of mind, knowledge, morality and sociology. In a word, although the system is different, in a word, one is to discuss the education problem from the philosophical system, and the other is to make a philosophical analysis on the basic problems of education.
Question 3: Factionalism, as an important contemporary school of educational philosophy, why is it enduring?
Essentialism is a school of modern western educational thoughts, also known as traditionalism education and conservatism education, as opposed to progressivism education. Emphasize the importance of "ethnic experience" or "cultural inheritance" and emphasize systematic learning centered on disciplines. It appeared in the United States in the 1930s, became the mainstream in the 1950s, and lost its dominant position in the United States in the late 1960s.
Question 4: What is the basic viewpoint of essentialist educational philosophy? Essentialism is a school of modern western educational thoughts, also known as traditionalism education and conservatism education, which is opposite to progressivism education. It appeared in the United States in the 1930s, became the mainstream in the 1950s, and lost its dominant position in the United States in the late 1960s.
The essentialists have different philosophical views, but they are consistent in their educational views. They all emphasize the importance of "ethnic experience" or "cultural inheritance", and think that the experience of most people who have passed the test of history is more meaningful than their personal experience, and more meaningful than the experience of children who have not passed the test at all. They also believe that there are "all kinds of best things in culture" in human heritage. There is "a basic core of knowledge", that is, the so-called common and unchanging cultural elements, which includes all kinds of basic knowledge, skills and traditional "attitudes" and "ideals". These elements are for everyone to learn. The main task of the school is to teach the younger generation the common elements of these cultures.
Essentialists are critical of progressive education (see Progressive Education Movement). Baglai believes that progressive education emphasizes learners' interest, freedom, current needs, personal experience, psychological organization and students' initiative, but ignores efforts, discipline, long-term goals, ethnic experience, logical connection and teachers' initiative, completely abandons strict academic performance standards as the basis for upgrading, and ignores the systematicness and orderliness of learning. Therefore, it not only reduces the quality of education, but also weakens the "democracy" in the United States. Kandel believes that, like a progressive educator, attention to learning must be based on the principles of learners' ability, interest and purpose; However, essentialists believe that those interests and purposes must be transformed by experienced teachers, because teachers are the masters of the logical organization of teaching materials and understand the process of educational development. These views of Baglai and kandel are the most common views of essentialists.
Essentialist educators emphasize systematic learning centered on disciplines, advocate restoring the status of various disciplines in the educational process, and compile teaching materials in strict accordance with the logical system. They also believe that some subjects with special value for cultivating students' thinking, such as Latin, algebra and geometry, should be regarded as general compulsory courses in middle schools. Essentialists generally attach great importance to the cultivation of intelligence and believe that the resources of intelligence and moral power contained in children should not be wasted. To promote the improvement of intelligence, the goal of education should be to develop people's intelligence.
Because of the special emphasis on systematic learning and intellectual cultivation, the essentialists advocate that the leading role in the education process lies in teachers, who should belong to the center of the education system and give full play to their authoritative role; If students are not interested in learning elements, they should be forced to learn. They believe that in the process of education, students' freedom should not be regarded as a means, but as the purpose and result of the process.
Question 5: What is the school of educational philosophy that emphasizes strict requirements on students' academic level and requires students to study hard? 5. Confucian education. For example, Confucianism's eagerness to learn is a typical manifestation of Confucianism's persuasion or hard work.
Question 6: What activities in kindergarten embody the educational concept? Our kindergarten is studying children's Chinese studies recently. In the process of learning, not only enlightening children, but also our teachers have benefited a lot. The so-called teacher, preaching and teaching to solve doubts. We will also reflect on how we do it. Although Di Zi Gui and Sheng Amethyst can be read, their meanings really need practice to achieve the unity of knowledge and practice.
Question 7: The process of democratization of education; Analysis of the main characteristics of schools of educational philosophy From the 1940s to the end of 1970s, the study of British educational philosophy mainly belonged to the category of analytical educational philosophy. Loyalty and forgiveness have become one of the basic principles of Confucianism in dealing with interpersonal relationships. Academic Freedom P22 Democratization of Floating Education P266 10