To put it simply, the history of western education and philosophy were intertwined at first.
According to status, we can divide these theories into authoritative theories and non-authoritative theories.
Authoritative "ism" includes permanence, eternalism, behaviorism and positivism.
Non-authoritarianism includes progressivism, reconstruction, humanism and constructivism.
1. Eternism: The principle of knowledge is eternal, and the training of individual mind should be emphasized. Courses should focus on mathematics, language, logic and classics.
According to huntings and adler.
It is teacher-centered and opposes student-centered progressivism. It is similar to essentialism, but different. The common ground is teacher-centered, but the difference is that eternity emphasizes personal development, while essentialism emphasizes essential skills and tends to specialization.
Eternism has two main branches: secular eternalism and religious eternalism.
2. Essentialism: Its thought is based on idealism and realism. Attach importance to mental training, core knowledge and classroom-centered teaching, and advocate that the role of education lies in spreading the cultural heritage of human society and cultivating good social citizens. Its courses are mainly literature, foreign languages, history and religion, and its teaching methods are mainly teaching, memorizing, memorizing, testing and practicing.
Represented by B. Conant, W. W. Brickman, Thomas H. Briggs and Hernam Harell Horne.
1930 rose early and flourished in the United States, and its thoughts came from realism and idealism. Compared with eternalism, essentialism pays more attention to primary and secondary education and is willing to integrate into modern disciplines and some progressive viewpoints. And advocate primary school to teach basic knowledge: English, mathematics, science, history, foreign languages.
Teachers are respected as authorities because of their high level of knowledge.
3. Behaviorism: It is believed that human moral behavior can be explained by external stimuli, which is closely related to realism. Pay special attention to the relationship between environment, behavior and reaction. Therefore, a person's moral behavior is not innate, but determined by the environment. The task of education is to develop a learning environment for students' good behavior, and the teaching of drinking course should be based on behavioral goals.
Represented by B.F. Skinner John? Both John Watson and Pavlov made contributions.
This theory originated from the American psychological school in the early 20th century, and the earliest derivation of behaviorism can be traced back to the end of 19, when Edward? Thorndike initiated the law of effect, pointing out that the result of behavior will constantly strengthen future behavior.
4. Positivism: It holds that the actual history of inflammation is the core of proper thinking, and rejects the essence, intuition and unpredictable mind. Knowledge comes from sensory intuition and a large number of physical investigations, and the observed facts are valuable. Therefore, students should be encouraged to learn from observation, and the curriculum content of the school also comes from the knowledge constructed by experts from observation and drinking measurement.
Represented by the French philosopher A. Comte
It is a philosophical and ideological education view with "practice verification" as the core. The purpose of positivism is to put forward the objectivity of knowledge.
5. Progressivism: Thought should be tested by experimental morality, and the basis of learning morality comes from skepticism of learners. It is hoped that school education will emphasize how to think, not what to think, encourage diffuse thinking, faithfully learn moral process, not moral structure, and pay attention to experience-centered moral courses.
Dewey is its representative.
Progressives strive to reform and modernize local schools. The most striking thing in this era is the explosion of schools and students, especially in the rapidly developing urban areas. 19 10 years later, the town began to build high schools. By 1940, 50% of young people have obtained high school diplomas. As a result, the educated middle class has proliferated and become a grassroots supporter of progressivism. In the progressive era, many counties have passed compulsory education laws. School hygiene and health education have been paid attention to, and physical education and health education have become more important and popular.
6. Reconstructionism: Originated from 1930' s, it was close to utilitarianism and existentialism during the Great Depression, and advocated the idea of re-establishing a new social order, which was conducive to the realization of partnership democracy. Therefore, students should be taught to analyze important world times, explore their arguments and then develop a better new world in the future.
Represented by G.S.Counts and T.Braneld.
It believes that progressivism pays too much attention to personal values and is easy to fall into laissez-faire and anti-intellectualism.
It advocates cultivating students' social critical ability and developing students' skills of understanding society and influencing social change. Help students solve social problems with personal interests instead of adapting to existing social views. Attach importance to students' participation in associations and make use of social association resources.
7. Humanism: It is believed that everyone is born with good nature, is free, and is not dominated by others. Education should cultivate free and self-fulfilling individuals. The whole education process should pay attention to students' feelings and nature. The starting point of ideal education lies in the individual, not from the great ideal, the outside world or the whole mankind. Teaching methods should emphasize students' individual differences and individual needs.
Represented by J. J. Rousseau.
Humanism attaches importance to rationality, the role of teachers and the enthusiasm, initiative and interest of children.
8. Constructivism: quite close to existentialism, emphasizing teaching and learning based on hands-on operation and activities to develop students' own thinking framework. Teachers should spend their time designing teaching situations instead of imparting knowledge. Real learning comes from learners actively building their own framework, not from teachers. Therefore, students are encouraged to engage in criticism rather than factual knowledge.
Represented by Piaget.
The main purpose is to understand how various activities in the development process trigger children's autonomous learning and how teachers can properly play the role of supporters in the learning process.
For example, teachers sometimes intervene when children have conflicts, but he only emphasizes finding out the problems and encouraging children to seek solutions and mediate by themselves. In addition, although children complete the learning process through "direct participation in person", they are learning by doing, rather than relying on others to "tell them" what will happen. Children infer, discover and draw conclusions by themselves without interference. Teachers should not only observe children's learning, but also attract them in their activities, marvel at their discovery and stimulate their rational thinking with difficult problems.