Philosophy Philosophy of Education Nel Noddings Chapter 3 Analytic Philosophy What is Philosophy leaves everything as it is That is philosophy does not change the world it just makes the world clearer ID: 208798
Download Presentation The PPT/PDF document "Analytic" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Analytic Philosophy
Philosophy of Education
Nel Noddings
Chapter 3Slide2
Analytic Philosophy
What is Philosophy?
“…leaves everything as it is. That is, philosophy does not change the world; it just makes the world clearer.”
-Ludwig WittgensteinSlide3
Analytic Philosophy
What is Analysis?
A general and broad definition of analysis is:
Analysis is the process of breaking a complex topic or substance into smaller parts to gain a better understanding of it.
Analysis Interpretation
≠Slide4
Analytic Philosophy
Analytic Philosophy vs. Traditional Philosophy
Analytic philosophy works toward neutrality; leaving out the values and beliefs of the philosopher.
Traditional philosophy allows the philosopher to interject his own ideas, opinions, and interpretations.
Many philosophers reject analytic philosophy claiming that personal values cannot be set aside as they engage in analysisSlide5
Analytic Philosophy
Nel Noddings explains:
One task of analytic philosophy is to take apart concepts, words, and sentences to figure out what each part means and what role it plays in the whole.
Analytic philosophy concentrates on the connection between language and reality.
Bertrand RussellSlide6
Analytic Philosophy
The focus of Noddings Chapter 3 pertains to the philosophical analysis of teaching and its relation to learning.
What does the word
“Teaching”
mean?
http://www.youtube.com/watch?v=clZf6-P5018&feature=related
Please click the following link:
Pay specific attention to the note paper shown at :30. It is a list of what learning is and what it is not. The philosophical comments are by author and philosopher Jiddu Krishnamurti 2:50
Slide7
Analytic Philosophy
We will look at the following philosophers
’
analyses
of teaching:
Dewey
Scheffler
Komisar
Smith
MacMillian & Garrison
LairdSlide8
Analytic Philosophy
As described by
Nel
Noddings, John Dewey…
John Dewey
was
not solely
an analytic or traditional
philosopher.
- Challenged
the notion that 'teaching implies learning'
-
Believed the teacher
should be viewed as
a
guide and
director
-
Believed the initiative
to learn must
lie
with the
learnerSlide9
Analytic Philosophy
“Teaching may be compared to selling commodities. No one can sell unless someone buys. We should ridicule a merchant who said that he had sold a great many goods although no one had bought any.”
John Dewey
continued…Slide10
Analytic Philosophy
“But perhaps there are teachers who think they have done a good day’s teaching irrespective of what people have learned. There is the same exact equation between teaching and learning that there is between selling and buying.”
John DeweySlide11
Analytic Philosophy
Israel
Scheffler
sought to…
- defend
teachers from accusations of
educational shortcomings as
a result of poor
teaching, when compared
to Soviet counterparts
- demonstrate the difference of 'human teachers' from
that
of 'teaching machines' and technicians who
merely
follow scripts in the classroomSlide12
Analytic Philosophy
Israel Scheffler’s 3 criteria that characterize teaching:
The teacher intends to bring about learning.
The teacher wants her students to learn a new concept.
The strategies chosen by the teacher must be “not unreasonably thought to be likely to achieve the learning aimed at”.
It would be inappropriate to teach a child to write number symbols and then expect him to be able to know how to add.
What the teacher does must fall under certain restrictions of manner.
The teacher must teach within the relationship to the student. Teaching machines and scripted programs, Schiffler suggests, are not teaching.Slide13
Analytic Philosophy
Paul
Komisar
- sought
to protect students from an overly narrow conception
of learning
- opposed teaching
that
expected a designated
answer
for a question
-brought about a discussion of the concept of
learning
:
"
learning" vs.
real
learning/developmental
learningSlide14
Analytic Philosophy
“It is not some kind of learning, but some form of awareness, which is the intended upshot in the teaching acts...”
Paul
Komisar
Philosophers
debate/analyze
the word “discovery”. Is discovery…
A way of learning? A method of teaching?
A form of teaching characterized by a certain outcome?
Is the above considered teaching or discovering?Slide15
Analytic Philosophy
B. Othanel Smith
added to the conversation with this scenario
:If a teacher is presenting a lesson over a television and the power fails for the viewing students,
is the teacher still teaching?
Teaching is relational.
Both the teacher and the learner contribute.
One relies on the other.Slide16
Analytic Philosophy
C.J.B MacMillian & James Garrison
“Erotetic” Concept of Teaching
(Erotetic means: pertaining to questioning)
“To teach someone something is to answer that person’s questions about some subject matter.”
This is not to suggest that teachers merely answer students’ questions.
Teachers answer the questions that students
ought
to ask. A teacher does this by creating lesson plans that anticipate what the student might want to learn at their developmental stage.Slide17
Analytic Philosophy
A teacher needs to let the students know that she cares about them and their development as people in order to help them find their motivation to learn.
C.J.B MacMillian & James Garrison cont…Slide18
Analytic Philosophy
Laird suggests that real teaching comes from considering the real-life human situations children are experiencing and helping children work through those issues.
Teaching is not just instructing students on solving intellectual questions anticipated in a lesson plan.
Susan LairdSlide19
Analytic Philosophy
John Milton Gregory's Seven Laws for Teaching
http://www.youtube.com/watch?v=xCb4ZDCbye0
Additional resource reflective of the teacher/learner relationship:
The following video was made using a text to voice program. The cadence is a little strange and the animation is basic. Please listen to the message; it is definitely something to think about. 4:47Slide20
Analytic Philosophy
Consider your teaching:
Do you know and consider the intellectual predicaments of your students prior to a lesson? (anticipate their questions)
Do you know and consider the human predicaments your students are facing?
Do you allow students to be involved in constructing their own learning objectives?
Do teachers have an obligation to encourage "why" questions?
Are there times when such questions should be discouraged?Slide21
Analytic Philosophy
How will
you
decide if you have had a “good day’s teaching”?