Teaching and Doing Philosophy of Education: The Question of Style

Suissa, Judith

doi:10.1007/s11217-007-9089-4

Cited by 5 publications

(5 citation statements)

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“…Moreover, the study results demonstrated that there were positive strong relationship between educational philosophies named liberal, behavioral, progressive, and radical with both expert and facilitator teaching style. This finding in accordance with Suissa (2008) who suggests a direct relationship between educational philosophies and educator teaching style (3) . Moreover, In the Progressive, Unfortunately, few educators consider the implications of their methods or activities (1) .…”

Section: Discussionsupporting

confidence: 92%

“…Therefore, the educator becomes a philosopher of education when consideration and application of principles occur in classroom processes. Educational philosophies affect educators, curriculum, and learning materials, therefore, it is vital for educators to "engage in a process of examining what they believe and value so that educators will have a clearer sense of where the instruction and learning journey is leading" (1,3) .…”

Section: Educators Should Consider Implicationsmentioning

confidence: 99%

“…These assumptions of education, the role of the adult educator and students, and the understanding of differences among learners are all components of an educational philosophy (1,3) .…”

Section: Introductionmentioning

confidence: 99%

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Relationship between Educational Philosophy and Teaching Styles of Nursing Educators

Elkader

2014

Alexandria Scientific Nursing Journal

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Section: Discussionsupporting

confidence: 92%

Section: Educators Should Consider Implicationsmentioning

confidence: 99%

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Relationship between Educational Philosophy and Teaching Styles of Nursing Educators

Elkader

2014

Alexandria Scientific Nursing Journal

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“…anlaşılmasının güç, oldukça soyut ve karmaşık olması (Bassham ve Austin, 2008;Popkin ve Stroll, 1993;Rosenberg, 1996;Ünsal, 2016 ), uygulama ve pratikten daha çok teorik olması (Bassham ve Austin;Elias ve Merriam;Suissa, 2008) şeklindedir.…”

Section: Felsefe öğRetim Programıunclassified

Felsefe Dersinde Aktif Öğrenme Tekniklerinin Kullanımı

Ünsal¹

2017

Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi

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ÖZBu çalışmanın amacı, ortaöğretim felsefe dersinde aktif öğrenme tekniklerinin kullanımına yönelik öğretmen görüşlerini belirlemektir. Nitel araştırma deseniyle yürütülmüş bu çalışmada öğretmenlerin olguyu açıklayacak birincil kişiler olması nedeni ile olgubilim yöntemi kullanılmıştır. Bu kapsamda araştırmanın çalışma grubunu, 2016-2017 eğitim-öğretim yılında Milli Eğitim Bakanlığına bağlı Kahramanmaraş ilindeki farklı ortaöğretim kurumlarında görev yapan 10 felsefe öğretmeni oluşturmuştur. Araştırmada veri toplamak için yarı yapılandırılmış görüşme formu kullanılmıştır. Verilerin analizinde içerik analizi tekniğinden faydalanılmıştır. Verilerin analiz sürecinde çalışmanın amacına uygun, literatür doğrultusunda tema, alt tema ve kodlar oluşturulmuştur. Oluşturulan tema ve kodlar görselleştirilerek yorumlanmıştır. Öğretmenlerin kullandıkları aktif öğrenme tekniklerinin soru-cevap, beyin fırtınası, kavram haritası, örnek olay, tartışma, hikâye, altı şapkalı düşünme olduğu sonucuna ulaşılmıştır. Öğretmenler aktif öğrenme tekniklerinin dersi eğlenceli hâle getirme, dersin verimini arttırma, kalıcı öğrenmeyi sağlama, dikkati arttırma, derse yönelik önyargıyı kırma, özgüveni arttırma, öğretmen-öğrenci iletişimini arttırma ve öğrencinin değerlilik bilincini arttırma şeklinde öğrenciye birçok avantaj sağladığını belirtmişlerdir. Son bölümde ise araştırmanın sonuçları tartışılmış ve öneriler sunulmuştur. ABSTRACTThis study was motivated to reveal teachers' views on the use of active learning techniques in Philosophy class which is offered as a compulsory part of secondary education curriculum in Turkey. Phenomenological design was adopted in the study considering the fact that the sampling was constituted by the teachers who were supposed to explain the given phenomenon. Accordingly, 10 philosophy teachers working at various institutions of secondary education affiliated to the Ministry of National Education (MoNE) in Kahramanmaraş in 2016-2017 Year, Turkey participated in the research. The data were collected through a semistructured interview form developed by the researchers. Themes, subthemes and codes were Felsefe dersinde aktif öğrenme tekniklerinin kullanımı… 1014 constructed based on the results obtained from content analysis and existing literature. Subsequently, they were illustrated and discussed/ interpreted. The findings have shown that such active learning techniques as question-and-answer drills, brain storming, conceptual mapping, cases, discussion, storytelling, and six-thinking-hats are frequently used by the teachers. The participants have also reported that these techniques are exclusively useful in making classes enjoyable, increasing efficiency of the classes, making learning permanent, increasing attention and self-confidence, eliminating prejudices against the class, improving teacher-student interaction, and improving students' feeling of worthiness. The study concludes with the discussion of the findings, and practical implications.

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“…Changes to the practices of teaching philosophy of education, as well as the growing number of sociologically oriented studies in education have provoked ample discussion on methods, tools, "style" and prospects of research in philosophy of education (see, for instance, [Alexander, 2006;Suissa, 2008;Chambliss, 2009;Biesta, 2011;Hayden, 2012]) .…”

Section: Introductionmentioning

confidence: 99%

Philosophy of Education: An Overview of Contemporary Foreign Literature

Zavaley¹

2014

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Abstract.The article gives an overview of foreign research on the key topics in contemporary philosophy of education. The first two sections are devoted to discussing epistemic, moral and political objectives of education. The last section discusses one of the most controversial topics of contemporary philosophy of education-the professional status of teachers. Ability to comprehend critically social and political conditions of formation and spread of knowledge appears to be one of the essential epistemic objectives of education. Attention towards implicit fundamentals of expert knowledge and ability to find relevant information to verify beliefs are epistemic virtues contributing to formation of an autonomous cognizing individual. Among ethical objectives of education, we have traditionally singled out personal autonomy, ability to live a full social and economic life, comprehensive personal development, civic (democratic) competencies, and cooperation skills. The last twenty years, largely due to feminist and communitarian criticism, have witnessed development of an attitude that consists in finding the paramount goal of education in inculcating the ideals of love, care and community spirit, instead of autonomy of a rational individual. Implicitly ethical objectives of education are closely related to "distributive" objectives that define the final provider of teaching efforts. Having analyzed discussions on professionalization of teachers' activities, we conclude that, although teaching is characterized by some prominent features of professional activity, its specific nature makes it difficult to establish distinct criteria of professionalization. Keywords: philosophy of education, epistemic objectives of education, moral and political objectives of education, professional status of teachers.. Most generally, philosophy of education1 is defined, similarly to philosophy of law or philosophy of religion, as an area of philosophical knowledge which studies general issues of the nature, objectives and principles of education [Siegel, 2009. P. 3;Blake et al., 2008.

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Teaching and Doing Philosophy of Education: The Question of Style

Cited by 5 publications

References 5 publications

Relationship between Educational Philosophy and Teaching Styles of Nursing Educators

Relationship between Educational Philosophy and Teaching Styles of Nursing Educators

Felsefe Dersinde Aktif Öğrenme Tekniklerinin Kullanımı

Philosophy of Education: An Overview of Contemporary Foreign Literature

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