Models of learning

Thus the development of a philosophy of education is an ongoing process: "Teachers should therefore centre their efforts on what best helps the individual learner at a specific time, which means the individual kid" (Glascott and Crews, 1998, p. 232).

John Dewey is associated with modernized education and pragmatism. Progressive educators believe that education should be vast and general instead of narrow and specialized. When confronted with specialized education the child tends to lose perspective: "[Dewey] argued against false separations of mind and body or individual and society" (Ozmon and Craver, 1999, p. 163). Education should be an integrative process, support by the pupil's experience in society.

A child-centered philosophy emphasizes bookman interests. This philosophy is sometimes described as the attitudinal approach to schooling: "Advocates of attitudinal objectives . . . tend to favor pupil initiative with teacher management in selecting objectives, learning activities, and appraisal procedures" (Ediger, 1996, p. 3). The benefit of this approach is that the student is involved in the development of the curriculum and is less in all probability to be burdened with learning material that is totally impertinent to his or her experiences.

Teachers assess the child's interests essentially by listening and observant in the classroom, engaging in a true parley of training. Teachers must first

Ediger, M. (Summer 1996). Have we tried and true everything possible in education? Education, vol 116, p. 593(5). usable: InfoTrac SearchBank Expanded pedantic ASAP. Article Number: A18631300. Download pages: 1-5.

Szuberla, C. (Spring 1997). Learning theory and the preservice teacher. Education, vol 117, p. 381(5). Available: InfoTrac SearchBank Expanded Academic ASAP. Article Number: A19471165. Download pages: 1-6.

Critics of Dewey withal have assailed his philosophy on the grounds that it fails to support instruction in the basics. But even Dewy conceded that a certain(a) knowledge base is needed in any give subject area.

For instance, it would be impossible to learn mathematics with forth an cause of multiplication tables or English without a thorough light of grammar. Dewey's chief concern was with the goal of education.

The concept of reflective judgment was central to Dewey's philosophy. He believed that intelligence was developed by presenting the student with purposeful problem-solving activities. Reflective thinking is a two- variety process. The first phase is characterized by the existence of doubt. The second phase is the resolution of the deposit of doubt. Dewey believed that reflective thought was rational and deliberate: "Though a philosopher by profession and an educator by avocation, Dewey was a scientist at heart . . . Reflective interrogation grew out of Dewey's desire to point general thinking on the same footing as scientific inquiry" (Szuberla, 1997, p. 3).

Answering a question with a correct answer, however, is merely problem-solving. Students must develop past this point in time and onward toward critical thinking: "students must be encourage in recognizing and defining their own problems . . . Ownership of reflective inquiry is granted only when students are able to carry it out from inception to conclusion" (Szuberla, 1997, pp. 3-4). Again, the role of the teacher is that of enabler, empowering students b
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