Learning Theories and Philosophies as Applied to Schooling
  Representative Philosophers or Learning Theorists (1) Student Actions Teacher Actions Subject Matter Emphasized Desired Educational Outcomes
Existentialism (2) Maxine Greene, Jean-Paul Sartre, Simone de Beauvoir, Soren Kierkegaard authenticity, responsibility; conscious engaged activity encourage discussion of choice in a moral and political context; promote a thorough grounding in all academic and interpersonal areas history, mathematics, literature, drama, art, crafts, social sciences, sciences (everything) conscious decision-makers choosing actions that promote freedom and community
Critical Theory (Marxian Analysis) Karl Marx, Henry Giroux, Michael Apple, Paulo Freire analysis of real conditions of everyday life, avoiding/overcoming alienation from each according to her ability, to each according to her need history, mathematics, literature, drama, art, crafts, social sciences, sciences (everything) create a world in which all children are valued equally, who work to transform existing social and material conditions toward more freedom and equality
Behaviorism B.F. Skinner respond to stimuli, learn to be self-regulating present stimuli, manipulate learning environment, create behavioral contracts, offer reinforcement subject areas that can be directly observed, measured, and evaluated quantitatively orderly self-regulation
Cognitivism/ Developmentalism Maria Montessori, A. S. Neill, John Dewey, Waldorf Schools, Reggio Emilia Schools pursue one's authentic interests in community with others create learning opportunities, use of manipulatives, joint and individual projects, field trips real life learning opportunities relevant to the child's interests and needs life-long self-directed learning, and authentic participation in community life
Social Constructivism John Dewey, Lev Vygotsky, Jerome Bruner, Montessori, Reggio Emilia, and Waldorf Schools select information, construct hypotheses, collaborate with others Socratic dialogue, facilitate extrapolation, enourage students to discover basic principles, create meaningful contexts for the application of knowledge history, mathematics, literature, drama, art, crafts, social sciences, sciences (everything) create an educational community that translates into wider democratic participation
Pragmatism John Dewey, C. S. Peirce, Richard Rorty     history, mathematics, literature, drama, art, crafts, social sciences, sciences (everything)  
Social Meliorism/ Social Reconstructionism John Dewey, Maria Montesori, Pestazzoli, Marx, Sartre, Freire, Waldorf Schools     history, mathematics, literature, drama, art, crafts, social sciences, sciences (everything) work to overcome existing social problems; create a better world
Essentialism/ Idealism Plato        
Utopianism          
(1) "representative philosphers or learning theorists": Someone else making this chart might well have categorized at least some of these philosphers and educational theorists differently. Such disagreement is appropriate, and is based on differing readings of the people in question.
(2) The philosophies and learning theories listed here represent an attempt to characterize complex thinking in broad terms for the purpose of initial comprehension. Beware of "definitive" characterizations, which this chart does not attempt to produce.


2400:
| 2400 course description | 2400 requirements | 2400 syllabus | 2400 forum | 2400 class photos |

5840: | 5840 course description | 5840 requirements | 5840 syllabus | 5840 forum | 5840 ASU@WSSU | 5840 ASU |

3545/5545: | 3545/5545 course description | 3545/5545 requirements | 3545/5545 syllabus | 3545/5545 forum |

asu: | asu home | rcoe home | les home | undergrad prof. core home |

gayleturner.net links: | democracy links | gayleturner.net home | contact gayle | web site hosting |

©copyright 2003-2013 gayle m. turner