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| Autor/in | Ediger, Marlow |
|---|---|
| Titel | Philosophical Implications in the Teaching of History. |
| Quelle | (1989), (16 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Stellungnahme; Educational Methods; Educational Philosophy; Educational Strategies; Elementary Secondary Education; Existentialism; Experimental Curriculum; History Instruction; Social Studies |
| Abstract | This paper discusses three diverse philosophical schools of thought that pertain to the teaching of history. The identification of objectives, selection of learning activities, and methods of pupil achievement appraisal are outlined for each school of thought. Experimentalism emphasizes diverse methods of instruction, a stimulating environment, and the importance of problem solving using relevant examples. Group activities are stressed in which pupils identify and solve problems. Essentialism emphasizes precise content in the study of history in which measurable objectives are predetermined and written by the teacher. Pupils are not involved in developing objectives or learning activities. Textbooks, rote learning, and memorization of facts and concepts is emphasized. Existentialism stresses the role of personal choice on the part of learners. Each pupil is responsible for choosing between competing purposes and values in an environment involving dilemma situations. The curriculum is open-ended and provides opportunities for free choice by learners. (AS) |
| Anmerkungen | ] |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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