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5 I.
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Naturalism and Educatio
Naturalism A. Naturalism is based on the assumption that nature is the whole reality. Nature is a t system that contains and explains all existence, including human beings and human holds that there is but a single order of reality, which is matter in motion; many Nat especially in ancient Greece, were materialists who denied the belief in a supernatu of reality.
B. Unlike the neatly defined categories of Idealism, Realism and Thomism, Naturalism to define. There are also varieties of Naturalists. 1. Jean Jacques Rousseau (1712-1778) veered back and forth from a romantic view human nature to the rationalist perspective of the Enlightenment. 2. Johann Heinrich Pestalozzi (1746- 1827), who also used Rousseau’s ideas in his educational method, retained a belief in a supernatural God. 3. Herbert Spencer (1820-1903) recast Darwinian evolutionary theory into a sociol knowledge that stressed a highly competitive ethical system.
C. Naturalism either rejects or diminishes the importance of the supernatural, it provid clear contrast with Theistic Realism. Pragmatism barrowed some of the themes of Naturalism. D. Naturalism influenced the progressive view of the child-centered teacher.
E. Naturalism has the following common elements that contributed to the twentiethprogressive education: 1. Children’s learning should originate with direct sensory experience in their imm environment rather than with verbalism such as lectures, preachment, and book 2. Childhood is an appropriate, necessary, and valuable stage of human growth and development; the curriculum and instruction should low from the child’s impuls instincts. 3. Childhood and adolescence are not of one piece but are cumulative stages of hu development that have their own readiness for learning and appropriate learnin exercises. 4. The school should not be regarded as separate from but should be an extension Read Free Foron 30this Days Sign up to vote title child’s environment.
Master your semester with Scribd & The New York Times Special offer Only $4.99/month. II.for students: Rousseau: Proponent of Naturalism
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A. According to his book Confessions , Rousseau, who was born in Geneva, Switzerland
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Inequality among mankind
1
of 3
Design Theory and Its Critics
Bazin. a Reading of the
Search document
proper. Rousseau has Emile develop naturally, on a country estate, away from corru social institutions and conventions. True to his belief that human beings have their timetable for learning, Rousseau organized education according to Emile’s stages of development. For each stage of development, the child, Emile, showed signs that he ready to learn what was appropriate to that stage; his actions, or learning episodes activities, were also appropriate to the particular developmental stage. Based upon stages, human learning could be viewed sequentially with educational results that w cumulative.
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D. Rousseau’s concept of childhood shar ply contrasted with the view of the child that w dominant when he wrote Émile. The early eighteenth century view, still influenced John Calvin, saw childhood as a necessary evil to be gotten through as quickly as po Children, particularly the very young, were dirty, noisy, mischievous, and prone to idleness. In the traditional view, the “good child” was as adult like as possible. The “ child”, a miniature adult was dutiful, quiet, and obedient. The shorter the time devo childlike play, games, and behavior, the better. Seeing the child as a primitive innoc Rousseau viewed childhood as the most natural stage of human development. It wa that was to be enjoyed and savored as long as possible. III.
Naturalist Themes in Education A. Nature and the Natural 1. Nature and “the natural” were the key elements in educational theory. This view human nature as being originally good or at least unspoiled contrasted sharply w doctrine that human beings fell from grace because of sin. 2. In many commentaries, the Naturalist in education are referred to as reformers were rebelling against supernaturalism, religious indoctrination, classicalism and verbalism in education. Rather than looking to the supernaturalism of the Churc You're Readingthe a Preview Greek and Latin classics as authorities, Naturalist looked to nature as a sourc truth and human experience. Unlock full access with a free trial. 3. Naturalists were influenced by the Enlightenment. They view nature as a univers mechanism of which human beings are a part. If nature was mechanism, the hu Download With Free Trial beings could discover how it functioned. Education was to prepare people to fol human nature and to live according to its dictates. They were revolutionary in th questioning of the old order. The old order would be natural in both society and education.
B. Epistemology, Knowing, and Naturalism 1. In terms of epistemology, Naturalism was not a radical departure from Aristotel Natural Realism. Indeed, it was an early form of scientific realism. 2. In terms of educational method, naturalism signaled radical departure from verb a method of instruction. Naturalism’s focus was on sense experience as a means Read Free For 30this Days analyzing or breaking down reality into its components. It saw reality Sign up to vote on title in each ind rather than in the whole. Useful Not useful Cancel anytime. 3. Naturalists stressed simple beginnings, immediate experiences, and concrete ca Special offer for students: Only $4.99/month.
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Inequality among mankind
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Design Theory and Its Critics
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4. Education for moral development had both positive and negative aspects. Enjoy suffering the consequences of one’s own action was its own reward or punishm
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D. Human Growth and Development In developing their educational theory, naturalist look to human beings to pr both clues and cues for education. As they go through the life span from infancy to human beings exhibit stages of development. The theory of stages of development special kind of educational “appropriateness”. Instead of preparing a person for an appropriate social or economic role, Naturalist construe appropriateness as being co the person’s readiness and development. That is, education should not be training t either a prince or a peasant. IV.
The Naturalist Curriculum For Naturalist, genuine education is based on the readiness and needs of the being. For many of the nineteenth-century Naturalist reformers and the twentieth-c progressives, the child’s nature, interest, and needs provided the basis of the curric Children learned what they were ready to and wanted to learn. Human experience p a richly varied range of activities that led to growth and development. Naturalists an later-day adherents saw learning as activities, projects, and problem-solving.
V.
The Teacher and the Learner 1. Rousseau’s ideal “natural” teacher a. The tutor is a person who is completely in tune with nature. He is aware of h nature and its stages of growth of development, does not force the student but rather encourages him/her to explore and to grow by his interactions wi environment. You'reisReading a Preview b. The tutor, as an educator, not in hurry to have the student learn. He is pat permissive and nonintrusive. The student learns when he is ready to learn. A Unlock full access with a free trial. teacher encourages the learner’s own self -discovery. c. The teacher emphasizes activity, exploration and learning by doing. He is no Download With Free Trial teacher who stressed books, recitations, and amassing information in literar
2. The nature of the learner a. The child is a noble savage, a primitive unspoiled by the vices of a corrupting b. The child’s needs, instincts, and impulses are to be trusted and rel ied upon a ingredients of further education.
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