Philosophy

Progressivism || Help students identify and clarify questions || natural and social sciences || Students interests and traditional subjects || problem solving, field trips as well as broad subjects || stimulate students and guide their interests || Learn to solve problems || Dignity and respect their interests || knowledge is temporary, know how to adapt to change || student decides || natural and social sciences; feild trips, scientific method || stimulate interests and move learning to deeper levels, laboratory or experimental methods to teach || Unique development of each individual- learn to how to think, not what to think || Students all have value and right to education. Their needs and interests should be respected and given priority. || Knowledge that has the most worth has been tested by experimentation. Knowledge viewed as temporary, not universal and stable. || Student decides what is worth knowing. The teacher uses the student's interests to lead into the content of traditional subjects. || Strong emphasis on natural and social sciences. Uses field trips, cooperative problem-solving, and simulations. || Stimulate students and guide their interests. Pose challenging questions to new topics. Use labs and experiemental methods. || Progressivism || Teaching students how to think not what to think || Students should be able to develop naturally || Knowledge is viewed as temporary, not universal and stable. know how to adapt to and direct change || Ultimately the student decides what is worth knowing || Broad curriculum including: natural and social sciences as well as field trips || Stimulating students and guiding their interets || Progressivisim || Teaching by real world examples so they have the experience to make decisions || As if everything they experience will build on their learning and how they will experience. || Knowledge that that things are always changing and knowing how to adjust to changes. || The student holds the power in deciding what is worth knowing and what information can be discarded. || Problem solving, sciences, math, social sciences || the students' interests need to be engaged and stimulated || Progressivism || Helping individuals learn how to solve real world problems; active involvement, learning from experience || Students should be allowed to develop naturally; students learning and learning style should be molded to fit their individual needs || Knowledge that has been tested by experimentation. As the world changes so should the education received by students. || Ultimately the students however the teacher should also teach content from traditional subjects. || all subjects; whatever subjects will help student delve deeper into their learning. || stimulate learners, expose learners to new developments, engage learners in hands-on and interactive lessons, and help learners solve problems. || Reconstructionism || Just Society- better world || Have confidence, give freedom, let students address issues and find a solution. || Information that is needed to address issues and questions. || Students, teacher may use content and info to help identify critical issues that need to be investigated. || .Social reconstruction, economic abundance, equality, fairness, democratic decision making || Have broad range of knowledge and be up to date, raise consciousness, engage in learning process, include self learning activities. || Help students identify and clarify questions and guide investigations || Knowledge tested by experimentation is of the most worth || The student is the one who decides what is important to know || Natural and social sciences and the use of field trips, cooperative problem-solving and simulations || The teacher's role is to stimulate the students and guiding their interests Posing questions that bring new or puzzling dimensions of a topic to light || progressivism || Students should develop naturally || Knowledge is temporary, not universal and stable. Know how to adapt to change and direct change || Students decide what is worth learning || Broad curriculum field trips || Stimulating students and guiding their interests. || Reconstrucionism || Improving the human condition through reform, building a just society and making a better world. || Studnets can identify injustice and find solutions, also, they must make decisions about the issues they discover and improve those issues by being actively involved. || What students should learn must address questions and issues. || The students should decide what they should learn and the teacher should guide them by using content to investigate issues and topics. || The curriculum should be centered around economic abundance, equality, fairness and democratic decision making. || Teacher must make the students aware of issues and also engage the students in the learning process. Lastly, they should include service learning activities in their curricula. ||
 * || **What is the purpose of Education** || **How should I treat student** || **What knowledge is of most worth** || **Who should decide what is worth knowing** || **What should be included in the curriculum** || **What is the role of the teacher** ||
 * **Progressivism** || For individuals to solve problems and have acvtive involvement. || Students should be allowed to develop naturally. Individual interests respected, and classroom gives freedom to find one's own answers. || knowledge that has been tested by experimentation. || The student's interests are used as a start point. Then the teacher builds on their interests and directs students to the content of traditional subjects as they need to find answers. || Strong emphasis on natural and social sciences. || The teacher must find ways to stimulate student interest and move their learning to deeper levels. ||
 * **Essentialism** || instill virtues of disipline and hard work || you are the authority, establish rules || the basics to function in society. || corporate leaders || basics || maintain disipline ||
 * **Perennialism** || For students to develop intellect with learning the enduring truths or principals that have passed the test of time. || Teachers should push students to use their minds and develop the powers of reasoning. Students should all encounter the same curriculum with no electives. || The classics of Western civilization that help lead to knowledge of the universal truths. || Tradition. Students are not in a position to decide what is of value for them to learn. || Philosophy, History, literature, the classics and mathematics. The highest value is placed on those subjects that exlore the human condition and address enduring questions. || This teacher must be able to get their students to delve beyond memorization to that of identifying enduring principles using the Socratic questioning method in order to push students to learn how to analyze and evaluate ideas. ||
 * **Reconstructionism** || Building a just society. || Students are capable of of identifying injustice and finding solutions. || Whatever information is needed to address issues and questions. || The students. || Emphasis of economic abundance, equality, fairness, and democratic decision making. || need to be inquirers and be engaged in investigating social problems and injustices. More to guide then to lecture. ||
 * Breit, Darin- Progressivism || Help individuals solve problems, active involvement || freedom to follow own interest, help them identify and clarify questions while guiding them in their investigations || knowledge is viewed as temporary, not universal and stable. know how to adapt to and direct change || The student decides what is worth knowing || Board curriculum including strong emphasis on natural and social sciences || Stimulate interest, know important questions to ask, teach learners how to solve social environmental and natural problems. ||
 * Busser, Jacob- Essentialism || Instill virtues of discipline and hard work. || High academic standards regardless of prior knowledge. Frequent Testing || The basics, but as society changes, so might the definition of essential knowledge. || State Board of Education which may include parents, corporate leaders, and educators. || Reading, writing, arithmetic. Secondary level should include science, mathematics, English, and history. || To impart information and to maintain discipline. Be intellectual and moral models. ||
 * Erckfritz, Amanda ||  ||   ||   ||   ||   ||   ||
 * Gartamaker, Kimberly Help individuales learn how to solve problems using the scientific method.
 * Grassel, Tyler J. Essentialism || Instill as much basic knowledge and character || Instill moral values and virtues such as respect for authority || the basics such as math, natural science, history, foreign language, and literature || Teachers or administrators || The essentialist classroom is concerned on students being taught about the people, events, ideas, and institutions that have shaped American society. || The teachers focus on achievement test scores to evaluate progress. ||
 * Hanisch, Alicia- Perennialism || Develop intellect and the learning of enduring truths or principles that have passes the test of time. || Push students to use their minds and develop the powers of reasoning. || Students should be taught the basic skills they will need as they mature and encounter rigorous study. || Teachers, local people, not the federal government. || Students should read through the works of the great thinkers of history. || Serves as a role model that demonstrates the importance of the intellect and of reason. ||
 * Helling, Jason T. Progressivism || Help prepare students for situations in their everyday lives.. || Help students learn out to solve problems and find their own answers. || Communication is a vital type of knowledge. Reading, Writing, and Arithmatic are the most important. || Schools, Students and traditional classroom subjects. || Broad curriculm with emphasis on natural and social sciences. || Stimulate students and guide their interests. Help prepare students. ||
 * Hudelson, Devin- Progressivism || Help teach students how to face real world problems || Students should be allowed to develop naturally. Individual interests respected, and classroom gives freedom to find one's own answers. || knowledge should be tested through the scientific method. People should know how to adapt and direct change. || The student's interests are used as a start point. Then the teacher builds on their interests and directs students to the content of traditional subjects as they need to find answers. || Board Curriculum with emphasis on the scientific method, field trips, simulations etc. || To stimulate and guide students interests. Teach students how to solve social environmental and natural problems. ||
 * Kerkvliet, Chalsea - Essentialism || Transmit intellectual knowledge. Instill discipline and hard work. || high academic standards || as society changes, so might what defines essential knowledge || state boards of education || basics, reading, writing, arithmetic, English history, sciences, technical fields || intellectual and moral models ||
 * McClanahan, Clarissa- Progressivism
 * Olesen, Heather M. Progressivism
 * Ollerich, Julie E. Progressivism || Help individuals learn how to solve problems using the scientific method and active involvement. || All children have value and dignity. Students needs and interests must be respected and given priority. || Knowledge that has been tested by experimentation. Knowledge is viewed as temporary, not universal and stable. || The students decide what is worth knowing. However, the teacher builds on students' interests and questions, the teacher directs students to the content of traditional subjects as they need it to find answers to their questions and concerns. || Broad curriculum with a strong emphasis on natural and social sciences. Any subject that is useful to the student in the quest for understanding. || The teacher must find ways to stimulate student interest and move their learning to deeper levels. ||
 * O'Neill, Amanda
 * Poncelet, Susan
 * Rensch, Cera
 * Rosberg, Brittany-- Reconstructionism || Creating a just society. || Be given freedom, not be censored limited in materials. They are capable in identifying injustice and searching for solutions. || whatever information is needed to address issues and questions || ultimately the students, teacher may use content and information to help identify critical issues that need to be investigated. || curricula that emphasize creating a world of economic abundance, equality, fairness, and democratic decision making. || raising of the consciousness of students about issues and problems that are important to society. ||
 * Sober, Miranda-
 * Thompson, Colleen - Perennialism - ﻿Helping individuals develop the intellect and learning ednduring truths that can be applied to any problem. || Through organized curriculum and the socratic dialogue method, this brings the student into contact with great ideas. || Knowledge that will challenge the students to develop intellectual skills and truths that have passed the test of time. || Scholars. Educators || Philosophy, history, literature, the classics and mathematics. || A role model that demonstrates the importance of the intellect and of reason and how to relate the enduring truths to the lives of students. ||
 * Thompson, Patrice-- Progressivism-- Helping individuals learn how to solve problems using the scientific method. Active involvement is critical || All children have value and dignity Let them allow to develop naturally
 * Trapp, Jeffrey L. ||  ||   ||   ||   ||   ||   ||
 * Vander Brink,Alisha Believe students should embrace change
 * Willson, Todd R. - **reconstructionist** || Purpose of education is that of building a society || Let students address problems, issues by solving them || Whatever information is need to address issues and questions || Students making the ultimate decision || A curricula that emphasize creating a world of economic abundance, equality, fairness and democratic decision making || Teachers must have a broad range of knowledge. Need to inquirers and be engaged in investigating problems. ||
 * Wilson, Alisha-
 * **Dr. Fiegen -** Perrinialism || **Truths....** || **Model....Leader** || **Truths from the past** || **Local people...teachers...proven leaders** || **Basics....truths from the past...** || **Guide...impart knowledge** ||