ABU DHABI UNIVERSITYABU DHABI UNIVERSITY

College of Education Foundations of Education

Course OutlineCourse Outline

Course Number: EDA 100 Credit Hours: 3 Course Pre- requisites: Not Required Course Status: Compulsory for majors/

Elective for none majors Instructor’s Name: Dr. Joyce Pittman,

Ph.D. E-mail: joyce.pittman@adu.ac.ae Tel No:

Introduction Introduction

This course aims at understanding the

historical philosophical social and psychological foundations of

education

PurposePurpose

Develop students’ awareness of the nature of teaching and the learning process and

Acquaint students with the unique features of the UAE society.

Topics include:Topics include:

educational concepts such as schooling, learning and experience

… in the light of some educational, cultural, social, historical changes in the UAE educational system

Study will also includeStudy will also include

Exploring formal and non-formal institutions and their role in education in the UAE

Discussions and readings will include school leadership and management

Learning Objectives Learning Objectives

Upon successful completion of this course, students should be able to:

Develop a personal philosophy of education statement focusing on what it means to learn, what it means to teach and what forms of knowledge are worth learning.

Examine issues of education and diversity within historical and contemporary contexts.

andand Analyze contemporary issues involved in

school politics including: finance, school board and district relations, teacher unionism, the nature of professionalism, privatization and choice alternatives.

Broaden their awareness of many complex issues found at the core of educational issues.

Finally,Finally,

Develop the potential for reflective, critical thinking, and improve ability to effectively communicate their thinking via written and spoken word

Analyze contemporary issues in school administration and management

Basic VocabularyBasic Vocabulary

EducationTheoryPrinciplesPhilosopher

Now, Part 1 of 3 short sessions during the next 3 hours.

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Lecture 1 Lecture 1 Education: Definition, Meaning Education: Definition, Meaning and Functionsand FunctionsEducation is defined in many different

ways by different philosophers and thinkers

The question is why and how these definitions manifest or “come to exist?

Reasons for Different Interpretations Reasons for Different Interpretations and Definitions of Educationand Definitions of Education

There are many reasons.However, Aggarwal’s research suggests that

most beliefs or philosophies come from one’s own outlook on life and past experiences.

1. Complex nature of human1. Complex nature of human personality personality

.

2. Complexity of human environment2. Complexity of human environment

Life is no longer simple.The World is Flat! (Friedman, 2005)

3. Different philosophies of life3. Different philosophies of life

Philosophers have defined education based on personal philosophy of life!

4. Different educational theories and 4. Different educational theories and practicespractices

Different schools of psychologyDifferent opinions

Education - How They View ItEducation - How They View It

Aristotle Aurobindo Cormenius Confucius Dayanand

Dewey Emerson Erasmus Froebel Gandhi

Harris t. William

Herbart Horne Huxley M.L. Jacks

James, William

Krishnamurti Locke Milton Montaigne

Munshi, K.M. Nehru and Munshi, K.M.

Nunn Parker, Francis W.

Pestalozzi

Plato Radhakrishnan

Raymont Redden Rigveda

Rousseau Ruskin Socrates Spencer Tagore

Brihadaranayak Upanishda

Vivekananda Webster, Daniel

Zakir, Husain Kilpatrick

The meaning of the term The meaning of the term ‘best in man’‘best in man’

Body

Mind

Spirit

How can we draw out the best How can we draw out the best in students?in students?

As educators we mustAs educators we must

Touch their heartsShare their joys and sorrowsHelp them to face problems and solve

them (Ghandhiji)

True education must draw out True education must draw out and stimulateand stimulateSpiritual Intellectual andPhysical faculties of the learners (the

children and adults)

andand

According to Ghandiji, any educational system that places emphasis on only of these four basic aspects of human personality is against the basic principle of education.

Break TimeBreak Time

Please return to class promptly in 15 minutes.

Welcome back!Welcome back!

Part 2

Education: Continuous Reorganization Education: Continuous Reorganization and and

Integration of Activities and ExperiencesIntegration of Activities and Experiences

When does education take place?When does education take place?

When new ideas combine with the old.

Education: A Process of RealizationEducation: A Process of Realization

“It curbs the animal instincts in man and shows him the way to realize his latent powers”.

Belief aspects and contributorsBelief aspects and contributors

Ghandi - drawing out the best Ross - modification of natural development Nunn - complete development of

individuality Tagore - enabling the mind to discover the

ultimate truth about our emancipation…

Each philosopher though different, express similar beliefs about how self-realization

emerges through education.

Three Experiential Activity Three Experiential Activity StagesStages

Child sees the flame

Child grasps the meaning of the flame

Child begins to perceive new bearings and

new connections

Break TimeBreak Time

Education: A Lifelong ProcessEducation: A Lifelong Process

Education is a continuous and lifelong process - ever changing.

It is the process of development from infancy to maturity

From the time we are born and thereafter - learning continues.

Education - Lifelong ProcessEducation - Lifelong Process

Education - A Lifelong Process

A Tripolar ProcessInteraction of educator's personality

EducandSocial context

A Deliberate ProcessEducator fully aware

Aims to change behaviourpersonality

Child Limitations

Psychological and SocialProcess

Educator must understandnature, interests, capacities

A Bipolar ProcessEducator and EducandInfluence each other

Part 3Part 3

Wider Meaning of EducationWider Meaning of Education

……all life thoughtfully lived is all life thoughtfully lived is education (Kilpatrick)education (Kilpatrick)Explain details of this statement Give an exampleExercise to re-enforce learning

Narrow Meaning of EducationNarrow Meaning of Education

Explain details of this statement Give an exampleExercise to re-enforce learning

Formal, Informal, and Non-Formal, Informal, and Non-Formal EducationFormal EducationExplain details of this statement Give an example of each type of

educationExercise to re-enforce learningYou may want to refer to the

Comparative Study Table to support of your example

Economic and Non-Economic Economic and Non-Economic Ends of EducationEnds of EducationEducational theory and practice far

apartWhy?

Moving on . . .Moving on . . .

Why are the Principles of International Cultural Cooperation important?

Compare/contrast the PICC principles the main features of `lifelong learning’ and emerging virtual learning environments (Internet and computers).

Education and Socio-Economic Education and Socio-Economic and Political Changesand Political Changes Factors that have influenced and shaped

educational objectives are Geographical Economic Religious Political Social Linguistic

SummarySummary

THE CLASSICAL EDUCATIVE PROCESS

Whom to EducateChild

Who is to EducateTeacher

What to EducateCurriculum

How to EducateMethods of Teaching

When to EducateMotivation

Where to EducateSchool

Why to EducateAims

EvaluationEvaluation

State what has been learned in one short paragraph and

Define ways to apply learningYou may request feedback from

lecture questions, learning activities, and readings.

Where to Get More InformationWhere to Get More Information

Other class sessionsBooks, reserved library articles,

electronic sources (E.g. google, webcrawler, scholargoogle, alta vista and other search engines)

Online discussions using blogs, text messaging, or even email to talk to other classmates about the assignments and readings.