Developing an educational philosophy statement or rationale during the design of a Postgraduate Diploma in Higher Education practice at the Nelson Mandela Metropolitan University.
2. Order of presentation
• Brief Introduction
• Readings
• Presentation & discussion
• Developing of individual philosophy
• Collating philosophies into one document
Rita Kizito PGDip Development NMMU March 2017
3. Why develop an
educational philosophy?
• To dialogue and articulate individual educational and
subject/ discipline/professional values;
• To negotiate and agree a shared vision and some
common values.
In order to:
• Inform a more coherent choice and sequence of
programme outcomes; content; teaching, learning and
assessment approaches in the programme;
• Assist in the transparency of the programme’s key vision
and values to students and other stakeholders
(UCD Curriculum Review And Enhancement Guide, 2015)
Rita Kizito PGDip Development NMMU March 2017
4. What does the rationale do ?
• Ensures that we have an understanding of what every HE
practitioner needs to know and be able to do ( absolutely
necessary, nice to know, unnecessary),reduces gaps
• Ensures that the curriculum is at the required level –
scope and depth
• Helps us make decisions of whether we should follow
traditional methods ( textbooks) or reimagine the
curriculum
• Helps us articulate utility of a programme – Career
progression, promotion, academic advancement ?
• Helps us articulate purpose – lifelong learning, developing
problem solvers, critical thinkers?
Rita Kizito PGDip Development NMMU March 2017
6. “Philosophy of education is an activity of scientific
inquiry which enables one to understand the
situations of communities, ' `lived experiences”…
(Waghid, 2004, p.56)…
“There is no well-established tradition in the
philosophy of education, either as regards its
methodology or as regards its subject-matter, as
there is in other branches of philosophy”
( Wilson, 2003, p.280).
Philosophy of
Education
Rita Kizito PGDip Development NMMU March 2017
7. Think about your deep
philosophy…
Deep sense of the purpose – what do you value?
What is important?
How does this fit in with the community, and your
university?
Rita Kizito PGDip Development NMMU March 2017
9. IDEALISM RealismPragmatism Existentialism
Empiricism
valuing ideas over
experience or action,
reality is that which
exists mentally
stresses the role of
experience and active
learning
Objects exist regardless
of how we perceive
them
Critical
Realism
focuses on value questionsthe importance and
value of change,
process and relativity
combines a general philosophy of
science (transcendental realism) with
a philosophy of social science
(critical naturalism) to describe an
interface between the natural and
social worlds.
Plato, Descartes,
Kant, Spinoza,
Leibniz, Hegel,
Schopenhauer
Aristotle, Comenius,
Pestalozzi, Herbart,
Montessori, Hobbes,
Bacon, Locke
Locke, Kolbe…
Kierkegaard, Sartre, Nietzsche
Dewey
Bhaskar, Sayer, Archer
Philosophical Foundations
Rita Kizito PGDip Development NMMU March 2017
10. Educational Philosophical Perspectives
Perennialism Essentialism Progressivism Reconstructionism
Focuses on
personal
development
Focuses on the
important skills to
promote the
intellectual growth
of the individual
Focuses on advances
in science,
technology,
economic
development to
promote democratic
and social living
Focuses on
reconstructing
society by instilling
habits and values to
improve and
reconstruct society
education for change
Involves a
constant
curriculum
focusing on
classical subjects,
literary analysis
The curriculum
focuses on
essentials skills of
the 3R’s and
essential subjects of
English, Science,
History, Math,
and Foreign
Languages
Subjects are
interdisciplinary-
nary, integrative and
interactive.
Curriculum is
focused on students
interest, human
problems and affairs
The curriculum
focuses on present
and future trends and
issues of national and
international
interests
Rita Kizito PGDip Development NMMU March 2017
11. Is there room for an African
Philosophy of Education?
“Simply put, an African philosophy of
education explores the lives of African
communities and their situations”
(Waghid, 2004, p.56)
Rita Kizito PGDip Development NMMU March 2017
12. Constitutive elements of an
African philosophy of
education ( Waghid, 2004)
Reasonableness
and rationality
Moral maturity
and refinement
Deliberative dialogue
Importance of being
reasonable and the ability of
people to articulate clear,
logical and defensible
arguments
Honesty, faithfulness, duty
and empathy for the well-
being of others in her
community
Progressive `structures of
dialogue and argument’
where one listens to what
the other has to say
The curriculum should
involve educational problem
solving by offering
possibilities as to what is
achievable and whether
achieving it is desirable
The curriculum should
empower communities to
participate in their own
educational development
and use critical pedagogy and
self-reflection
In these dialogues,
intellectual skills are used
methodically in addressing
the African predicament
Rita Kizito PGDip Development NMMU March 2017
13. Our common-sense theories
• Each of us have our own common-sense
theories of learning.
• These theories are based on assumptions we
carry about teaching and learning, intuitions,
reasons, beliefs and our ideas about how
people learn, and how best to support that
learning.
• How do our common-sense theories relate to
learning theory? ( Vivian Bozalek, at TALHE ,2015)
Rita Kizito PGDip Development NMMU March 2017
14. Why do we have theories of learning?
• “Theories about teaching and learning
provide frameworks for the analysis of
learning situations and a language to describe
the learning taking place” (Capel, Leask & Turner 1995,
p.213).
( Vivian Bozalek, at TALHE ,2015)
Rita Kizito PGDip Development NMMU March 2017
15. Benefits of theories
• “… at present there is no one best description
of the learning process, just as there is no one
‘best’ way to teach. Educators can benefit
from knowing various learning theories,
because each position adds to their views on
how to engage in this very complex process”
(Hohn 1995: 5).
( Vivian Bozalek, at TALHE ,2015)
Rita Kizito PGDip Development NMMU March 2017
16. Value of understanding theories
Theories provide use with yardsticks we can use to
evaluate our assumptions informing our beliefs , to
check whether they make sense and if we can provide
evidence to substantiate their existence.
“A familiarity with the major theories, then, allows us
to examine, to evaluate, and to discipline our intuitions
and our own “theories” on human behavior”
(Craig 1980,p. 30).
Rita Kizito PGDip Development NMMU March 2017
17. Existing Learning Theories
• An index of a list of fifty of the most influential
educational theories which inform the design of
learning can be found at the Learning Renaissance
• The actual list can be found here: Learning Theories
The five fundamental learning theories are :
Behaviourism
Cognitive
Constructivism
Social
Constructivism
Connectivism
Associated
Theorists
Watson,
Pavlov,
Frederic
Skinner
Thorndike,
Bandura
Kolb
Gagne -Conditions of
learning
Ausubel -Prior
learning
Bloom - Taxonomy of
Educational
Objectives
Vygotsky
Leontev
Engestrom
Lave & Wenger
Bruner
Siemens
Downes
Rita Kizito PGDip Development NMMU March 2017
18. Overview of the fundamental learning theories
Behaviorism Cognitive Constructivism Social Constructivism Connectivism
View of
learning
Learning is change in
observable behaviour
shaped by
conditioning or
response to a stimulus
Learning involves active
assimilation and
accommodation of new
information to existing
cognitive structures.
Mental models and
discovery by learners are
important.
Learning is a socially
meaningful activity
focussing on
conceptual
development through
collaborative activity
supported by others
(learning in the ‘zone
of proximal
development’ - ZPD
Learning (defined as
actionable &
connected
knowledge) , and
focusses on
connecting
specialized
information sets,
inside and outside
the learner.
View of
motivation
Extrinsic, involving
positive and negative
reinforcement.
Intrinsic; learners set
their own goals and
motivate themselves to
learn.
Intrinsic and extrinsic.
Learning goals and
motives are
determined both by
learners the
community
Intrinsic and extrinsic.
Nurturing and
maintaining
connections is
needed to facilitate
continual learning
Implications
for Teaching
& Learning
Learning is shaped by
observable learning
outcomes and regular
feedback. Learner is
usually taught using
repetition & positive
reinforcement (drill &
practice.).
The teacher facilitates
learning by providing.
The content is well-
structured content & an
environment where
learners are assisted in
developing capacity and
skills to learn better.
Tutorials & metacognitive
strategies are important.
Educator is facilitator,
guide, coach, mentor
who creates scaffolds
for learning and a
resource-rich
environments Supports
Inquiry-based learning
& mediation &multiple
perspectives.
The teacher is a
curator or expert
learner creating
spaces where
knowledge can be
‘created, explored
and connected’ .
Rita Kizito PGDip Development NMMU March 2017
19. Developing your individual
philosophy
Readings
Scheme through the following readings and spend some time
developing your own individual philosophy using the following
document for guidance. ( Individual Philosophy document).
• Carlile, O., & Jordan, A. (2005). It works in practice but will it work in
theory? The theoretical underpinnings of pedagogy. Emerging Issues in
the Practice of University Learning and Teaching. Dublin: AISHE, 11-26.
• Waghid, Y. (2004). African philosophy of education: implications for
teaching and learning: perspectives on higher education. South African
Journal of Higher Education, 18(3), 56-64.
We will then collate all the individual philosophies
into one philosophy for the entire programme.
Rita Kizito PGDip Development NMMU March 2017
21. References
Bozalek, V. (2015). Presentation at the Teaching and Learning in Higher Education
(TALHE), The Cape Higher Education Consortium (CHEC).
Capel, S., Leask, M. & Turner, T. (1995). Learning to teach in the secondary school: A
companion to school experience. London: Routledge. (RU Library 371.3 CAP).
Carlile, O., & Jordan, A. (2005). It works in practice but will it work in theory? The
theoretical underpinnings of pedagogy. Emerging Issues in the Practice of University
Learning and Teaching. Dublin: AISHE, 11-26.
Craig, G.J. (1980). Human development. (2nd ed.). Englewood Cliffs, New Jersey:
Prentice-Hall, Inc.
Hohn, R.L. (1995). Classroom learning and teaching. White Plains, NY: Longman.
University College Dublin, Curriculum Review and Enhancement Guide. [ Available at :
http://www.ucd.ie/t4cms/Curriculum%20Review%20&%20Enhancement%20Guide
.pdf]
Waghid, Y. (2004). African philosophy of education: implications for teaching and
learning: perspectives on higher education. South African Journal of Higher
Education, 18(3), 56-64
Wilson, J. (2003). Perspectives on the Philosophy of Education. Oxford Review of
Education, 29(2), 279-303.
Rita Kizito PGDip Development NMMU March 2017
22. Operant Conditioning
• Operant conditioning is a process that attempts to
modify behavior through the use of positive and
negative reinforcement.
• Reinforcement comes in two forms: positive (praise,
rewards, the red tick on assignments) and negative
(removal of undesired behavior – red cross on
assignments). The learner makes an association
between a particular behavior and a consequence.
• The term operant conditioning was developed by B. F.
Skinner. He believed that one should focus on the
external, observable causes of behavior (rather than
try to unpack the internal thoughts and motivations).
Skinner ( Psychologist)
Main strategy Objective-based instruction, competency-based
training, skills training
Teaching methods Lecture, simulation , demonstration, programmed
instruction
Assessment methods Criterion- based assessment, Multiple-choice questions
, recall items
Rita Kizito PGDip Development NMMU March 2017
23. Social Learning Theory
• Albert Bandura (1977) agrees with the behaviorist
learning theories of classical conditioning ( Pavlov)
and operant conditioning . Mediating processes occur
between stimuli & responses.
• Bandura asserts that that people learn from one
another, via observation, imitation, and modeling. The
theory encompasses attention, memory, and
motivation and is often seen as a bridge between
behaviorist and cognitive theories.
• Bandura advocates for “reciprocal determinism”,
where the world ( environment and a person’s
behavior influence each other).
Bandura ( Psychologist)
Main strategy Involves (a) attention – where factors such as previous reinforcement
affects attention ; (b) retention – remembering you pay attention to
using symbolic coding, mental images, cognitive organization;
(c) reproduction of images using self observation : (d) motivation –
based on concretes reasons such as past incentives.
Teaching methods Modelling as part of skill training where information is given (lecture),
opportunities for observation; practicing of skills, application of skills, &
provision of constructive feedback. Development of self-efficacy.
Assessment methods Problem solving, portfolio development, Case studies.
Rita Kizito PGDip Development NMMU March 2017
24. Experiential Learning – Kolb’s Learning Cycle
• Kolb argues that we learn from our everyday
experiences and that reflection as an integral part of
learning.
• Four-stage model
Main strategy Active learning where activities draw on abilities from each stage of the
experiential learning cycle , and are designed in ways that offer each
learner the chance to engage with their preferred way of learning.
Teaching methods Concrete Experience ( Laboratory methods, field experiences ,
simulations); Reflective Observation ( reflective assignments,
discussions in class, discussion forums); Abstract Conceptualization (
Lecture, presentation of a model/theory of what is to be observed;
Active Experimentation ( Learner plans to test the model/ or future
experience).
Assessment methods Exams, Projects, Paper, Presentations and Portfolios.
David Kolb ( Philosopher)
Rita Kizito PGDip Development NMMU March 2017
25. Robert Gagne – Conditions of learning
• There are several different types or levels of learning and each
level (verbal information, intellectual skills, cognitive strategies,
motor skills and attitudes) requires a different type of
sequencing of instruction.
• Nine instructional events for designing instruction and
selecting appropriate technology
✓ Gaining attention (reception)
✓ Informing learners of the objective (expectancy)
✓ Stimulating recall of prior learning (retrieval)
✓ Presenting the stimulus (selective perception)
✓ Providing learning guidance (semantic encoding)
✓ Eliciting performance (responding)
✓ Providing feedback (reinforcement)
✓ Assessing performance (retrieval)
✓ Enhancing retention and transfer (generalization).
Main strategy Appropriate sequencing of instruction so that learners are exposed to
opportunities that require decision-making and problem solving .
Learning tasks are organized in a hierarchy according to complexity:
stimulus recognition, response generation, procedure following, use of
terminology, discriminations, concept formation, rule application, and
problem solving.
Teaching methods Technology- based simulations, Role plays, Project based
Assessment methods Exams, Projects, Paper, Presentations and Portfolios.
Rita Kizito PGDip Development NMMU March 2017
26. Benjamin Bloom – Taxonomy of Learning Objectives
Benjamin Bloom
(Educational
Psychologist)
Benjamin Bloom made significant contributions to the classification of educational
objectives and the theory of mastery learning. He , together with a group of
educators developed a hierarchical "taxonomy of educational objectives"
categorized in three "domains:" Affective, Psychomotor, and Cognitive. The
taxonomy is used to motivate educators to design and created holistic learning
experiences .
Rita Kizito PGDip Development NMMU March 2017
27. Lev Vygotsky
• Vygotsky stresses the fundamental role of
social interaction in the development of
cognition (Vygotsky, 1978), as he believed
strongly that community plays a central role in
the process of "making meaning."
• His theory is one of the foundations
of constructivism, asserting three themes
related to social interaction, the more
knowledgeable other, and the zone of
proximal development.
Main strategy Active based learning where students take initiative for their own
learning experiences in a supportive, democratic and collaborative
environment. The environment is democratic, the activities are
interactive and student-centered and the teacher facilitates a process of
learning where students are encouraged to become responsible and
autonomous.
Teaching methods Experimentation, Research projects, Field trips, Video presentation,
Simulations, Tutorials, Peer-supported ;learning.
Assessment methods Exams, Pre and post testing; Oral discussions, Mind Mapping, Projects,
Case studies.
Lev Vygotsky, Soviet psychologist
Rita Kizito PGDip Development NMMU March 2017
28. Communities of Practice ( CoP)
• Communities of Practice (CoP) present a process
of social learning that occurs when people who
have a common interest in a subject or area
collaborate over an extended period of time,
sharing ideas and strategies, determine
solutions, and build innovations.
• These groups of people share a concern or a
passion for something they do and learn how to
do it better as they interact regularly.
• CoP’s require cultivation” so that they can
emerge, grow and become sustainable.
Main strategy A carefully well though purpose followed by processes of inquiry (
exploration and vision formation) ;design of activities , roles &
processes; prototype ( piloting the community with stakeholders) ;
Launching ( rolling out); growing ( numbers and networks in
collaborative projects) sustaining – assessing products outputs &
impacts on community.
Teaching methods Use physical and technology –supported infrastructure in relationship
building, collaborative learning, knowledge sharing, and action.
Assessment methods Evaluation of impact of CoP on community and individuals
Rita Kizito PGDip Development NMMU March 2017
29. George Siemens– Connectivism
• The theory of connectivism (Siemens, 2005) is
characterized as the learning theory of the digital age. One
underlying assumption in this theory is that knowledge is
distributed and can reside inside and outside of ourselves.
• Learning consists of the ability to construct and traverse
those networks where actionable knowledge is assembled
to form a network of connections arising from experience
and interactions within a community.
Main strategy Collaborative learning whereby members of a group collectively
help each other towards achieving a pre-established goal through
interaction. Collaboration makes the process of learning efficient
and relevant because of an assumption that knowledge and
expertise reside in the networks. There is room for individual and
group learning in these interactions.
Teaching methods The teacher assists the learners build and make the relevant
connections in their Personal Learning Networks (PLNs). The
teacher is a curator and directs students to appropriate resources
and other experts, and creates experiences that stimulate continual
learning. Technology is pivotal in this learning process
Assessment methods Projects, Contributions to discussions, Artefact creation.
George Siemens (writer, theorist,
speaker, and researcher)
Rita Kizito PGDip Development NMMU March 2017