logging in or signing up DISCIPLINISM jesmirabel Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 1268 Category: Education License: All Rights Reserved Like it (1) Dislike it (0) Added: May 24, 2009 This Presentation is Public Favorites: 0 Presentation Description Mr. Jesus A. Mirabel tried to extract the real meaning of this philosophy and successfully arrived at this presentations. Through the sources mentioned herein, the concepts were organized into substantial information. Comments Posting comment... By: jesmirabel (33 month(s) ago) It's difficult to research about this topic Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Good Morning!-----JESUS A. MIRABELMAT-SCIENCEMA CHEM. EDUC.RIZAL, PHIL. : Good Morning!-----JESUS A. MIRABELMAT-SCIENCEMA CHEM. EDUC.RIZAL, PHIL. Let’s review…. : Let’s review…. Discipline (n)* Training expected to produce a specific character or pattern of behavior, especially training that produces moral or mental improvement.* Controlled behavior resulting from disciplinary training; self-control. : Discipline (n)* Training expected to produce a specific character or pattern of behavior, especially training that produces moral or mental improvement.* Controlled behavior resulting from disciplinary training; self-control. a. Control obtained by enforcing compliance or order.b. A systematic method to obtain obedience: a military discipline.c. A state of order based on submission to rules and authority: a teacher who demanded discipline in the classroom. : a. Control obtained by enforcing compliance or order.b. A systematic method to obtain obedience: a military discipline.c. A state of order based on submission to rules and authority: a teacher who demanded discipline in the classroom. 4. Punishment intended to correct or train.5. A set of rules or methods, as those regulating the practice of a church or monastic order.6. A branch of knowledge or teaching. : 4. Punishment intended to correct or train.5. A set of rules or methods, as those regulating the practice of a church or monastic order.6. A branch of knowledge or teaching. Etymology:Middle English, from Anglo-French & Latin; from Latin disciplina teaching, learning, from discipulus pupil : Etymology:Middle English, from Anglo-French & Latin; from Latin disciplina teaching, learning, from discipulus pupil Let’s proceed to our topic…. : Let’s proceed to our topic…. DISCIPLINISM : DISCIPLINISM This philosophy asserts that the mind is made up of certain faculties: memory, reason, will and judgment each of which needs special activities for its training and development. Slide 9: Education is based on specific objectives aimed at avoidance of uncertainty It emphasizes rules, laws, and standards SUPPLEMENTAL NOTES : SUPPLEMENTAL NOTES John Locke (1632-1704) an English educator-philosopher was a prominent adherent of formal discipline. He held the idea that education was a discipline; however the discipline of the philosopher should be much broader that that of the schoolmaster. Slide 11: In his work Though Concerning Education published in 1693, Locke stressed that at birth a child’s mind can be compared to a tabula rasa or a blank tablet. Locke believed that, rather than the acquisition of knowledge, moral development and the formation of desirable habits should be the chief aims of education. He advocated that in order to realize this, education should be composed of three separate but equally important components:1. PHYSICAL EDUCATION, with the underlying principles of rigid physical training or a hardening process so as to enable the child to possess a sound mind in a sound body; : He advocated that in order to realize this, education should be composed of three separate but equally important components:1. PHYSICAL EDUCATION, with the underlying principles of rigid physical training or a hardening process so as to enable the child to possess a sound mind in a sound body; 2. MORAL EDUCATION, the chief aim which was the development of virtue based on self-denial which in turn is achieve through consistent self – discipline and control of desires; and 3. INTELLECTUAL EDUCATION, the primary purpose of which was to train the mind in certain habits among which are memory reasoning and judgment gained through exercise and discipline. : 2. MORAL EDUCATION, the chief aim which was the development of virtue based on self-denial which in turn is achieve through consistent self – discipline and control of desires; and 3. INTELLECTUAL EDUCATION, the primary purpose of which was to train the mind in certain habits among which are memory reasoning and judgment gained through exercise and discipline. DISCIPLINISM: VIEWED AS SPECIALIZED FORM OF EDUCATION : DISCIPLINISM: VIEWED AS SPECIALIZED FORM OF EDUCATION IMPACT OF DISCIPLINISM TO EDUCATION: there is virtually no sense of how one discipline relates to all the others. And the tragedy is that the truth is not to be found by "disciplinism" but rather by an emphasis on the unity of all knowledge, of how it all fits together. : IMPACT OF DISCIPLINISM TO EDUCATION: there is virtually no sense of how one discipline relates to all the others. And the tragedy is that the truth is not to be found by "disciplinism" but rather by an emphasis on the unity of all knowledge, of how it all fits together. Unfortunately, disciplinism rejects the concept of the unity of all knowledge and revels in a narrow view of the world as seen from the point of view of the discipline. : Unfortunately, disciplinism rejects the concept of the unity of all knowledge and revels in a narrow view of the world as seen from the point of view of the discipline. REFERENCE:www.vernonjohns.org/vernjohns/rnintro.html http://ireadmodule.blogspot.com/2008/09/historical-foundations-of-education.html : REFERENCE:www.vernonjohns.org/vernjohns/rnintro.html http://ireadmodule.blogspot.com/2008/09/historical-foundations-of-education.html Thank you for LISTENING! --JES MIRABELFor CHEMISTRY tutorials, please visit the following websites:http://jesmirabel.sulit.com.phhttp://www.jesmirabel.webs.com : Thank you for LISTENING! --JES MIRABELFor CHEMISTRY tutorials, please visit the following websites:http://jesmirabel.sulit.com.phhttp://www.jesmirabel.webs.com You do not have the permission to view this presentation. In order to view it, please contact the author of the presentation.
DISCIPLINISM jesmirabel Download Post to : URL : Related Presentations : Share Add to Flag Embed Email Send to Blogs and Networks Add to Channel Uploaded from authorPOINT lite Insert YouTube videos in PowerPont slides with aS Desktop Copy embed code: (To copy code, click on the text box) Embed: URL: Thumbnail: WordPress Embed Customize Embed The presentation is successfully added In Your Favorites. Views: 1268 Category: Education License: All Rights Reserved Like it (1) Dislike it (0) Added: May 24, 2009 This Presentation is Public Favorites: 0 Presentation Description Mr. Jesus A. Mirabel tried to extract the real meaning of this philosophy and successfully arrived at this presentations. Through the sources mentioned herein, the concepts were organized into substantial information. Comments Posting comment... By: jesmirabel (33 month(s) ago) It's difficult to research about this topic Saving..... Post Reply Close Saving..... Edit Comment Close Premium member Presentation Transcript Good Morning!-----JESUS A. MIRABELMAT-SCIENCEMA CHEM. EDUC.RIZAL, PHIL. : Good Morning!-----JESUS A. MIRABELMAT-SCIENCEMA CHEM. EDUC.RIZAL, PHIL. Let’s review…. : Let’s review…. Discipline (n)* Training expected to produce a specific character or pattern of behavior, especially training that produces moral or mental improvement.* Controlled behavior resulting from disciplinary training; self-control. : Discipline (n)* Training expected to produce a specific character or pattern of behavior, especially training that produces moral or mental improvement.* Controlled behavior resulting from disciplinary training; self-control. a. Control obtained by enforcing compliance or order.b. A systematic method to obtain obedience: a military discipline.c. A state of order based on submission to rules and authority: a teacher who demanded discipline in the classroom. : a. Control obtained by enforcing compliance or order.b. A systematic method to obtain obedience: a military discipline.c. A state of order based on submission to rules and authority: a teacher who demanded discipline in the classroom. 4. Punishment intended to correct or train.5. A set of rules or methods, as those regulating the practice of a church or monastic order.6. A branch of knowledge or teaching. : 4. Punishment intended to correct or train.5. A set of rules or methods, as those regulating the practice of a church or monastic order.6. A branch of knowledge or teaching. Etymology:Middle English, from Anglo-French & Latin; from Latin disciplina teaching, learning, from discipulus pupil : Etymology:Middle English, from Anglo-French & Latin; from Latin disciplina teaching, learning, from discipulus pupil Let’s proceed to our topic…. : Let’s proceed to our topic…. DISCIPLINISM : DISCIPLINISM This philosophy asserts that the mind is made up of certain faculties: memory, reason, will and judgment each of which needs special activities for its training and development. Slide 9: Education is based on specific objectives aimed at avoidance of uncertainty It emphasizes rules, laws, and standards SUPPLEMENTAL NOTES : SUPPLEMENTAL NOTES John Locke (1632-1704) an English educator-philosopher was a prominent adherent of formal discipline. He held the idea that education was a discipline; however the discipline of the philosopher should be much broader that that of the schoolmaster. Slide 11: In his work Though Concerning Education published in 1693, Locke stressed that at birth a child’s mind can be compared to a tabula rasa or a blank tablet. Locke believed that, rather than the acquisition of knowledge, moral development and the formation of desirable habits should be the chief aims of education. He advocated that in order to realize this, education should be composed of three separate but equally important components:1. PHYSICAL EDUCATION, with the underlying principles of rigid physical training or a hardening process so as to enable the child to possess a sound mind in a sound body; : He advocated that in order to realize this, education should be composed of three separate but equally important components:1. PHYSICAL EDUCATION, with the underlying principles of rigid physical training or a hardening process so as to enable the child to possess a sound mind in a sound body; 2. MORAL EDUCATION, the chief aim which was the development of virtue based on self-denial which in turn is achieve through consistent self – discipline and control of desires; and 3. INTELLECTUAL EDUCATION, the primary purpose of which was to train the mind in certain habits among which are memory reasoning and judgment gained through exercise and discipline. : 2. MORAL EDUCATION, the chief aim which was the development of virtue based on self-denial which in turn is achieve through consistent self – discipline and control of desires; and 3. INTELLECTUAL EDUCATION, the primary purpose of which was to train the mind in certain habits among which are memory reasoning and judgment gained through exercise and discipline. DISCIPLINISM: VIEWED AS SPECIALIZED FORM OF EDUCATION : DISCIPLINISM: VIEWED AS SPECIALIZED FORM OF EDUCATION IMPACT OF DISCIPLINISM TO EDUCATION: there is virtually no sense of how one discipline relates to all the others. And the tragedy is that the truth is not to be found by "disciplinism" but rather by an emphasis on the unity of all knowledge, of how it all fits together. : IMPACT OF DISCIPLINISM TO EDUCATION: there is virtually no sense of how one discipline relates to all the others. And the tragedy is that the truth is not to be found by "disciplinism" but rather by an emphasis on the unity of all knowledge, of how it all fits together. Unfortunately, disciplinism rejects the concept of the unity of all knowledge and revels in a narrow view of the world as seen from the point of view of the discipline. : Unfortunately, disciplinism rejects the concept of the unity of all knowledge and revels in a narrow view of the world as seen from the point of view of the discipline. REFERENCE:www.vernonjohns.org/vernjohns/rnintro.html http://ireadmodule.blogspot.com/2008/09/historical-foundations-of-education.html : REFERENCE:www.vernonjohns.org/vernjohns/rnintro.html http://ireadmodule.blogspot.com/2008/09/historical-foundations-of-education.html Thank you for LISTENING! --JES MIRABELFor CHEMISTRY tutorials, please visit the following websites:http://jesmirabel.sulit.com.phhttp://www.jesmirabel.webs.com : Thank you for LISTENING! --JES MIRABELFor CHEMISTRY tutorials, please visit the following websites:http://jesmirabel.sulit.com.phhttp://www.jesmirabel.webs.com