《哲学、心理学、与教育社会学概论(英文)课件.ppt》由会员分享，可在线阅读，更多相关《哲学、心理学、与教育社会学概论(英文)课件.ppt（43页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、introduction to philosophy,introduction to philosophy,psychology and sociology psychology and sociology of Educationof EducationCreatedbyJeffStraussMAEducationalFoundationsBranches of StudyPhilosophical Theories of Human Existence:Pre-Socratic,Medieval,Modern,19th and 20th CenturyTheories of Human B
2、ehavior and Development:Biological,Religious,Psychological,Behavioral,Socio-culturalHistorical Eras:Ancient,Dark Ages,Enlightenment,Age of Reason,Modernism,Industrial,InformationSociological Theories of Society and Cultures:Structuralism,Conflict Theory,Marxism,Critical Theory,Post-ModernismPhilosop
3、hyFromtheearliestbeginningsofrecordedhistoryithasinvolveddiscussionsanddebatesnotjustabouttruth,butwhatareourmethodsofinquiryintotruth.Sooneofthedifferencesbetweenphilosophyandstraightforwardscientificinquiryisthatinphilosophytheissueisntmerelyaboutwhatthetruthis,buthowwecanknow what the truth is.Ap
4、hysicistandbiologist knowthings,butthephilosopherasks,How dotheyknow?Itisforthatreasonthatphilosophyisoftendescribedasasecond-orderactivity:thinkingaboutthinking,knowingaboutknowing.25CenturiesSincePhilosophyandScienceHavealteredonly1wordEverythingismadeofwaterEverythingismadeofairEverythingismadeof
5、theindeterminateboundlessEverythingismadeoffireEverythingismadeofnumbersEverythingismadeofatomsEverythingismadeofquarksAristotlePlatoSocratesThe ancient Greeks as a starting point for western civilizations The ancient Greeks as a starting point for western civilizations philosophical traditionsphilo
6、sophical traditionsLos Tres AmigosLos Tres AmigosSocrates(470to399B.C.E)“Theunexaminedlifeisnotworthliving”ThisstatementsetsthestageforarevolutionaryprogressionofWesternthinking.ThattheindividualisresponsibletoanswerquestionssuchasWhatmeaningdoIwanttogivemylife?HowshouldIlive?Whatreallymatters?Whati
7、struthandhowcanIknowit.IntrinsicValuePlatoandtheAllegoryoftheCavePlatoviewedtheworldofappearancesasanillusionTrueknowledge(ideas)couldnotbesoughtthroughthesensesWisdomrequiresustoseebeyondsenseexperienceandtolearnabouttheunderlyingfirstprinciplesandcausesofthings.Aristotle(384-322B.C.E.)Aristotlecol
8、lapsedthephysicalworldofmatter(therealmofappearances)andtheworldofideastoexplainchange.HesawthesoulasnotindependentofthephysicalbodyHeinventedthesyllogism(deductivelogic)aswellasinductivelogicDecentintoTheDarknessMarcusAurelius(121-180)14thEmperorofRome.HeregardedChristiansasthemostsubversiveanddang
9、erouselementwithintheRomanEmpireandwarnedthatifChristianswereallowedtocorrupttheintellectandsoulsofthecitizensofRome,theEmpirewouldfallTheywouldhavebeenwisetoheedhiswarningsMedieval PhilosophyMedieval PhilosophyBy 3By 3rdrd century C.E.,Roman Empire is unwinding century C.E.,Roman Empire is unwindin
10、gBecause they were no longer persecuted the Because they were no longer persecuted the Christians were now winning more convertsChristians were now winning more convertsCatholic philosophy developed from the view of Plato,Catholic philosophy developed from the view of Plato,the Stoics and Neo-Platon
11、ists dominated Western the Stoics and Neo-Platonists dominated Western thought for a 1000 yearsthought for a 1000 yearsAugustine,Averroes,Maimonides,AquinasAugustine,Averroes,Maimonides,AquinasOckham,Bacon,Martin Luther,CopernicusOckham,Bacon,Martin Luther,Copernicus MartinLuther&TheReformationMarti
12、nLutherdealtthesymbolicblowthatbegantheReformationwhenhenailedhisNinety-FiveThesestothedooroftheWittenbergChurch.Thatdocumentcontainedanattackonpapalabusesandthesaleofindulgencesbychurchofficials.TranslationoftheBibleintoGermanfromtheLatinbrokeRomesstrangleholdonthe“Word”The RenaissanceThe Age of Mo
13、dern PhilosophyEmpiricismDescartes:“IthinkthereforeIam”Kant:TheTranscendentalIdealistHegel:TheAbsoluteIdealistImmanuelKantNot“howdoesanobjectaffectthemind”but“howdoesthemindaffectanobject?”Transcendentalism:Spaceandtimearenotpartofthenoumenalworld,butconstructsofthemindHegelMuchasAristotlecollapsedt
14、hephysicalworldofmatter(therealmofappearances)andtheworldofideastoexplainchange.Hegelpavedthewayfornottranscendingbeyondthephenomenalworldorinwardlytothementalfaculties(empiricalandtherational)buttobreakthroughlogicalcategoriesthemselves.TheImplicationsFromKanttoHegeltherewasanenlightenmentThispaved
15、thewayforexistentialisminwhichtheindividualisprimaryandexistenceisunderstoodinindividualistictermsSonowComtespositivismisbasedinpartonthenotionthat“social”verificationisanecessaryconditionfortruthandmeaning.SociologyThePlayersandTheoriesFunctionalism:Weber,DurkheimConflictTheory:Marx,EngleCriticalTh
16、eory:FrankfurtSchoolSemiotics:Pierce,SaussurePragmatism:WilliamJames,JohnDeweyPostModernism:Foucault,LyotardMAXWEBERBureaucraticcoordinationofhumanaction,Weberbelieved,isthedistinctivemarkofmodernsocialstructures.HierarchyofauthorityImpersonalityWrittenrulesofconductPromotionbasedonachievementSpecia
17、lizeddivisionoflaborEfficiencyConflictTheory&KarlMarxThe following are four primary assumptions of modern conflict theoryCompetitionStructuralinequalityRevolutionWar.FrankfurtSchoolTheywereconcernedtodevelopcritical theoryfromtheworksofKarlMarx,whilstradicallyrevisingmanyMarxianideas.Theygreatlydeve
18、lopedthecritiqueofthemassmediainmasssociety(whattheyreferredtoastheculture industry)andtheirworkisthereforeattherootofmuchMarxiancriticismofthemassmedia.Astheysawit,thecultureindustryplayedahighlymanipulativeroleinmodernsocietyandservedtocontrolorsubvertoppositionalconsciousness,thusremovinganythrea
19、ttothedominantcapitalistclass.Thepossibilityofrevolutionarytransformationofsocietywasseenbythemasbeingeffectivelyexcludedbyadominantbureaucracywhichwassupportedbythecultureindustry.critical theoryDevelopingfromtheworkoftheFrankfurtSchooltheorists,criticaltheoryhasalwaysbeenmultidisciplinary(perhapsm
20、oreaccuratelysupradisciplinary),drawingonsociology,literarycriticism,philosophy,psychology,artcriticism,politicalscienceandmanyotherfields.Centraltocriticaltheoryisanemancipatoryimperativedirectedtowardstheabolitionofsocialinjusticeandfocusedprincipallyonacritiqueofideology,showinghowrepressiveinter
21、estsunderlietheostensiblyneutralformulationsofscience,politics,economics,cultureingeneralInphilosophy,wherethetermisextensivelyused,itappliestomovementsthatincludepost-structuralism,deconstruction,multiculturalism,genderstudiesandliterarytheory,sometimescalledsimplytheory.Itemergedbeginninginthe1950
22、sasacritiqueofdoctrinessuchaspositivismandemphasizestheimportanceofpowerrelationships,personalizationanddiscourseintheconstructionoftruthandworldviews.POSTMMO OD DE ER RN NI IS SMM3MajorTheoriesofDevelopmentPsychoanalyticTheories:Stresstheimportanceofchildrensunconsciousthoughts.Itisheavilycoloredby
23、emotionandinfluencedbyparentsastothechildsdevelopmentCognitiveTheories:Stresschildrensconsciousthoughts.BehavioralTheories:Stresstheeffectsoftheenvironmentontheorganismtoadapt,learnandchangeBehaviorismDefinitionBehaviorismisatheoryofanimalandhumanlearningthatonlyfocusesonobjectivelyobservablebehavio
24、rsanddiscountsmentalactivities.Behaviortheoristsdefinelearningasnothingmorethantheacquisitionofnewbehavior.ConstructivismDefinitionConstructivismisaphilosophyoflearningfoundedonthepremisethat,byreflectingonourexperiences,weconstructourownunderstandingoftheworldwelivein.Eachofusgeneratesourownrulesan
25、dmentalmodels,whichweusetomakesenseofourexperiences.Learning,therefore,issimplytheprocessofadjustingourmentalmodelstoaccommodatenewexperiences.Freud,Sigmund-(1856-1939)Responsiblefordevelopingtheoriescentraltopsychoanalysis,thepsychologyofhumansexuality,anddreaminterpretation.Hismajorcontributionwas
26、inpointingtoconnectionsbetweenaberrantbehaviorandtheunconscious.TheId,EgoandSuperegoLevVygotsky:SocialDevelopmentTheoryThemajorthemeofVygotskystheoreticalframeworkisthatsocialinteractionplaysafundamentalroleinthedevelopmentofcognition.Vygotsky(1978)states:Everyfunctioninthechildsculturaldevelopmenta
27、ppearstwice:first,onthesociallevel,andlater,ontheindividuallevel;first,betweenpeople(interpsychological)andtheninsidethechild(intrapsychological).Thisappliesequallytovoluntaryattention,tologicalmemory,andtotheformationofconcepts.Allthehigherfunctionsoriginateasactualrelationshipsbetweenindividuals.H
28、owardGardner:MultipleIntelligencesDefinitionThistheoryofhumanintelligence,developedbypsychologist,suggeststhereareatleastsevenwaysthatpeoplehaveofperceivingandunderstandingtheworld.Gardnerlabelseachofthesewaysadistinctintelligence-inotherwords,asetofskillsallowingindividualstofindandresolvegenuinepr
29、oblemstheyface.JeanPiaget:GeneticEpistemologyTheconceptofcognitivestructureiscentraltohistheory(Schemas).Therearefourprimarycognitivestructures(i.e.,developmentstages)accordingtoPiaget:sensorimotor,preoperations,concreteoperations,andformaloperations.Inthesensorimotorstage(0-2years),intelligencetakestheformofmotoractions.Intelligenceinthepreoperationalperiod(3-7years)isintuitiveinnature.Thecognitivestructureduringtheconcreteoperationalstage(8-11years)islogicalbutdependsuponconcretereferents.Inthefinalstageofformaloperations(12-15years),thinkinginvolvesabstractions.THEEND