Instructions: The Instructor Will Assign You To One Of Six G

Instructionsthe Instructor Will Assign You To 1 Of 6 Groups Each Grou

The instructor will assign students to one of six groups, each designated to explore a specific educational philosophy. The goal is for each group to create an educational teaching tool that effectively conveys the core principles of their assigned philosophy to others. The philosophies include Existentialism/Humanism and Thomism (Neo-Scholasticism based on Thomas Aquinas), among others.

Each group must thoroughly familiarize themselves with their assigned philosophy by reviewing textbook materials, visiting reputable websites, and consulting relevant books from the library that explain their philosophy's key beliefs and concepts.

The final teaching tool can take various forms, such as a handout summarizing main ideas, a traditional outline of key concepts, a graphic organizer or semantic map illustrating interrelations of ideas, a glossary of essential terms, a visual chart (e.g., Venn diagram, pictorial representation) using PowerPoint or similar software, a mnemonic device with an explanation, or a PowerPoint presentation.

The assignment requires each group to include at least three citations from three credible and current sources (excluding Wikipedia), following APA format. Additionally, your submission must include a current APA cover page.

Paper For Above instruction

The creation of teaching tools based on educational philosophies is essential in promoting understanding among educators and students alike. Each philosophical perspective offers unique insights into educational processes and goals. This paper explores the key principles of existentialism/humanism and Thomism, illustrating how these philosophies inform teaching practices and educational aims.

Existentialism, rooted in the works of philosophers like Jean-Paul Sartre and Søren Kierkegaard, emphasizes individual autonomy, personal experience, and authentic self-discovery. In education, existentialism advocates for learner-centered approaches that respect students' unique experiences and promote critical thinking over rote memorization (Cranton, 2016). Educators adopting this philosophy aim to foster an environment where students develop personal responsibility and live authentically by engaging actively with their learning processes. This approach encourages curiosity, self-reflection, and the recognition of individual existence as central to educational endeavors.

Humanism, closely aligned with existentialist ideas, focuses on the holistic development of individuals, emphasizing empathy, respect, and the intrinsic worth of each learner (Rogers, 2003). Humanist educators believe that learning should be student-driven, promoting self-actualization and moral growth. Carl Rogers and Abraham Maslow's theories underpin this philosophy, promoting a supportive classroom climate that facilitates personal growth (Maslow, 1943). Practical teaching strategies include fostering a non-threatening environment, encouraging self-assessment, and emphasizing meaningful experiences that connect learning to learners’ lives.

Thomism, derived from the teachings of Thomas Aquinas, integrates faith and reason, emphasizing the harmony of theological and philosophical principles. In education, Thomism encourages the pursuit of truth through a synthesis of faith-based and empirical knowledge, fostering a balanced development of moral, intellectual, and spiritual virtues (O’Connell, 2014). The Thomistic approach advocates for a curricular integration where moral and character development is prioritized alongside academic achievement, fostering a well-rounded individual rooted in moral responsibility and intellectual rigor.

Understanding these philosophies aids educators in designing effective pedagogical strategies tailored to diverse learner needs. Integrating existential and humanist principles can lead to more engaging, learner-centered classrooms that promote critical thinking and personal growth. Incorporating Thomistic ideals provides a moral framework that supports ethical decision-making and character development, fostering well-rounded individuals capable of contributing positively to society.

In conclusion, the core concepts of existentialism/humanism and Thomism significantly influence educational practices, emphasizing individual authenticity, holistic development, and moral integrity. Teachers who understand these philosophies can create learning environments that nurture not only academic skills but also moral and personal virtues essential for lifelong success.

References

• Cranton, P. (2016). Understanding and promoting transformative learning: A guide for educators of adults. Jossey-Bass.
• Maslow, A. H. (1943). A theory of human motivation. Psychological Review, 50(4), 370–396.
• O’Connell, J. F. (2014). Aquinas and the virtue of faith. The Thomist, 78(2), 153-179.
• Rogers, C. R. (2003). Freedom to learn (3rd ed.). Merrill/Prentice Hall.
• Sartre, J.-P. (1943). Being and nothingness. Methuen & Co., Ltd.
• Kierkegaard, S. (1843). Either/or: A fragment of life. Princeton University Press.
• Cranton, P. (2016). Understanding and promoting transformative learning: A guide for educators of adults. Jossey-Bass.
• Roth, W-M. (2019). The role of philosophy in education: Inquiry, reflection, and transformation. Educational Theory, 69(3), 341–356.
• O’Connell, J. F. (2014). Aquinas and the virtue of faith. The Thomist, 78(2), 153-179.
• Wilson, J. (2018). The integration of faith and reason: The scholastic heritage in modern education. International Journal of Philosophy of Education, 52(4), 567–582.