Foundations of education pdf

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foundation courses in education. The disciplines that make-up the foundations of education course include Psychology of Education,. Philosophy of Education. the course Foundations of Education was designed to focus on the ideological, COURSE TITLIE: FOUNDATIONS OF EDUCATION IN NIGERIA COURSE CODE: ASE NAME: MUSEDIK, Atick Akorede MATRIC NO.: 08/25OX

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Foundations Of Education Pdf

EDUC Foundations of Education. 1. Chapter Educational. Theory in American Schools: Philosophy in Action. Dr. Stewart. EDUC Foundations of . think, analyze, argue, and write – about teaching and learning, schools and society, teachers, FED Foundations of Education – Three semester hours. Foundations of Education: ▫ Meaning, nature, Scope and Aims of Education, Functions of Education, Factors of. Education. ▫ Schools of Philosophy: Idealism, .

Elementary Teachers College. The contents of this report are the sole responsibility of the authors. Columbia University. Technical Support: Hons Elementary programmes. I am especially inspired by the creativity and engagement of this updated Scheme of Studies. Foreword Teacher education in Pakistan is leaping into the future. Their contributions to improving the quality of basic education in Pakistan are incalculable. Colleges and universities that use programmes like these provide their students with the universally valuable tools of critical thinking. This updated Scheme of Studies is the latest milestone in a journey that began in earnest in with the development of a National Curriculum. I would also like to thank the distinguished NCRC members. As an educator. I am grateful to all who have contributed to this exciting process. With these foundations in place.

Thus, between and , many codes and regulations were issued by Government to regulate the quality of education in various parts of the country. Between and , each of the then three regions enacted and operated new education laws the West in , both the East and North in The initial experiment at Universal Primary Education Programme was started in the West and East in and respectively.

Such examination was to qualify candidates for certificates which were equivalent to those from similar examining authorities in the United Kingdom Mkpa, Furthermore, in , the Federal Government set up the Sir Eric Ashby Commission to identify the high-level manpower needs of the country for the future. The Ashby Report prescribed that education was indeed the tool for achieving national economic expansion and the social emancipation of the individual Mkpa, It recommended the establishment of four Federal Universities in the country, and presented some vital courses for them.

Five universities, instead of four, were subsequently opened as follows: University of Benin was later established As of , Nigeria had forty-one universities made up of twenty-five Federal, twelve States and four Private-owned.

Among them are specialised universities, including three Universities of Agriculture, seven Universities of Technology, as well as a military university, the Nigerian Defense Academy, Kaduna.

These have been established in the bid to address specific areas of national needs. Other tertiary educational institutions such as Colleges of Education, Polytechnics and Colleges of Technology were also set up during the years. The National Universities Commission NUC , established in , has the task of co-ordinating the orderly development of the Nigerian university system and maintaining its academic standards.

In , the Joint Admission and Matriculation Board JAMB was created to regulate the admission of students into the universities, taking cognizance of available spaces and federal character. Conclusion From the foregoing it was found that Islamic and Christian Education form a solid foundation to the Nigerian education given the achievements they have been able to accomplished over the years.

Also they contributed a lot to the development of teaching and learning. However, the question is, if good educational foundation will bring about a good education so as to lead to national development, why is there no development yet?

Why is corruption the product of our education? At least most of our public office holders, if not all, went through our system of education.

Why are there people whom after going through the process of this said education still remains fraudulent, oppresses people, acquire wealth in a dubious manner and embezzle public funds? In a nation where all these are devoid, the adverse would be the case as can evidently be seen in Nigerian situation. The educational curriculum needs to be rechanneled to emphasis religious education and putting it into practice needs to be enforced by the concerned agents of Government.

Since knowledge without practice is no knowledge at all according to the Pragmatist. But I think the process is less to be questioned rather the content of our modern educational system which has a great influence on the product of education individual. In the national policy on education, it can be established that Nigerian education favors cultural reconstruction, but in its attempt to achieve her educational objectives, the educational system places greater emphasis on scientific and technological development than on moral development Oyelade, As a result, the product of education as affected negatively bring about individuals who are technocrat but lack moral that equal to their knowledge of technology which results in the negative usage of their knowledge to the disadvantage of the nation.

If moral is more emphasized in the curriculum and practice is encouraged, there will be a drastic reduction if not total eradication of corrupt practices. Jimoh, S. Nigeria Journal of Islam. Mkpa, M. Available online at: January 13, Oyelade, A. Ilorin Journal of Education. Download pdf. Remember me on this computer.

Enter the email address you signed up with and we'll email you a reset link. Need an account? Click here to sign up. Help Center Find new research papers in: Student Teachers need to be aware of the sources of the aims of education. They will interpret the relationship between education and philosophy. The group activities are likely to be based around a discussion of the readings.

It highlights the concepts of learning and motivation in order to understand the strategies to address related issues. The core theme of Islamic education is explained in light of the fundamental beliefs. The Islamic philosophy is further juxtaposed with Western philosophers to help Student Teachers compare and contrast philosophies on education between the two. Meesaq-e-Madina Sources of knowledge: Educational psychology This unit enables Student Teachers to understand attempts to adjust to a child according to individual differences.

The historical foundations of education in Pakistan This last unit focuses on education policies from to Grading policy A variety of assessments should be used to review learning by Student Teachers. The role of the school in social process and socio-economic development through managing human resources is also discussed. The remainder of the grade will be determined by mid. Recommended books Students are expected to use the library.

Recommended library books will be discussed in class. Instructors should advise which pieces of coursework assignments will be graded. It also provides an opportunity to explore the core idea of democracy and its relation to education. The issues and challenges of implementing the policies are also included in the discussion.

Sociology and philosophy This unit reviews the concept of sociology and its determinants. Why did this tradition change? The forces that affect education need to be revisited and understood so that Student Teachers can make informed decisions about the goals of education.

Learning theory tells us to teach children as individuals who learn in their own unique manner. During this course. Educational psychology as a foundation of education will not be treated as a body of knowledge. Student Teachers will be invited to consider questions such as: When there were no schools.

Semester 5 Credit hours 3 credits Prerequisites Successful completion of semesters 1—4 Course description Foundations of Education is a course designed to explore the relationships between foundational disciplines that shape education.

The forces that shape education are: Learning and teaching approaches The course will utilize a variety of teaching and learning approaches to engage Student Teachers in active learning. Student Teachers will have an opportunity to apply what they learn in the course through critical inquiry into questions such as: A very cautious approach will be taken.

Student Teachers will be invited to broaden narrow conceptions of the role of education as the delivery of a packaged programme to a conception of education that has the teacher identifying unique and complicated problems and situations and creating original solutions.

Introduction to the foundations of education This unit will start by considering whether education is a process or a product.

In order to make inferences. It will then examine educational systems. They will be challenged to appreciate the development of the social and intellectual history of education that has perpetuated social injustice. Unit 2 learning outcomes At the end of this unit. Global educational issues that are experienced in Pakistan will be part of the unit. The historical foundations of education This unit seeks to provide Student Teachers with some methodological and theoretical training in historical research.

Unit 1 learning outcomes At the end of this unit. The purpose is to foster an understanding of different philosophies and how they affect education. A comparison of different schools will assist Student Teachers in developing the capacity to engage in an effective discussion of theoretical problems in education. Unit 3 learning outcomes At the end of this unit. The philosophical development of education: Major schools of thought and their implications for education This unit provides Student Teachers with a comparative analysis of philosophical schools of thought.

They will learn that good thinkers and doers borrow great ideas from different schools of thought and develop an eclectic philosophy. In this unit. Unit 4 learning outcomes At the end of this unit. What should be the role of testing and grading in education? What are the goals of education and how do instructors balance cognitive.

Student Teachers will be helped to appreciate that every society is a blend of cultures. Different theories of learning have had different impacts on education and have supported different practices.

Demography and the cultures of Pakistan that shape education In this unit. Thus we need to understand the connection between these forces and education in order to work around them. Of all these. What is a useful and appropriate balance of discovery and direct instruction? How can teachers. Every society experiences political and socio-economic trends and development.

The education and psychology nexus Educational psychologists have studied cognition. As the saying goes. Unit 5 learning outcomes At the end of this unit. Unit 6 learning outcomes At the end of this unit.

Of particular interest will be understanding how social institutions produce injustice and justice. Resources The following web-based resources may be helpful in choosing appropriate readings. Harcourt Brace Jovanovich. Other readings should be distributed as needed. My pedagogic creed. Continuum Books. Part Two: The Ancient Greeks. Your list of chosen readings may be included in the syllabus or distributed in class.

Readings Student Teachers will be expected to do a variety of readings from the library and from those resources provided by the Instructor. Evolution of philosophical activity in Pakistan.

School Journal. Pedagogy of the oppressed. Chapter 2. Family matters: Why homeschooling makes sense. The Foundation of Education course has a practical and intellectual interest for Student Teachers. Learning outcomes This course will enable Student Teachers to do the following: This course is designed to cover the conventional. The main focus of this course is on how the philosophies of great educators in the East and West have contributed to reframing education.

This course will highlight the basic concepts about education and will enhance the thinking abilities of Student Teachers. Different interactive strategies. Learning and teaching approaches Teaching and learning of the course will be through a student-centred approach. The course readings will be provided to students at the start of the course to inculcate the habit of reading.

This will also help to raise the level of in-class discussion and make the course more dynamic. Education will also be related to philosophy in order to further widen the scope. Independent learning will also be encouraged through class assignments. Teaching methodology The teaching methodology will include the following: Students Teachers will be able to do the following: The foundations of education This unit will explain how education is affected by philosophy.

It will also highlight the role of education in shaping attitudes and framing policies. Ibn-e-Khaldun and Allama Iqbal on education. Plato as the major exponent of idealism The application of idealism in education Aristotle as an educationist 6 What is realism?

The application of realism in education What is naturalism? The history of education This unit will enable Student Teachers to investigate and trace the roots of education in both the Western and the Muslim world. The method of teaching of our Holy Prophet will be explained in the Islamic way and the idea of brotherhood will be discussed in light of the Last Sermon.

Student Teachers may not be aware of these changes. How are the reports and policies launched and applied? Factors that hinder the application of the reports and policies 15 The main points of the Sharif Commission A critical review of the —80 policy The main points of the — policy 16 An analysis of the — policy Is there any need for a new policy?

This unit focuses on the relevant reports and other policies behind these changes. Education reports and policies In the history of Pakistan. There is often a sizeable gap between theory and practice in our country. The essential texts. Thousand Oaks. Prentice Hall.

Introduction to Teaching. Cases for teacher development: Preparing for the classroom. Critical issues in education: An anthology of reading. These concepts will not only enable Student Teachers to comprehend the current practices.

Course outcomes After this course. Semester 5 Description The broad goal of this course is to enable the Student Teachers to familiarize themselves with the basic underlying assumptions.

The emphasis will be on analysing the various sociological. This section contains two syllabi. Student Teachers will be challenged to interpret knowledge within its historical. The Integrated Teaching Notes section offers additional notes that have been integrated using broad themes addressed in the course. It elaborates on the foundations of education by comparing and contrasting educational issues of the past with those of today. Ideas presented here are not duplicated in the Integrated Teaching Notes.

Idealists and realists c. The unit will also help them build their critical. It will help them not only to implement their knowledge of the foundations of education. Muslims b. Essentialists d. Progressivists e. The purpose of education This unit will enable Student Teachers to understand the concept of education and its nature and scope.

The state of education in Pakistan This unit will inform Student Teachers about the religious, social, political, economic, and psychological conditions of education in Pakistan. It will enable them to differentiate the periods of education, pre-Pakistan and beyond. Student Teachers will confront the underlying assumptions and contextual factors of various challenges to education in Pakistan.

This unit will assist them in examining the work of our leaders, showing their positive and negative contributions to the education sector. Pre-Pakistan period b. Period from — c. Period from — d. Period from to date Midterm exam e. National Policy for Persons with Disabilities, f. National Education Policy, Outcomes After completing this unit, Student Teachers will be able to do the following: Practices of education This unit will enable Student Teachers to learn about the different practices of education and their roots in the foundations of education.

Critical issues that Student Teachers will face in school will be analysed. Challenges and prospects of education in Pakistan This unit will enable Student Teachers to use the foundations of education as a critical lens through which to examine the challenges facing education in Pakistan. Important issues such as the efforts towards the Islamic interpretation of education, improving the literacy situation, and the causes of the low literacy rate and high dropout rate will be discussed.

The Islamization of education b. Low literacy rates c. High dropout rates d. Poor implementation and continuation of national policies e. Gender disparity in education f. Political involvement. Poor conditions of schools h. Segregation in the education system i. Poor teacher training j. The role of teachers in nation-building k. Teacher training to address individual differences l. The move against corruption m. School for all n.

Private schooling Final term exam. Books and references Student Teachers will be expected to do a variety of readings from the library and from resources provided by the Instructor. Teaching strategies A range of teaching strategies will be adopted to enhance learning. These will vary according to the demand of the topic.

Active learning strategies, such as group discussion, will be used. Assessment Various types of assessments will be used: Teaching notes: Representative syllabus 1 Unit 1: Purpose of education — Week 1: Development of the lesson 40—45 min Interactive lecture: Write the topic and subtopic of the lecture on the board.

Students Teachers will be able to: Resources Chart for classroom and handouts for Student Teachers. The Prophet of Islam peace be upon him and his progeny also emphasized the importance of seeking knowledge in different ways: Education is a process of cognitive cartography. Seek knowledge! Educate yourselves! Be educated. Education in Islam To seek knowledge is a sacred duty. John Wiley and Sons. See Don Berg. Surat Az-Zumar.

Introduction to the philosophy of education. You are able to think accurately. Lecture notes What is education? See also: Student Teachers will be able to identify the aims of education. It is at the edge can mean many things: In this environment. If we are willing to view learning from a new perspective. At least. Assessment While giving comparisons about the topic. Session 2 Topic The aims of education Learning outcome After this session.

Allow them to change. Organize a gallery walk. Tell the groups to read the articles. Write down their initial views on the aims of education. Conclusion 10 min Bring back the brainstorming points that were developed at the beginning of the lesson and ask Student Teachers to look at their points. This may be more appropriate as a homework assignment prior to the session.

Three sets of two groups each will get the same article. Distribute them to the groups. Development of the lesson 20—25 min Reading: Divide the Student Teachers into six groups. A critical review of the aims of education in western tradition. There are three articles on the aims of education.

Ask the Student Teachers what comes to mind when they hear this phrase. The aims of education. Article 1: Session 1 Topic Education as a social change agent Learning outcomes After this unit.

Every aspect and incident needs education for its sound development. It is called a force for social development. The human senses. Life without education is meaningless and like the life of a beast.

Session 3 Topic The nature and scope of education Prepare a presentation for the session. You can select any one of the Student Teachers to moderate the discussion.

Social change and education: An overview. The following resources may be helpful: He pursues the acquisition of knowledge to resolve his problems.

Student Teachers will be able to differentiate the general. He cooperates with others. Use the inquiry questions for a guided discussion. Through education. You can give an inquiry task during the previous session. This belief is based on the assumption that the brain is like a muscle that develops with mental exercise. Education develops the following social qualities in people: Some of the basic and general aims and objectives of education in society are as follows: Talk about the aims of education according to these categories.

Notes to use in preparing an interactive lecture are provided below. Notes for preparing an interactive lecture Aims of education Education for intellectual attainment: Interactive lecture. To this end. The objectives of Islamic education for an individual and society are as follows: Education for individual development The potential of each person is developed through education.

A desired change. Transferring values Education transfers the cultural. A person should be mentally. Society also needs trained workers after high school. The same is true about other states and religions that wish to transfer their culture to the next generation. Our education system is transferring Islamic cultural and religious values. Attempts must be made to educate all citizens.

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It expects people to be active and dynamic in the social order. Education for vocational preparation Schools should produce students who can enter the workforce and become productive. Each person is unique. Education is seen as the vehicle for personal development. To explore the new dimensions of science and matter The main aim of education is to enable an individual and society to explore new ideas and have more information about the material world.

Education as social change agent Education is a very powerful social change agent. The Islamic aims of education Islam is a very dynamic and practical religion. Assessment While discussing the topic. Inquiry Inquiry is the basis for all science and relies on using data. The modern approach is to focus on the big ideas and not allow students to become engrossed in minutiae. Constructivism Students must use information to understand concepts and generalization rather than just learn facts by rote.

The modern aims of education 1. Tell them to list the advantages of education that can contribute to the betterment of an individual. Learning to use information Educators recognize that it is impossible for a student to learn everything there is to know about a subject. Concept development As noted. They must be able to apply the meaning of the acquired information. Be sure to notice the active participants. Ask the Student Teachers to write down at least ten modern aims of education.

Skills like acquiring. Learning outcome Student Teachers will be able to explain education and society. A forum of teachers and scholars from all over the world assesses problems in education and society to produce balanced and comparative social and economic perspectives.

Additional points to make about education: Development of the lesson 40—45 min Interactive lecture to be developed around the main points in the table below: Education promotes socializing. Children whose parents take an interest in their education show a willingness to learn.

It also prepares youngsters for adulthood. Education and society What is education? What is society? The Telegraph. Agent of change. Causes of the decline of education in Pakistan and its remedies. State of education in Pakistan.. Lack of basic education fuels rise in Taliban and extremism in Pakistan. Origins and Issues by Mike Cole. Pakistan Observer. What is the relationship between education and social change? References Kumar. Routledge Analysis of higher education in Pakistan.

The weakest link: A report on undergraduate education in Pakistan. Islamic Publications Limited. Pakistani policy documents on education Bengali. Ethno-national movements of Pakistan: Domestic and international factors.

Foundation of Education

Population Census Organization. Oxford University Press. The crises of education in Pakistan. Sustainable Development Policy Institute. Development of education in Pakistan. S Kalyani Publisher. Islami Tehzeeb aur us ke assol-o-mabodi. Philosophical and sociological foundation of education Rev. Philosophical and sociological foundations of education.

Statistics Division. Academy of Educational Planning and Management. Imagined communities: King Abdul Aziz University. Vanguard Books Ltd. National Book Foundation Islamabad. Lall Book Depot. Government of Pakistan. Your introduction to education: Explorations in teaching. Principles of education. Curriculum and teacher education. Literacy efforts in Pakistan: From rhetoric to action. National Education and Training Commission.

Education in Pakistan. Kanishka Publishers. History of education: Policy making and planning in Pakistan. Institute of Policy Studies. Language and politics in Pakistan. Ministry of Education. Learning to be: The world of education today and tomorrow. Books and references Ahmed.

Allied material of Foundations of Education Course Code Foundations of education. Ethnicity and politics in Pakistan. Ministry of Religious Affairs. Planning Commission. Proceedings of the Pakistan educational conference 27 November-1 December Ministry of Interior.

Education sector reforms: Action plan — The education policy — Proceedings of the second meetings of the Advisory Board of Education for Pakistan 7th—9th February National Education Policy. Education Division. National Education Policy: Economic survey — New education policy.

Report of proceedings of the fourth meeting of the Advisory Board of Education for Pakistan. Report of proceedings of the sixth meeting of the Advisory Board of Education for Pakistan.

Report of the Commission on National Education. Finance Division. Wherever possible. The main focus of the course is to train and equip Student Teachers to become agents of change in society so that they can cultivate values and an aesthetic sense in their students. In all the foundation areas there is an implicit connection between an idea and its eventual application in real-life situations. Semester 5 Prerequisites Successful completion of semesters 1—4 Course description This course starts with the foundational knowledge upon which education is based.

Teaching-learning approaches This course will employ interactive teaching-learning approaches. This knowledge base is addressed from three different perspectives: Learning outcomes After completing the course. Student Teachers will be helped to recognize that the development of a civil society depends on the education of the young as responsible.

They will consider how teachers can promote logic and ethics in students and the importance of aesthetics in learning. Educational philosophies This unit will assist Student Teachers in comparing the ways in which different philosophies in education attempt to answer the following questions: What is education?

What is the purpose of education? What does it mean to know something? This will enable them to identify the general theoretical perspectives that can be used to describe and explain a philosophy. Introduction to the Foundations of Education course Disciplines such as philosophy. This is a challenging task requiring a deep understanding of ethical principles. This unit will build connections between schools and different philosophical beliefs that form schooling practices.

Student Teachers will build their own philosophy. It will assist Student Teachers in identifying the components of their philosophical thought. The unit will also discuss the sources of knowledge in Islam. It will enable Student Teachers to compare and contrast the perspectives of Muslim and selected Western philosophers.

Comparative analysis of the philosophical perspectives of Muslim and Western philosophers This unit will explore the sources of educational aims in Pakistan. Student Teachers will deliberate on current schooling practices in order to critique them and bring about positive social change.

Sociological foundations What is the relationship between education and society? Formal schooling as a concept is not particularly old.

Education in Pakistan This unit will focus on the different educational policies of Pakistan and their relevance to the objectives of education.

The knowledge-based economy This unit will focus on the contribution of education to the economy and the economic order.

It will also highlight and critique how education is linked to innovation and economic growth in a knowledge-based economy. It will also address global challenges of education as they are experienced in Pakistan at the school. It will call attention to the fact that when societies focus solely on economics. National Book Foundation. Majeed Book Depot. The course will be assessed on an ongoing basis through coursework.

Institute of Islamic Culture. History of Islamic education. Atlantic Publishers. A handbook for teaching and learning in higher education: Enhancing academic practice. Maxford Books. Harper and Row. The faculty will provide coursework assignments and quizzes as and where necessary. Educational philosophy of the Holy Quran. Introduction to the philosophy of education 2nd ed. Grading policy University-approved grading policy will be practiced.

Routledge Falmer. References Chandra. Principles and foundation. Development in education. An introduction to educational philosophy and history. Learning outcomes At the end of this unit. Student Teachers will become familiar with the concept of the foundations of education and the relevance of philosophy to education.

Representative syllabus 2 Outline of content Unit 1 Introduction to the Foundations of Education course Unit outline including outcomes and resources Unit 2 Educational philosophies Unit outline including outcomes and resources Unit 3 Comparative analysis of the philosophical perspectives of Muslim and Western philosophers Unit 1: Introduction to the Foundations of Education course Outline In this unit.

It should help them recognize that the development of a civil society depends on the education of the young as responsible. They will be helped to appreciate that the purpose of this course is not to teach different disciplines like philosophy. Write down all the meanings they suggest. Take as many ideas as time permits. Let Student Teachers say what they understand about the meaning and concept of the foundations of education.

The techniques outlined below are not exclusive and. Planning notes 1. Practical activities Conduct the following activities to provide the Student Teachers with hands-on experience: Instructional procedures In this course. Suggested techniques include the following: Ask pairs to discuss the following question: Does this quotation have any relevance to students or classrooms you know?

After a few minutes of discussion. And it is not certain whether training should be directed at things useful in life. Session 3 Topic Why study educational foundations or the importance of the foundations of education? Discussion and think.

If the groups are too large. Have Student Teachers present their views on different concepts of educational foundations.

Have these changed as a result of the discussions in the previous sessions? Show the following quotation on chalkboard. Points to emphasize: There is no general agreement about what the young should learn either in relation to virtue or in relation to the best life.

Men do not all prize most highly the same virtue. So naturally they differ also about the proper training for it. Does this change their view on the quotation? What makes it relevant today? Group brainstorming 10 min Divide the Student Teachers into four groups. Have Student Teachers work in pairs and read it together: In modern times there are opposing views about the practice of education.

And there is no agreement as to what in fact does tend towards virtue. Lecture 30 min Introduce the course. This will also explain how teachers can promote logic and ethics in students and the importance of aesthetics in learning. Sessions 1 and 2 Topic The importance and scope of educational foundations Pair-share activity In groups of two. In education. Many PowerPoint presentations are available through Slide Share. Educational philosophies Description This unit will enable the Student Teachers to identify the general theoretical perspectives that can be used to describe and explain educational philosophy.

It will explain how teachers can use the perennialism. Session 3 Topic The relationship between educational philosophy and other disciplines Instructions. Ask Student Teachers to point out and then explain different relationships with education. Questions to think about: Group discussion 20 min Discuss the schools of thought by linking them with technical terms and canvas the views of the Student Teachers.

Have one of the members of each group present their discussion ideas to the class. Notes are given at the end of the session plans. Group work will be initiated to discuss the main idea or focus of philosophy. Sessions 1 and 2 Topic Introduction to perennialism and essentialism Instructions. Discuss perennialism and essentialism by covering concepts. Focus on how philosophical thought occurs.

Connect the topic with the educational needs of students and teachers. Learning objectives After completing this unit. Summary 10 min Summarize the whole session.

Ask Student Teachers to talk about the following questions: Why do alternative views exist? What is the historical foundation of education in Pakistan?

How do different ways of teaching a subject. Session 3 Topic Teaching method and character-building of students Instructions. Session 3 Topic Teaching methods and character-building of students Instructions.

They can then discuss the reading in class and share it with other groups in a PowerPoint presentation. If time permits. Prepare for this session by assigning articles or book chapters.

This will assist them in knowing about the nature of man. It will also identify the components of their philosophical thought and explain how teachers can promote the sources of knowledge in Islam through the Quran and the Hadith. Student Teachers will be introduced to the given subthemes as theory and will learn to view them as techniques of motivation to build up their own philosophy in both teaching and learning.

Unit 3: Comparative analysis of philosophical perspectives Description This unit will enable the Student Teachers to compare and contrast the different perspectives of Muslim and Western philosophers. Pair-share activity In groups of two. At the end. The drama will also help them understand how logic and ethical values are important for personal development. Then have the groups give suggestions on which philosopher could modify which aspects of learning in learners.

Quran and Hadith in Islam to build philosophical thought? Can beauty be analysed through a publication such as National Geographic or by travelling in nature or becoming part of nature? Does beauty lie in the eyes of the beholder?

Session 3 Topic Aesthetics and education Instructions. Session 1 Topic Muslim philosophers: Imam Ghazali Instructions. Have a class discussion on how it helps in awakening your own self and how important it is to become aware of your own self. He believed that self-activity and play are key to the development of personhood.

He urged respect for the child and emphasized the importance of an environment in which the child can thrive. Have Student Teachers prepare a list of work written about him.

Session 1 Topic Western philosophers: John Dewey Instructions. Have a brainstorming session about autonomous learners. Session 1 Topic Concepts related to different sources of knowledge Instructions. Discuss how each helps in the teaching-learning process. She believed that this would build on their natural curiosity and promote a love of learning.

Her approach to education was to help children interact with materials that relate to life experiences. Pair-share activity: In groups of two. Work in groups to come up with a list to present on different sources of knowledge. Session 3 Topic Maria Montessori Maria Montessori believed that character is built through what children experience.

Session 2 Topic Quran Instructions. Although you will be reviewing the Education Policy. Each group will present a PowerPoint presentation on Hadith related to a teaching method or the role of the teacher. Read the two documents and compare them with the Human Charter developed by United Nations. Another great sermon that is frequently referenced is the Ahakari Khutaba.

Session 3 Topic Hadith Instructions. Assignment II: Comparative analysis of the Education Policy of Pakistan. The presentations can be PowerPoint. This assignment can be done individually or as a group activity. It is known as Meesaq-e-Madina. Also develop the paper as a historical view on the policy and its context.

Foundation of Education | Philosophy Of Education | Educational Psychology

The marking of this assignment has two steps: In this written analysis. As a teacher of the foundations of education. What aspects do you think are necessary to implement these guidelines? Prepare your comments and strategies of implementation and share them with the whole class. In this paper. Assignments Assignment I: Human charters: Discuss the ideology of the time. Outcome or impact:

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