The document discusses three main educational paradigms: traditional, liberal/progressive, and transformative education. It provides an overview of each paradigm, including their views on knowledge, the role of the teacher and student, and dominant learning theories. For traditional education, knowledge is viewed as "truth" and learning involves memorization. For liberal/progressive education, knowledge is still viewed as truth but learning is facilitated through constructivism. Transformative education sees knowledge as socially constructed and aims to give voice to marginalized groups through critical constructivism.

1. EDUCATIONAL
PARADIGMS &
PHILOSOPHIES
Kurt Love, Ph.d.
Central Connecticut State University

2. PURPOSES OF
EDUCATION
What are reasons for having public education?
Build a Labor
Force
Creative
Thinkers
Responsible
Citizens
Critically Question
Privilege/Oppression
Build a
socially/ecologically
just community
Accumulate
Knowledge
Follow
Directions
Fun
Support the
Growth of the
“Whole” Student
Inspiring

3. PURPOSES OF
EDUCATION
What are reasons for having public education?
Build a Labor
Force
Creative
Thinkers
Responsible
Citizens
Critically Question
Privilege/Oppression
Build a
socially/ecologically
just community
Accumulate
Knowledge
Follow
Directions Fun
Support the
Growth of the
“Whole” Student
Inspiring

4. 3 PARADIGMS OF
TEACHING
Traditional
Liberal/Progressive
Critical or Transformative

5. TRADITIONAL
EDUCATION
Knowledge treated as “Truth”
Students are “blank slates”
Teacher “transfers” knowledge
Learning = “Regurgitation”
Learning is controlled by an
authority figure
Dominant Learning Theory:
Behaviorism

6. Thinking
Convergent Thinking -
All paths lead to a single destination.This is rooted in a
belief that there is only one “Truth.”
Thought
Truth
New
Thought
ThoughtTruth
Thought
Traditional Liberal/Progressive
scaffold
scaffold

7. LIBERAL/PROGRESSIVE
EDUCATION
Knowledge still treated as “Truth”
Learning is facilitated by an
authority figure
Students have prior knowledge
and continue to build their schema
Still aiming for the “right” answer;
students’ voices used to validate
curriculum
Dominant Learning Theory:
Constructivism

8. TRANSFORMATIVE
EDUCATION
Knowledge is socially constructed and
connected to issues of power
Learning is a process of forming new
relationships with community (society
and nature)
Students are social, cultural, and
ecological beings of a community
Pursue voices that are marginalized,
silenced, omitted
Dominant Learning Theory: Critical
Constructivism

9. Thinking
Divergent Thinking -
Explore many paths in authentic settings with questions
that have no predetermined answer.
Thought
Info
New
ThoughtThought
New
Thought
Transformative
Communities
Critical
Questioning
New
Relationship
New
Relationship

10. PARADIGMS AND
PHILOSOPHIES
Paradigms
TraditionalLiberal/Progressive
Transformative

11. PARADIGMS AND
PHILOSOPHIES
Paradigms
Philosophies
or
Theories
Traditional Liberal/Progressive Transformative
Idealism
Realism Pragmatism
Existentialism
Critical Theory
Critical Race Theory
NeoMarxism
Feminist Theory
Ecojustice Theory
Humanism
Indigenous Theory
Queer Theory

12. Traditional Education

13. REALISM

14. REALISM
The material world is where we should look to for
knowledge (Plato & Aristotle)#
Syllogism - A = B, B = C, therefore C = A
All students are mammals
All mammals have four-chambered hearts
Therefore, all students have four-chambered hearts

15. SOCRATES, PLATO & ARISTOTLE
Socrates taught Plato#
Plato taught Aristotle#
Aristotle taught Alexander
the Great

16. SOCRATES, PLATO & ARISTOTLE
All three followed a
paradigm of deductive
reasoning.

17. DEDUCTIVE REASONING
Deductive Reasoning -
Classical Realism (Aristotle)
Theory
Hypothesis
Observation
Confirmation

18. KEVIN BACON
Bacon (1561-1626) argues that
knowledge is constructed
through an inductive process.
That is, observations lead to
the construction of a theory.#
This is in direct argument
with Plato & Socrates who
stated that knowledge
construction was deductive.

19. FRANCIS BACON
Bacon (1561-1626) argues that
knowledge is constructed
through an inductive
process. That is, observations
lead to the construction of a
theory.#
This is in direct argument
with Plato & Socrates who
stated that knowledge
construction was deductive.

20. INDUCTIVE REASONING
Inductive Reasoning -
Scientific Method or Modern Realism (Francis Bacon)
Observation
Pattern
Hypothesis
Experimentation
Theory

21. DEDUCTIVE & INDUCTIVE REASONING
Inductive Reasoning -
Scientific Method or Modern Realism (Francis Bacon)
Deductive Reasoning -
Classical Realism (Aristotle)
Theory
Hypothesis
Observation
Confirmation
Observation
Pattern
Hypothesis
Experimentation
Theory

22. JOHN LOCKE
Philosopher John Locke argues
(1632-1704) that we don’t have
ideas first (a priori), but we do
make observations, gather
information, and reflect on it.#
As a side note, Locke is
generally not known for his
contributions to learning. His
contributions are generally in
political theory.

23. JOHN LOCKE
Philosopher John Locke argues
(1632-1704) that we don’t have
ideas first (a priori), but we do
make observations, gather
information, and reflect on it.#
As a side note, Locke is
generally not known for his
contributions to learning. His
contributions are generally in
political theory.

24. PROBLEM OF INDUCTIVE REASONING
Observation: White Swan#
Pattern: More White Swans#
Hypothesis: All Swans are White?#
Experimentation: Observe more swans#
Theory: Yep, all swans are white

25. REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
Aristotle and Phyllis
(Alexander the Great’s Wife)
"If thus it happened to me, an old man most
wise, that I was deceived by a woman, you can
see that I taught you well, that it could happen
to you, a young man." - Aristotle

26. REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
Aristotle and Phyllis
(Alexander the Great’s Wife)
"If thus it happened to me, an old man most
wise, that I was deceived by a woman, you can
see that I taught you well, that it could happen
to you, a young man." - Aristotle

27. REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
Salome, Herod, and the
beheading of John the Baptist

28. REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
A mass killing of women during
the “Burning Times”
From the 1400’s - 1600’s between
200,00 and 9 million women were
killed for being “witches.”

29. REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
A mass killing of women during
the “Burning Times”
From the 1400’s - 1600’s between
200,00 and 9 million women were
killed for being “witches.”

30. REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
Adam & Eve

31. REALISM & PATRIARCHY
Women are closer to
nature than men;#
Nature is wild, chaotic,
and uncontrollable
Therefore...
Women are wild, chaotic,
and uncontrollable
Adam & Eve

32. THOMAS AQUINAS & REALISM
Thomas Aquinas (1225-1274)argues
that we can understand
(Christian) God through
reasoning. Our study of nature
and relying upon material things
to learn are helping us learn about
(Christian) God. #
Late 1800’s Vatican revives
Aquinas’ philosophy
(NeoThomism) in an attempt to
resolve the dispute between
science and religion.

33. POSITIVISM &
LOGICAL POSITIVISM
Using our 5 senses to determine truth = positivism#
Using our 5 senses and logic/mathematics to
determine truth = logical positivism#
Both tend to treat knowledge as “truth”#
To what extent is our process of education a “truth-
seeking” process?

34. LOGICAL POSITIVISM &
TODAY’S SCHOOLS
How does logical positivism influence education today?
TestingSRBIRTINo Child Left BehindRace To the TopData Teams

35. LOGICAL POSITIVISM &
TODAY’S SCHOOLS
How does logical positivism influence education today?
Testing
SRBI
RTI
No Child Left Behind
Race To the Top
Data Teams
How much do these policies and practices
influence teaching practices today?

36. Idealism

37. Idealism
• Idealism relies on constructing
knowledge through the interrogation
thought and ideas.
• Idealists argue that the material
world is constantly in flux and our
senses are unreliable at best.
Therefore, we cannot ground
knowledge in either.

38. Roots of Idealism
• What are the roots?
• Socrates & Plato use dialogue to construct
knowledge and understanding.
• Philosophers have the primary objective
of interrogating thought in order to find
truth.
• To what extent do scientists play the role
of philosophers in today’s societies?

39. Truth & Knowledge
• To what extent is there a distinction
between knowledge and “truth” in
idealism?

40. Idealist Teaching
• Connecting with the process of
reminiscence.
• In other words, through dialogue and
the use of logic teacher brings out
knowledge that students already
know.

41. Idealism
• How does idealism play out in
teaching and learning in today’s
schools?
• Mortimer Adler & Classic Literature
for all students
• Back to basics movement (Reagan and
William Bennett)

42. Plato’s Cave

43. Liberal/Progressive
Education

44. Pragmatism

45. Pragmatism
Focus is on “doing” or action
Problem-based learning generally with
contemporary issues

46. Pragmatic Thinking
Recognize a
Problem
Speculative
Thought
Action
Results

47. John Dewey
Philosopher John Dewey
(1859-1952) argued that
education needs to focus on
action-oriented experiences
(“Learn by Doing”)
His work began the
“progressive” movement in
education
Argued that schools ought to
produce democratic students
-- this led to social
reconstruction or schools
being used in building a
better society

48. John Dewey
Chet Bowers argues
that Dewey’s
pragmatism in schools
was culturally
destructive
Dewey argued that
Western practices
were rightfully
dominant in the world

49. Pragmatism &
Historical Perspectives
Since pragmatism focuses on a
contemporary issue, it runs the risk
of:
Being culturally colonizing
Putting humans/technology/industry
over nature (being anthropocentric)

50. Learning By Doing?
There are obvious benefits to making
education more experiential
More cognitive “glue” is generally
produced
Opportunities to engage more deeply
and more meaningfully with community

51. Learning By Doing?
Question to consider: To what extent
are we limited if we let experience
be the central resource for informing
us about our practice?
In other words, what is practice
without theory?

52. Pragmatic Knowledge
Is knowledge that is produced through
pragmatism treated as “truth”?
How is this the same/different than
idealism and realism?

53. Existentialism

54. Existentialism
Existentialism -
Strong focus on the
individual’s experience
rather than a universal
truth.
How does the individual
make sense of the
world?
Liberation of the
individual from the
chaotic world

55. Martin Buber
“I-Thou” relationships
whereby we encounter
each other with deep
respect and honor,
nurturance, and
conviviality
“The world is not
comprehensible, but it
is embraceable
through the
embracing of one of
its beings.” 1878-1965

56. Martin Buber
“I-It” relationships
whereby we turn people
into objects to control
and manipulate with
each group unaware or
ignorant to the others
essence
This speaks to issues of
power, but Buber did not
do much analysis of social
power structures like
critical theorists did
1878-1965

57. Maxine Greene
Greene emphasized art,
music, and drama as
being portals to the “I-
Thou” in the context of
education
Describes a movement
towards deep
interconnectedness that
one gains through art
and imagination as a
“wide-awakeness”
1917 - 2014

58. Maxine Greene
Wide-awakeness is the
goal according to Greene,
but she reminds us that
part of being so is to be
politically and socially
active.
Wide-awakeness is not
politically or socially
neutral
Greene is drawing from
both existentialism as well
as critical social theories 1917 - 2014

59. Maxine Greene
Greene’s work is on
the border of liberal/
progressive and
transformative
paradigms
She combines critical
social theory with
existentialism
1917 - 2014

60. Existentialist Teaching
Reject any formalized approach to using “methods”
because any method that is not tailored to the
individual learner cannot be optimally effective
Focus on the individual learner’s needs, interests, and
ambitions.
Focus on the individual’s cognitive and affective needs
AKA “humanist” teaching
AKA “holistic” teaching
AKA “aesthetic” teaching

61. Limitations: Existentialism
Unaware of the issues of
oppression and privilege
Not comfortable with social
justice issues enough to
teach about them
Encouraging creativity and
imagination without the
connections to social
injustices can be equivalent
to allowing those social
injustices to perpetuate

62. TRANSFORMATIVE
EDUCATION

63. MARXISM

64. NEO-MARXISM
Focus on the social processes that perpetuate social
injustices especially in the form of class inequalities.
Critique of capitalism and its processes that create and
maintain “haves” and “have-nots.”
Adapted from the philosophical work of Karl Marx.

65. KARL MARX & MARXISM
History is defined by class
struggle (as defined by the
economic system of the
region).
The concentration of wealth is
an unfair advantage that
comes with power and
domination of those who do
not have wealth.
Ultimately, there needs to be a
distribution of capital or
wealth, which can lead to a
diffusion of social power 1818-1883

66. KARL MARX & MARXISM
Marx argued that the wealthy,
dominant elites (bourgeoisie)
used violence (i.e. military, police)
to threaten the poor workers
(proletariat) in order to maintain
class stratification (i.e. “social
order”) and the concentration
of wealth.
Marx argued that the wealthy,
dominant elites also used
ideology, or a set of beliefs, to
convince the poor workers that the
system was fair and just so they
did not need to resist. Antonio
Gramsci called this process
hegemony. 1818-1883

67. NEO-MARXISM

68. NEO-MARXISM
“Neo-Marxists” addressed different problematic
claims that Marx made (such as science being able to
overcome industrial unjust practices and the de-
emphasis of women’s roles in society).
Neo-Marxists still focus on the power issues present
between the classes and in labor in contemporary
society.

69. CRITICAL THEORY

70. CRITICAL THEORY IN SOCIETY
Focuses on hegemony. Hegemony is a) the perpetuation of some
being dominant and most being subordinated, and b) doing so
without the use of violence.
Types of social injustices: racism (White domination), sexism
and patriarchy (Male domination), classism (domination of the
wealthy), heterosexism (domination of heterosexuality),
anthropocentrism (domination of humans over Earth),
Eurocentrism (domination of Western philosophy, science, art
and literature), and the religionism (domination of Christianity).
Sources of hegemony: teachers, media, religious leaders, family,
friends, military, corporations

71. CRITICAL THEORY IN
EDUCATION
Schools are often places where hegemony occurs.
Schools perpetuate social injustices in the forms of
racism, sexism, classism, heterosexism, anthropocentrism,
Eurocentrism, and the human domination of the earth.
Schools can be sites of hope and possibility because
teachers and students can work to understand or “unlearn”
the roots of all forms of domination and ultimately undo them

72. PAULO FREIRE
Brazillian educator and
philosopher, Paulo Freire
wrote Pedagogy of the Oppressed
in 1970 arguing that the
oppressed had the capacity
to know the processes of
social domination and
overcome them.
To be clear, Freire was not
the first to discuss these
concepts in the context of
education.
1921-1997

73. CRITICAL PEDAGOGY:
MAJOR PRINCIPLES
Class Struggle:
The primary mode of analysis comes from looking at
how socioeconomics limits people’s power. Jean
Anyon’s study of how knowledge is treated differently
based on the class of the students.

74. CLASS STRUGGLE IN
EDUCATIONAL CONTEXTS
Jean Anyon’s (1981) study of how knowledge is treated
differently based on the class of the students.
How is knowledge treated in the professional/elite
schools? Middle class schools? Working class power
schools?
How is knowledge treated in “honors” tracks?
“Academic” or lower tracks?

75. CRITICAL RACE
THEORY

76. CRITICAL RACE THEORY
People do not get equal treatment in
society based on their race.
Focus in on institutional racism: Schools,
law enforcement, judicial system

77. W.E.B. DU BOIS
U.S. civil rights activist,
Pan-Africanist, sociologist,
historian, author, professor
First African-American to
earn a Ph.D. at Harvard
(1895)
1868 - 1963

78. W.E.B. DU BOIS
Wrote The Souls of Black
Folks (1903) and The Negro
(1915)
Argued that all-Black
schools of his time should
focus on helping students
understand their power in
society and ultimately
work for social change.
1868 - 1963

79. CARTER G. WOODSON
Author, historian, journalist,
teacher, and principal
Second African-American to
earn a Ph.D. from Harvard
(1912)
“Father of Black History” &
Founder of Black History Month
Argued that African-Americans
needed to have more access to
their history so that there could
be more wore work done to
reform society and overcome
oppression.
1875-1950

80. CARTER G. WOODSON
Wrote The Mis-Education of the
Negro (1933)
Argued that U.S. schools were
not teaching Black students, but
were instead indoctrinating
them to assimilate to the social
structures and hierarchies
Argued that ultimately Black
people would have to become
educated and challenge the
system because those with
power do not give it up readily.

81. WHAT PARADIGMS AND
PHILOSOPHIES ARE HERE?
Ferris Bueller
Do you teach or do you educate?
When I become a teacher
Dead Poet’s Society
Freedom Writers