哲学、心理学、与教育社会学概论(英文)课件.ppt

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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