scholarly journals Between Perennialism and Progessivism: A Reflection on a Pedagogical Choice for Effective Child Development

2021 ◽  
Vol 26 (2) ◽  
pp. 78-89
Author(s):  
Mohammed Akinola Mohammed Akinola Akomolafe
Keyword(s):  
Child Development ◽  
John Dewey ◽  
Personal Development ◽  
John Locke ◽  
Social Consciousness ◽  
Philosophical Investigation ◽  
General Importance ◽  
Life Itself ◽  
Pedagogy And Curriculum ◽  
Pedagogic Theory

With the task of the philosopher of education beset with several challenges and theoretical underpinnings regarding what kind of pedagogy and curriculum suits the moral and personal development of the child, various approaches have been postulated. In the present study, we prune these theories to perennialism and progressivism. There have been divergent views as to whether or not either or both of these serve the interest of the child better. What then is Perennialism? What is Progressivism? What makes each of these theories a preferred pedagogic theory for the child? Are there any places of connection and/or discord between these theories? Are they both necessarily at logger heads? In this essay, we argue that progressivism and perennialism portray shades of truth about child teaching and development that is unique and distinct to each. As human societies and social consciousness are not univocal, it is the submission of this essay that it is the task of the educator to align any of the two education theories with the yearning of the community which is where the input of education of the child is made manifest. Main persons for philosophical investigation of perennialism for us are Robert Maynard Hutchins, Mortimer J. Adler, and Sir Richard Livingstone whereas important persons for progressivism are John Locke, Jean-Jacques Rousseau and especially John Dewey. Perennialism holds the view that teachers should teach issues that are of general importance to man and focus on them. Progressivists believe that education cannot be always the same and it is always in the process of development: it must be life itself, and learning has be linked to the interests of the child, which must be carried out by solving specific social and educational problems.

Liberalism

2012 ◽  
Author(s):  
Alan Ryan
Keyword(s):  
John Rawls ◽  
John Dewey ◽  
John Locke ◽  
Adam Smith ◽  
John Stuart Mill ◽  
Thomas Jefferson ◽  
Liberal Theory ◽  
Religious Authority ◽  
Isaiah Berlin ◽  
The Individual

This chapter explains what liberalism is. It is easy to list famous liberals, but it is harder to say what they have in common. John Locke, Adam Smith, Montesquieu, Thomas Jefferson, John Stuart Mill, Lord Acton, T. H. Green, John Dewey, and contemporaries such as Isaiah Berlin and John Rawls are certainly liberals. However, they do not agree on issues such as the boundaries of toleration, the legitimacy of the welfare state, and the virtues of democracy. They do not even agree on the nature of the liberty they think liberals ought to seek. The chapter considers classical versus modern liberalism, the divide within liberal theory between liberalism and libertarianism, and liberal opposition to absolutism, religious authority, and capitalism. It also discusses liberalism as a theory for the individual, society, and the state.

2. Oil and water

2021 ◽  
pp. 16-31
Author(s):  
Gary Thomas
Keyword(s):  
Problem Solving ◽  
John Dewey ◽  
John Locke ◽  
History Of Education ◽  
History Of

‘Oil and water’ examines two streams of thought which run through the history of education: the progressive and the formal. There are not only different understandings about knowledge and learning held by the protagonists of each position, but also different views about children — who they are and how they develop. For the progressives, such as Jean-Jacques Rousseau, John Locke, and John Dewey, education is about supporting the ability to think critically. It should be child-centred and focused on problem solving. For the formalists, it is a process of imparting and acquiring the skills and knowledge necessary for wellbeing and success in life. Teaching is at the heart of this transmission.

scholarly journals Relationship Capital Knowledge about Developmental Cognitive Development Toddlers with a Toddler in Puskesmas Mungkajang Palopo

2021 ◽  
Vol 6 (3) ◽  
pp. 285-290
Author(s):  
Santi . ◽  
Abdul Gafur
Keyword(s):  
Cognitive Development ◽  
Child Development ◽  
Health Center ◽  
Personal Development ◽  
Growth And Development ◽  
Cross Sectional Study ◽  
Fine Motor ◽  
P Value ◽  
Chi Square ◽  
Cross Sectional

Quality of a child can be assessed by process of development. The development is one of the indicators in monitoring the health of child. Child development includes social personal development, motor, coarse language, and fine motor skills. It is estimated that more than 200 million children in developing countries fail to reach their optimal development potential due to poverty, malnutrition, or an unsupportive environment, which affects children's cognitive, motor, emotional, and social development. This study aims to determine the relationship between mother's knowledge about growth and development of toddlers with cognitive development of toddlers in the working area of ​​Mungkajang Health Center, Palopo city. The research design used a cross sectional study. The number of samples is 82 people. The results of the study using the test chi-square showed that the p-value = 0.000 was smaller than the value of = 0.05, which means that there is a relationship between mother's knowledge about growth and development of toddlers and cognitive development of toddlers in the working area of ​​Mungkajang Public Health Center, Palopo City. It is recommended for parents to always increase knowledge about child development so that children's cognitive development can be maximized. Keywords: Knowledge of Growth and Development; Cognitive Development; Toddler

scholarly journals Anemia, Motor, Language, Social Personal Developments among Children Under Two Years Old in Rural Areas, Wonosobo, Central Java, Indonesia

2020 ◽  
Author(s):  
Hadi Ashar ◽  
◽  
Ina Kusrini ◽  
Marizka Khairunnisa ◽  
Cati Martiyana ◽  
...  
Keyword(s):  
Child Development ◽  
Language Development ◽  
Motor Development ◽  
Rural Areas ◽  
Personal Development ◽  
Negative Impact ◽  
Cross Sectional Study ◽  
Developmental Status ◽  
Cross Sectional ◽  
Central Java

ABSTRACT Background: Anemia is a condition where the hemoglobin level in the blood is lower than normal, which can be caused by malnutrition of micronutrients. Several studies that examine anemia among children under two years old, allegedly showed a negative impact on child development. This study aimed to determine the relationship between anemia and developmental status among children under two years old. Subjects and Method: This was a cross-sectional study conducted in Wonosobo Regency, Central Java, in 2019. A total of 290 children under two years old was selected for this study. The dependent variables were motor development, language development, and social personal development. The independent variable was anemia. The data of anemia was based on the results of hemoglobin levels examination using the Hemocue technique. The measurement of developmental status was measured using Developmental Milestone Checklist II. The data were analyzed using Chi-square test. Results: Most of the children under two years old had anemia (69.3%), experienced motor development problems (27.6%); language development barrier (11.0%), and experiencing barriers to personal social development (68.3%). This study showed that anemia was not related with motor development, language development, and social personal development, and there were not statistically significant. Conclusion: There is no relationship between anemia among children under two years old and the three aspects of child development in Wonosobo Regency, Central Java, Indonesia Keywords: anemia, development, children, children under two years old Correspondence: Hadi Ashar. Research and Development Center for Health Magelang, Central Java, Indonesia. Email: [email protected]. DOI: https://doi.org/10.26911/the7thicph.03.18

scholarly journals Covid 19 Natural Evil / Human Evil: A Philosophical Investigation

PREDESTINASI ◽  
2021 ◽  
Vol 13 (2) ◽  
pp. 61
Author(s):  
Uzommah Michael ◽  
Anselm Ikenna Odo ◽  
Nwohah Petermary
Keyword(s):  
Deoxyribonucleic Acid ◽  
Sufficient Reason ◽  
Natural Evil ◽  
Philosophical Investigation ◽  
Hereditary Material ◽  
The Earth ◽  
The World ◽  
Life Itself

This paper sought to find out whether COVID 19 is as a result of natural evil, human evil or both. The researchers adopt an expository method in carrying out this work. Viruses have been around in the world long as life itself. We can confidently say that life as we know it would not exist without viruses. Viruses do leave “fossils” in the Deoxyribonucleic Acid (DNA)-the hereditary material in humans and of other organisms, from which their history can be reconstructed. It is as a result of this that the researchers posit that COVID 19 is neither natural evil nor human evil. The researchers conclude that the issue of COVID 19 outbreak ravaging the earth has a sufficient reason. But sometimes our emotions blind us from seeing the reason but solely the event.

Uniting Individualism and Statism

2018 ◽  
Author(s):  
Patrick J. Deneen
Keyword(s):  
John Dewey ◽  
John Locke ◽  
Adam Smith ◽  
Richard Rorty ◽  
National Government ◽  
Francis Bacon ◽  
Local Institutions ◽  
Classical Liberalism ◽  
Individual Liberty ◽  
Social Equality

This chapter examines the ways in which the individualist philosophy of classical liberalism and the statist philosophy of progressive liberalism reinforce each other. It begins with a discussion of the conflict between the “conservatives,” who advance the project of individual liberty and equality of opportunity especially through defense of a free and unfettered market, and the liberals, who aim at securing greater economic and social equality through extensive reliance upon the regulatory and judicial powers of the national government. The chapter shows how statism and individualism grow together while local institutions and respect for natural limits diminish, noting that, despite their differences, this ambition animated thinkers such as John Locke, John Dewey, Francis Bacon, Francis Bellamy, Adam Smith, and Richard Rorty.

scholarly journals POLA ASUH DAN PERKEMBANGAN ANAK USIA 2 -3 TAHUN

2016 ◽  
Vol 8 (02) ◽  
Author(s):  
Triani Yuliastanti ◽  
Etika Khoiriyah
Keyword(s):  
Child Development ◽  
Social Development ◽  
Personal Development ◽  
Developmental Delays ◽  
Personal Relationships ◽  
Survey Method ◽  
P Value ◽  
Chi Square ◽  
Cross Sectional ◽  
Purposive Sampling

ABSTRAKPerilaku sosial (personal sosial) merupakan salah satu kategori perkembangan anak toddler yang berhubungan dengan kemampuan mandiri seperti memakai baju sendiri, pergi ke toilet sendiri, bersosialisasi dan berinteraksi dengan lingkungannya. Perkembangan personal sosial anak toddler tidak semuanya maksimal lebih dari 25% anak toddler mengalami keterlambatan perkembangan. Keterlambatan perkembangan tersebut dapat dipengaruhi oleh berbagai faktor terutama dari faktor orang tua yaitu pola pengasuhan. Penelitian ini bertujuan untuk mengetahui gambaran pola asuh, gambaran perkembangan personal sosial dan hubungan pola asuh orang tua dengan perkembangan personal sosial anak toddler. Penelitian dilakukan dengan menggunakan metode survey analitik dan pendekatan waktu cross sectional. Populasi dalam penelitian ini adalah semua anak usia 2-3 tahun sejumlah 53, dengan teknik purposive sampling  diperoleh sampel 49 dan analisa data chi square. Hasil perhitungan chi square dengan α = 0,05, diperoleh nilai X2 hitung 11.031 dan p value = 0,004 (p < 0,05), berarti Ha diterima dan Ho ditolak. Dari penelitian ini dapat disimpulkan bahwa ada hubungan pola asuh orang tua dengan perkembangan personal sosial anak usia 2-3 tahun. Kata Kunci: Pola asuh, Perkembangan personal anak usia 2 – 3 tahun.PARENTING AND CHILD DEVELOPMENT AGE 2-3 YEARSABSTRACTSocial behavior (personal social) is one category toddler child development associated with the ability to independently like to wear their own clothes, go to the toilet alone, socialize and interact with their environment. Personal social development of children toddler not all up more than 25% of children experiencing developmental delays toddler. The developmental delay can be influenced by various factors, especially on the factors parents are parenting. This study aims to describe parenting, on the development of social and personal relationships parenting parents with personal social development of children toddler. The study was conducted using analytical survey method and cross sectional approach. The population in this study were all children aged 2-3 years a number 53, by using purposive sampling obtained 49 samples and data analysis chi square. The calculation result of chi square with α = 0.05, the value of X2 count 11 031 and p value = 0.004 (p <0.05), means Ha Ho accepted and rejected. From this study we can conclude that there is a relationship with the parents' parenting personal social development of children aged 2-3 years.Keywords: parenting, personal development of children aged 2-3 years..

scholarly journals Demonstration and Damnation

2018 ◽  
Vol 18 (1) ◽  
Author(s):  
Joshua Schouten de Jel
Keyword(s):  
John Locke ◽  
Francis Bacon ◽  
Natural Religion ◽  
Isaac Newton ◽  
Life Itself ◽  
Personal Eschatology ◽  
Creative Vision

In Blake’s mythopoeia, as well as his personal eschatology, belief is the source of life itself; all creative acts, all visionary episodes, stem from an individual’s belief. “Eternal Death,” which is the cycle of Generation, is the result of unbelief. Francis Bacon, Isaac Newton, and John Locke were, for Blake, the triumvirate of culpable votaries for the propagation of rational reductionism which had led to the reification of “Natural Religion” in the form of Deism and Rational Dissent in England and, with the addition of Rousseau and Voltaire, of the apotheosis in France of the Cult of Reason. The French philosophes and the English empiricists were not only at fault for forming the wheels which turned the “dark Satanic Mills?” (M 514 1.8) of man’s cognizance but, and what Blake considered their primary offence, of unbelief. This paper will discuss how unbelief is the main cause of division in Blake’s universe, accentuated “by the cruelties of Demonstration” (M 578 29.36) of empiricists who “Doubt Doubt & dont believe without experiment” (NB 609 5–9), and how the Limits placed upon man’s fall(s) act as one possible mode of redemption which allows for the return of belief and the individual’s creative vision.

Children left behind by migration: training their caretakers

2016 ◽  
Vol 12 (3) ◽  
pp. 170-184 ◽  
Author(s):  
Martha Givaudan ◽  
Marco Barriga ◽  
Jacquelyn Kercheval ◽  
Susan Pick
Keyword(s):  
Child Development ◽  
Personal Development ◽  
Child Rearing ◽  
Community Leaders ◽  
Self Awareness ◽  
Content Type ◽  
Left Behind ◽  
Conflict Negotiation ◽  
Action Model ◽  
Life Habits

Purpose The purpose of this paper is to present a sustainable, community-based action model to improve the care and protection of children between the ages of zero and eight years who have been left behind due to migration. One facet of the program is to train community leaders to teach an experiential program to facilitate and increase the likelihood of the development of life habits in children, caretakers, teachers, mothers, and fathers that will improve the caretaker-infant relationship. Design/methodology/approach Community leaders were evaluated via a pre-training questionnaire and a post-training questionnaire. Findings The evaluation of the training of the community leaders revealed the following statistically significant results: an increase in the level of a number of life habits, which include self-awareness, management of emotions, empathy, assertive communication, decision-making, critical thinking, conflict negotiation and resolution, and teamwork; a reduction in the degree to which psychosocial barriers hinder personal development; an increase in the level of autonomy and self-efficacy; an increase in the level of knowledge that participants have about the topics of the workshops: child development, child-rearing and academic potential, as well as migration; and positive changes in the attitudes that they have regarding certain topics related to child development. Originality/value The program was conducted in Hidalgo, Mexico, a state whose high rates of migration put the children at greater risk for developmental delays if they lack adult support.

scholarly journals Technological Upgradationon Educational Reforms in India

2019 ◽  
Vol 8 (9S3) ◽  
pp. 1521-1524
Keyword(s):  
Delivery System ◽  
21St Century ◽  
John Dewey ◽  
Educational Reforms ◽  
The World ◽  
Life Itself ◽  
The Government ◽  
Legislative Changes ◽  
Life Education ◽  
The Moment

The moment journey of life starts education starts from that day. The moment baby born tries to adapt to outside world from that moment itself learning starts, along with activities liking crying, expressing, smiling, recognizing mothers touch etc. and the process goes on through lifetime. John Dewey said: “Education is not preparation for life, education is life itself.” Over the years India has emerged as one of the largest education systems. However, witnessing the changes and developments in and around the world are forcing and demanding the further changes in the existing educational practices and delivery system if education. In the 21st century the government of India has recognized the true importance of imparting education to the children of country and brought some legislative changes.

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