NotesFAQContact Us
Search Tips
ERIC Number: ED354539
Record Type: Non-Journal
Publication Date: 1992
Pages: 9
Abstractor: N/A
Reference Count: N/A
Philosophy of Teaching English in the Junior College.
Ediger, Marlow
Instructors in junior college English courses need to study, analyze, and experiment with diverse philosophies of teaching. A problem solving philosophy is one worth emphasizing, in which the instructor guides students to select vital problems from a stimulating learning environment. After a problem is identified, information is gathered by the students and a hypothesis is developed. Another philosophy emphasizes an idea centered curriculum, in which the teacher selects sequential content for students to achieve. The idea centered curriculum for English teachers focuses on the acquisition of facts and information, the noting of logical sequences, and more abstract thinking. Third, a measurement driven instruction model for teaching might be employed. Here, vital goals for student achievement are selected and stated in behavioral terms. Measurement driven philosophies emphasize what is expected of students, along with frequent testing or evaluation. A fourth model for English teaching is existentialism, which would provide students with an open-ended curriculum from which they might select their own areas to pursue. Existentialist philosophy advocates that the students be responsible for their own decisions, and enjoins teachers to foster such an outlook by stressing decision-making in an absurd world of endless possibility. Of all of these philosophies, perhaps the one best suited for the junior college is the problem solving model, since it works well within the literature curriculum. (HB)
Publication Type: Opinion Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A