Vocabulary Chart
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INSTRUCTIONS
Complete the Vocabulary Chart Template using your reading assignments (i.e., the Gutek
textbook and internet database searching). Definitions are to be technically specific to
philosophy of education. Instead of copying the definition verbatim, paraphrase it in words that
would be meaningful to someone new to the field of philosophy. Avoid using the term itself in
the definition. The definition need not be lengthy but must be long enough to convey the full
meaning.
books used
Gutek, G. (2014). Philosophical, Ideological, and Theoretical perspectives on Education (2 ed.) Pearson. ISBN: 9780132852388.
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Order Paper NowLiberty University Custom: Slavin, R. E., & Schunk, D.H. (2021). Learning Theories. (3rd ed.). Pearson. ISBN: 9780136956334.
EDLC 504
Vocabulary Chart Assignment Instructions
Overview
The module overviews of the first two modules expose you to the various educational philosophies from the ancients of Plato, Aristotle, and Aquinas, through the modern and post-modern philosophical eras, to what you will discover in Module 3: Week 3 when you study educational theories of transmission and transformation. Since philosophy has its own terminology that can be foreign to education majors, this assignment is designed to help you identify this terminology of philosophy and define it. This chart thus becomes an invaluable tool for the remainder of the course as well as a benefit for a future career in education.
Instructions
Complete the Vocabulary Chart Template using your reading assignments (i.e., the Gutek textbook and internet database searching). Definitions are to be technically specific to philosophy of education. Instead of copying the definition verbatim, paraphrase it in words that would be meaningful to someone new to the field of philosophy. Avoid using the term itself in the definition. The definition need not be lengthy but must be long enough to convey the full meaning.
EDLC 504
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Vocabulary Chart |
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DIRECTIONS: Complete this vocabulary chart using your reading assignments (i.e., the Gutek textbook and internet database searching). Definitions are to be technically specific to philosophy of education. Instead of copying the definition verbatim, paraphrase it in words that would be meaningful to someone new to the field of philosophy. Avoid using the term itself in the definition. The definition need not be lengthy but must be long enough to convey the full meaning. |
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1. philosophy |
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2. worldview |
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3. |
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4. cosmology |
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5. teleology |
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6. theology |
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7. atheism |
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8. pantheism |
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9. deism |
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10. theism |
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11. polytheism |
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12. monotheism |
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13. anthropology |
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14. ontology |
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15. |
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16. skepticism |
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17. agnosticism |
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18. |
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19. |
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20. special revelation |
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21. general revelation |
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22. logic |
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23. correspondence validity |
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24. coherence validity |
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25. pragmatic validity |
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26. |
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27. ethics |
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28. aesthetics |
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29. dichotomy (Pearcey book summary) |
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30. curriculum |
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31. pedagogy |
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32. modernism |
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33. logocentrism |
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34. metanarrative |
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35. deconstruction |
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36. limited absolutism |
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37. unlimited absolutism |
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38. relativism |
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39. positivism |
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40. utopian |
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41. transmission |
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42. transformation |
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43. naturalism |
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44. materialism |
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45. eclecticism |
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46. anthropocentric |
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47. Absolute Mind |
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48. liberal arts |
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