Nearing the end of the 1960s, the analytic or language philosophy became the central focus point which led to the isolation of the classroom setting and the problems that came with it (Greene, 2000). Most of the educational philosophers of the time were inclined towards restricting themselves to the official aspects and problems like the sovereignty of the system without any influence from the society and the surrounding environment and

Instead, it is rigid and reinforced with bureaucracy and red tape, thus making it a poor system for education and children. Educating the whole child." Educating the whole child is an idea that took root in the early 20th century and is making a comeback in education. The educational model is conducted throughout the child's education - from kindergarten through high school, and recognizes the child is a complete being,

educational theory by comparing and contrasting two authors of education theory with the Montessori method of teaching. The writer explores all three ideas and discusses their similarities. The writer used four sources to complete this paper. Since the advent of the educational system there have been many changes throughout the years. As the world evolves and matures and technology advances the world discovers more things that it wants its students

Bruner's main points suggest that adult learning is an active process and that adult learners actively "construct" knowledge by "relating incoming information to a previously acquired psychological frame of reference" (Shermis & Bigge, 136). Part 3: Bandura's social cognitive learning theory helps provide a psychological basis for learning and teaching. His theory emphasizes the importance of interaction between individuals in meaningful relationships as essential to the learning process. The cognitive interactinoist

This view is reflected in increasing calls for financial equity among schools, desegregation, mainstreaming, and standardized testing for teachers and students alike; it has been maintained that by providing the same education to all students, schools can equalize social opportunity (Bowman, 1994). This latter position is typically followed up with the use of a particular curriculum designed to support the approach. In this regard, Bowman suggests that, "Knowledge is thought

Educational philosophy that I would most support more than anything would be one which supports the benefit of learning by doing. I believe wholeheartedly in the power of experience being the best teacher. I realize that this might mean that my students or any students might fail repeatedly before they succeed at something, but I've always believed that failure is an excellent teacher. Furthermore, learning by doing might cause students