Document Type
Article
Abstract
This paper asks why so many students today seem to rely upon memorization of facts and details over critical thinking in the classroom. The paper argues that the current environment is one that privileges a scientific definition of education. This has led to a testing environment based narrowly upon methods of quantitative assessment. The paper connects this problem back to the definitions of education and knowledge of the Cartesian method of Rene Descartes. The paper further argues that recent philosophers of knowledge like Nietszche have challenged this notion of knowledge arguing for a broader qualitative form of knowledge. The author argues that history should be approached through the lens of World Views. World Views are defined as filters based upon beliefs of human nature, knowledge, and purpose. The author then provides possible methods and classes for implementing World Views positions.
Recommended Citation
Zucker, James
(2014)
"World Views: Creating Significance of Learning in the Classroom,"
The Councilor: A National Journal of the Social Studies: Vol. 75:
No.
1, Article 4.
Available at:
https://thekeep.eiu.edu/the_councilor/vol75/iss1/4
Included in
Curriculum and Instruction Commons, Educational Methods Commons, Elementary Education Commons, Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Pre-Elementary, Early Childhood, Kindergarten Teacher Education Commons