Philosophy Preference Assessment
B J Kuehl
Directions: For each item below, respond according to the strength
of your belief, scoring the item on a scale of 1-5. A one (1)
indicates strong DISagreement, a five (5) strong agreement.
____ 1. Ideal teachers are constant questioners.
____ 2. Schools exist for societal improvement.
____ 3. Teaching should center around the inquiry technique.
____ 4. Demonstration and recitation are essential components for
learning.
____ 5. Students should always be permitted to determine their own
rules in the educational process.
____ 6. Reality is spiritual and rational.
____ 7. Curriculum should be based on the laws of natural science.
____ 8. The teacher should be a strong authority figure in the
classroom.
____ 9. The student is a receiver of knowledge.
____ 10. Ideal teachers interpret knowledge.
____ 11. Lecture-discussion is the most effective teaching technique.
____ 12. Institutions should seek avenues towards self-improvement
through an orderly process.
____ 13. Schools are obligated to teach moral truths.
____ 14. School programs should focus on social problems and issues.
____ 15. Institutions exist to preserve and strengthen spiritual and
social values.
____ 16. Subjective opinion reveals truth.
____ 17. Teachers are seen as facilitators of learning.
____ 18. Schools should be educational "smorgasbords."
____ 19. Memorization is the key to process skills.
____ 20. Reality consists of objects.
____ 21. Schools exist to foster the intellectual process.
____ 22. Schools foster an orderly means for change.
____ 23. There are essential skills everyone must learn.
____ 24. Teaching by subject area is the most effective approach.
____ 25. Students should play an active part in program design and
evaluation.
____ 26. A functioning member of society follows rules of conduct.
____ 27. Reality is rational.
____ 28. Schools should reflect the society they serve.
____ 29. The teacher should set an example for the students.
____ 30. The most effective learning does not take place in a highly
structured, strictly disciplined environment.
____ 31. The curriculum should be based on unchanging spiritual
truths.
____ 32. The most effective learning is nonstructured.
____ 33. Truth is a constant expressed through ideas.
____ 34. Drill and factual knowledge are important components of any
learning environment.
____ 35. Societal consensus determines morality.
____ 36. Knowledge is gained primarily through the senses.
____ 37. There are essential pieces of knowledge that everyone should
know.
____ 38. The school exists to facilitate self-awareness.
____ 39. Change is an ever-present process.
____ 40. Truths are best taught through the inquiry process.
Taken from: Jon les, Jon & Bondi, Joseph C. (1984). _Curriculum
Development: A Guide to Practice_, 2nd edition. Charles E. Merrill;
pp 80-83.
NOTE: I will post the scoring rubric separately, as soon as I
can figure out how to get it online in legible fashion.
BJ
WngdWolf13
Directions: For each item below, respond according to the strength
of your belief, scoring the item on a scale of 1-5. A one (1)
indicates strong DISagreement, a five (5) strong agreement.
__5__ 1. Ideal teachers are constant questioners.
__3__ 2. Schools exist for societal improvement.
__?__ 3. Teaching should center around the inquiry technique. (outline this
technique, and I will say whether I agree or not).
__3__ 4. Demonstration and recitation are essential components for
learning.
__1__ 5. Students should always be permitted to determine their own
rules in the educational process.
__2__ 6. Reality is spiritual and rational. (This is rather unclear)
__5__ 7. Curriculum should be based on the laws of natural science. (as
opposed to unnatural science?)
__4__ 8. The teacher should be a strong authority figure in the
classroom.
__3__ 9. The student is a receiver of knowledge.
__2__ 10. Ideal teachers interpret knowledge.
__1__ 11. Lecture-discussion is the most effective teaching technique.
__3__ 12. Institutions should seek avenues towards self-improvement
through an orderly process.
__1__ 13. Schools are obligated to teach moral truths.
__3__ 14. School programs should focus on social problems and issues.
__4__ 15. Institutions exist to preserve and strengthen spiritual and
social values.
_1___ 16. Subjective opinion reveals truth.
__4__ 17. Teachers are seen as facilitators of learning.
__5__ 18. Schools should be educational "smorgasbords."
__1__ 19. Memorization is the key to process skills.
__1__ 20. Reality consists of objects.
__2__ 21. Schools exist to foster the intellectual process. (They SHOULD, but
often don't)
__2__ 22. Schools foster an orderly means for change. (See previous)
__5__ 23. There are essential skills everyone must learn.
__1__ 24. Teaching by subject area is the most effective approach.
__5__ 25. Students should play an active part in program design and
evaluation.
__3__ 26. A functioning member of society follows rules of conduct.
__5__ 27. Reality is rational.
__3__ 28. Schools should reflect the society they serve.
__5__ 29. The teacher should set an example for the students.
___5_ 30. The most effective learning does not take place in a highly
structured, strictly disciplined environment.
__1__ 31. The curriculum should be based on unchanging spiritual
truths.
__5__ 32. The most effective learning is nonstructured.
__1__ 33. Truth is a constant expressed through ideas.
__2__ 34. Drill and factual knowledge are important components of any
learning environment.
__5__ 35. Societal consensus determines morality.
__5__ 36. Knowledge is gained primarily through the senses.
__5__ 37. There are essential pieces of knowledge that everyone should
know.
__2__ 38. The school exists to facilitate self-awareness. (It should, perhaps)
__5__ 39. Change is an ever-present process.
__?__ 40. Truths are best taught through the inquiry process. (Once, more
outlining this process is necessary before I could make an informed opinion).
Taken from: Jon les, Jon & Bondi, Joseph C. (1984). _Curriculum
Development: A Guide to Practice_, 2nd edition. Charles E. Merrill;
pp 80-83.
--Winged Wolf
the were/psion
Winged...@juno.com
B J Kuehl
Winged Wolf writes:
> Directions: For each item below, respond according to the strength
> of your belief, scoring the item on a scale of 1-5. A one (1)
> indicates strong DISagreement, a five (5) strong agreement.
>
> __5__ 1. Ideal teachers are constant questioners.
> __3__ 2. Schools exist for societal improvement.
> __?__ 3. Teaching should center around the inquiry technique. (outline this
> technique, and I will say whether I agree or not).
This is not aimed specifically at Winged Wolf, but please don't send
me your responses to this questionnaire. The scoring rubric has been
posted so that you can score yourself. This is not a study that I
am conducting. I didn't even make up the test.
But if you'd like to discuss what you found out about yourself, I
can reveal that I scored highest in both existentialism and
experimentalism, followed by realism, then idealism and finally
perennialism.
Anyone else?
^V^ Baby Jinx ^V^
Trickster
b...@alpha1.csd.uwm.edu (B J Kuehl) wrote:
>
>Directions: For each item below, respond according to the strength
>of your belief, scoring the item on a scale of 1-5. A one (1)
>indicates strong DISagreement, a five (5) strong agreement.
*snip questions*
>Taken from: Jon les, Jon & Bondi, Joseph C. (1984). _Curriculum
>Development: A Guide to Practice_, 2nd edition. Charles E. Merrill;
>pp 80-83.
>
>
>NOTE: I will post the scoring rubric separately, as soon as I
>can figure out how to get it online in legible fashion.
well.. hate to tell ya, but the scoring still confused me.
Best I could understand, you just add the scores together in each
section, and then divide them by 5, no?
If so.. if anyone is interested, my scores were...
Perennialism: 3.6
Idealism: 4.2
Realism: 4.2
Experimentalism: 4.8
Existentialism: 5.6
So.. anyone wanna tell me, what does this mean about me?
*grin*
-'-,-'-<<0 Trickster 0>>-'-,-'- lpark...@mindspring.com
Tric...@world.std.com vampir...@geocities.com
http://www.geocities.com/SoHo/Lofts/1327
Goth Code 3.0: GoAu4ZZ2 TJtYin PLE B7/43Bk cDBRw8 V7s M3p3 Z**
C5 a22- n3 b44 H172 g4!????A mEaNa@Z4 w6! v5MR r6BP p5Z765Zz
D56! h5(TFeJtAd) sF9M SsYy k4BmpW N0993CONEH HzM*2p12 LusMD6
"Be cunning and full of tricks and your people shall never be
destroyed." -Richard Adams, Watership Down
B J Kuehl
Said Trickster:
> well.. hate to tell ya, but the scoring still confused me.
> Best I could understand, you just add the scores together in each
> section, and then divide them by 5, no?
I didn't divise this assessment. To be honest, I mindlessly typed in
the words as written on the scoring rubric I had in my files. I think
that your directions make more sense. Add up the scores that you gave
to each question within a philosophical section, divide by 5 and then
look at rank order.
I'm sorry.... it's been 8 years since I've even looked at this
silly assessment. I reproduced it the way that the authors (Jon
Wiles and Joseph C. Bondi) presented it. I should have paid a little
more attention to it before I typed it online.
^V^ Baby Jinx ^V^
*****************************************************************
^v^ In God We Trust. ^v^
^v^ ^v^ All others... ^v^
^v^ bring data. ^v^
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White Spirit
B J Kuehl wrote:
> But if you'd like to discuss what you found out about yourself, I
> can reveal that I scored highest in both existentialism and
> experimentalism, followed by realism, then idealism and finally
> perennialism.
I don't know how I did it but I scored most highly in pessimism and
fetishism and I didn't even know they were on the test.
Chiller
Trickster <lpark...@mindspring.com> opined thus: -
>well.. hate to tell ya, but the scoring still confused me.
>Best I could understand, you just add the scores together in each
>section, and then divide them by 5, no?
>If so.. if anyone is interested, my scores were...
>
>Perennialism: 3.6
>Idealism: 4.2
>Realism: 4.2
>Experimentalism: 4.8
>Existentialism: 5.6
>
>So.. anyone wanna tell me, what does this mean about me?
>*grin*
I got
Perennialism: 5.2
Idealism: 4.6
Realism: 5.2
Experimentalism: 4.8
Existentialism: 4.8
So I still have no idea what I am, but apparently it's not ideal(istic).
;)
Chiller
Ice and a slice?
chi...@cold.demon.co.uk
http://www.cold.demon.co.uk/index.html
B J Kuehl
Trickster wrote:
>>.. if anyone is interested, my scores were...
>>Perennialism: 3.6
>>Idealism: 4.2
>>Realism: 4.2
>>Experimentalism: 4.8
>>Existentialism: 5.6
>>
>>So.. anyone wanna tell me, what does this mean about me?
And Chiller revealed:
>I got
>Perennialism: 5.2
>Idealism: 4.6
>Realism: 5.2
>Experimentalism: 4.8
>Existentialism: 4.8
>
>So I still have no idea what I am, but apparently it's not ideal(istic).
I've lost the key to interpreting what the scores mean in relation
to the five philosophies; I can only hope to remember what they
meant and try to explain them as accurately as possible.
The five philosophies -- perennialism, idealism, realism,
experimentalism and existentialism -- were presented in the context
of educational philosophies because the purpose of the 'test',
according to the authors [Jon Wiles & Joseph Bondi] was to
discover how one's philosophical views regarding reality, truth
and knowledge might impact on the manner in which an individual
explores the world and on the educational process best suited
to that individual's learning or teaching style.
Remember that the test consisted of 40 questions total, with
groups of 8 questions providing a measurement for each of the
five philosophies. To discover your preference for any one
philosophy, you were to total the ratings (from 1-5, with '1'
meaning strong disagreement and '5' meaning strong agreement),
that you gave to each of the questions from that philosophical
area, divide by five, and rank the five philosophies in order of
their strength. That is how Chiller discovered that she is
more strongly rooted in the philosophical beliefs of
perennialism and realism, while Trickster is more of an
existentialist and experimentalist (like me).
Following are the statements associated with each philosophy
and a short summary of how I remember them to be interpreted.
PERENNIALISM -
Reality is spiritual and rational.
The teacher should be a strong authority figure in the classroom.
Ideal teachers interpret knowledge.
Schools are obligated to teach moral truths.
Institutions exist to preserve and strengthen spiritual and
social values.
The curriculum should be based on unchanging spiritual truths.
Drill and factual knowledge are important components of any
learning environment.
There are essential pieces of knowledge that everyone should know.
Summary of perennialism:
Knowledge exists in moral absolutes which are independent of the
individual. With respect to education, it is the teacher's
duty to interpret and uphold these moral values and spiritual
truths and to teach them to the students, for it is only through
their regard of these moral truths that the individual may attain
knowledge.
**********************************************
IDEALISM:
The student is a receiver of knowledge.
Lecture-discussion is the most effective teaching technique.
Memorization is the key to process skills.
Schools exist to foster the intellectual process.
Teaching by subject area is the most effective approach.
Reality is rational.
The teacher should set an example for the students.
Truth is a constant expressed through ideas.
Summary of idealism:
Knowledge exists only by the individual's mental perception of it.
With respect to education, it is the teacher's duty to present and
foster the growth of ideas in the minds of the students, for it is
only through thinking about the rationality of ideas that an
individual may attain knowledge.
**************************************************
REALISM:
Demonstration and recitation are essential components for learning.
Curriculum should be based on the laws of natural science.
Institutions should seek avenues towards self-improvement through
an orderly process.
Reality consists of objects.
Schools foster an orderly means for change.
There are essential skills everyone must learn.
A functioning member of society follows rules of conduct.
Schools should reflect the society they serve.
Summary of realism:
Reality exists independent of the mind's perception. With respect
to education, it is the teacher's duty to objectively present and
interpret the objects of the world and explain the laws that govern
them, for it is only by understanding these relationships that
an individual may attain knowledge.
**************************************************
EXPERIMENTALISM:
Schools exist for societal improvement.
Teaching should center around the inquiry technique.
School programs should focus on social problems and issues.
Teachers are seen as facilitators of learning.
Students should play an active part in program design and evaluation.
Societal consensus determines morality.
Change is an ever-present process.
Truths are best taught through the inquiry process.
Summary of experimentalism:
Truth is fluid and depends upon the society in which the individual
lives. Sensory experience is the only source of knowledge. With
regards to education, it is the teacher's responsibility to provide the
types of hands-on experiences that will answer the individual's
questions and lead them to attain empirical knowledge about their
environment and to effect solutions to social problems.
***************************************************
EXISTENTIALISM:
Ideal teachers are constant questioners.
Students should always be permitted to determine their own rules in
the educational process.
Subjective opinion reveals truth.
Schools should be educational "smorgasbords."
The most effective learning does not take place in a highly structured,
strictly disciplined environment.
The most effective learning is nonstructured.
Knowledge is gained primarily through the senses.
The school exists to facilitate self-awareness.
Summary of existentialism:
Truth is unknowable, so each individual is responsible for
constructing his own knowledge but will never know for sure what
is right or wrong or good or bad. With respect to education, it
is the teacher's responsibility to present learning experiences to
the students, and then to back away and let each individual
construct his knowledge according to what he learns from the
experience.
*********************************************************
With respect to the type of educational system in which each of
these philosophies is most rooted, perennialism is associated with
the goals of the religious school, idealism with the dialectic
school (i.e., platonic discussion), realism with the traditional
school, experimentalism with the empirical school (i.e., Deweyism)
and existentialism with the 'open' school (i.e., Summerhill).