philosophy and education
TRANSCRIPT
![Page 1: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/1.jpg)
Western Schools of
Philosophy and Education By
M.VIJAYALAKSHMIAssistant Professor
![Page 2: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/2.jpg)
UNIT II Western Schools of Philosophy
and Education
By
M.VIJAYALAKSHMI
![Page 3: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/3.jpg)
UNIT II : Western Schools of Philosophy and Education
• Western Schools of Philosophy and Education: Educational implications of Idealism, Naturalism, Pragmatism, Realism, Eclecticism and Constructivism.
![Page 4: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/4.jpg)
IDEALISM•Monistic concept• Plato• Chief Exponents
Socrates, Plato, Tagore, Gandhiji, Sri Arabindo, Vivekanada
![Page 5: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/5.jpg)
BASIC PRINCIPLES
• Ultimate reality is mind and spirit• Ideas are final• Believes in God and Spiritual Values• Values are predetermined, absolute and
unchanging . Faith in Eternal Values• Belief in “Apriori” knowledge• Truth is Subjective• Knowledge and Truth are different
![Page 6: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/6.jpg)
PRINCIPLES OF EDUCATION• Stress on spiritual environment• Education is based on spiritualism• Self-realisation is the aim of education• Emphasises mental capacities• Teacher and curriculum are the central aspects of
education. Relatively unimportant place for the child• Development of the child in accordance with adult
standards• Emphasises book learning• Both individual and society are valued• Definite and specific ideaology maintained• Stress on discipilining the child
![Page 7: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/7.jpg)
AIMS OF EDUCATION
• Self-realisation• Spiritual development• Realization of Truth, Goodness and Beauty• Conservation, promotion and transmission of
cultural heritage• Preparation for a holy life• Development of intelligence and rationality• Exaltation of Human Personality• Universal education• Development of Inventive and Creative Powers
![Page 8: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/8.jpg)
CURRICULUM
• Curriculum developed according to ideals and eternal values
• Humanistic subjects emphasised• Main subjects – Religious studies, Spiritual
studies, Ethics, Language, Literature, History, Fine Arts, Music, etc.,
• Books are considered as Treasure house of Knowledge
![Page 9: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/9.jpg)
METHODOLOGY OF TEACHING
• Learning through reading• Lecture, dialogue, discussion• Sravana, manana, nididyasana
to be attempted• Study of books encouraged
![Page 10: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/10.jpg)
DISCIPLINE
• Emphasises inner discipline• Discipline comes through
moral and religious instruction• Restraint on freedom
![Page 11: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/11.jpg)
ROLE OF TEACHERS
• Teachers’ role is supreme and important. He is a spiritual guide for the child• Teacher provides model to be
imitated
![Page 12: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/12.jpg)
Relevance of Idealism in Education in the Emerging Indian Society
• Lofty Aims of Education• Preservation of Cultural Heritage• Position of the Teacher• Self-discipline• Emphasis on Moral Development• Integrated Curriculum
![Page 13: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/13.jpg)
CRITICISMS AGAINST IDEALISM• Neglects psychological nature of the child• More inclined towards Spiritualism• Does not contribute much to the field of Method of
Teaching• Too much of importance - Teacher• Too much of importance – Humaities• Science and Technology are neglected• Rigid restrictions• Unobtainable goals• Too much oriented to the past
![Page 14: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/14.jpg)
NATURALISM• Monistic Concept• Rousseau• Chief Exponents Aristotle, Comte, Herbart Spencer,
Bernard Shaw, Rousseau
![Page 15: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/15.jpg)
NATURALISM• Meaning• Hocking – “Naturalism is metaphysics which
considers nature as a whole of reality. It excludes what is supernatural or the other world”
![Page 16: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/16.jpg)
BASIC PRINCIPLES• Nature is the final reality• Believes in matter and importance of the
material world• Values are created in terms of specific needs• No Faith in Soul or Spirit• Development of Human Personality is due to
the Interaction of Heredity and environment• Innate Goodness of Children• Everything Natural is Beautiful and Valuable• Superiority of Empirical Knowledge
![Page 17: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/17.jpg)
PRINCIPLES OF EDUCATION• Stress on Physical Environment• Education is based on Psychology and ethics• Self-expression is the aim of education• Emphasizes basic instincts, interests and tendencies• Child is the central aspect of education• Education is accordance with the nature of the child• Insignificant place for bookish knowledge• Individual alone is considered and valued• Progressive and dynamic ideology maintained• Stress on the freedom for the child
![Page 18: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/18.jpg)
AIMS OF EDUCATION• Self-expression• Attainment of present and future happiness• Preparation for the struggle of existence• Adaptation to environment• Natural development• Autonomous development of individuality• Sensory training• Redirection and sublimation of natural instincts
![Page 19: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/19.jpg)
CURRICULUM• Curriculum according to basic instincts, aptitudes
and tendencies of children, nature forms the main source
• Scientific subjects occupy comparatively more significance
• Main subjects – Games and Sports, Physical Science, Physiology, Health and Culture, Natural Science and Biological Science
• Senses are the gateways of knowledge• Study of Past Experience
![Page 20: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/20.jpg)
METHODS OF TEACHING
• Learning by doing and interaction with Nature• Observation, Play way, Dalton Plan• Heuristic, Montessori, Kindergarten methods• Observations of nature encouraged• Based on principles – a) Principle of growthb) Principle of Pupil-activity and c) Principle of Individualization• Negative Education
![Page 21: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/21.jpg)
DISCIPLINE• Supporting emancipatory discipline• Discipline by Natural Consequences• Maximum freedom to the child
![Page 22: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/22.jpg)
ROLE OF TEACHER• Teacher’s role is subsidiary where as chilld’s
position is central• Nature is the supreme teacher• Teacher sets the stage for child and retires
behind the curtain• Teacher as an observer• One who understands child psychology
![Page 23: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/23.jpg)
CONTRIBUTIONS OF NATURALISM TO EDUCATION
Psychologising the Educational PracticesPaedocentric EducationLearning by doing and learning through observation.Guided discovery approach called Heuristic MethodFreedom in learning situationsTeachers’ Interference and dominance are
marginalizedHolistic Tendency in the Curriculum offeredAdvocacy of Residential Schools and Co-education
![Page 24: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/24.jpg)
CRITICISMS AGAINST NATURALISM• It denies the existence of anything beyond
nature, behind nature and other than nature• Man – any other living organisms• Superiority not considered• Uncontrolled freedom - not helpful for total
personality development• Negative Education – fail to develop positive
ideas and values in children• Discipline by natural consequences is very
dangerous
![Page 25: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/25.jpg)
PRAGMATISM• Pluralistic Concept• John Dewey• Chief Exponents C.S.Pearce, William James,
John Dewey, Kilpatrick
![Page 26: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/26.jpg)
MEANING• Greek word – Pragma – To do, To
make and To accomplish• Action or Practice or Activity• Instrumentalism• Humanistic Pragmatism• Experimentalism
![Page 27: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/27.jpg)
BASIC PRINCIPLES• Upholds the power of man as supreme• Does not believe in God or spiritual values• Values are not predetermined• They are in the making• Change is the essence of this universe• Human experience is alone is real• Actions are more important than thoughts• Aesthetic value is to be viewed in terms of ‘Social
Goodness’• Should be concerned with the ‘present’• Truth is that which works
![Page 28: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/28.jpg)
Educational Philosophy of Pragmatism
“Knowledge is not for the sake of knowledge, but to help the educand to meet his needs in a biological and social environment, so as to achieve better personal and social adjustment”
![Page 29: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/29.jpg)
MEANING OF EDUCATION
WHY of Education• It is a natural necessity• It is a social necessityWHAT of Education• Self-expression• Growth
![Page 30: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/30.jpg)
PRINCIPLES OF EDUCATION
• Stress on social and physical environment• Education is based on psychology and
science• Social-efficiency is the aim of education• Emphasises experimentation and
practices in a natural setting• Child is the central aspect of all
education activities
![Page 31: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/31.jpg)
• Life situations and activity helpful to meet a need are the bases of education
• Experience and experiments leading to problem solving are the bases of learning
• Sociability along is emphasised• Progressive, dynamic and changeable
ideology maintained• Stress on the freedom for the child
![Page 32: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/32.jpg)
AIMS OF EDUCATION• Social efficiency• Educational aims change according to time
and circumstances• Creation of new values• More and more education and continuous
growth• Social adjustment and harmonious
development• Development of personality
![Page 33: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/33.jpg)
CURRICULUM• Curriculum based on subjects of utility
value • Project form the basis for curriculum• Social subjects form the main body and
others are only subsidiary• Main subjects – Health, Hygiene, Physical
Science, Culture, History, Geography, Maths, Home Science and Agriculture
![Page 34: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/34.jpg)
Governed by the four principles
• Principle of Utility• Principle of Natural Interests• Principle of Experience
Curriculum• Principle of Integration
![Page 35: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/35.jpg)
METHODS OF TEACHING• Learning through experience• Purposive activities in a natural
setting correlation and integration• Project Method• Problem solving encouraged
![Page 36: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/36.jpg)
DISCIPLINE• Stresses social discipline• Discipline comes through
purposive and co-operative activities• Given freedom to frame their
own roles
![Page 37: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/37.jpg)
ROLE OF TEACHERS• Teachers’ role is that of a friend,
motivator, philosopher and guide• Experimentalist• Counsellor• Teacher provides the child scope for
active participation so that he learns to create new values for future
![Page 38: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/38.jpg)
CONTRIBUTIONS OF PRAGMATISM TO EDUCATION
• Fused both psychological and sociological aspects of education
• Importance to child-centred education• Social discipline• Project Method• Develop problem – solving mind• Flexible broad based curriculum• Teacher as a guide and companion to pupils• Principle of Utility and Social Goodness
![Page 39: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/39.jpg)
LIMITATIONS OF PRAGMATISM• Soft education – without fundamental subjects• It fails to solve the riddle of the universe-its
origin, nature, purpose and destiny• It is difficult to provide an organised body of
knowledge – project method• Advocates a utilitarian approach• Contributes much to the Methods of Education,
fails to present laudable aims to education• Ignores the spiritual side of man
![Page 40: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/40.jpg)
Relevance of Pragmatism in Education in the Emerging Indian Society
• Emphasis on Practical Utility• Emphasis on Democratic Values• Emphasis on Learning by Doing• Emphasis on Education of the Whole
Child• The Project Method of Teaching• Emphasis on Universal Education• Pragmatism does not Banish the Teacher
![Page 41: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/41.jpg)
REALISM• Pluralistic Concept• Aristotle – Father of Realism• Chief Exponents – Milton, Commenius, John Locke,
Whitehead, Russel, Aristotle
![Page 42: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/42.jpg)
Meaning of Realism• ROSS – “The doctrine of realism asserts
that there is a word of things beyond and corresponding to the object of our perception”
![Page 43: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/43.jpg)
BASIC PRINCIPLES• Physical world is real and Independent of man• Objects rule our perception• Nature’s laws are true and pre-existent• Sensory are gateways of knowledge • Truths are discovered through observation and
experimentation• Values are determined by one’s own experiences• As objects have permanent properties, values also
remain unchanged• Morals and standards are those which prove to be
good for man
![Page 44: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/44.jpg)
PRINCIPLES OF EDUCATION• Education is based on Science only• It emphasizes on behaviour and experiment• Child and his presents life are the centres of
education• It opposes book learning • Both the individual and the society are valued• It is liable to change according to a change in
life
![Page 45: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/45.jpg)
AIMS OF EDUCATIION• Equip the individual with skills
and knowledge to mater the physical environment• Adjust with realities of the world
and adult approved behaviour• Promote rational thinking
![Page 46: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/46.jpg)
CURRICULUM
• Diversification of courses but related to life• Preference for the study of Sciences• Vocational training• Place for travel and field trips• Subjects concerning day to day activities are
included in curriculum• Main subjects are – Natural Sciences,
Biological Sciences, Physical Sciences, Health Culture, Physical exercises, Math, Geography, History, Astronomy, Sports, etc.,
![Page 47: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/47.jpg)
METHODS OF TEACHING• Subjective & Objective Method of
Teaching• Critical Observation• Exploration• Experimentation• Self-study & Practical work• Inductive Method• Correlation Method
![Page 48: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/48.jpg)
ROLE OF TEACHER
• Teacher role is Supreme because he brings the child to learn with the external realities of life
• Imparts scientific knowledge to the child in as easy and effective way
• Helps for the objective learning of pupils• Is a man with scientific temper
![Page 49: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/49.jpg)
STUDENT DISCIPLINE
• Discipline by limitation and evaluation of consequences• Morality is taught by consequences
of behaviour• Emancipatory discipline
![Page 50: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/50.jpg)
ECLECTICISM
• The useful and acceptable features of different philosophies and tendencies in education are harmoniously blended.• Calls for consensus
![Page 51: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/51.jpg)
ALL THE EDUCATIONAL PHILOSPHIES AGREE ON THE FOLLOWING
• Dignity of the individual and respect for human personality
• Mind is a powerful force and significant in the life of man
• Education should develop social efficiency• Curriculum should be highly flexible and core
curriculum should include all the subjects• Emphasising play method, learning by doing and
experimental method for imparting instruction• Discipline is a means and not an end in itself
![Page 52: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/52.jpg)
• Eclecticism is not adopted in Modern Indian Education• Lead to the creation of educational
pockets of conflicts and confusion• Ultimately endangering national and
emotional integration
![Page 53: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/53.jpg)
Constructivism Theory about the Nature of LearningChief Exponents John Dewey Maria Montessori David Kolb
![Page 54: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/54.jpg)
Based on experimental learning through real life experience to construct and conditionalize knowledge
The type of learner is self-directed, creative, and innovative.
The learning goal is the highest order of learning: heuristic problem solving, metacognitive knowledge, creativity, and originality that may modify existing knowledge and allow for creation of new knowledge
![Page 55: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/55.jpg)
Characteristics of Constructivist TeachingOne of the primary goals of using constructivist
teaching is that students learn how to learn by giving them the training to take initiative for their own learning experiences.
According to Audrey Gray, the characteristics of a constructivist classroom are as follows:
the learners are actively involvedthe environment is democraticthe activities are interactive and student-centeredthe teacher facilitates a process of learning in which
students are encouraged to be responsible and autonomous
![Page 56: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/56.jpg)
Jonassen (1994) - eight characteristics that differentiate constructivist learning environments
1. Provide multiple representations of reality. 2. Multiple representations avoid oversimplification and represent the
complexity of the real world. 3. Emphasize knowledge construction inserted of knowledge
reproduction. 4. Emphasize authentic tasks in a meaningful context rather than
abstract instruction out of context. 5. Provide learning environments such as real-world settings or case-
based learning instead of predetermined sequences of instruction. 6. Encourage thoughtful reflection on experience. 7. “Enable context- and content- dependent knowledge construction." 8. Support "collaborative construction of knowledge through social
negotiation, not competition among learners for recognition."
![Page 57: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/57.jpg)
The Traditional Classroomo Begins with parts of the whole–Emphasizes
basic skillso Strict adherence to fixed curriculumo Textbooks and workbookso Instructor gives/students receiveo Instructor assumes directive, authoritative roleo Assessment via testing / correct answerso Knowledge is inerto Students work individually
![Page 58: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/58.jpg)
The constructivist ClassroomBegin with the whole – expanding to partsPursuit of student questions / interestsPrimary Sources / manipulative materialsLearning is interaction – building on what
students already know Instructor interacts / negotiates with studentsAssessment via student works, observations,
points of view, tests. Process is as important as product
Knowledge is dynamic / change with experiencesStudents work in groups Source
![Page 59: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/59.jpg)
Specific ApproachesConstructionism
Guided Instruction
Problem-Based Learning
Inquiry-Based Learning
Anchored Instruction
Cooperative Learning
Reciprocal Peer Teaching
![Page 60: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/60.jpg)
Constructivist ActivitiesExperimentation
Research projects
Field trips
Films
Class discussions
![Page 61: Philosophy and Education](https://reader036.vdocument.in/reader036/viewer/2022062412/587e6ad21a28ab2a538b7d9b/html5/thumbnails/61.jpg)
Role of teachers
Modeling
Coaching
Scaffolding