Educational Ideologies Comparison

Educational  Ideology	Fundamentalism of  Education	Intellectualism of  Education	Conservatism of  Education	Anarchism of education
Comprehensive Goal of Education	·   Fundamentalism is a movement to recapture an ideological "purity" within a religion that supposedly has been lost by mainstream adherents of the religion at large. Fundamentalists often assert the primacy of their own idiosyncratic interpretation of religious texts over centuries of acquired knowledge and practice.	·   Education intellectualism is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic.	·   In its general sense is a form of learning in which the knowledge, skills, and habits of a group of people are transferred from one generation to the next through teaching, training, or research. Education frequently takes place under the guidance of others, but may also be autodidactic.	·   Anarchism can be said is defending viewpoint deletion/ destruction/ annihilation/ institutionalized restraints on freedom of the whole human.
Aim of School	·   Helping to rebuild communities by encouraging a return to its original purpose and its goal to remain consistent against these objectives. ·   Channeling the information and skills necessary to succeed in the existing social order	·     To teach students about how to make sense (how to think clearly and neatly). ·     To deliver the durable wisdom of the past.	·   Encourage the understanding and appreciation of the institutions traditions processes cultures that have stood the test of time, including the deep respect of the law and order. ·   Channeling and embed the necessary information and the need to succeed in the existing social order	· The formal schooling system that is now to be abolished completely and replaced with a voluntary learning patterns and self-directed free and universal access to the materials of the education and learning opportunities must be provided, but no mandatory learning system
The general characteristics	·   He believes that knowledge is primarily a tool to rebuild communities in the pursuit of moral perfection pattern that never existed in the past. ·   Stressing that human beings are moral agents. ·   Secretly or openly anti-intellectual. ·   Wilderness first education as a process of moral regeneration. ·   Focusing on the purpose of the original traditions and social institutions that exist. ·   Emphasizing the reintroduction of the old ways that have stood the test of time. ·   Based on the system and the social/ religious system that closed the previous era that characterizes. ·   Based ·   Assume that the highest intellectual authority in the hands of those the true believers	·   Assume that knowledge is a goal in itself. ·   Emphasizing the human as a human. ·   Emphasizing the traditional values ​​intellectualism. ·   Viewing education as an orientation towards life in general. ·   Centered on human intellectual history as defined by the dominant intellectual tradition coals (classicism). ·   Emphasizing philosophical stability as a higher priority than the need for change. ·   Based on a closed ideological system containing philosophical absolutes. ·   Standing on the foundation truths is self-evident. ·   Assume that the highest intellectual authority lies in the intellect (intellect) itself	·   Assume that the value of existing knowledge base on social usefulness. ·   Emphasizing the role of humans as citizens. ·   Emphasizing adjustment reason. ·   Seeing education as a learning (socialization) values ​​established system. ·   Focusing attention to the traditions and social institutions that exist. ·   Emphasizing cultural stability exceeds the need for reform / overhaul culture. ·   Based on a system culture (ethnocentrism). ·   Rooted in system certainties that have stood the test of time. ·   Assume that the highest intellectual authority is dominant culture with all system beliefs and behavior are established	·   Knowledge is a product of natural everyday life. ·   Assuming the individual personality as a value pass by any society demands. ·   Emphasizing free choice and self-determination in a sisal background sane and humanistic (oriented private). ·   Deem education as a natural function of everyday life in a social environment that is rational and productive. ·   Focusing attention to the development of an educational community that eliminate or radically minimize the need for the existence of a formal school also all other institutionalized restraints over personal behavior. ·   Emphasizing sustainable change and self-renewal in a society that is constantly reborn. ·   Based on an experimental investigation of an open system (real knowledge scientific/ rational) and based on forecasts/ estimates corresponding to such an inquiry system. ·   Standing on forecasts or quasi - anarchistic about human morality can perfected under social conditions of most peaks. ·   Considers that the authority of the intelligentsia is right there in their hands
Children as Students	·   Inclined towards kids’ mistake and a crime if there is no strong guidance and good teaching. ·   Inequality individual similar is more important than the differences between them. ·   Boys morally equivalent in a universe of opportunity inequality objective. ·   A child was essentially able to determine their own destiny	·   A child leaning towards wisdom and goodness. ·   Individual similar is more important than individual differences. ·   Boys morally equivalent in a world objective opportunity. ·   A child is essentially self-determination	·   Strict Students need guidance and clear direction. ·   Individual similar is more important than their differences. ·   Boys morally equivalent in a world of opportunities in the objective world of unequal. ·   A child is essentially self-determination	·   Children tend to be good. ·   The differences between individuals move against the wisdom of educational experiences absorb the same or similar for everyone. ·   Boys morally equivalent. ·   Personality grows out of social conditioning
Administration and Control	·   Authority in the field of education should in the hands of a trained academic manager. ·   Authority of teachers required at a higher moral profile within the teacher	·   The education authority should be instilled in the hands of highly educated intellectual elite. ·   Authority of teachers should be based on the teacher's discretion higher compared to the students	·   The education authority should professional educators within a mature and responsible who coined the deep respect of the defined process and wise enough to face the changes in response to the excessive demands of the wider community. ·   Authority of teachers should be based on the role and status social	·   The education authority should be returned to the people by allowing each person to control the nature and implementation of their development. ·   No need no special authority given to the teacher as teacher
The Properties of The Curriculum	·   The School should emphasize character worthy. ·   Schools should focus on old cultural patterns. ·   Should be given to the moral regeneration. ·   Course of study must be selected to lead students. ·   Pressure should be put on adjustment (moral indoctrination) exceeds the academic knowledge. ·   Schools should emphasize the moral training and the type of exercises required academic and practical to help students become active members in the social order precisely	·   The School should emphasize intellectual discipline. ·   Schools should concentrate speculative reasoning and wisdom. ·   Emphasis should be based on the ideas of abstract theories sera. ·   Implementation of teaching and learning activities should be almost fully directed or follow the lines set. ·   Thing to be emphasized is that the intellectual. ·   Schools should emphasize and philosophy / theology	·   The School should emphasize political learning. ·   Schools should pay attention to the social conditioning of helping students to achieve the fulfillment of cultural values. ·   Emphasis should be placed on academic exceeds the practical and intellectual. ·   The School should emphasize training in basic-skills fundamental	·   The School must be removed in order to enlarge the choice of free personal. ·   Education together with schooling. ·   Emphasis should be put on each individual to determine their own learning goals. ·   At the demands imposed by the system of social existence of any. ·   Emphasis should be placed on what is relevant in person at the expense of the traditional distinction between what is academic, intellectual, and practical. ·   Every person should be free to determine the nature of the extent to which he aka learning
Lesson	·   Learning is determined and directed by the teacher because students not enlightened enough to process itself.	·   Learning is determined and directed by the teacher is the best but the teacher should always try to with the intrinsic properties of the students who are than compliance through indoctrination ordinance.	·   The best learning is determined and directed by the teacher. However, the students should be allowed to participate in aspects that are less important in planning education.	·   Learning should emphasize interpersonal cooperation and minimize competition for the sake of the rewards.
Teaching Method and Learning Result Evaluation	·   Emphasis should be placed on ordinances taught in the traditional classroom. ·   Deuteronomy / test given after a lesson is the best way to establish the right habits in the lower classes. ·   Which is the best learning is determined and directed by the teacher. ·   The teacher should be seen as a role model in terms of academic moral perfection. ·   Tests to measure skills and information the students better than tests that emphasize analytical abilities and abstract speculations students. ·   Competition among personal things to get the best value (exams , tests , behavior and so on) and ranked the highest value among the students in class is desired and needs to be held for the sake of foster excellence. ·   Emphasis should on the cognitive (particularly informational) with pressure both in the affective and interpersonal. ·   Emphasis should be placed on the restoration of the principles and practices of traditional education (national and ethnicity). ·   Guidance and personal counseling and psychotherapy are family functions and church not school	·   Pressure should be put on ordinances traditional classroom ·   Deuteronomy/ exercise by rote is the best way to get the right level of habituation lower educational. ·   Learning is determined and directed by the teacher is the best. ·   Teachers should be viewed as a role model of intellectual excellence and a "referee" or mediator truth. ·   Tests are intended to measure intellectual acuity preferred that emphasizes factual content. ·   Intellectual superiority is something that is difficult to achieve the advance of personal rivalry to a certain extent can be said in any good academic situation. ·   Emphasis should be placed on the cognitive. ·   Emphasis should be placed on adherence to the principles and practices of education that are recognized and formulated by the great of western intellectual. ·   Guidance and personal counseling and psychotherapy are not things that are considered school	·   Should be a practical the ordinances in a traditional classroom with the progressives ·   Bodily and mental discipline (through marching, counting by rote memorizing and so on) is the best way to establish the right habits at levels lower education. ·   Which is best learned with a determined and directed by the teacher. ·   The teacher should be viewed as an expert " injector" knowledge and special skills. ·   Tests to measure skills and information mastered by students better than the tests that are given to test the ability of analytical or abstract speculation. ·   Competition interpersonal to pursue inter students need once desired for the sake of excellence. ·   Emphasis to the cognitive placed second with an emphasis on effective and which are between every self. ·   Emphasis should be placed on preserving the principles and practices of conventional education. ·   Guidance and personal counseling and psychotherapy should be limited only to students who are experiencing severe emotional problems.	·   Individual students should be deciding which teaching methods are most appropriate to the objectives and designs own educators. ·   Value discipline and memorizing as well as others related to it should be allowed to be a person who learned the secrets of his own. ·   Traditional roles of teachers and students who applied by the agency is to be abolished. ·   Teacher is an aspect that can be removed/ discarded from the process of education. ·   Assessment/ evaluation is the best self-assessment. ·   Learning activities should emphasize interpersonal cooperation and minimize competition for the sake of the rewards. ·   Traditional between effective cognitive and interpersonal distinction is false/ artificial and counterproductive in view of the actual learning process is total and organic. ·   Could be said that all social institutions are sustainable and preserve themselves (such as schools) must be destroyed completely. ·   individual counseling and psychotherapy , is just one part of a system of social restrictions that in fact cause many psychological problems
Control of Teaching Method and Learning Result Evaluation in Class Room	·   Role of the student must be a good citizen in alignment with the ideals of the people who do the moral regeneration. ·   Teachers generally have to be strictly non-permissive ordinances controlling the situation in the classroom while the students are expected to conform to the established authority	·   Students should be good citizens in the realm of various benchmarks that are absolutely certain. ·   Teachers should generally not be permissive (permissive). ·   Moral education (training character) is the most important aspect of schooling and inevitable	·   Students should be good citizens in the realm of the dominant cultural views about good citizenship and good behavior. ·   Patterns of teachers in general should be non-permissive. ·   Moral education (training character) is one of the important aspects of schooling	·   Fundamentally Children must define oneself. ·   Behavioral roles situation. ·   Measures not need output side of the moral life of a moral society