E-Learning Material for Language Learning Theory Muhammad Yazidus Syukri, S.S, M. Pd.

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1 E-Learning Material for Language Learning Theory Muhammad Yazidus Syukri, S.S, M. Pd

2 The Summary of Educational Philosophers Dear students, here you will find some world Philosophers for Education. They are great people who had a big idea, brilliant thinker who contributed a lot of things for us today. So read closely and after you read them all, PLEASE find one of the completed school profile written in English /Bahasa in Indonesian School THEN analyze one of them based on their school curriculum, intra-extra curricular, philosophical background and give your critics or feedback (positive and negative sides) then SEND it to my Email at zidous_5@yahoo.comzidous_5@yahoo.com or zdsskr@gmail.com in PPT file before the midterm test.zdsskr@gmail.com Best Regards, Mr. Y

3 1. Socrates (469-399 BC ) Born in Circa, Greece. School at Classical Greek His avowed purpose was “to fulfill the philosopher's mission of searching into myself and other men.” He chose to die rather than cease teaching his philosophy, declaring that “no evil can happen to a good man, either in life or after death. In 399 BC he was accused and convicted of impiety and moral corruption of the youth of Athens, Greece 2. Plato (428/427 – 348/347 BC ) Born in to an aristocratic family in Athens. In 387 BC, he founded the Academy in Athens, the institution often described as the first European university. He was a students of Socrates The earliest represent Plato’s attempt to communicate the philosophy and dialectical style of Socrates. Several of these dialogues take the same form. he divides the human soul into three parts: the rational part, the will, and the appetites.

4 3. Aristotle (384-322 BC) Aristotle was born at Stagira, in Macedonia In 335, he founded his own school, The Lyceum, in Athens He recorded as Plato’s student who studied at Plato’s Academy. Aristotle went to Pella, the Macedonian capital, where he became the tutor of the king's young son Alexander, later known as Alexander the Great. 4. Avicenna (Abu Ali al-Husayn ibn Abd Allah ibn Sina) (980-1037) Born near Bukhara (now in Uzbekistan). At the age of 18 he was rewarded for his medical abilities with the post of court physician to the Samanid ruler of Bukhara. His work The Canon of Medicine was long preeminent in the Middle East and in Europe as a textbook. Avicenna's best-known philosophical work is Kitab ash- Shifa (Book of Healing), a collection of treatises on Aristotelian logic, metaphysics, psychology, the natural sciences, and other subjects.

5 5. Rudolf Steiner (1861-1925) Born at Kraljević, Austria (now Croatia), Steiner studied natural science at Vienna University. He founded the Anthroposophical Society in 1912 to promote his ideas. in 1913 Steiner established the Goetheanum, a “school of spiritual science,” at Dornach, Switzerland, to advance his educational methods. His teachings were the basis for the Waldorf School movement, still practiced in Europe and in some 20 schools in the U.S. 6. Allan Bloom (1930-1992) Allan David Bloom was born in Indianapolis, Indiana, US, He received his Ph.D. from the University of Chicago in 1955. He was lecturer in liberal arts at the University of Chicago in 1955 and Yale University in 1962, he taught political science, and then to Cornell University and then teach government. In 1968 his translation of Plato's Republic was published. His essays in 1967-1982, he continued to explore the decline of education in the US, decrying the rift between the humanities and the sciences and urging a curriculum centered once again around classic texts.

6 7. John Milton (1608-1674) Born in London on December 9, 1608, and educated at Saint Paul’s School and Christ’s College, University of Cambridge He was an English poet, polemicist, a scholarly man of letters, and a civil servant for the Commonwealth of England under Oliver Cromwell. He advocated an education combining classical instruction, to prepare the student for government service, with religious training. He wrote many literature works namely “On the Morning of Christ’s Nativity” (1629), Areopagitica (1644), In Of Education (1644), Paradise Lost (1667), Arcades (1632-1634), Comus (1634), the elegy Lycidas (1637). etc. 8. John Locke (1632-1704) Born in Wrington, Somerset, on August 29, 1632, educated at the University of Oxford and lectured on Greek, rhetoric, and moral philosophy at Oxford from 1661 to 1664. English philosopher, who founded the school of empiricism. Locke’s empiricism emphasizes the importance of the experience of the senses in pursuit of knowledge rather than intuitive speculation or deduction. Locke gave it systematic expression in his Essay Concerning Human Understanding (1690). He regarded the mind of a person at birth as a tabula rasa, a blank slate upon which experience imprinted knowledge, and did not believe in intuition or theories of innate conceptions.

7 9. John Dewey (1859-1952) Born in Burlington, Vermont, received a B.A. degree from the University of Vermont in 1879 and a Ph.D. degree from Johns Hopkins University in 1884. He was an American philosopher, psychologist, and educator. Dewey reformed educational theory and practice in the US by making learning more diverse and participatory. These principles emphasized learning through varied activities rather than formal curricula and opposed authoritarian methods, which, Dewey believed, offered contemporary people no realistic preparation for life in a democratic society. He tested his educational principles at the famous Laboratory School, also called the Dewey School, in Chicago. Dewey’s theories were developed while he was at the University of Chicago, from 1894 to 1904. 10. Lev Vygotsky (1896–1934) Lev Semionovich Vygotsky was born in Orsha, Byelorussia (now Belarus). He was soviet psychologist, whose work on language and linguistic development is based on his supposition that higher cognitive processes are a product of social development. He posited a concept of the Zone of Proximal Development, often understood to refer to the way in which the acquisition of new knowledge is dependent on previous learning, as well as the availability of instruction. He focused on the semantic structure of words and the way in which meanings of words.

8 11. Jerome Bruner (1915- now) Born in New York city, an American psychologist and educator, a leading figure in the study of perception and language development. After graduating from Duke University, he went to Harvard University where he received his Ph.D. in 1941. Bruner’s view of human beings as active seekers of knowledge applies not only to adults but also to children. His discoveries about the meaning underlying children’s games helped to modify views of child development. His books include A Study of Thinking (1956), Studies in Cognitive Growth (1966), Children’s Talk: Learning to Use Language (1983, The Culture of Education (1996), etc. 12. Jean Piaget (1896-1980) Swiss psychologist, best known for his pioneering work on the development of intelligence in children. His studies have had a major impact on the fields of psychology and education. Born August 9, 1896, in Neuchâtel. He wrote and published his first scientific paper, on the albino sparrow, at the age of 10. He was educated at the University of Neuchâtel and received his doctorate in biology at age 22. In his work Piaget identified the child's four stages of mental growth. In the sensorimotor stage, occurring the age of 2 the child is concerned with gaining motor control and learning about physical objects. 2-7 yo, the child is preoccupied with verbal skills. 7 -12 yo, the child begins to deal with abstract concepts such as numbers and relationships. Finally, in the formal operational stage, 12-15 yo, the child begins to reason logically and systematically

9 13.Maria Montessori (1870-1952) Italian educator and physician, best known for developing the Montessori method of teaching young children and founder of Montessori School. She introduced the method in Rome in 1907, and it has since spread throughout the world. The Montessori method stresses the development of initiative and self- reliance by permitting children to do by themselves the things that interest them, within strictly disciplined limits. Montessori provided the children with mental stimulation, meaningful activities, and opportunities to develop self-esteem. According to Montessori, when a child is ready to learn new and more difficult tasks, the director should guide the child from the outset so that the child does not waste effort or learn wrong habits. 14. MAK Halliday (1925-1987) Michael Alexander Kirkwood Halliday (often M.A.K. Halliday) born and raised in England as Linguist with SFL model. In 1942, Halliday volunteered for the national services' foreign language training course. Then teach Chinese in 1945 in London. He recorded as professor in some world universities at Indiana University, Linguistics at UCL, Center for Advanced Study in the Behavioural Sciences, at Stanford, Linguistics at the University of Illinois, at Essex University then moved to Australia as Foundation Professor of Linguistics at the University of Sydney. Halliday (1975) identifies seven functions that language has for children in their early years they are instrumental, regulatory, interactional, and personal functions, heuristic, imaginative, representational.

10 15. Alexander Sutherland Neil (1883-1973) British educational theorist, born in Forfar, Scotland, whose nonconformist educational ideas were put into practice at Summerhill School in Suffolk, England in 1924. He applied the theories of Austrian psychoanalyst Sigmund Freud to his work as a teacher and was a fierce opponent of the methods of Italian educator Maria Montessori. He described a place where adults had not imposed their will, children played in an atmosphere of disorder, lessons were optional, and evenings were spent in dance, theatrical performances, and other diversions. Neill approached education in a spirit of self-regulation, seeing educational problems in terms not of needs, but of rights. 16. Jean Jacques Rousseau (1712-1778) Born in Geneva on June 28, 1712 as a French philosopher, social and political theorist, musician, botanist, and one of the most eloquent writers of the Age of Enlightenment. In 1750 he won the Academy of Dijon award for his (Discourse on the Sciences and the Arts, 1750). In his prize-winning discourse and in his Discourse on the Origin and Foundation of Inequality Among Mankind (1755; trans. 1761), he expounded the view that science, art, and social institutions have corrupted humankind and that the natural, or primitive, state is morally superior to the civilized state In the influential novel Émile (1762; trans. 1763) he expounded a new theory of education emphasizing the importance of expression rather than repression to produce a well-balanced, freethinking child.

11 Next you will find one of the samples for your assignment.

12 YAYASAN PENDIDIKAN SATRIA UTAMA VISI: Menghasilkan siswa yang cerdas, terampil, agamis dan berbudi pekerti luhur Profile

13  Mendidik siswa berwawasan luas, berdasarkan agama dan berwawasan budaya setempat  Melatih siswa berpikir praktis, cepat dan cermat  Melatih siswa berbagai macam keterampilan yang bermanfaat bagi masyarakat sekitarnya. MISI

14  Teori pendidikan  Landasan filsafat : JJ. Rousseau, John Dewey & Piaget  Hukum :UU sisdiknas no 2 th 2003,  Psikologi  Sejarah / Budaya  Ekonomi LANDASAN YANG MENDASARI

15 PBM Ekstra Kurikuler Diskusi Kelompok Tugas Penelitian Tugas Pengabdian MANIFESTASI DALAM KEGIATAN

16 Berdasarkan Penelitian Studi Pustaka Landasan dan Implikasi ILMU PENDIDIKAN YANG BERCORAK INDONESIA

17 PENDIDIKAN UMUM  Membentuk manusia Indonesia yang Pancasilais  Pengembangan Afeksi (suka belajar, percaya diri, kreatif, produktif) ILMU PENDIDIKAN BUKAN PENDIDIKAN UMUM

18 Mengurangi impor konsep pendidikan luar negeri yang belum tentu cocok Penyelenggaraan pendidikan memakai konsep sistem Pengembangan pendidikan mengikuti supra sistem ILMU PENDIDIKAN

19 Perundangan yang berlaku Berakar pada budaya nasional Pendidikan Akademik – menekankan pengembangan ilmu- tidak ditempatkan Profesional – menerapkan ilmu – ditempatkan Isi kurikulum mulok – bukan bidang studi baru, teteapi norma2, penerapan teori yang sesuai dengan daerah setempat. LANDASAN HUKUM

20 Pendidikan Pancasila Pendidikan Agama Kewarganegaraan Norma-norma masyarakat Budi pekerti LANDASAN FILSAFAT

21 Masa Perjuangan Masa Pembangunan Masa Reformasi Pendidikan pada era globalisasi harus berintikan pada pengembangan ilmu dan teknologi. Pendidikan tanggung jawab bersama antara keluarga, masyarakat dan pemerintah LANDASAN SEJARAH

22 Sosiologi Kebudayaan Masyarakat Kebudayaan perlu ditertibkan, antara lain tayangan TV Ujian Negara – disentralisasi. LANDASAN SOSIAL BUDAYA

23 Psikologi Perkembangan Psikologi Belajar Psikologi Sosial Naturalis – belajar sepanjang hayat Behaviorism – membentuk perilaku nyata. LANDASAN PSIKOLOGI

24 Fungsi produksi Efisiensi dan efektifitas biaya Penggunaan uang, proses kegiatan hasil kegiatan LANDASAN EKONOMI

25 Profesi Etika Pengembangan Etika Hanya pendidik yang profesional yang mampu melakukan pekerjaan mendidik. PROFESIONALISASI PENDIDIK

26 Komentar Saya rasa yayasan satria pendidikan utama menitik beratkan penguasaan murid dalam hal nasionalisme, pengetahuan berkelanjutan serta penguasaan budi pekerti hal ini sangat sesuai dengan ciri budaya bangsa Indonesia. Komentar, Kritik & Saran

27 Sarana dan Prasarana yayasan ini belum terlihat secara spesifik, isi kurikulum juga belum lengkap sesuai dengan KTSP 2006 dan Kurikulum terbaru 2013. Spesifikasi pendidkan untuk jenjang tertentu belum dijelaskan apakah untuk pendidikan dasar atau pendidikan berkelanjutan. Kritik

28 Landasan filosofi dipadukan beberapa keterampilan pada pengembangan diri. Fasilitasi baik Soft skill maupun Hard skill lebih dibuat bervariasi Konten standar isi, kompetensi lulusan serta penjaminan mutu internal peserta didik harus dilakukan untuk pencapaian akreditasi sekolah sehingga terciptanya sekolah unggulan yang dapat bersaing secara nasional dan global. Saran