OBJECTIVE-QUANTITATIVE-DEDUCTIVE-NORMATIVE-POSITIVIST-AUTHORITARIAN
(This worldview believes that you can explain-predict-control – Scientists see the world from this perspective.)

Underlying assumptions:
1. Cause and effect is real and can be predicted.	6. Reality exists be predicted
2. Research is context-free	7. Investigation is neutral
3. Believes in detached role of observer	8. Theory and Practice are separate
4. Uses statistical analysis	9. Subject/Object relationship
5. Variables -Aristotle, Locke, Hume – society as a whole - generalize from the specific

THEORISTS:
Socrates	Teacher leads the learner to the answer by using “artful questioning”
Mortimer Adler	All members of the species have the same nature, perrenialist
Aristotle	Teacher instructs learner
Albert Bandura	People develop behaviors by observing others- behaviorist
Warren Bennis	Knowledge is testable by scientific method
Alfred Binet	Developer of the IQ test
Benjamin Bloom	Bloom’s Taxonomy-Six progressively complex levels of cognition
Auguste Comte	Men should recognize the overriding authority of science.
René Descartes	Modern school of mathematics
William Glasser	Control theory is about fulfilling the needs of the individual
Marian Edelman	Children will model what they see.
Erik Erikson	8 stages of psychosocial development
Fredrich Hegel	Students must conform to institutional order and laws of reason but believed in self-consciousness – laid foundation for social philosophy
E. D Hirsch	Core knowledge exists.
Thomas Hobbes	Cause and effect- geometry and physics answers questions without human nature.
David Hume	All knowledge comes from experience
Ayn Rand	Objectivism is a complete, systematic, integrated system of thought
Bertrand Russell	Reality grounded in mathematics-Principia Mathematical
Lawrence Kohlberg	Theory of moral development influenced by Jean Piaget and John Dewey
John Locke	Knowledge is publicly verifiable, measurable.
Ivan Pavlov	Conditioning
Jean Piaget	5 stages of cognitive development
B. F. Skinner	Behaviorist, Operant conditioning and schedules of reinforcement
Edward Thorndike	Law of Effect, Law of Readiness, Law of Exercise
Lev Vygotsky	Scaffolding- private speech
Edmund Husserl	Principal founder of phenomenology

THEORETICAL BASE

Assimilationist - Majority rules- absorbs less powerful cultures

Behaviorist - All behavior is a response to stimuli - predictable -B.F. Skinner (Pavlov's dog)

Objectivism - complete, systematic, integrated system of thought

Rationalist - human reason is starting place for construction of knowledge - Descartes

Empiricist - knowledge foundation of human experience

Determinist - no random events - determined by past behaviors and events

Essentialist - hard work, mental discipline, core of knowledge - 3 R's

Structuralist - believes there are societal universal structures

Perrennialist - underlying principles of existence are constant- we can pass on a body of knowledge - Edelman

Positivist - logical -the what - quantitative study of human phenomena - Comte

Realist - concepts exist (not just names) knowledge and values are independent of human mind - Aristotle

METHODS/PROCEDURES/TECHNIQUES Nomothetic (General laws) – agree on general truths Survey Verbal or written questions administered to subjects. Experiment A test measuring an effect. Randomized Sampling The selection of subjects using a random system. Pre/post Test A test given before and after the treatment. Statistical Analysis Correlational studies- one variable’s change is affected by change in another variable. Correlational Studies - One variable’s change is effected by a change in another variable Use of Control Group A group that is not given the treatment.

QUALITATIVE-SUBJECTIVE-INDUCTIVE -EXISTENTIALIST- NON-AUTHORITARIAN
(This worldview is idiomatic - individual - nonstatistical - interpretation specific - a snap shot)

THEORISTS
Max Van Manen	Phenomenological Human Science, practice, reflection
Immanuel Kant	German philosopher and founder of Critical Philosophy; made first decisive break with empiricism
Jerome Bruner	Students construct new ideas by integrating new material.
Noam Chomsky	Students understand the world through the arduous process of controlled inquiry.
John Dewey	Grandfather of Pedagogy – Progressivism. Relies upon the use of scientific method to solve problems
W. E. B. DuBois	Every argument rests on an unproven postulate.
Elliot Eisner	Qualitative research
Frederik Froebel	Free self-activity, discovery play.
Howard Gardner	Multiple intelligences Linguistic, Musical, Logical, Spatial, Kinesthetic, Intrapersonal, and Interpersonal
Roger and David Johnson	Cooperative Learning
Maxine Greene	Purpose of education is for teachers and students to create meaning in their lives
Jean-Jacques Rousseau	The common, natural man, Emile, original nature of man is good but corrupted by society
Margaret Mead	Anthropologist - individual experience of developmental stages could be shaped by cultural demands and expectations
Daniel Golman	Emotional Intelligence
William F. Pinar	Cultural character of the curriculum
Jean Paul Sartre	Existentialism - emphasizes the ultimacy of human freedom
Carl R. Rogers	Client-centered therapy-humanist
Martin Heidegger	Metaphysics – relativist - social critic - educated in phenomenological tradition of Husserl
Abraham Maslow	The father of Humanistic Psychology Hierarchy of Needs
Maria Montessori	Education is not what the teacher gives; education is a natural process spontaneously carried out by the human individual

THEORETICAL BASE

"Eastern Thought" - starts with the inner world - reaches to the outer world of thought Voluntarist - humans exercise free will Ethnographist - in-depth analysis of a specific cultural situation Constructionist - believes in intact realities, students develop own frames of thought Relativist - everything goes, meaningless Reconceptualist - lived experience (lived experience) Anti-Positivist - knowledge origin from within- people respond to given situation Pragmatist - anticipated consequences-informed judgment-becoming (not being) application. Progressivist - learning is rooted in questions developed by the learners -Process not Product - Dewey Naturalist - don't disrupt just record and understand axioms: 1. realities are multiple, 2. knower and known are interactive, 3. no generalizations, 4. inductive, no cause and effect, 5. inquiry is value bound, always biased "Native American Thought" - connection to nature - cyclical oneness Nominalist - abstract theme - only can name things, never real Existentialist - reality in the lived experience - Sartre, Kierkegaard

METHODS/PROCEDURES/TECHNIQUES USED FOR RESEARCH
1. Role play	5. Scenario
2. Interview	6. Script taping
3. Participant observation	7. Case study
4. Probing	8. Descriptive Research

Karl Marx	Basic reality is material- knower and known are in a continued process of mutual adaptation.
Henry Girouix	Critical Theorist - all things are power and politics
Friedrich Nietzsche	Existentialist - facts do not exist, only interpretations
Soren Kierkegaard	Existentialism – believed in religion, indirect communication
Jean Paul Sartre	Existentialism- a philosophical approach that emphasizes the ultimacy of human freedom.
Paulo Freire	Brazilian educator – phenomenologist , students must construct knowledge from knowledge they already possess
Jurgen Habermas	Most eclectic modern Marxist - speech act theory, hermeneutics
Michael Apple	Educational critical theorist –criticizes education as factory model
Lev Vygotsky	Scaffolding- private speech.