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The purpose of education is for students become their Absolute Selves, to gain knowledge about the nature of reality.

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The purpose of education is for students to learn more about the reality of the physical world though their sensory experiences and knowledge shared by teachers.

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The purpose of education is to help students develop their natural potential to understand truth and knowledge.

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Education is not a preparation for life but a part of life, a collaborative part of the whole where students can find peers, learn from mentors, and grow.

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The purpose of education and schools should not be just passing on knowledge. Education must serve as agents of change and fight for social justice.

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The purpose of education is to help students learn how to learn, become active members of society, and understand the "why" behind their beliefs.

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Students are the imperfect versions of their Absolute Selves. They are imperfect but have the potential to achieve perfection with proper leaning and guidance.

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Students are functioning beings who can learn about reality through through their senses and experiences. They respond to the environmental stimuli around them. Because of that, they are not entirely free in their choices.

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Students are rational beings with a natural capacity to understand truth and knowledge. Some may also claim students are naturally spiritual beings capable of connecting with God.

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Students are beings who have experiences, learn through those experiences, and are able to problem solve and act upon their environment.

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Students are the future of a society. They are capable of learning through exposure, and they can construct their own knowledge.

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Students are human being created in God's image. As such, they are both physical and spiritual beings filled with creativity and the ability to learn and reason. They are also flawed because of the sin nature that exits in everyone as a result of the fall.

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The role of the teacher is to live as examples for ethics and morality and to provide students with knowledge about the nature of reality.

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The role of the teacher is to efferently provide students with accurate information about reality. Their job is to share the knowledge they have gained as a more experienced observer of the universe.

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Teachers are responsible for taking the initiative and developing students' various faculties. It is their job to provide their students with the knowledge, discipline, and reason they need to reach their potential.

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Teachers are fellow learners with students. They have more experience and can help guide students, but they are still on the same journey as the students.

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The role of the teacher is to serve as a social activist. It is their job to prepare students to become responsible and active members of society.

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The role of the teacher is to guide students as they learn how to learn. The role of the teacher is also a very serious and sacred calling that should not be taken lightly because teachers are responsible for representing Christ and living as a role model for students to follow.

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The good student strives to grow and achieve perfection so they can reach their full potential. The teaching process involves guiding and serving as a living example. The focus is on the content/ideas and the words through which those ideas are communicated.

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The curriculum and content varies from student to student, especially as they reach middle and high school. Students learn the base of what they need in all subjects, but there is flexibility in how they move on from that base with student passion and growth goals in mind.

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The learner is gaining information from/being programed by the teacher. The teacher uses their greater experience to provide information to/program students.

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Teachers lead and train students, and students listen to and are trained by their teachers.

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The learning process is born from the needs and interests of the students, which organically grow into their own units of learning experiences. The teaching process is simply guiding those units as they arise.

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The learning process is done through exposure to diverse content. The teaching process involves creating opportunities for those exposures to happen. The learning process is more important than the content.

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The learning process is focused on developing widely applicable skills, not simply memorizing information. The teaching process involves the gradual release of responsibly with the ultimate goal of students becoming independent and collaborative learners.

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The curriculum focuses primarily on the humanities because those are the subjects that connect with students' search for the ideal society. There is a lot of emphasis on language, reading, and hypothetical situations over hands-on/daily life experiences.

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The curriculum focuses primarily on the sciences and math because that is how humanity learns about and understands nature's laws.

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The curriculum focuses on subject matter connected with logic and rational thinking. Math is often seen as the purest subject and closest to pure reason. It also focuses on studying foreign languages, particularly Latin and Greek.

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Curriculum should prioritize exposure to a wide array of content, cultures, languages, people, philosophies, objects, events, and more. The content should also prioritize representing marginalized groups that are not seen as often as the dominant social group(s).

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The content and curriculum is designed with the needs of the individual students in mind and are addressed as a whole rather than as separate and independent subjects.

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Humans are just highly intelligent and can therefore be taught proper behavior in the same way we train other animals. Students are blank slates to be programed with the proper information and behavior.

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This theory focuses on active, student-driven learning based on questions and interests rather than a set curriculum. The focus is on the process of learning, and it's the teacher's job to provide opportunities and experiences for students to learn from.

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Students construct knowledge for themselves through their experiences, culture, and worldview. Teachers should not give students the "answer." Their role is to guide the students' construction of their own knowledge, not to fill their heads with "facts."

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Education should focus on an essential core of of knowledge. The school should be preparing students to become valuable members of society by teaching them proper morals, knowledge, work ethic, discipline, and respect for those in authority.

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The focus of education is on the content and should focus on universal truths and knowledge. Teachers should use routines and assignments to instill discipline, determination, and perseverance.

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A teacher representing this philosophy would spend a lot of time studying the classics, have a traditional management style and lesson structure, and prioritize teaching ethical behavior. They would likely argue against a school trying to include hands-on experiences with daily life and more authentic language in the curriculum.

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A teacher representing this philosophy would prioritize hands-on experiences where students can see, feel, hear, smell, taste, and touch the physical world. They would spend a lot of time planning for sensory experiences, providing facts about the world, and organizing field trips for practical learning. They would likely take issue with teachers and schools that spend a lot of time thinking about hypotheticals and ideals.

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A teacher representing this philosophy would create a very strict, disciplined environment in their classroom. They would focus exercises to expand their students' reasoning skills, and they would likely avoid content that focuses on more subjective aspects and personal interpretation.

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A teacher representing this philosophy would have a less formal, more collaborative and flexible environment in their classroom. Much of their prep time would be dedicated to finding opportunities and resources for students to use in their inquiries. They would likely be opposed to teaching the same thing every year or having a rigid timetable to keep to for each unit.

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A teacher representing this philosophy would have a very student-centered classroom. They would focus a lot more on encouraging students to explore all the possibilities and make decisions for themselves than on having students find the "right" answer. This kind of teacher would prioritize diversity and representation in their curriculum over the traditional classics.

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A teacher representing this philosophy would have a less formal, more collaborative and flexible environment in their classroom. Much of their prep time would be dedicated to finding opportunities and resources for students to use in their inquiries. They would prioritize students' ability to become independent and explain the reasons for their faith and beliefs. They would also work to minimize the amount of time spent on memorization and maximize the amount of time spent on higher order thinking skills.

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Progressivism is probably the closest contemporary theory to my view of education. This theory focuses on active, student-driven learning based on questions and interests rather than a set curriculum. The focus is on the process of learning, and it's the teacher's job to provide opportunities and experiences for students to learn from.