# data[].attributes.body
Emphasizes core knowledge and skills for effective citizenship.

# data[].attributes.body
Teacher-centered, focused on basic subjects and strict discipline.

# data[].attributes.body
Academic mastery of essential subjects

# data[].attributes.body
Preserving and transmitting cultural heritage

# data[].attributes.body
Passive, receiver of knowledge

# data[].attributes.body
Authority figure, directs learning

# data[].attributes.body
Focuses on individual choice, freedom, and personal responsibility.

# data[].attributes.body
Student-centered, encourages personal choice and self-exploration.

# data[].attributes.body
Self-awareness, personal decision-making.

# data[].attributes.body
Individualism, personal freedom

# data[].attributes.body
Active participant, decision-maker

# data[].attributes.body
Guide, helps students find meaning

# data[].attributes.body
Focuses on enduring ideas and universal truths.

# data[].attributes.body
Teacher-centered, emphasizes classic literature and timeless knowledge

# data[].attributes.body
Truths that transcend time

# data[].attributes.body
Stability, moral and intellectual development

# data[].attributes.body
Passive, studies classical works

# data[].attributes.body
Knowledgeable authority, delivers established truths

# data[].attributes.body
Focuses on practical, hands-on learning, and problem-solving

# data[].attributes.body
Student-centered, learning through experience and experimentation

# data[].attributes.body
Problem-solving, critical thinking

# data[].attributes.body
Flexibility, social adaptation, democratic values

# data[].attributes.body
Active, involved in inquiry

# data[].attributes.body
Facilitator, creates problem-solving situations

# data[].attributes.body
Focuses on observable

# data[].attributes.body
Teacher-centered, uses reinforcement and conditioning

# data[].attributes.body
Observable, measurable behavior shaped by the environment

# data[].attributes.body
Efficiency, social conformity, and productivity

# data[].attributes.body
Passive, responds to stimuli

# data[].attributes.body
Controller, reinforces desired behaviors

# data[].attributes.body
Abraham Maslow

# data[].attributes.body
Focuses on personal growth, self-actualization, and feelings

# data[].attributes.body
Student-centered, emphasizes self-directed learning and emotional well-being

# data[].attributes.body
Self-fulfillment, personal potential

# data[].attributes.body
Personal freedom, empathy, individual well-being

# data[].attributes.body
Active, self-directed

# data[].attributes.body
Facilitator, nurtures personal growth

# data[].attributes.body
Focuses on learners constructing their own understanding

# data[].attributes.body
Student-centered, active learning through exploration and collaboration

# data[].attributes.body
Constructing meaning through experience

# data[].attributes.body
Social interaction, collaborative learning

# data[].attributes.body
Active, constructs knowledge

# data[].attributes.body
Guide, co-learner, supports exploration

# data[].attributes.body
Focuses on student interests and real-world problem-solving

# data[].attributes.body
Student-centered, learning through inquiry, projects, and experience

# data[].attributes.body
Innovation, problem-solving, inquiry

# data[].attributes.body
Social progress, democratic ideals

# data[].attributes.body
Active, inquiry-based learner

# data[].attributes.body
Facilitator, encourages experimentation and inquiry

# data[].attributes.body
Schiro, M. (2013). Curriculum theory: Conflicting visions and enduring concerns. SAGE Publications.

Fielding, M., & Moss, P. (2011). Radical education and the common school: A democratic alternative. Routledge.

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Focuses on addressing social injustices and rebuilding society

# data[].attributes.body
Student-centered, addresses societal issues through critical dialogue

# data[].attributes.body
Critical consciousness, social reform

# data[].attributes.body
Social justice, equity, and transformation

# data[].attributes.body
Active, critical thinker, reformer

# data[].attributes.body
Facilitator, helps students engage in societal issues

# data[].attributes.body
Focuses on mental processes such as thinking, memory, and problem-solving

# data[].attributes.body
Student-centered, emphasizes understanding mental structures and cognitive development

# data[].attributes.body
Mental processes, internal understanding

# data[].attributes.body
Promotes intellectual growth, understanding complex concepts

# data[].attributes.body
Active learner, internalizes information

# data[].attributes.body
Facilitator, provides appropriate learning tasks and challenges cognitive abilities

# data[].attributes.body
Focuses on the influence of social interaction and culture on learning

# data[].attributes.body
Student-centered, learning through social interaction and collaboration with more knowledgeable others

# data[].attributes.body
Social interaction, cultural tools, language

# data[].attributes.body
Cultural development, collaboration, social learning

# data[].attributes.body
Active participant, learns through guided interactions

# data[].attributes.body
Facilitator, provides scaffolding and social support

# data[].attributes.body
Ravitch, D. (2010). The death and life of the great American school system: How testing and choice are undermining education. Basic Books.

Finn, C. E. (2008). Troublemaker: A personal history of school reform since Sputnik. Princeton University Press.

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Flynn, T. (2006). Existentialism: A very short introduction. Oxford University Press.

Van Deurzen, E. (2015). Existential therapy: Distinctive features. Routledge.

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Sayers, D. (2002). The lost tools of learning. National Review Books.

Hicks, D. V. (1999). Norms & nobility: A treatise on education. University Press of Americ

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Biesta, G. (2010). Good education in an age of measurement: Ethics, politics, democracy. Routledge.

Garrison, J. (1997). Dewey and Eros: Wisdom and desire in the art of teaching. Teachers College Press.

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Moore, J. (2011). Behaviorism. The Psychological Record, 61(3), 449-464.

Catania, A. C. (2013). Learning (5th ed.). Sloan Publishing.

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Huitt, W. (2009). Humanism and open education. Educational Psychology Interactive. Valdosta State University.

McLeod, S. (2018). Maslow's hierarchy of needs. Simply Psychology.

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Richardson, V. (2003). Constructivist pedagogy. Teachers College Record, 105(9), 1623-1640.

Windschitl, M. (2002). Framing constructivism in practice as the negotiation of dilemmas: An analysis of the conceptual, pedagogical, cultural, and political challenges facing teachers. Review of Educational Research, 72(2), 131-175.

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Apple, M. W. (2006). Educating the "right" way: Markets, standards, God, and inequality. Routledge.

Giroux, H. A. (2011). On critical pedagogy. Bloomsbury Publishing.

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Kirschner, P. A., Sweller, J., & Clark, R. E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential, and inquiry-based teaching. Educational Psychologist, 41(2), 75-86.

Bruning, R. H., Schraw, G. J., & Norby, M. M. (2011). Cognitive psychology and instruction (5th ed.). Pearson.

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Daniels, H. (2005). An introduction to Vygotsky (2nd ed.). Routledge.

Wertsch, J. V. (2007). Mediation. In H. Daniels, M. Cole, & J. V. Wertsch (Eds.), The Cambridge companion to Vygotsky (pp. 178-192). Cambridge University Press.