Philosophy of Education Essential Questions: What can be known? What is the good life? What is the...

Philosophy of Education

Essential Questions:

What can be known?

What is the good life?

What is the nature of the learner?

What is the nature of the subject matter?

What is the nature of the learning process

The value of philosophy

1. Brings new interpretation and syntheses as well as analyzing, refining, modifying existing concepts and procedures

2. Acts as a clearinghouse for analyzing and clarifying ideas and problems

3. Offers a source of ethical guidance

4. Induces habits of mind like tolerance, impartiality, and suspension of judgment

PhilosophyLove of wisdom , the quest for knowledgePhilosophers often concerned with such things as power, provocation, personality offering ideas to people caught up in the whirlwinds of social crisis, ideological argumentsPhilosophers of education concerned with questions of schools and society

Metaphysics

Greek word – “what is the nature of reality?”

What is real – “real nature” or “ideas?”

Is reality absolute and unchanging?

Is reality ever changing and evolving?

Some of our understandings are a priori

Some of our understandings are a posteriori

Branches of PhilosophyMetaphysics…what is the nature of reality

For Schools: What is worth Knowing?

Epistemology…what can be known and what is the nature of what is known

For Schools: What is Learning? What is good teaching?

Axiology…ethics and aesthetics: the good, the true and the beautifulFor Schools: What is the role of the school in society?

Logic…principles of right reasoning: induction and deductionFor Schools: What is good thinking?Politics…what is just?What is the role of school in society?

Developing Your Philosophy of Education

My Philosophy

ofEducation

Beliefs aboutTeaching

And Learning

Beliefs aboutStudents

Beliefs aboutKnowledge

Beliefs about What’s worth

Knowing

PersonalPhilosophical Beliefs

What is the teacher’s primary role in the classroom?

Is he/she a subject-matter expert who efficiently imparts knowledge to students?

Is the teacher a helpful adult who establishes a caring relationship with students and nurtures their growth as individuals?

Is the teacher a skilled technician who can manage the learning of many students at once?

Where do you see yourself? Is there a blending of the above?

Beliefs About Teaching and Learning

Beliefs about StudentsYour beliefs about students will shape how you teachWhat you believe students are like based on your life experiencesNegative views of students may promote a relationship based on fearQuestions such as how to structure your program/classroom, direction given to students, how you communicate are all important (Too structured, not enough?)

Beliefs About KnowledgeHow will you go about teaching?- Program ImplementationRote Teaching? Interactive Teaching? (student involvement and interaction?)A blending of the above when it’s called for?Knowledge of oneself and one’s experiences in the world is different than strictly subject knowledgeWhat kind of knowledge is most important?

Beliefs in What is Worth Knowing

What should be taught?

The Basic Skills of reading, writing and computation? (helps assist us in the work world)

The Great Books?

Having kids be able to reason, communicate effectively, and solve problems

To learn how to learn?

Developing the whole child to become a mature, well-integrated Individual?

Personal Philosophical BeliefsA Blend of beliefs?Do you feel strongly in a way a child should be viewed, the role of the teacher in the classroom/society, curriculum design and implementation, the role of the school in society, teacher education?Taking elements from each philosophy is perfectly acceptable

Transmission VS TransformativeStyles of Lesson Delivery

Transmission Style- Lessons are transmitted to the student (think radio transmissions)Teacher-Centred/focusedThe teacher is the fountain of knowledge, little or no student input involved in the ed. processStudents are merely empty vesselsTransformative Style- there is a give and take between teacher/studentChild-CentredThe teacher is viewed as a guide/facilitator of student learningStudent interests/Input are valuedChoices for children

Psychological Orientations that have Influenced Teaching Philosophies

Humanistic Psychology

Behaviourism

Constructivism

Humanistic Psychology/Humanism

Emphasizes personal freedom, choice, awareness, and personal responsibility

Individuals control their own destinies through the application of their intelligence and learning

Curriculum and its implementation should reflect the needs/desires of the student body

Behaviourism

Environmental factors inside the classroom, home etc. shape people’s behaviours

Desired human behaviour can be the product of design rather than by accident

Our behaviours are determined by the environment in which we find ourselves

Our behaviours are shaped

ConstructivismLearning is viewed as an active rather than a passive process in which learners construct understanding of the material they learn (“hands on”) involving active participation

Teachers do not merely transmit academic content to studentsThere is interaction between students in the learning process (group work)The teacher facilitates or guides students in the learning process

The Six Major Philosophical Orientations of Teaching

1.Perennialism

2.Essentialism

3.Progressivism

4.Existentialism

5.Social Reconstructionism

6. Behaviourism

Perennialism

A philosophical orientation that emphasizes the ideas contained in the Great Books/Authors (Socrates, Plato etc.)

Perennialists feel that the true purpose of education is the discovery of the universal, perennial truths in life

Timeless books (The Republic) are used to discover the truths/meaning in life

EssentialismThe core of common knowledge (the basic concepts in reading/writing, math etc.) should be transmitted to students in a systematic, disciplined mannerRigorous, teacher-centred, strict, inflexibleChildren are viewed as empty vessels being filled with knowledge from the teacherTo learn the “essentials” and not to deviate from themTeacher-Centred

Progressivism

Life is forever evolving/changing, not stagnant

Life is evolving in a positive manner

Students can be trusted to act in their own best interests

Education should reflect the needs and interests of students

Child-Centred

Existentialism

Emphasizes an Individuals specific experiencesMaintains that every Individual must determine his/her own meaning of life and existenceTo look within oneself for one’s own answersWhy do I exist? The answer is inside each and every one of us

Social Reconstructionism

The belief that social problems that plague society can be solved by changing, or reconstructuring society

Schools are at the heart of this change

Curriculum plays a major part in changing society

Problem Solving, how we interact with one another

Behaviorism

There is no “free will”

Behaviours are the result of outside forces that cause individuals to act in predictable ways

There are strict laws that govern human behavior

The role of the teacher is to identify behavioral goals and establish reinforcers (both + and -) to achieve these goals

Skinner/Pavlov/Watson/Bloom

Philosophical Foundations of Education

Philosophy is:

A search for meaning and truthThe general beliefs and attitudes of an individual or group

The body of principles underlying a branch of learning or major discipline

Original Definition

“Love of Wisdom”

Definition was developed by Socrates

Of What Value is theStudy of Philosophy

Provide clarification for what is or has been done by others

Provides a framework for life and our action

Can be useful in solving educational problems

A good mental activity

Three Major Areas of Philosophy

Metaphysics - the nature of reality

Axiology - the nature of values

Epistemology - the nature of knowledge

Metaphysics

Concerned with theories of the nature of reality.

Why does the earth exist?

How did it come into being?

Is mankind free?

Is there a God?

What is real?

Metaphysics

Common terms used in metaphysics are: theology

creationism

evolution

spirit

free will

atheism

Metaphysics is the area many people think of when they hear the term philosophy.

Axiology

concerned with theories of value

Two major divisions of axiologyethics

• What is right and wrong?

• What is evil and good?

aesthetics • What is beautiful and ugly?

Some common terms used that relate to axiology are pessimism, optimism, hedonism, egoism, and altruism.

Epistemology

Concerned with theories of the nature of knowledgeEpistemological questions:

How do people learn? What knowledge is of utmost value? What are the different types of knowledge? What are the educational goals of agricultural education and extension?

Philosophical Schools of Thought

Idealism

Realism

Pragmatism

Existentialism

Reconstructionism

Idealism

Idealism (Idea-ism)

Idealist believe that ideas are the only true reality.

The material world is characterized by change, instability, and uncertainty; some ideas are enduring

Idealism

We should be concerned primarily with the search for truth. Since truth is perfect and eternal, it cannot be found in the world of matter that is both imperfect and constantly changing.

Methods of Idealism

Study the classics for universal truths

Mathematics (2+2=4 is an absolute truth)

Dialectic (critical discussion)The dialectic looks at both sides of an issue

Lecture is used to transmit known truths and to stimulate thinking.

Leaders of Idealism

Socrates (469-399 BC)

Plato (427-347 BC)

St. Augustine (350-4300

Descartes (1596-1650)

Berkeley (1685-1753)

Kant (1724-1804)

Socrates

Regarded as the father of philosophy

Believed we learned through questioning (the Socratic method)

Wrote nothing, what we know of his views were written by his followers, most notably Plato

Plato

A student of Socrates

Known as the father of idealism

Operated a school named the “Academy”

Plato’s views toward education

The state must take an active role in educational mattersThe curriculum must lead bright students from a concern with concrete data toward abstract thinkingStudents with little ability for abstraction should go into the military, business and industry.

Plato

Those who demonstrate proficiency in the dialectic would continue their education and become philosophers in positions of power to lead the state toward the highest good (the Philosopher-King)

Believed both boys and girls should be educated and girls should be equals.

Augustine (354-430)

Born in North Africa (Roman citizen)Mother - Christian, Father - Pagan

Attended Roman Primary Schoolgrammar and literature emphasized

At 16 went to Carthage and studied:rhetoric, music, geometry, grammar, mathematics

During his younger days “He lied, he stole, he wenched.”

Augustine. . .

Became a grammaticus in his native town

Taught rhetoric in Carthage, Rome, Milan

While in his 30’s was converted to Christianity, took his holy orders and became a great evangelist and priest.

Found great favor in the church andbecame a great religious leader.

Augustine

People do not create knowledge; God hasalready created it, but people can discover it through trying to find God.

Augustine’s Beliefs

Women were held in low regard (this view was incorporated into the church and held for a thousand years)

Only a few people possessed the mental ability to quest for the truth. Therefore most people should rely on the church for knowledge.

Augustine’s Beliefs

Augustine used Greek writings but began to have doubts how people who did not know God could write anything which could be of value to Christians.

In 401 the Church outlawed pagan writings such as Plato and Aristotle (even the church leaders were not allowed to read the ancient literature). This continued for 1000 years.

Augustine’s Beliefs about Teaching

Encouraged the use of summariesBelieved teachers should teach through persuasion and by leading impeccable lives.Teachers should not expect to increase their worldly stores through teaching.The “stick and fist” were needed to keep students in line since people were wicked (because of Adam).

The Church and Idealism

Idealism has exerted a great amount of influence on Christianity.For centuries the Christian church was the creator and protector of schooling. Generations educated in these schools were indoctrinated with the idealistpoint of view (including early American education).

Descartes (1596-1650)

A renown mathematician

Wrestled with the question of what was real and did he really exist (perhaps he was a dream). He finally concluded:

“I think, therefore I am”

Thinking and ideas are the ultimate truth.

George Berkeley (1685-1753)

Existence is dependent upon some mind to know it, and if there are no minds, nothing would exist unless it is perceived in the mind of God.

Immanuel Kant (1724-1804)

“…the greatest and most difficult problem to which a man can devote himself is the problem of education…”

Education should teach students how to think according to principles - moral laws, moral ideals and moral imperatives

Enlightenment is the goal of education

Educational Aims of Idealism

Develop the mind

Search for true ideas

Character development

Self-realization

Educational Aims of Idealism

True education is concerned with ideas rather than matter.

The idealists wants to give students a broad understanding of the world in which they live.

The Idealist and the Chair

To an idealist, the concept of “chair” is important. You could destroy all the chairs in the world but they would still exist in the mind. The idea of a chair is the ultimate truth.

Realism

Realism

Reality, knowledge and value exist independent of the human mind. Trees, sticks and stones exist whether or not there is a human mind to perceive them.

Realism

Ideas must be subject to public verificationmust be proven through scientific experimentation

“Science for the sake of science”

Realism

Universal properties of objects remain constant and never change, whereas particular components do change

Realism

Need to study nature systematically

Deductive reasoning - truth is derived from generalizations

Earth is the center of the universe

Leaders of Realism

Aristotle (384-322 BC)

Thomas Aquinas (1225-1274)

Francis Bacon (1561-1626)

John Locke (1632-1704)

Aristotle (384-322 BC)

Ideas may be important but a proper study of matter could lead us to better and more distinct ideas.

Aristotle (384-322 BC)

Golden Mean - a path between extremes

Balance is key - body and mind operate together in a balanced whole

Aquinas (1225-1274)

God created matter; therefore it must be ok to learn about it

This view helped lead civilization out of the dark ages, replaced the influence of Augustine

Aquinas

Truth was passed from God to Humans by divine revelation, but God alsohas endowed humans withthe reasoning ability toseek out truth.

Bacon (1561-1626)

Novum Organum - challenged Aristotelian logic

Science must be concerned with inquiry, pure and simple with no preconceived notions

We need to examine all previously accepted knowledge

Bacon (1561-1626)

Need to rid our mind of “idols”Idol of the Den - we believe things because of limited experienceIdol of the Tribe - we believe things because many people believe themIdol of the Marketplace - we are mislead by languageIdol of the Theatre - Religion and philosophy may prevent us from see the world objectively

Sir Francis Bacon (1561-1626)

Known as the father of inductive reasoningarrive at generalizations from systematic observations of particulars

Died as a result of the only experiment he performed - stuffed a dead chicken with snow to see if it would preserve the flesh, caught a cold and died

John Locke (1632-1704)

At birth, the mind is a blank sheet of paper - a tabla rasa

All ideas are derived from experience by way of sensation and reflection

Realism and Education

Promotes the study of science and the scientific method

There are essential ideas and facts to be learned; therefore lecture and other formal methods of teaching are useful

Realism and Education

Find specialization to be desirableLike structure

ringing bells, departments, daily lesson plans

If something exists, it can be measuredIQ, Effective teaching

Approve of competencies, performance-based teaching, accountability

Realism and Education

Teacher should present material in a systematic, organized way and teach that there are clearly defined criteria for making judgements in art, economics, politics, etc.

The Realist and the ChairTo a realist, the actuality of “chair” is important. A realist would measure the chair, weight it, examine the physical characteristics, etc. The fact that the chair exists is the ultimate truth.

Pragmatism

Pragmatism

The root of the word Pragmatism is a Greek word meaning “work”.It is primarily a 20th century philosophy developed by Americans.Truth is what works in the real world. We must keep the desired end in mind.Ideas should be applied to solving problems; including social problems.

Leaders in Pragmatism

Auguste Comte, 1798-1857 Not a pragmatist but emphasized using science to solve social problems

Leaders in Pragmatism

Charles Darwin, 1809-1882Reality is not found in Being, but in Becoming

Reality is open-ended, in process, with no fixed end.

American Pragmatists

Charles Sanders Peirce, 1839-1914Widely acknowledged as the father of pragmatismWrote an article on “How to make our Ideas Clear” in Popular Science Monthly that is regarded as the basis for pragmatism.True knowledge of anything depends upon verfication of our ideas in actual experience

American Pragmatists

William James, 1842-1910The truth of an idea is its “workability”

Truth is not absolute and immutable; rather it is made in actual, real-life

James called his philosophy “radical empericism”

James’s 1907 book “Pragmatism” did much to promote pragmatism.

Rufus Stimson, a leader in agricultural education, studied under James.

American Pragmatists

John Dewey, 1859-1952Need to concentrate on real-life problems

Sought practical solutions for practical problems

How We Think• Felt Difficulty

• Define the problem

• Formulate possible solutions

• Examine & Evaluate possible solutions

• Accept or reject solutions

Pragmatism and Education

Education should be preparation for lifeSolving problems is important; therefore use real-life situationsTeaching methods should be varied and flexible Education should be action orientedNeeds and interests of students should be considered

Pragmatism and Education

Project approach to teaching is desirable

Curriculum is varied

A broad education is more desirable

The Pragmatist and the Chair

To a pragmatist, the use of the “chair” is important. What is the purpose of the chair and does it fulfil that purpose? The “workability” of a chair is the ultimate truth.

Reconstructionism

Reconstructionism

Society is in need of constant reconstruction

Such social change involves both a reconstruction of education and the use of education in reconstructing society

Problems are viewed holistically

Futuristic thinking (utopian thinking)

Reconstructionism

Do not believe preparing students for the world as it exists today will be sufficient (too much emphasis on the status quo)

Reconstuctionists want to:

link thought with action

theory with practice

intellect with activism

Reconstructionism

The goal of education should be to emphasize the need for change

Students should be out in the real world

“World” curriculum

Technology is valuable in solving problems

Noted Reconstructionists

George S. Counts

Theodore Brameld

Paole Freire

Karl Marx

Ivan Illich

John Dewey (he is also recognized as a pragmatist)

The Reconstructionist and the Chair

To a reconstructionist, the redesign of the “chair” to better serve the needs of society is important. How can the chair be improved to prepare society for the future?

Existentialism

Existentialism

Received new emphasis in the 60s and 70sCivil rights

Women rights

Individual rights

Special needs

Existentialism

In educationcurriculum was revamped to meet the needs (more accurately - demands) of individuals

mainstreaming

Pass or fail grade policies

extended drop deadlines in college

elimination of core courses

decline of corporal punishment

Existentialism

In extension there was a focus on serving non-traditional clientele

Focus shifted toward the urban environment

Existentialism

Traditional philosophies - consider questions about the nature of knowledge, truth and meaning but:

Existentialists are concerned with how these things are educationally significant within the lived experiences of individuals.

Existentialism and Education

People come first, then ideasPeople create ideas

Emphasis on self discovery

Existentialism and Schools

A good education emphasizes individuality

Students should take a positive role in shaping their schools

Existentialism and Schools

Students shouldn’t have to:attend classes

take examinations

receive grades

There is no set curriculum

Noted Existentialists

Soren Kierkegaard

Martin Heidigger

Martin Buber

Jean-Paul Sartre

The Existentialist and the ChairTo an existentialist, the individuals use of “chair” is important. Whatever the individual wants to do with the chair is important. The experience of the individual with the chair is the ultimate truth.

Versions of IdealismPerennialism…there are absolute truths and standards…related to idealism, experiences are a mental representation rather than a representation of the world, classical humanism refers to the Greek philosophers dedicated to discovering reason and truth for humankindEssentialism…preserve the basic elements of human culture and transmit them to the youngRomantic Idealism….innocence of youth…truth in natural world (senses).

Versions of ‘Realism’

Behaviorism….behavior can be managed, shaped, reinforced. Learning is the “real” consequence of sensory input. Mechanistic.

Pragmatism….a compromise between the Ideal and the Realistic….Education should be ‘what works.’ In its Progressive form, Pragmatism was associated with democratic ideals; i.e. the work of John Dewey.

Notions of Philosophy in Education Modern –Postmodern

Existentialism….truth is impossible. Life is absurd, only ‘existence.” Some existentialism shades toward the ideal; i.e. if we must endure our trial in life, it is best to ‘live as if’ truth, god, beauty, etc. were possible to achieve.

Reconstructionism…seeks to reconstruct society through education. Based on Progressive notions, civil rights era learnings, and multicultural realities of a Postcolonial world. Anticipated by Gandhi….

Liberationism….basis in Marx. Class struggle, political literacy, critical literacy. An impetus toward the dynamic of ‘critical reflection.’

Existentialism

What is it like to be an individual living in the world?

What we have is existence…nothing else.

Life characterized by absurdity and imminence of death.

Passionate encounter with the problems of life and the inevitability of death

Kierkegaard, Nietzsche, Heidegger, Sartre, Camus, Buber, Simone de Beauvoir

Important decisions with limited knowledge

Reconstructionism

Origins in Dewey, so progressive. World needs workable change (progress). Learning is about construction of worthwhile societal structures.

Global, trans-cultural perspective.

George Counts – reaction to U.S. Depression:

Something new needed to be built….

Paulo Freire: Pedagogy of the Oppressed (1970); Liberationism

“This then is the great humanistic and historical task of the oppressed: to liberate themselves and their oppressors as well….True generosity lies in striving so that these hands whether of individuals or of whole peoples– need be extended less and less in supplication, so that more and more they become human hands which work, and working, transform the world.”

Philosophies of Education

Postmodernism… de-centers the subject

There is no linear path to truth. Truth is variable, flexible, flattened. “The World is Flat.”

Postmodernism

Roots in 1950s world of art

Themes including truth, language and its relation to thought, human nature and the self, the Other

“What kind of power is embedded in educational issues, problems, and traditions?”

Michel Foucault, Cleo Cherryholmes

Indian PhilosophyKarma…what a person does influences what will happen to that person in the futureStudy, meditation, yoga can lead one to transcend cares and sufferingBuddha…Siddhartha Gautama (6th century B.C.E.)…all suffering is based on an inability to discern what is real and what is fictitiousGandhi (1869-1948) nonviolence toward living things Satyagraha… holding fast to the truth

Far Eastern Philosophy21st century technology, global commerce, and population demographics demand that we know something of Eastern philosophyConfucianism…concerned with ethics and morality (foundation of Chinese civilization) five key relationships: ruler and subject, father and son, husband and wife, elder brother and younger brother, friend and friendConfucius (Kung Fu-tzu, 551-479B.C.E.)those most capable, should govern…moral and ethical men make the best rulers, principle of li…courtesy and ceremonyConfucianism…a language of morals and lawsTaoism…oneness with nature, noninterference

Michel Foucault“Power is not an institution, and not a structure; neither is it a certain strength we are endowed with; it is the name that one attributes to a complex strategical situation in a particular society.”  

       “The work of an intellectual is not to mould the political will of others; it is, through the analyses that he does in his own field, to re-examine evidence and assumptions, to shake up habitual ways of working and thinking, to dissipate conventional familiarities, to re-evaluate rules and institutions and to participate in the formation of a political will (where he has his role as citizen to play).”