Edfd 201 Introduction Copy

8/11/2019 Edfd 201 Introduction Copy

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Introduction to Psycho-Philosophical Foundations

of EducationLizamarie C. Olegario

U.P. College of Education


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What is Philosophy?


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PHILOSOPHY

Not a body of knowledgeThere is no such thing as a definite set of

philosophic truths Not a way of obtaining knowledgeNot a method of research whose objective

is the discovery of new facts (not ascience)


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Etymology

The love of wisdomGreek words philia (love) and sophia(wisdom)love (or passion): Although there is certainly arole for dispassionate research, philosophy mustultimately derive from some passion for theultimate goalwisdom (knowledge, understanding): Onecomplicating issue is the fact that the Greeksophia actually means quite a lot more than the

English translation wisdom.


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Etymology

Wisdom is not the same as knowledgeWisdom implies a maturity of outlook, apenetration and grasp, which knowledgealone cannot guaranteeFour components of wisdom

Comprehension: meaningful whole

Perspective: intelligent judgmentInsight: what they really mean

Vision: daring outlook


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Etymology

For the Greeks, it wasnt simply a matterof acquiring an understanding of thenature of life; rather, it also included anyexercise of intelligence or curiosity.Thus, any effort to find out more abouta topic involves the attempt to expand orexercise sophia, and hence might becharacterized as a philosophical pursuit onsome level.


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Etymology

disciplined inquiry: Despite the need forpassion, that passion still needs to bedisciplined, lest it get out of hand and lead usastray.

To be philosophic is to possess andattitude, a spirit, an intention, rather thana secure accomplishment.

An ignorant man in search of wisdomwould be more of a philosopher than alearned man satisfied with his knowledge


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Etymology

The fact that philosophy is a type of inquiry,however, emphasizes the fact that it is aboutasking questions questions which, in fact,

may never actually get final answers.They do not fall within the competence of any ofthe sciences.They are questions of broad generality,questions whose answers have far-reachingconsequences for our understanding ourselvesand our world.


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Definition

A way of looking at knowledge which wealready haveInvolves the organization, interpretation,classificaion and criticism of what isalready within the realm of the known andthe experiencedThe subject matter is as wide as humanexperience itself


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Separate but Complimentary/Interdependent Tasks

Critical: involves posing difficult andprobing questions about various truth

claims, both those made commonly inlife and those made by philosophersThe purpose is to find truth and avoid

error, a difficult job even in the bestof circumstances.


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Separate but Complimentary/Interdependent Tasks

Constructive: involves developing anaccurate and productive picture of reality.Much of the history of philosophy involves

trying to develop systems ofunderstanding which can withstand thehard questions of critical philosophy.There is little point in critiquing the ideasand proposals of others without havingsomething substantive to offer instead.


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Goal

In the end, the hope of philosophy is tounderstand understand ourselves, understandour world, understand our values and the

entirety of existence around us.Philosophy requires our active engagement withthe world, with ideas, with concepts, and withour own thoughts.Philosophy is the natural inheritance andcreation of our humanity.


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Goal

The goal of academic philosophyshould be to encourage people to do

philosophy in a more systematic andcoherent manner, reducing the extentof errors and misunderstandings.

It also examines and develops its ownstructure and procedures, and whenit does so is called metaphilosophy:

the philosophy of philosophy.


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Traditions Analytic tradition of North America and the UK

Philosophy centers on logic and conceptual analysisTopics include the theory of knowledge, ethics, thenature of language, and the nature of mind

Philosophy is something you doOther traditions

Philosophy is the study of the arts and science of life:a general theory and a commendation of way of life.Philosophy is concerned with the practical bits of howto live rather than a theoretical attempt tounderstand.Philosophy is a body of knowledge to be mastered.


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The Way of the Philosopher

Aimto purify, enrich, and coordinate the languageused to interpret experience


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MethodDialogue, reflection, introspection, logic, andmeditation

Concepts are subjected to the searching test of widerapplication and concrete illustrationTo ask questions is to put concepts on trial, tochallenge their adequacy for the interpretation of

experienceThe philosophers first duty is not to give answers butto raise questions, and every answer is for him or herthe prelude and provocation for a new question


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The Methods of Philosophy

What do the terms in the problem mean? Canthis meaning be clarified such that we aren'tconfusing ourselves before we start? If not, does

the question make sense at all? This can be thebeginning of our investigation.Does the structure of the question make sense?It could be that the words used are understoodbut the form of the question is in error in someway, like asking are you a married bachelor?This is the start of analysing the language inwhich the question is posed.


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Are there any helpful sources of information wecan refer to? If so, we may want to ask if theyapply as they are or if there are limitations to be

borne in mind. If we want to call upon evidenceto aid us, we first need to know if our questionis open to experimental proof or disproof.What kind of answer are we looking for? Doesthe question require a definitive yes or noresponse, or are we perhaps being asked for abest guess? We need to consider the form ofanswer we want to aim for or whether anyanswer is possible.


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What are the consequences of the possible answers? Dothey tell us anything important enough to influencewhich answer to choose, if any? If one or more of theoptions seems to lead to consequences that areimpossible or seem highly unlikely, we can narrow oursearch considerably. On the other hand, if people havealready based other decisions on a certain outcome ofthe question, how will changing it alter their ideas?

Are there any errors in the reasoning we apply to thequestion, such as the logical fallacies everyone talksabout? If so, can we avoid them?


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LevelIt is the function of philosophy to deal withthe most basic ideas, with those conceptionswhich lie at the root of the language weordinarily use or even of technical andspecialized discourse

The business of the philosopher is always topush the inquiry back to fundamentalpremises and underlying assumptions


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Philosophers

Seek to understand the principles thatunderlie all knowledge and being

Applying these methods, they investigatethe most fundamental questions, such as:


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Philosophers

"What is the difference between good and evil? What makes an action good or bad or right orwrong?

How should we conduct ourselves? What standards do we use to judge ourconduct?

How much or how little do we need to considerothers?(ethics)


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Philosophers

"What is beauty?"What makes something beautiful or ugly?

(aesthetics: study of concepts like art, music, and

beauty) Axiology: ethics and aesthetics

"What is the nature of the universe? Do gods or fairies exist? If not, why not? Why does anything exist at all?

(metaphysics: the study of reality, or what there is)


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Philosophers

"What is the meaning of life?"(teleology)

What is there?(ontology)

"What do we know, and how do we know it?"Is knowledge empirical or is it acquired by mind

through reasoning alone?Is knowledge revealed to us by God?(epistemology: the study of methods and bases ofknowledge)


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History

'Philosophy' covered all disciplines. Various disciplines emerged, each withtheir own methodologies and domains ofstudy.These disciplines became to a large extentautonomous.

PsychologyScienceMathematics


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History

By this view, what is called 'philosophy' atany time in history are those provinces ofhuman knowledge which have not yetcome of age, which not yet developedtheir own autonomous character andstatus.


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What is Psychology?


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Etymology

Latin words psyche (soul), ology(study)Greek words psyche and logosSoul: mind, center of thought,emotion, and behavior

Not obviously visible to the physicalsensesModern scientific fields -> behavior


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Definition

scientific study of human and animal behaviorand mental processes/ mindscientific study of (includes the use of definite

methods with the use of the steps of scientificinquiry)human and animal behavior (overt or external;includes everything we do) andmental processes/ mind (covert of internal; maybe conscious or unconscious)


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Definition

when studying groups of individuals, thefocus is generally on how individualsperform within the group rather than thestudy of the group as a wholecould be a doorway to new insights aboutourselves and others why we are, whatwe are, and why they are what they are,why we feel and think as they do


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Definition

Research develop theories to explainbehavior

Applied use the theories to solveproblems


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Goals of Psychology

to describe classification of psychologicaldata into meaningful categories orgroupings either qualitatively on the basisof similarities or qualities they have incommon, or quantitatively on the basis ofa variable characteristic the can be

measured


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Goals of Psychology

to understand: to explain and interpret factsabout the behavior in terms of general principleswhich can be applied for some practical purpose

to predict: scientific prediction based on anunderstanding between conditions and situationsto control: how is the principle applied or whatchange in condition is necessary to preventunwanted occurrence or to bring about a desiredoutcome


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What is Education?


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Etymology

Latin educare "to raise", "to bringup", "to train", "to rear"

educere "to lead out" or "to leadforth"


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Definition

processteaching/ training and learning

society transmits to new members thevalues, beliefs, knowledge, and symbolicexpressions to make communicationpossible within society (social and culturalfunction)


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Definition

acquisition of knowledge, attitudes, skills,and/or characterto fully develop capacities and potentialto be a productive member of society(individual development function)


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Definition

This definition does not tell us what kindof knowledge, skill, competence, ordesirable qualities of behavior are to beprovided?This consideration of what kind or

whatness brings us to philosophy ofeducation


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Agencies of Education

formal (school system where a teacher-student relation exists)non-formal learning (learning outside theformal learning system, but in anorganized way; ex: learning by comingtogether with people with a similarinterest and exchanging viewpoints, inclubs or in (international) youthorganizations, workshops


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Agencies of Education

informal (home, family members, peers,books, mass media, day-to-day situations)

Ultimately, all that we experienceserves as a form of educationChild in uterus is educated by the

experiences it is exposed to


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Goal

The harmonious development of thewhole person, physical, intellectual,

moral, emotional, social, and spiritual,and the actualization of his/ herpotentials to the fullest so as to

prepare him/ her as a mentallyhealthy, morally upright, andproductive member of the society


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Purpose depend on you/ theinstitution

Acquisition of information about the pastand present: includes traditionaldisciplines such as literature, history,science, mathematicsDevelopment of mental and physical skills:motor, thinking, communication, social,aestheticKnowledge of moral practices and ethicalstandards accepted by society/ culture


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Indoctrination into the cultureCapacity/ ability to be a good citizen

Formation of healthy social and/ or formalrelationships among and betweenstudents, teachers, othersUnderstanding of human relations andmotivationsRespect: giving and receiving recognitionas human beings


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Sense of well-being: mental andphysical health

Capacity/ ability to think creativelyCultural appreciation: art, music,humanities

Capacity/ ability to recognize andevaluate different points of view(critical thinking)


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Capacity/ ability to evaluateinformation and to predict futureoutcomes (decision-making)Capacity/ ability to seek outalternative solutions and evaluate

them (problem solving)Capacity/ ability to earn a living:career education


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Acquisition/ clarification of values relatedto the physical environment

Acquisition/ clarification of personal valuesSelf-realization/ self reflection: awarenessof ones abilities and goals. Self-esteem/ self-efficacyCapacity/ ability to live a fulfilling life


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Philosophy of Education

The philosophy of education is the studyof the purpose, process, nature and idealsof education.

This can be within the context ofeducation as a societal institution or morebroadly as the process of human

existential growthi.e. how it is that our understanding of theworld is continually transformed (be it fromfacts, social customs, experiences, or even

our own emotions).


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Ways of Studying EducationalPhilosophy

The history of ideas: what majorphilosophers have written abouteducational problemsTypes of educational philosophy: schoolsof thoughtSelection from general philosophy:branches of philosophy


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Ways of Studying EducationalPhilosophy

Problems of education: study issues in educationin philosophic manner

Aims or goals of education

Relation of education to church and to stateRespective functions of public and private schoolsNature of the curriculum

Systematic philosophy of education: onephilosophic approachCan be a combination of ways


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The Value of EducationalPhilosophy

Understanding: what it means to beengaged in the process of educationSeeing relationshipsRemoving inconsistencies: eliminatingconflicts and contradictions in the theoryand practice of educationSuggesting new developmentsRaising questions


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Philosophy of Educationexamines questions of:

What is the meaning and purpose ofeducation?Why, and how, do teachers educate

people?What difference does education make forindividuals and for society?

Challenge: develop our own answers tothese questions and to create or ownphilosophies of education


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Educational Psychology

psychological science studying howchildren and adults learn, theeffectiveness of educational strategies andtactics, and how schools function asorganizationsthe study of how human learn in

educational settings, the effectiveness ofeducational interventions, the psychologyof teaching, and the social psychology of

schools as organizations


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the study of those thoughts and behavior ofindividuals and groups as they relate to how weteach and learn, particularly in the school

situationthe systematic study of learning and teachingfocuses on the process by which information,skills, values, and attitudes are communicatedbetween teachers and students in the classroomand on the application of the principles ofpsychology to instructional processes


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concerned with the processes of educationalattainment among the general population andsub-populations such as gifted children andthose subject to specific disabilities

informs a wide range of specialities withineducational studies, including instructionaldesign, educational technology, curriculumdevelopment, organizational learning, specialeducation, and classroom managementprovides important background knowledge thatpreservice and inservice educators can use as

the foundation for professional practice


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Uses of Educational Psychology

Curriculum development type, length, contentof curriculumPolicy-making admission, promotion, etc

Determination of methods of teaching takinginto consideration variables like individualdifferences of learners and teachers, nature ofthe subject matter, grade level andenvironmental conditionsDetermination of course content should jibewith factors such as the educational level and

interest of the learners


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Enhancement of community-schoolrelationship understanding of communityvalues in working with parents, pupils, andcommunity at largeGuidelines for classroom management useful in approaching problems like those

on absences, tardiness, classroommisbehavior, cheating, and failures


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Production-selection of materialsappropriate for a grade level or curriculum

when materials are too easy, too difficultor too remote from the learnersexperiences or aspirations, learning maybe hindered

Improvement of human relations in schoolOutside the academe leadershiptraining, adult education, effective child-

rearing


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Educational Psychologist

Has completed a graduate degree ineducational psychology or a closely relatedfield either psychology department or,more commonly, faculty of educationConducting active research


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Conducts assessmentsTo identify children with problems such aslearning disabilities, ADHD, emotion, or mood

disorders, and many childhood psychologicalproblems, esp. as they relate to educationalneeds

Assess young peoples learning and emotionalneeds


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Counseling Advise on the needs of individual children inthe school environment

Advice, negotiate, persuade, and supportteachers, parents, and other educationprofessionals


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Crisis intervention Attend case-conferences involvingmultidisciplinary teams on how best to meet

the social, emotional, behavioral, and learningneeds of the children and young people intheir care


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Developing and review policies Advice on educational provisions andpoliciesWrite reports to make formalrecommendations on action to be taken,including formal statements


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National Achievement Test


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National Achievement Test(Grades 4-6) SY 2002-2004

Mean Percentage Scores of the


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Mean Percentage Scores of theNational Achievement Tests in Grade VI

by Subject Area, SY 2004-2005

Philippine Educational System:


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Philippine Educational System: A Situationer

Only 2 out of every 100 Fourth Year highschool students are fit to enter college.

National Achievement Test


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National Achievement Test(Fourth Year) SY 2003-2004

Mean Percentage Scores of the


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gNational Achievement Tests in Fourth Year

by Subject Area, SY 2004-2005



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Declining passing rates in manyprofessional regulatory examinations

LET passers (Teacher Profession)

Accountancy (CPA)Bar Exam

? M out-of-school youth, dropping beforefinishing Grade 6 mainly due to poverty


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Elementary: No. 23 among 25 AsiancountriesTrends in International Mathematics andScience Study (TIMSS): all scores fallunder the low benchmark of 400established (as against the advanced

benchmark of 625, high benchmark of550, and intermediate benchmark of 475)


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1 in every 8 schools has teacher-to-pupilratio of 1:50 and above.Some even have 1:75 with 2 to 3 shifts

Mean Percentage Score by Class Size


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Mean Percentage Score by Class SizeNAT Grade Six, SY 2004-2005

1-10

11-20

21-30

31-40

41-50

51-60

61-70

71-80

81-90

91-100

Notspecified

Math 52.6 55.7 60.5 60.5 58.6 58.9 56.4 57.8 50.0 44.4 54.5

English 52.5 54.6 59.7 60.4 59.2 59.6 57.2 55.9 51.0 50.7 55.1

Science 48.1 50.1 54.6 55.3 54.1 54.3 52.3 52.5 51.8 44.7 50.4

Filipino 55.5 57.3 61.6 62.7 62.2 62.5 60.6 59.1 58.7 58.7 56.9

Hekasi 53.1 55.3 60.0 60.7 59.7 59.9 57.8 56.6 50.7 50.8 55.1

Total 52.4 54.6 59.3 59.9 58.7 59.0 56.9 56.4 52.4 49.9 54.4

Mean Percentage Score by Class Size


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Mean Percentage Score by Class SizeNAT Fourth Year, SY 2004-2005

1-10

11-20

21-30

31-40

41-50

51-60

61-70

71-80

81-90

91-100

Notspecified

Math 46.2 46.7 51.9 53.7 52.7 50.8 50.7 47.5 44.3 43.8 45.0

English 46.1 46.2 51.5 52.4 52.4 51.4 51.7 50.0 48.5 49.2 45.6

Science 36.6 37.6 39.3 40.4 40.6 39.7 39.6 37.7 36.0 35.0 36.6

Filipino 39.6 39.0 41.6 42.9 43.0 42.7 42.8 41.7 41.0 40.8 39.2

AP 46.8 45.7 49.2 51.1 51.1 50.1 50.4 48.3 47.2 46.9 45.3

Total 43.0 43.1 46.7 48.1 48.0 47.0 47.1 45.0 43.4 43.1 42.3



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Growing enrolment in public schools dueto high cost of private schooling1 in every 7 students does not have aclassroom

(around 40,000 deficit)

1 in every 5 students does not have adesk

(around 4M deficit)



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1 in every 3 students does not have asingle textbook2 to 8 students share in a single set oftextbooks

(around 10M deficit)

Mean Percentage Score by Number of


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Textbooks Lent to Grade VI PupilsNAT SY 2004-2005

Philippines none 1-2 3-4 5-6 7-8 9 ormore

Notspecified

Math 59.1 54.2 57.3 57.8 58.9 61.3 61.6 55.2

English 59.2 55.1 57.8 58.2 59.0 60.9 61.2 55.8

Science 54.1 50.5 53.0 53.3 54.0 55.6 56.0 50.6

Filipino 61.8 57.3 60.4 60.7 61.6 63.7 63.8 57.8

Hekasi 59.6 55.3 58.2 58.7 59.4 61.3 61.6 55.6

Total 58.7 54.5 57.3 57.7 58.6 60.6 60.8 55.0

Philippine Educational System: A


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Philippine Educational System: ASituationer

The principal reasons for this decline are:the country is simply not investing enough inthe education system, and

the education establishment has been poorlymanaged.



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Key Issues in Philippine EducationQuality:There was a decline in the quality ofthe Philippine education, especially at the

elementary and secondary levels. Forexample, the results of standard testsconducted among elementary and high schoolstudents, as well as in the National College ofEntrance Examination for college students,were way below the target mean score.

Philippine Educational System: A


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Philippine Educational System: ASituationer

Key Issues in Philippine Education Affordability: There is also a big disparity ineducational achievements across social

groups. For example, the socioeconomicallydisadvantaged students have higher dropoutrates, especially in the elementary level. Andmost of the freshmen students at the tertiarylevel come from relatively well-off families.


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Key Issues in Philippine EducationMismatch: There is a large proportion of"mismatch" between training and actual jobs.

This is the major problem at the tertiary leveland it is also the cause of the existence of alarge group of educated unemployed orunderemployed.



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The following are some of the reformsproposed:Upgrade the teachers' salary scale. Teachershave been underpaid; thus there is very littleincentive for most of them to take up advancedtrainings.

Amend the current system of budgeting foreducation across regions, which is based onparticipation rates and units costs. This clearlyfavors the more developed regions. There is aneed to provide more allocation to laggingregions to narrow the disparity across regions.



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Stop the current practice of subsidizing state universitiesand colleges to enhance access. This may not be thebest way to promote equity. An expanded scholarshipprogram, giving more focus and priority to the poor,

maybe more equitable.Get all the leaders in business and industry to becomeactively involved in higher education; this is aimed ataddressing the mismatch problem. In addition, carry out

a selective admission policy, i.e., installing mechanismsto reduce enrollment in oversubscribed courses andpromoting enrollment in undersubscribed ones.



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Develop a rationalized apprenticeshipprogram with heavy inputs from theprivate sector. Furthermore, transfer the

control of technical training to industrygroups which are more attuned to theneeds of business and industry.



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Sources:KAAKBAY CDI, 2006 NETRC

Department of Education Report Card to thePublic School System (SY 2004-2005)2003 National Research Coordination Office,

UP Diliman

Ul i Q i i Ed i


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Ultimate Questions in Education

Human NatureHuman DevelopmentThe Ultimate Nature of ThingsThe Cosmic ProcessThe Aims of Education

Good and Evil in Education

H N


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Human Nature

Is man unique?Is there anything that sets him clearlyapart from the other animals?

Are human beings fully and withoutremainder part of nature?

Are humans good or evil? Active or passive?

G d d E il i H N


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Good and Evil in Human Nature

Man is essentially goodMan is essentially evilMan is essentially both good and evilHuman nature is neutralSources of Evil in Man

The bodySpiritSocietyDemonic powers

H D l


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Human Development

Granted that man has certaincharacteristics, how does he get them?

Are they innate or learned through

experience?By what means and from what source orsources does his nature derive?

How can the development of person be sodirected as to maximize growth andminimize decay?

H D l t


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Human Development

Is personality static or dynamic?Does it make sense to speak of anenduring, continuing, and permanent self?If a person inevitably changes from onemoment to the next, is there any

justification for regarding him as the sameperson from moment to moment?


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Th Ai f Ed ti


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The Aims of Education

The problem of aims is a problem ofvaluesWhat is of value?

Kinds of value:Material value: support physical existence

PrestigePersonal beauty

Social values: arise out of mans need forassociation with other persons

Th Ai f Ed ti


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Truth value: discerning relationships amongseemingly disconnected eventsMoral: source of the feeling of obligation andresponsibilityEsthetic values: appreciation of beautySpiritual or religious values: mans longing forthe infinite, for perfection, and forcompleteness

Not exhaustive, independent or mutuallyexclusive

Th Ai f Ed ti


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The aims of education depend upon thekinds of values regarded as mostimportant for directing humandevelopmentMeans and ends?Immediate, mediate, and ultimate aims?Relative and absolute aims?

Variable and constant aims?One or many aims?

Some General Aims of Ed cation


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Some General Aims of Education

OrderIntensity and vividness of experience: fullness oflifeSecurity: material, social, intellectual, emotional,moral, and religious

Variety: to increase the richness of the humanstore

Intelligence: rational understanding Activity: to move ahead, knowledge and emotionput into action



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Peace: unhurried serenity which rests upon abasic confidence of settledness; to reach a stateof contentment with what on has and is

Power: to control things and peopleLove: service, bringing satisfaction to othersHoliness: moral perfection and a quality ofexaltation or of transcendence which excitesfeelings of reverence and wonder



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What is evil?By what standard?Kinds of evil

Material: weakness, poverty, hunger, anddiseaseSocial: conflict, disharmony, and frustrationwithin society, war, tyranny, divorce, andlonelinessIntellectual: error, ignorance, or illusion



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Moral: sin, moral blindnessEsthetic: the ugly, the grotesque, thediscordant, the clumsy

Religious: faithlessness, blasphemy, idolatry,irreverence


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Reflection

Metaphysics, Knowledge, and


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Curriculum

What is the knowledge that teachers seekto provide to students?What is truly and essentially real?What do you believe are the real areas ofknowledge that should be included in thecurriculum?

Epistemology, Knowing, and


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Methodology

How do we arrive at our concepts andideas about reality?How do you know about what you know?What do you believe is the mostauthoriative, true, and valuable way ofknowing?

How should we teach?What method of instruction?

Axiology Values and Character


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Axiology, Values, and Character

What kind of character should educationdevelop?What kind of ethical behavior is preferred?How do we go about teaching artappreciation in its various forms literary,musical, dramatic, cinematic, and so on?

How should we go about charactereducation?

Logic


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Logic

How should curriculum and instruction beorganized?Deductive?Inductive?


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The truth shall set you free.

Documents

Edfd 201 Introduction Copy