Philosophy of Education:

Western Perspective
Rosnani Hashim
KOED
 Philosophy of Education
• Seeks to comprehend education in its entirety,
interpreting it by means of general concepts that
will guide our choice of ed. ends and policies.
• Just as general philosophy coordinates the
findings of the different sciences, ed. phil.
interprets these findings as they bear on ed.
• Scientific theories cannot be applied to ed
practice without first being examined
philosophically.
 General philosophic problems
• The nature of the good life, to which ed
should lead.
• The nature of men himself, the learner
• the nature of society, ed is a social
process
• The nature of ultimate reality, which
knowledge seeks to penetrate
 Definition
• The criticism, clarification, and analysis of
the language, concepts and logic of the
ends and the means of education
• The application of formal philosophy to the
field of education
• Philo of educ clarifies the ends of educ,
the values upheld and the means to
achieve the ends, in an effort to
systematize, coordinate and stir the
process of educ.
 The nature of reality
• Whitehead: "no science can be more secure
than the unconscious metaphysics which tacitly
it presupposes".
• Planck: The scientific world picture gained by
experience .... remains always a mere
approximation, a more or less well divided
model. As there is a material object behind
every sensation, so there is a metaphysical
reality behind everything that human experience
shows to be real ...
 Cont…
• Planck: metaphysics affects action not by
giving control over nature, not by offering
physical devices which can be used for
various purposes, but by shaping views as to
what nature is and how it can and ought to
be controlled, by indicating appropriate
ends. It does so through a theory of ethics,
based in a theory of values which, in turn, is
based in a set of views concerning the nature
of existence and of knowledge.
 Cont…
• Bertrand Russell:
[there is a] concealed metaphysics,
usually unconscious in every writer on
philosophy. Even if his subject is
metaphysics, he is almost certain to
have an uncritically believed system
which underlies his explicit arguments.
 Cont…
• Despite the great progress of science, it
could not provide answers to all questions
esp. on existence.
• Man is a metaphysical being. He desires
to understand the ultimate nature of
things.
 Functions of philosophy of
education
• To understand education in the proper context
• To analyze educational concepts & terms
• To criticize educ. assumptions and facts
• To guide foundations of education – select,
order, decide
• To evaluate changes in policies
• To guide teachers’ attitudes
• To raise dialogue and questions
• To clarify educational confusion or conflicts
• To suggest new ideas
Sources of Knowledge

Rational
mind

Sense Source of
Intuition
experience Knowledge

Authority
 Sources for a phil of education
• Inspiration
• Rational mind
• Empirical evidence
• Authority
• Studies abt man – psych & educ
• Studies on teaching and learning
• Experience
• Social values and traditions
 Three major Western phil schools

• Idealism – ultimate truth is spiritual and not

physical or material. The world out there
is not real.
• Realism – the physical world is not only in
man’s mind but also in the mind of the
permanence.
• Pragmatism – reality is the interaction of
man with his environment.
Idealism
Idealists believe that
-ideas the only true reality.
-the material world is characterized by
change, instability, and uncertainty, while
some ideas are enduring.
Platonic idealism. According to Plato, men
should concern themselves primarily with
the search for truth. Since truth is perfect
and eternal, it cannot therefore be found in
the world of matter that is both imperfect
and constantly changing. Mathematics
demonstrated that eternal truths were
possible
Religious idealism.
The Christian concept - God created the
world out of Himself or out of Spirit or
Idea. Close to Plato--true reality is after all
basically idea. Religious idealism exerted
tremendous influence on education and
schooling.
Plato - ultimate reality is idea and the
bridge to it is the mind.
Judeo-christian, ultimate reality is God and
the bridge to it is the soul.
It is a logical step to connect Idea and God
on the one hand, and mind and soul on the
other.
Realism
Holds that reality, knowledge and value exist
independent of the human mind. Realism rejects
the idealist notion that only ideas are real. The
realist asserts the actual sticks, stones, and trees
of the universe exist whether or not there is a
human mind to perceive them
Aristotle realism
Ideas (or forms), such as the idea of God or the
idea of a tree, can exist without matter, but there
can be no matter without form.
-the forms of things, the universal properties of
objects, remain constant and never change
whereas particular components do change. The
most important questions we can ask about
things relate to purposes
Religious realism.
Aristotle's ideas had a great impact upon
Christianity and in many respects tended to
encourage the secularization of the church.
Aquinas believed in divine revelation but God had
also endowed man with the reasoning ability to
seek out truth. Aquinas would not subordinate
revelation to reason, but he did want to give
reason a proper place.
Pragmatism
a philosophy that encourages us to
seek out the processes and do the
things that work best to help us achieve
desirable ends. Pragmatism seeks to
examine traditional way of thinking and
doing, and where possible and
desirable, to reconstruct our approach
to life more in line with the human needs
of today
Developing a world view brought about
by the "scientific revolution." The
questioning attitudes
The background of pragmatism can be
found in the works of such figures as
Francis Bacon, Locke, Rousseau and
Darwin. But the philosophical elements
that give pragmatism a consistency and
system as a philosophy in its own right
are primarily the contributions of
Charles S. Pierce, William James and
John Dewey.
Modern idealism. Rene Descartes Modern realism
(1596-1650), George Berkeley (1685- Francis Bacon (1561-1626), John Locke
1753), Immanuel Kant (1724-1804), (1632-1704). classical realism failed to
Friedrich Hegel (1770-1831), and Josiah develop an adequate method of inductive
Royce (1855-1916). Idealism came to thinking. Modern realism developed out of
be largely associated with attempts to correct such errors, and it
systematization and subjectivism these corrective attempts were at the heart
of the "scientific revolution" that swept
Western culture
Contemporary realism
Alfred N. Whitehead (1861-1947) and
Bertrand Russell (1872-1970).
Contemporary realism has tended to
develop most strongly around concerns
with science and scientific problems of a
philosophical nature. This movement has
been associated with the development of
such new schools of thoughts as logical
positivism and linguistic analysis
Curriculum IDEALISM
Classical ideas that can change lives
Critique of idealism
-conservative philosophy concerned
only with preserving cultural traditions.
-its fundamental premises such as the
notion of a finished and absolute
universe waiting to be discovered has
been accused as hindering the progress
of science and the creation of new ideas
and processes.
- has weakened because of the
weakening of religious influence
- intellectual tendency of idealism to the
negligence of the affective and physical
aspects.
- bookish and lacking relevance.
- focus on character development taught
conformity and stability at the expense
of creativity and self-direction.
-the belief that the truth can be found in
the Great Books of the past discourages
the search for new ideas and it develops
a kind of dogmatism and false sense of
security.
Source: Kneller, G. Introduction to the Philosophy of Education (N.Y. Wiley, 1964).
Curriculum REALISM
-practical and useful.
-places an emphasis on subject matter, and is
highly organized and systematic in its
approach.
Critique of realism in education
-emphasis on professional and technical skills
and material concerns has been attacked as
short-sighted and dehumanizing.
-deified reason to the detriment of the total
human by ignoring passion, feeling, emotion and
irrationality.
- have encouraged a movement in education
toward specialism. They show little recognition of
the unity of knowledge
- Controversies over testing and criticized for the
weakness of a narrow view of human nature that
had a debilitating effect on schooling and
educational theory.
Curriculum PRAGMATISM
Pragmatists have rejected the
tendency of traditional approaches
to curriculum where knowledge is
separated from experience and is
fragmented and ompartmentalized.
They believe in a diversified
curriculum.
Critique of pragmatism
Deprecates acquisition of knowledge
and cognitive development.
-"waters down" the curriculum by
advocating a "problems" approach
that takes a piece of this and that
without fully exploring either one. -
Students are short-changed in terms
of knowledge. Pragmatists are
oriented toward organizing studies
around students interests and do not
provide the basic disciplines they
need.
-
"relative" and "situational" approach
to life problems. It rejects traditional
values in religion, ethics and society
and tend toward values that are
uncertain, changeable and
impermanent.
Philosophy of education IDEALISM
Aims.
-not only stress development of the mind
but should also encourage students to
focus on all things that are of lasting
value.
- character development, as the search
for truth demands personal discipline
and steadfast character.
- not just the literate, knowledgeable
person, but the good person.
- emphasis on mental and spiritual
qualities of man also meant an emphasis
on the individual and self-realization but
not realized in isolation but within the
context of society.
Methods of education
Most idealists are dismayed at what they
found in our schools today--studying
facts, later specialists of some kind, and
using those specialties with little concern
for fellow man. Seems like robots
surveying bits and scraps of everything,
thereby obtaining an "education" with
little depth. Idealists favour learning that
is holistic rather than specialized
Dialectic. Favoured by Plato. Through
this critical method of thinking,
individuals could see things in toto.
Intuition and Revelation.
-emphasis on contemplation and
reflection.
-Teachers are an important ingredient of
learning in the Idealists scheme--who not
only need to know the stages of learning
but also the ultimate purpose of learning.
Aims REALISM
-should be based on the essentials and the
practical.
-proceeds from matter to form, from
imperfection to perfection.
Realists are Aristotelian in viewing education
as the process of developing our rational
powers to their fullest so that we can achieve
the good life.
Aims PRAGMATISM
Education should not be looked upon
as a preparation for life, but as life
itself. Educators should be aware of
the interests and motivations of
children as well as the environment
from which they come.
Aims should (1) grow out of existing
conditions; (2) be tentative, at least in
the beginning, and maintain
flexibility; (3) always be directed
toward a freeing of activities, an "end
in view." For Dewey the aim of
education is growth
Methods of education
Prefer methods that are flexible and
capable of being used in a variety of
ways. They like school buildings and
furnishings that are functional.
Adhere to action-oriented education.
Encourage problem solving in real
life situations. Endorse broad
education rather than a specialized
one. The concept of experimentation
is basic to pragmatism.
 Plato 5 BC Rousseau (18th C) Mill Dewey
Bk Republic Emile (1762) Democracy & Ed
Aim The Just society  Natural man (return to Increase happiness Modern, democratic
just man (dyke, arete) nature) Utilitarian man: man
Just society – strata Middle class man temperance,
Farmers} appetite Just society. intelligence, justice &
Craftsmen} Freedom & order generosity
Soldiers spirit Democratic soc
Rulers rational Man able to perfect
himself through reason
Phil position World of appearances Social Contract- pol Feudal --> free Ed as growth,
Form/types (eternal, regeneratn of soc – market, utilitarian – Progressive,
changeless) based on real interests individualistic, pragmatic, scientific,
of its members; Educ –reforming problem solving
opposed to device Child active & social
aristocratic being
Assumptions Man - animal & Individual freedom Man selfish
rational soul increases and order. (hedonism)
Man-born good, born on empty slate
practical knowledge –
sensations, scientific,
moral

Ed plan Childhood – love of Practical, experimental 1.math sc hist geog

beauty, order harmony First hand educ, 2 moral-phil, lit &
Stories of heros & progressive, no book religion
morality own happiness 
2. military service others (social educ)
3. intellectual – math,
geometry, aialectic
4. phil king
Criticism Aristocratic, elitist Anti-intellectual Authoritarian Child centred
Anti social Forced it onpeople-
impt of utilitarian
Subject/teacher ctrd
The philosophy of education and its
problems: individuals and societies

• the acquisition and transmission of

excellences of body, mind and character.
It is a problem because such excellences
are neither innate nor automatically
acquired in the course of natural
experiences, unlike for example, language
or moral habits.
 Why is excellence desirable?

• Excellence is necessary for engaging in

worthwhile activities of waking or
conscious sort. Every individual has
dispositions. Therefore, it is better to
cultivate the desirable ones.

• Excellences = habits = dispositions

How are excellences acquired? Can
they be transmitted from the older to
the younger, and, if so, how?
• Transmitted by being taught and
acquired by being learned.
• Transmitted and acquired by practice.
(Aristotle)
• They are natural or innate (Rousseau)
• They are gifts of fortune or of God
(Socrates)
 The Question

• The question is not whether education is

necessary and effective in the acquisition
of excellences, but which excellences are
to be cultivated, or prepared for in
education (teaching or practice), and how,
when and why.
 What is education?

• the activity of educating carried on by teachers,

schools and parents (or by oneself),
• The process of being educated (or learning)
which goes on in the pupil or child,
• The result, actual or intended, of (1) and (2),
• The discipline or field of enquiry that studies or
reflects on (1), (2), and (3) and is taught in
schools of education.
 Definition
• ‘education is the transmission or
acquisition of the excellence (desirable
abilities, habits, states, traits, etc.) by the
use of techniques like instruction, training
studying, practice, guidance, discipline,
etc.
 Philosophy of Education -
Normative
• it is concerned to propose ends or values
for education to promote,
• principles for it to follow,
• excellences for it to foster, or
• methods, contents, programs etc. for it to
adopt or employ, in general or specific
situations.
Philosophy of Education - analytical

• to analyze, clarify or elucidate, or to

criticize and evaluate, our thinking about
education -
• the concepts or terms employed,
• the arguments used,
• the assumptions made,
• the slogans proclaimed, or
• the theories formulated
 A normative phil of education
must include:

• A list of dispositions or excellences to be

cultivated, with definitions.
• A statement of the basic ends or principles
taken as normative premises
• Factual premises, empirical, philosophical
or theological
• Normative conclusions about what to do,
and how and when, in cultivating them.
 In general, the thinking will
employ this syllogism:
• the major premise – a normative statement of
basic ends or principles.
• The minor premise – factual beliefs about life,
human beings, and the world, taken from the
social sciences or metaphysics, epistemology, or
theology.
• The conclusion – will be a normative judgment
abt the dispositions to be fostered by education.
 Mill’s example of a syllogism
• We ought to do what is conducive to the
greatest general happiness
• The devt of our intellects, honesty etc. are
conducive to the greatest general
happiness.
• Therefore, we should develop our
intellects, be honest etc.

•
 How to foster dispositions?
Major premise:
• We ought to cultivate honesty etc.
Minor premise:
• Looks of contempt help cultivate honesty
Conclusion:
• Therefore, if a child lies, we should give
him a look of contempt.
Source: Frankena,