PHILOSOPHY OF SCIENCE IN EDUCATION

WRITTEN BY :
NAME : AULIA INARA
REG. NUMBER : A 121 16 07 5

ENGLISH EDUCATION STUDY PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION
TADULAKO UNIVERSITY
2018/2019
 PHILOSOPHY OF SCIENCE IN EDUCATION

1. Understanding of philosophy
Before arriving at the philosophy definition of science, it was first described the notion of
philosophy. Philosophy is a discipline that studies the objects of humanity as a whole
(comprehensive), summarizes, speculative rational, and deep down to the root (radiks), so that
the core is obtained from the object being studied. The main humanitarian problems in life
include 3 important human relationships in their lives, namely:

 Human relations with the existence of God.

 Human relations with the existence of the universe.
 Human relations with human existence, both individually and in groups.

2. Branches philosophy
The main branches of philosophy are as follows:

 Metaphysics (ontology). Metaphysics is a branch of philosophy that studies the innermost

reality of everything, both physical and non-physical.
 Epistemology is a branch of philosophy that examines the nature of human knowledge. In
particular, in epistemology in-depth studies are carried out on the nature of the act of
knowing, the source of knowledge, the levels of knowledge, the method of gaining
knowledge, the validity of knowledge, and the truth of knowledge.
 Axiology is a branch of philosophy that studies the essence of value. Based on the point of
the emphasis, axiology can be divided into ethics (philosophy about both bad human
behavior) or moral and aesthetic philosophy or philosophy of beauty.

In addition to the main branches of philosophy above, there are other branches of philosophy that
are specific. The specific branches of philosophy include: human philosophy, divinity
philosophy, religious philosophy, social and political philosophy, and the philosophy of
education.

3. Science phylosophy
Psillos & Curd (2008) explains that the philosophy of science is philosophy that deals with
philosophical and fundamental problems contained in science. Dalton et al. (2007) explains that
philosophy of science refers to one's beliefs about the essence of scientific knowledge, the
essence of methods in the achievement of scientific knowledge, and the relationship between
science and human behavior.

Lacey (1996) proposed the philosophical definition of science as a very broad and profound
philosophical study of science. A very broad and profound philosophical study of science
includes basically topics such as:

 The essence of science.

 The purpose of science.
 Method of science.
 Parts of science.
 Knowledge range.
 Relationship between science and other life problems (values, ethics, morals, human
welfare).

In a complementary context, Rudner (1966) argues that the philosophy of science is a part of
epistemology which has a focus on the study of the characteristics of scientific
knowledge. Furthermore, Rudner (1966) also states that the philosophy of science also has parts
that develop independently based on specific objects. The parts include philosophy of social
sciences, philosophy of natural sciences, philosophy of educational sciences, and philosophy of
physics.

According to French & Saatsi (2011) the history of philosophy of science as an independent
discipline (having journals, scientific community, and scientific meetings) including young
people around 80 years old. However, in fact the existence of the philosophy of science has
existed since the development of science itself in the time of Aristotle who could be considered
the first scientist. The philosophy of science examines the issues of scientific methods, the nature
of scientific theory and how the theory relates to reality, and the aims of science.

Based on various definitions of the philosophy of science that have been described then it can be
concluded that a brief understanding of the philosophy of science:

 The philosophy of science is as a branch of philosophy, especially epistemology, which

studies the nature of science (Hanurawan, 2012).
Description: many philosophers emphasize the philosophy of science as part of the philosophy of
knowledge (epistemology) because the philosophy of science does a lot of studies on one type of
knowledge, namely scientific knowledge or scientific knowledge.

In the philosophy of science there is a division of philosophy of science into a philosophy

of general science and a philosophy of special science (Psillos & Curd, 2008). General science
philosophy is the philosophy of science for all sciences, while the philosophy of science
individually is the philosophy of science about its own sciences, such as the philosophy of
psychology, philosophy of social sciences, and of course the philosophy of education.

The philosophy of general science emphasizes the philosophical concepts of science and
the general characteristics of the scientific method used by all sciences. This means that in the
philosophy of general science the objects of study are all sciences. Whereas in the philosophy of
special science more emphasis on studying philosophical concepts in certain sciences and the
characteristics of scientific methods used by special sciences (mathematics, biology, economics,
psychology, physics, and education science).

4. PHILOSOPHY OF EDUCATION SCIENCE

a. Understanding
Based on several definitions of the philosophy of science then the application of the
understanding of philosophy of science can be made in the field of education, which can be
called the term philosophy of educational science. The philosophy of science in education is
philosophy, specifically is a branch of the philosophy of knowledge (epistemology), which is in
depth, speculative, and comprehensive study of the nature of the science of education.

When viewed in more depth, namely because the philosophy of educational science includes a
branch of philosophy, it can be argued that the basics of thinking in the reflection of
the philosophy of educational science must refer to the main philosophical foundations, namely
the basis of metaphysics (ontology), the basis of epistemology, and the basis of axiology,

The basic metaphysics of science means that a science of education must have a basis of
existence in order to establish its reality in the world of special scientific knowledge and the
world of knowledge in general. The existence of education science is usually associated with
metaphysical views and the main objects that become the study of science. The metaphysical
view is for example related to questions:
 Is the nature of the existence of science monis (one) throughout the world or plural?
 Furthermore, if it is monistic, further questions arise: Is the nature of the existence of science
material or spiritual?
 Furthermore, if it is plural, a further question arises: How is the relationship between the
nature of the existence of material, psychological, and spiritual sciences?

In the field of educational science, the basis of metaphysics related to the object of educational
science can be found in the presence of large schools in the science of education. Major flows in
the science of education for example can be found in the flow of behavioristic education which
adheres to materialistic monism and transpersonal education which tends to be plural.

The basis of the epistemology of science or the basis of the philosophy of knowledge science
means that a science must have basic criteria for the determination of a knowledge can be called
scientific knowledge. In the field of educational science, the basis of the epistemology of science
is related to the object of the study of educational sciences, the method of acquiring knowledge
in the science of education, the limits of knowledge of educational sciences, and the validity of
scientific knowledge in the science of education.

The basis of the axiology of science means that science must be able to establish criteria that
should exist about the relationship between science and human values. Human values
include ethical values and beauty values. In education, the basis of axiology is related to the
application of ethical and aesthetic principles in research and practice in the science of education.

b. Scope of Philosophy of Educational Sciences

Based on the basics of metaphysics, epistemology, and axiology of science, in general, the scope
of the field of study in philosophy of science is as follows:

 Metaphysical problems or the existence of reality related to the existence of a science.

 Epistemological problems or methods of achieving knowledge related to science.
 Problems of ethics or morality that are related to the activities of achieving knowledge and
the application of knowledge in people's lives.
 Aesthetic problems or beauty related to science.
In addition to a general review of the scope based on the main branches which are the basis of
the foundation of science, more technically the scope of the field of study of philosophy of
science can be sorted based on topics that are more specific. In this case, as stated in the opinion
of Lacey (1996) about the notion of philosophy of science before, then the scope of the
philosophy of science can be sorted according to topics as follows:

 The essence of science

 The purpose of scientific activity
 Scientific method
 Parts of science
 Knowledge range
 Relationship between science and other life problems outside of science.

In a context similar to that of Lacey (1996), Earle (1992) implicitly presents fields of study
which are the scope of reflection on the philosophy of science, namely:

 Understanding of science
 The purpose of science
 Methodological problems in scientific activities
 Classification of knowledge
 Development of scientific theories, models and paradigms
 Human knowledge and welfare
 Streams contained in the philosophy of science.

So are some thoughts about the scope of the field of study of the philosophy of science. When
compared to the scope of one to the other then it can be concluded that basically some
descriptions of the scope are complementary and have more or less the same core.

If the scope of the philosophy of science is applied in the education sciences then obtained the
formulation of the scope of the philosophy of science in the science of education are as follows:

 Metaphysical problems or the existence of reality related to the existence of the science of
education.
 Epistemological problems or methods of achieving knowledge related to education
 Issues of ethics or morality that are related to the activities of achieving knowledge and the
application of the science of education in people's lives.
 Aesthetic or beauty problems related to education.
In addition, the scope of the philosophy of science applied in the science of education can also be
formulated as follows:

 Understanding of education science

 The purpose of education
 Methodological problems in educational scientific activities
 Classification in the science of education
 Development of scientific theories, models, and paradigms in the science of education
 Relationship between education and human welfare
 The flows contained in the philosophy of science in the science of education.

5. ADVANTAGE OF SCIENCE EDUCATION

a. Understanding of Science
Before arriving at the understanding of education, it is necessary to first describe the meaning of
science. Marczyk et al. (2005) put forward the definition of science as a methodological and
systematic approach to acquiring new knowledge. Sprinthall et al. (1991) define science as an
organized knowledge and a set of systematic techniques for acquiring scientific knowledge. This
definition affirms that science is knowledge that is systematic and cannot be separated from
scientific methods as a technique to obtain scientific knowledge.

b. Science Requirements
Giorgi (1995) explains that not all kinds of knowledge can be classified as scientific
knowledge. A type of knowledge can have status as scientific knowledge because it fulfills four
conditions. The four conditions are that knowledge must be systematic, methodical, critical, and
universal.

 Systematic scientific knowledge means that different aspects that are part of a knowledge
have the potential to be related to one another in the context of a system. The different
aspects contained in scientific knowledge do not constitute an irregular condition, but must
obey certain patterns and structures.
 Critical scientific knowledge means that knowledge is open to further study. In this context,
a scientific knowledge, for example a theory or general law, developed by a scientist is not
taken for granted without conditions but other scientists are allowed to test or even fight
against that theory. The development of critical nature in the scientific world is greatly
helped by the willingness of scientists to disseminate theories in a scientific community, so
 that a theory will get an opportunity to be criticized in the wider public. The socialization can
be through scientific forums, such as periodical publishing or scientific journals, scientific
books, seminars, and promotion of research results.
 Methodical scientific knowledge means that methods or ways to collect and analyze data
intersubjectively must be available. The work of a genius who does not use the method may
be considered amazing, but the work cannot be classified as scientific knowledge. The work
cannot be classified as scientific knowledge because other people are intersubjectively
impossible to do it again in ways that are relatively more or less similar.
 Scientific knowledge is universal, meaning that the results of scientific knowledge have the
ability to be applied in general to more or less the same context and situation. Universality
will guarantee the results of research as a scientific activity have the ability to generalize
externally to the context and situation that have the same characteristics.

Based on the description of the nature of science, it means that the existence of the science
of education as a science can also be reviewed based on the conditions described.

c. Understanding of Education
The definition of education that can be offered by the author is as follows:

 Education is the science of the transformation process of thinking, feeling, and behaving
from the old generation to the younger generation in a community.

6. Object of Educational Studies

Science is a study that is systematic and intersubjective about a phenomenon that has its
own rules. The main objects which are the fields of study in educational sciences include:

 Learning, teaching and training,

 Learning methods, teaching, and training.
 Behavior of teachers and students.
 Media teaching and learning

7. Educational Objectives
 Describe mental activity and human behavior.
 Understand educational activities.
 Forecasting educational activities.
 Controlling educational activities.
 Solve educational problems.
 8. Methods in Educational Sciences
In an effort to achieve the goals of education, the science of education as one of the
scientific fields has research methods that are adapted to the objects of educational
studies. Educational research methods include:

 Positive (quantitative). The purpose of the research is to establish objectivity based on

empirical evidence and laws that can be generalized without regard to or without being
influenced by the context in which the research is conducted. The objectivity of the results of
the study is largely determined by minimizing errors in the measurement process. The
research objectives are description, explanation, control, and prediction. An example of the
flow of education that uses positivistic methods is behavioristic education.
 Interpretive (qualitative). The purpose of the study is an understanding of language and
behavior that is everyday or natural in nature which leads to the findings of meanings and
beliefs that exist in the participants. The relationship between science, research methods, and
research processes with value is sticky value or value-laden . In this case scientific
knowledge as a result of interpretive research method research contained in it the personal
and socio-cultural values of the research participants. Examples of the flow of education that
uses interpretive methods are humanistic psychology or educational fields that are related to
cultural contexts.
 Critical research provides opportunities for researchers, practitioners, and participants to
explain and challenge the sources of domination and exploitation that exist in the socio-
cultural life of one's life. Critical research is research that aims to empower individuals or
groups in oppressed communities . Therefore, critical research has properties: open ideology,
social criticism, open politics, and an emancipatory orientation (Connole et al.,
1993). Critical research objective is to undertake empowerment (empowerment) include:
development of critical awareness and the development of the action (action) on individuals
or groups who are oppressed (women, laborers, and students). Examples of the flow of
education that uses critical research methods are critical education.