Educational Philosophy

Nature of learner Role of teacher Curriculum what is real, true, of value Purpose of schooling

Educational philosophy in workforce education

Why we do as we do A way of applying what we believe to be real, true, of value A way of shaping the world

Philosophy: an activity in 3 styles

Speculative a way of thinking systematically Prescriptive establish standards to assess values & judge conduct Analytic words and meaning

Educational Philosophy
Concerns mainly the branch of Metaphysics, which seeks to determine the nature of ultimate reality

Metaphysical Philosophy
Attempts to establish coherence throughout the whole domain of experience

Main schools of Metaphysical thought

Main schools of Metaphysical thought

Idealism Ultimate reality is spiritual rather than physical, mental rather than material. Nature possesses meaning and purpose.

Main schools of Metaphysical thought

Idealism Ultimate reality is spiritual rather than physical, mental rather than material. Nature possesses meaning and purpose. Realism Physical mater is the ultimate reality. Nature and science are real.

Main schools of Metaphysical thought

Idealism Ultimate reality is spiritual rather than physical, mental rather than material. Nature possesses meaning and purpose. Realism Physical mater is the ultimate reality. Nature and science are real. Pragmatism Ultimate reality is change. Man is social, biological & intelligent. Values are relative

Philosophical Educational Policy Considerations

Philosophical Educational Policy Considerations

Objectives of education

Philosophical Educational Policy Considerations

Objectives of education Nature of man (the student)

Philosophical Educational Policy Considerations

Objectives of education Nature of man (the student) Society in which the student will function

Philosophical Educational Policy Considerations

Objectives of education Nature of man (the student) Society in which the student will function Ultimate nature of reality which we are trying to communicate

Pragmatism/Progressivism
In Educational Philosophy

Pragmatism
The only philosophy developed in America Emphasized testing ideas by acting on them Rejected universal and eternal truths Argued that philosophy should deal with real human problems rather than metaphysical speculation

Pragmatism: major authors

John Dewey Charles S. Pierce William James George H. Mead

Pragmatism in education
Progressivism Experimentalism Liberal Progressivism

Pragmatism
Taught that theory and practice, and thus, thinking and doing, should be united Proposed that the scientific method should be used to solve human problems Believed in a democratic society Believed that change is the essence of reality

Progressivism
6 Major Assertions:

1. Education should be life itself, not a preparation for living

Learning situations should be oriented toward experiences in life

2. Learning should be directly related to the interests of the learner

Content should be relevant to the real world of the learner

3. Real learning occurs through problem solving

Knowledge is a tool for managing experience

4. The teachers role is not to direct but to advise

The teacher should employ his greater knowledge and experience to guide learning

5. The school should encourage cooperation rather than competition

Students should compete with each other only when it fosters personal growth

6. Only democracy permits true personal growth

Democracy is more than a system of government, it is shared experience

What would a progressive workforce curriculum look like?

How would the content be determined? What would be the method of instruction? How would it be evaluated?

What are the strengths and weaknesses of progressivism?

Assumptions Curriculum Methodology Contexts

Perennialism
Classical Realism in Educational Philosophy

Perennialism
Allegiance to absolute principles Permanence is more real than change and more desirable as an ideal Stability is the most important educational value.

Perennialism: major authors

Aristotle Aquinal Hutchins Adler Livingstone

Perennialism
Six basic principles

1. Despite differing environments, human nature remains the same everywhere

Education should, therefore, be the same for everyone

2. Man must use his rationality to carefully chosen ends

No learner should be able to choose their own educational experience

3. Educations task is to teach eternal truth

Adjustment to truth is the result of learning

4. Education is preparation for life

School can never, nor should be a real-life situation

5. Students should be taught basic subjects based upon permanencies

Vocational education is best left to practitioners in their field

6. Curriculum should be the great works of literature, philosophy, history & science
The message of the past is never dated

Strengths and Weaknesses of Perennialism

Assumptions Curriculum Methodology Contexts

What would Perennialist workforce curriculum look like?

How would the curriculum be determined? What would be the method of instruction? How would it be evaluated?

Essentialism
An early 20th century educational reform movement

3 main Essentialists efforts

Reexamination of the curriculum Distinguish the essential and nonessential elements Reestablish the authority of the teacher in instruction

Major Essentialist authors

Bagley Briggs Breed Kandel Horne

Essentialism
Four basic principles

1. Learning, of its very nature, involves hard work and often unwilling application
Discipline is essential to learning

2. The initiative in education should lie with the teacher

Authority resides with the teacher

3. The purpose of education is to learn prescribed subject matter

Content and method are prescribed by the teacher

4. The school should retain traditional methods of mental discipline

Deferred rewards are preferred for motivation

Strengths and Weaknesses of Essentialism

Assumptions Curriculum Methodology Contexts

What would an Essentialist workforce curriculum look like?

How would the curriculum be determined? What method of instruction would be used? How would it be evaluated?

Existentialism
Lived reality informed by passion

Major Existentialists authors

Kierkegaard Nietzsche Sartre Marcel Tillich Buber Heidegger

Existentialist world view

Ultimate reality is lived reality- what is real to us is what we experience What a person becomes is his own responsibility. He either chooses or allows the choice to be made for him

Existentialist Beliefs

In itself freedom is neither goal nor an ideal. It is the potential for action
People can change (learn) because they can always act differently

Choice can be either active or passive

Failing to choose is also a choice. You are responsible for the results of your actions

People know things as they are presented to their private consciousness

Learning is an individual act

Subjectivity is inseparable from truth

The test of being is always being-forme

Teaching can only come from inner experience

One can only teach what they know

No subject matter is more important (in itself) than any other

The importance of subject matter is the value to the individual student

Strengths & Weakness of Existentialism

Assumptions Curriculum Methodology Contexts

What would a Existentialist workforce curriculum look like?

How would the curriculum be determined How would the method of instruction be decided? How would learning be evaluated?