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3.1 Philosophy as a theory.pptx

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This document discusses different philosophical perspectives on education including idealism, realism, pragmatism, naturalism, existentialism, and neo-Marxism. Idealists like Plato believe education should move students toward abstract ideas and truth. Realists such as Aristotle argue that knowledge comes from studying the material world. Pragmatists including Dewey assert education should be experiential and meet students' needs and interests. Naturalists view education as being in accordance with a child's nature. Existentialists focus on individual needs and lived experiences. Neo-Marxists see education's role as empowering students to challenge capitalism.

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3.1 Philosophy as a Theory and Education as Practice: Theory into Practice Philosophy And Education

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What is Philosophy of Education  All teachers have a personal philosophy that colors the way they teach  Engaging in philosophy helps clarify what they do or intend to do, justify or explain why they do what they do in a logical, systematic manner

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“EDUCATION WITHOUT PHILOSOPHY IS BLIND AND PHILOSOPHY WITHOUT EDUCATION IS INVALID”

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The meaning of Philosophical Inquiry  “Whatever people choose to embrace, if their choices are made in a logical, rational manner, they are engaged in the process of ‘doing philosophy.’’  Three specific areas of philosophical inquiry: 1. Metaphysics concerned with questions about the nature of reality; 2. Epistemology concerned with the nature of knowledge; 3. Axiology concerned with the nature of values

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3.1 Philosophy as a theory.pptx

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Theory in Education

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Particular Philosophies of Education  Idealism, the first systematic philosophy in Western thought…Socrates and Plato, the Socratic method was dialogue  Generic notions: Philosophers often pose abstract questions that are not easily answered but are concerned with the search for truth  World of matter in constant state of flux, senses are not to be trusted, continually deceive us  Truth is perfect and eternal, but not found in the world of matter, only through the mind

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3.1 Philosophy as a theory.pptx

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The Traditional Schools of Philosophy Instruction emphasizes discussion designed to increase individual self- awareness. Curricula and instruction focus on problem solving and the scientific method. Curricula focus on content that emphasizes natural laws. Curricula focus on content that emphasizes time- honored ideas. Educational Implications Values are chosen by the individual. Values are relative. Values are absolute based on natural law. Values are absolute based on enduring ideas. Axiology Knowing is making personal choice. Knowing is the result of experience based on the scientific method. Knowing is observing and understanding natural laws. Knowing is the personal rethinking of universal ideas. Epistemology Reality is the subjective interpretation of the physical world. Reality is the interaction of the individual and the environment. Reality is the physical world. Reality is the world of unchanging ideas. Metaphysics Existentiali sm Pragmatis m Realism Idealism ©2005 by Pearson Education, Inc. All Rights Reserved

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Idealism  The only constant for Plato was mathematics, unchangeable and eternal  Plato’s method of dialogue engaged in systematic, logical examination of all points of view…ultimately leading to agreement and a synthesis of ideas…this approach known as the dialectic.

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Idealism  Plato believed education helped move individuals collectively toward achieving the good.  The State should be involved in education, moving brighter students toward abstract ideas and the less able toward collecting data…a gender free tracking system  Those who were brighter should rule, others should assume roles to maintain the state  The philosopher-king would lead the State to the ultimate good

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Idealism  Evil comes through ignorance, education will lead to the obliteration of evil  More modern idealists: St. Augustine, Descartes, Kant, Hegel  Goal of Education: interested in the search for truth through ideas…with truth comes responsibility to enlighten others, “education is transformation: Ideas can change lives.”

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Idealism  Role of the Teacher: to analyze and discuss ideas with students so that students can move to new levels of awareness so that they can ultimately be transformed, abstractions dealt with through the dialectic, but should aim to connect analysis with action  Role of the teacher is to bring out what is already in student’s mind: reminiscence(Recall/ Bring Back)

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Methods of Instruction  Lecture from time to time, but primary method of teaching is the dialectic…discuss, analyze, synthesize, and apply what they have read to contemporary society.  Curriculum…importance of the study of the classics…many support a back to the basics approach to education

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Realism  Aristotle was the leading proponent of realism, started the Lyceum(School), the first philosopher to develop a systematic theory of logic  Generic Notions…only through studying the material world is it possible to clarify or develop ideas…matter is real independent of ideas

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Aristotle’s Systematic Theory of Logic  Begin with empirical research, speculate or use dialectic reasoning, and culminate in a syllogism(Logic/Discussion)  A syllogism is a system of logic that consists of three parts: (1) a major premise, (2) a minor premise, and (3) a conclusion  For a syllogism to work, all the parts must be correct

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Realists  Neo-Thomism…Aquinas affected a synthesis of pagan ideas and Christian beliefs…reason is the means of ascertaining or understanding truth, God could be understood through reasoning based on the material world…no conflict between science and religion.  The world of faith with the world of reason, contemporary Catholic schools

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Modern Realism  From the Renaissance, Francis Bacon developed induction, the scientific method…based on Aristotle, developed a method starting with observations, culminating in generalization, tested in specific instances for the purpose of verification  John Locke and tabula rasa, things known from experience… ordered sense data and then reflected on them

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Goal of Education for Realists  Notions of the good life, truth, beauty could be answered through the study of ideas, using the dialectical method…for contemporary realists, the goal of education is to help individuals understand and apply the principles of science to help solve the problems plaguing the modern world  Teachers should be steeped in the basic academic disciplines

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Pragmatism  An American philosophy from the 19th century…Peirce, James, Dewey  “By their fruits, ye shall know them.” Pragmatism encourages people to find processes that work in order to achieve their desired ends…action oriented, experientially grounded  Rousseau… “back to nature”, environment and experience…Emile, little regard for the education of women other than to be Emile’s companion

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John Dewey’s Philosophy  Education starts with the needs and interests of the child, allows the child to participate in planning her course of study, employ project method or group learning, depend heavily or experiential learning.  Children are active, organic beings…needing both freedom and responsibility.  Ideas are not separate from social conditions, philosophy has a responsibility to society

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Dewey’s Role for the Teacher  Not the authoritarian but the facilitator…encourages, offers suggestions, questions and helps plan and implement courses of study…has command of several disciplines  Inquiry method, problem solving, integrated curriculum

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Naturalism  Protagonist of Naturalism  JJ Rousseau – champion of naturalism  Others – Aristotle, Comte, Bacon, Darwin, Huxley, Spencer, Epicurus, Tagore  Unchanging loss of nature explains all the events and occurrences of the world  Education in accordance with the nature of the child  Man is the highest creature or animal according to his nature. So the essence of his life is animal instinct and not spiritually

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Existentialism and Phenomenology  Kierkegaard, Buber, Jaspers, Sartre, Maxine Greene…existentialists.  Husserl, Heidegger, Merleau Ponty…phenomenologists  How do one’s concerns affect the lives of an individual…the phenomena of consciousness, perception and meaning in an individual’s experience

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Existentialists  Education should focus on the needs of individuals, include the nonrational as well as rational, the notion of possibility.  Teachers should understand their own “lived world” and help students to understand their world.  The need to be “wide awake”…the role of the teacher is intensely personal

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Neo-Marxism  Radical(Formal) critique of capitalism.  The role of education should be to give students the insight to demystify capitalism and become agents of radical change.  Marx believed the history of civilization was defined by class struggle.  General conflict theory…the teacher is a “transformative intellectual”

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3.1 Philosophy as a theory.pptx

More Related Content

3.1 Philosophy as a theory.pptx

  • 1. 3.1 Philosophy as a Theory and Education as Practice: Theory into Practice Philosophy And Education
  • 2. What is Philosophy of Education  All teachers have a personal philosophy that colors the way they teach  Engaging in philosophy helps clarify what they do or intend to do, justify or explain why they do what they do in a logical, systematic manner
  • 3. “EDUCATION WITHOUT PHILOSOPHY IS BLIND AND PHILOSOPHY WITHOUT EDUCATION IS INVALID”
  • 4. The meaning of Philosophical Inquiry  “Whatever people choose to embrace, if their choices are made in a logical, rational manner, they are engaged in the process of ‘doing philosophy.’’  Three specific areas of philosophical inquiry: 1. Metaphysics concerned with questions about the nature of reality; 2. Epistemology concerned with the nature of knowledge; 3. Axiology concerned with the nature of values
  • 7. Particular Philosophies of Education  Idealism, the first systematic philosophy in Western thought…Socrates and Plato, the Socratic method was dialogue  Generic notions: Philosophers often pose abstract questions that are not easily answered but are concerned with the search for truth  World of matter in constant state of flux, senses are not to be trusted, continually deceive us  Truth is perfect and eternal, but not found in the world of matter, only through the mind
  • 9. The Traditional Schools of Philosophy Instruction emphasizes discussion designed to increase individual self- awareness. Curricula and instruction focus on problem solving and the scientific method. Curricula focus on content that emphasizes natural laws. Curricula focus on content that emphasizes time- honored ideas. Educational Implications Values are chosen by the individual. Values are relative. Values are absolute based on natural law. Values are absolute based on enduring ideas. Axiology Knowing is making personal choice. Knowing is the result of experience based on the scientific method. Knowing is observing and understanding natural laws. Knowing is the personal rethinking of universal ideas. Epistemology Reality is the subjective interpretation of the physical world. Reality is the interaction of the individual and the environment. Reality is the physical world. Reality is the world of unchanging ideas. Metaphysics Existentiali sm Pragmatis m Realism Idealism ©2005 by Pearson Education, Inc. All Rights Reserved
  • 10. Idealism  The only constant for Plato was mathematics, unchangeable and eternal  Plato’s method of dialogue engaged in systematic, logical examination of all points of view…ultimately leading to agreement and a synthesis of ideas…this approach known as the dialectic.
  • 11. Idealism  Plato believed education helped move individuals collectively toward achieving the good.  The State should be involved in education, moving brighter students toward abstract ideas and the less able toward collecting data…a gender free tracking system  Those who were brighter should rule, others should assume roles to maintain the state  The philosopher-king would lead the State to the ultimate good
  • 12. Idealism  Evil comes through ignorance, education will lead to the obliteration of evil  More modern idealists: St. Augustine, Descartes, Kant, Hegel  Goal of Education: interested in the search for truth through ideas…with truth comes responsibility to enlighten others, “education is transformation: Ideas can change lives.”
  • 13. Idealism  Role of the Teacher: to analyze and discuss ideas with students so that students can move to new levels of awareness so that they can ultimately be transformed, abstractions dealt with through the dialectic, but should aim to connect analysis with action  Role of the teacher is to bring out what is already in student’s mind: reminiscence(Recall/ Bring Back)
  • 14. Methods of Instruction  Lecture from time to time, but primary method of teaching is the dialectic…discuss, analyze, synthesize, and apply what they have read to contemporary society.  Curriculum…importance of the study of the classics…many support a back to the basics approach to education
  • 15. Realism  Aristotle was the leading proponent of realism, started the Lyceum(School), the first philosopher to develop a systematic theory of logic  Generic Notions…only through studying the material world is it possible to clarify or develop ideas…matter is real independent of ideas
  • 16. Aristotle’s Systematic Theory of Logic  Begin with empirical research, speculate or use dialectic reasoning, and culminate in a syllogism(Logic/Discussion)  A syllogism is a system of logic that consists of three parts: (1) a major premise, (2) a minor premise, and (3) a conclusion  For a syllogism to work, all the parts must be correct
  • 17. Realists  Neo-Thomism…Aquinas affected a synthesis of pagan ideas and Christian beliefs…reason is the means of ascertaining or understanding truth, God could be understood through reasoning based on the material world…no conflict between science and religion.  The world of faith with the world of reason, contemporary Catholic schools
  • 18. Modern Realism  From the Renaissance, Francis Bacon developed induction, the scientific method…based on Aristotle, developed a method starting with observations, culminating in generalization, tested in specific instances for the purpose of verification  John Locke and tabula rasa, things known from experience… ordered sense data and then reflected on them
  • 19. Goal of Education for Realists  Notions of the good life, truth, beauty could be answered through the study of ideas, using the dialectical method…for contemporary realists, the goal of education is to help individuals understand and apply the principles of science to help solve the problems plaguing the modern world  Teachers should be steeped in the basic academic disciplines
  • 20. Pragmatism  An American philosophy from the 19th century…Peirce, James, Dewey  “By their fruits, ye shall know them.” Pragmatism encourages people to find processes that work in order to achieve their desired ends…action oriented, experientially grounded  Rousseau… “back to nature”, environment and experience…Emile, little regard for the education of women other than to be Emile’s companion
  • 21. John Dewey’s Philosophy  Education starts with the needs and interests of the child, allows the child to participate in planning her course of study, employ project method or group learning, depend heavily or experiential learning.  Children are active, organic beings…needing both freedom and responsibility.  Ideas are not separate from social conditions, philosophy has a responsibility to society
  • 22. Dewey’s Role for the Teacher  Not the authoritarian but the facilitator…encourages, offers suggestions, questions and helps plan and implement courses of study…has command of several disciplines  Inquiry method, problem solving, integrated curriculum
  • 23. Naturalism  Protagonist of Naturalism  JJ Rousseau – champion of naturalism  Others – Aristotle, Comte, Bacon, Darwin, Huxley, Spencer, Epicurus, Tagore  Unchanging loss of nature explains all the events and occurrences of the world  Education in accordance with the nature of the child  Man is the highest creature or animal according to his nature. So the essence of his life is animal instinct and not spiritually
  • 24. Existentialism and Phenomenology  Kierkegaard, Buber, Jaspers, Sartre, Maxine Greene…existentialists.  Husserl, Heidegger, Merleau Ponty…phenomenologists  How do one’s concerns affect the lives of an individual…the phenomena of consciousness, perception and meaning in an individual’s experience
  • 25. Existentialists  Education should focus on the needs of individuals, include the nonrational as well as rational, the notion of possibility.  Teachers should understand their own “lived world” and help students to understand their world.  The need to be “wide awake”…the role of the teacher is intensely personal
  • 26. Neo-Marxism  Radical(Formal) critique of capitalism.  The role of education should be to give students the insight to demystify capitalism and become agents of radical change.  Marx believed the history of civilization was defined by class struggle.  General conflict theory…the teacher is a “transformative intellectual”