7 Philosophies of education and Field of Philosophy
- 1. KEVIN JAY T. BOFETIADO Educ 60
- 2. OBJECTIVES Explain the meaning of various philosophies of education Draw educational implication of the philosophies of education to teaching profession 4 Pillars of Learning
- 3. List everything you believe to be true about education
- 4. PHILOSOPHY taken from the Greek word “philos” “love” “sofia” “wisdom” is to identify problems and suggest ways of handling this problem. PURPOSE OF PHILOSOPLY OF EDUCATION
- 5. ( MCGRAW-HILL GLOBAL EDUCATION HOLDING, 2017) Represents answers to questions about the purpose of schooling, a teacher's role, and what should be taught and by what methods. Behind every school and every teacher is a set of related beliefs Influences what and how students are taught.
- 6. HOW DO TEACHER-CENTERED PHILOSOPHIES OF EDUCATION DIFFER FROM STUDENTS-CENTERED PHILOSOPHIES OF EDUCATION? Teacher-centered philosophies tend to be more authoritarian and conservative, and emphasize the values and knowledge that have survived through time. Student-centered philosophies are more focused on individual needs, contemporary relevance, and preparing students for a changing future.
- 8. FIELD OF PHILOSOPHY Four branches of philosophy relative to teaching Seven philosophies of education We will consider:
- 9. Four branches of philosophy: Axiology Epistemology Logic Metaphysics
- 11. Theories of knowledge Knowing the limits or validity of knowing EPISTEMOLOGY
- 12. Reasoning Increases with each stage of cognitive development LOGIC
- 13. Meta ta physika Basic causes and nature of things METAPHYSICS
- 15. Socrates did not tell his students what to think – instead he forced them to challenge their own thinking and to develop their logical thinking skills and understanding. Socrates
- 16. Plato believed that talent was distributed non-genetically and thus must be found in children born in any . He built on this by insisting that those suitably were to be trained by the state so that they might be qualified to assume the role of a . PLATO
- 17. Aristotle placed great emphasis on balancing the theoretical and practical aspects of subjects taught. Subjects he explicitly mentions as being important included reading, writing and mathematics; music; physical education; literature and history; and a wide range of sciences. He also mentioned the importance of play. ARISTOTLE
- 18. 7 PHILOSOPHIES OF EDUCATION 1.ESSENTIALISM 2.PROGRESSIVISM 3.PERENNIALISM 4.EXISTENTIALISM 5.BEHAVIORISM 6.LIGUISTIC PHILOSOPHY 7.CONSTRUCTIVISM
- 19. ESSENTIALISM WHYTOTEACH WHATTOTEACH HOWTOTEACH This philosophy contends that teachers teach for learners to acquire basic knowledge, skills and values The emphasis is on academic content for students to learn the basic skills or the fundamental R’s, ‘riting, ‘rithmetic, right conduct – as these are essential to the acquisition of higher or morecomplex skills needed in preparation for adult life. • They are expected to be intellectual and moral models of their students. • They are seen as “fountain” of information and as “paragon of virtue”, if ever there is such a person.
- 20. PROGRESSIVISM WHYTOTEACH WHATTOTEACH HOWTOTEACH Teach to develop learners into becoming enlightened and intelligent citizens of a democratic society •Are identified with need-based and relevant curriculum •This group of teachers teaches learners so they may live life fully NOW not to prepare them for adult life. • Teachers employ experiential methods. • They believe that one learns by doing For John Dewey, the most popular advocate of PROGRESSIVISM, book learning is no substitute for actual experience. One experiential teaching method that progressivist teachers heavily rely on is the PROBLEM SOLVING METHOD. “ You will learn more of this in your principles and strategies of teaching 1”
- 21. PERINNIALISM WHYTOTEACH WHATTOTEACH HOWTOTEACH Schools should, therefore, develop the students’ rational and moral power. According to Aristotle “ if we neglect the students, reasoning skills, we deprive them of the ability to use their higher faculties to control their passions and appetites.” •Is universal one on the view that all human beings possess the same essential nature. •It is not specialist curriculum but rather a general education. • The perinnialism classroom are “centered around teachers.” • The teachers do not allow the students interest or experience to substantially dictate what they teach.
- 22. EXISTENTIALISM WHYTOTEACH WHATTOTEACH HOWTOTEACH Help the students to understand and appreciate themselves as unique individuals who accept complete responsibility for their thought, feelings and action. •Students are given a wide variety of options form which to choose. •Students are affordable great latitude in their choice of subject matter. • Focus on individuals • In the use of such strategy, teachers remain NON- JUDGEMENTAL and take care not to impose their values on their students since values are personal
- 23. BEHAVIORISM WHYTOTEACH WHATTOTEACH HOWTOTEACH Schools are concerned with the modification and shaping of students’ behavior by providing for a favorable environment , since they believe that they are a product of their environment. Techers teach to respond favorably to various stimuli in the environment Teachers ought to make the stimuli clear and interesting to capture and hold the learners attention
- 24. LINGUISTIC PHILOSOPHY WHYTOTEACH WHATTOTEACH HOWTOTEACH Teachers teach to develop in the learners the skills to send messages clearly and receive messages correctly. Learners should be taught to communicate clearly – how to send clear, concise messages and how to receive and correctly understand messages sent. Teacher should make the classroom a place for the interplay 3 ways in communication take place 1. Verbal he sharing of information between individuals by using speech. 2. Non-Verbal It includes the use of visual cues such as body language (kinesics), distance (proxemics) and physical environments/appearance, of voice (paralanguage) and of touch (haptics). 3. Non-Verbal refers to how we say the words we say, for example do we seem happy, sad, angry, determined or forceful
- 25. CONSTRUCTIVISM WHYTOTEACH WHATTOTEACH HOWTOTEACH Develop intrinsically motivated and independent learners adequately equipped with learnings skills for them to be able to construct knowledge and make meaning of theme. The learners taught how to learn. They are taught learning process and skills such as searching, critique evaluating information, etc. The teacher provide students with data or experience that allow them to hypothesize predict, manipulate objects, pose questions, research, investigate, image and invent
- 26. “ You will learn more of this in your principles and strategies of teaching 1”
- 28. 4 PILLARS OF LEARNING Learning to Know Learning to Do Learning to Live Together Learning to Be By combining a sufficiently broad general knowledge with the opportunity to work in depth on a small number of subject In order to acquire not only an occupation skill s but also, more broadly, the competence to deal with many situations and work in items By developing an understanding of other people and an learning appreciation of interdependence - carrying out joint projects and learning to manage conflict – in a spirit of pluralism, mutual understanding and peace. So as to better develop one’s personality and be able to act with greater autonomy judgement and personal responsibility.
Editor's Notes
- Within groups, have students discuss what they believe to be true about education. As they talk to their group members, have them highlight the three to five items that they think will most influence them as teachers. While students are grouped together, have students pick one person to be the recorder or scribe and one reporter or presenter for each group. After students have discussed what they believe about education and teaching, have students discuss their personal beliefs about education and what this might mean in terms of how they will teach. During this discussion, the recorder should take notes while participating in the discussion. Ask the following questions: How did you come to believe what you do about education? How will your beliefs about education influence the kind of teacher you will become? Additionally, students need to understand that, while their values and principles may be static, their written philosophies may be dynamic documents that are likely to change as they gain additional educational experience.
- Although there are several branches of philosophy, for our discussion of educational philosophies, we will focus on axiology, epistemology logic and metaphysics.
- What is more important to you – your friends and family or your things? Is it stealing if you take something that no one else wanted? Would you run a stop sign if no one was looking? What about a stop light? These questions speak to your core system of values – what you believe to be right and wrong, also known as ethics. What is beauty? What do you consider to be beautiful? Aesthetics are things of beauty or that are pleasing to the eye. Axiology is the branch of philosophy that considers aesthetics and ethics.
- Why do we, as a human race, know more than we did a hundred years ago? Why do we not have a better understanding of how the brain works? Or, since we have learned so much about the brain, why can’t we be smarter? Will there be a time when we will know everything that there is to know, and the human mind can’t learn anything else? Will our brains explode if we think about it too much? Epistemology begs to answer these questions and more. It is a branch of philosophy that investigates the origin, nature, methods and limits of human knowledge.
- Does logical thought inhibit or enhance creativity? How much is 2 + 2? How did you know that? Don’t say that you just did, because you did not know it on the day that you were born. Logic is the branch of philosophy that considers reasoning to arrive at legitimate conclusions. It includes mathematical logic. Logic is responsible for all reasoning. We are taught logic early in life. Think back to the psychologist Jean Piaget who we discussed earlier in the year. You may recall that he observed that our ability to think logically – to reason – increases with each stage of cognitive development. Do you think Piaget was a philosopher of the branch of logic? Why?
- Have you ever wondered what is on the edge of the universe? Metaphysics is derived from the Greek meta ta physika, meaning after the things of nature. It is the branch of philosophy that strives to explain the basic causes and nature of things.
- Socrates (469 BCE–399 BCE) did not tell his students what to think – instead he forced them to challenge their own thinking and to develop their logical thinking skills and understanding. He did this with a systematic series of questions. According to his student Plato, Socrates did not give his students answers to their questions, but instead responded to their answers with another question. This method of questioning is known as the Socratic or dialectic (an argument between two opposing sides) method. How does this relate to teaching?