Philosophy and Philosophy of Chapter 5 Philosophy and Philosophy of Education “Getting the job done, even well done, is good enough for nonprofessionals but continually improving the way the job is done both for themselves and others is the hallmark of professionals.” (Glasser, 1993)

Chapter Objective Traditional Philosophies and learning What is taught and how: how decides this Teacher’s role Student’s role Best learning medium

You Tube Clips http://www.youtube.com/watch?v=m0PRB4YsXn4 Freedom Writers http://www.youtube.com/watch?v=-NlT-ELVWk0 Billy Gilman: One Voice http://www.youtube.com/watch?v=lg4t7V-e9dA&feature=related Waiting for Superman

Philosophy: Normative Philosophy: a search for wisdom The way education, architecture, medicine, or any other profession “ought” to practice within their environment: Perception a search for wisdom Philosophy of education provides a “framework for thinking” about educational issues and dilemmas, and it guides professional practice.

Philosophy and Theory Theories:………………………..IDEAS a) are based on observation, b) used to explain observations. Philosophies are based on theories:…. BELIEFS Explain: The way things are Ought to be peoples thoughts and emotions Concepts over long periods of time

Major Branches of Philosophy Epistemology: examines questions of “how” we come to know what we know. Knowledge Metaphysics, or ontology: considers the nature of reality. What is Real. Axiology: considers questions of values and ethics. Logic: examines the processes of deriving valid conclusions from basic principles.

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 Existentialism Pragmatism Realism Idealism ©2005 by Pearson Education, Inc. All Rights Reserved

1) Epistemology: “Knowing Is” “How” we come to know what we know. A variety of ways of knowing exist. Practice and experience are important. What is factual evidence? (Ex) examining your beliefs.

The nature of knowledge and learning http://cns-alumni.bu.edu/~slehar/cartoonepist/cartoonepist.html What is knowledge? What is truth? Where did knowledge originate? How do we come to know? How do we learn?

2) Metaphysics: “Reality Is” Metaphysics- (ontology)- considers “what” we know. Perceive (Debate) Independent of our perception exists. 1) reality is objective and observable 2) reality is actually perceived, since our behavior depends on our perception. Are people basically good? What or who is God?

3) Axiology: “Values Are” Values and ethics Debate: Character education argues that values, such as honesty and citizenship, should be emphasized, taught, and rewarded. Moral education emphasizes the development of students’ moral reasoning and doesn’t establish a list of values that learners should acquire. “What is beauty? I’m getting paid to help kids learn. If I don’t do my best, I’m not earning my salary.” (Reasoning, value, moral)

4) Logic ……is the processing of deriving valid conclusions from basic principles. Deductive reasoning A major premise, which can be a principle or generalization. 1) Minor premise 2) Major premise 3) Conclusion

Idealism: Terrain of Philosophy-not in book Since the physical world is constantly changing, ideas are the only reliable form of reality. Ideal situation; what you would like to happen Perfect marriage; teaching

Realism: Terrain of Philosophy-not in book The features of the universe exist whether or not a human being is there to perceive them. An oak tree outside the window. You can perceive it to be anything you want, but it’s still an oak. Philosophy of realism emphasize observation, experimentation, and critical reasoning.

Pragmatism( not in book) Pragmatism rejects the idea of absolute, unchanging truth. Instead, truth is what works, hence the term pragmatism. Experience is the key idea Individuals need methods for dealing with changes. Pragmatic Solution

Pragmatism Pragmatism doesn’t de-emphasize the importance of knowledge; instead, it attempts to connect it to children’s interests. Constructivism: build knowledge Rather than follow the rule, demonstrate. Create understanding

Existentialism (not in the book) http://www.youtube.com/watch?v=BqnWNMsWdqM 30 sec. 3 Doors Humanity isn’t part of an orderly universe individuals create their own existence in their own unique way. With freedom comes responsibility Emphasis on the individual: we don’t teach math, science, reading, and writing; we teach people, and the people we teach are at the core of learning. Learner-centered curriculum/instruction http://www.youtube.com/watch?v=zdZaywluk34

Part Two: Philosophy…………..

Philosophies of Education Perennialism: suggests that nature, including human nature, is constant. Essentialism: emphasizes a critical core of knowledge and skills that all students should learn. Progressivism: focuses on real-world problem solving and individual development. Social Reconstructionism: contends that schools, teachers, and students should play a role in addressing the social inequities in our society.

Perennials Nature, Education including human nature, is constant Education is preparation for future life Math, science, and particularly literature are important they expose learners to the rigors of logical thought the great ideas that have endured throughout history. (Classics)

Perennials Ex. Classic works ranging from Homer’s Iliad to Darwin’s The Origin of Species Critics question the value of distant and abstract ideas for poorly motivated and intellectually unprepared students. They also suggest that it is the elitists that places too much emphasis on ideas that are unrelated to the student’s lives.

R R R Essentialism “Back to the basics” learning should focus on essential basic skills, reading, writing, mathematics, and to a certain extent, science and geography. the belief that core of information exists that all people should possess. Reform aimed at improving teacher training

Essentialism A “Nation At Risk” recommended that all high school students master core requirements in five “basics”-English, math, science, social studies, and computer science sequence of courses mastery of essential teaching skills Core of knowledge exists that all pre-service teachers should master. Knowledge Base for the Beginning Teacher

Essentialism and Perennialism Are wary of learner-centered education and the focus on learner self-esteem. Essentialists emphasize knowledge and skills that are useful in today’s world.

Standards ….and Essential Knowledge Based on essentialism: there is a critical core of knowledge all students should master. Major role of schools should be to ensure that all students master a core of knowledge. Critics of standards (and essentialism): crucial knowledge is learned through rote memorization, soon becoming forgotten or inert, and fails to influence students’ current or future lives.

Progressivism Critics say: Problem solving and learning concepts Curriculum that focuses on real-world problem solving and individual development Insurance advertised: Progressive Insurance Critics say: places too much emphasis on student’s interests and self-esteem Constructivism (next slide) http://search.yahoo.com/search?p=progressive+insurance+youtube&ei=UTF-8&fr=moz35

Classroom Application of Educational Philosophies

Forming a Personal Philosophy of Education Philosophy is important it helps you explain and defend your educational goals explain what you try to accomplish in your classroom Textbook for Quiz p. 169 are able to articulate what they’re doing and why.

Rationale for Classroom Decisions: “the belief behind your action” Basic skills are part of a core body of knowledge Text or curriculum- guide the sequence. We did it last year: (tried and tested) Systematic changes are made when teaching practices are in error or inadequate.

Forming a Philosophy First, any philosophy is evolving and dynamic Second, your personal philosophy is likely to include elements of more than one traditional and educational philosophy. Third, be willing to change your views if you find that they are in error. (Open-mindedness)

Examining Your Beliefs Once identified, beliefs (philosophy) should be examined and analyzed. (epistemology) This is where epistemology becomes important. How do you know that your beliefs are valid? Do they “feel” right? Do they make sense intuitively? Is feeling or intuition adequate to justify beliefs, or must you have research evidence to indicate that they’re valid?

Educational Philosophies p. 161 Educational Goals Assessment Learning Environment Teaching Methods Role of the Teacher Curriculum Existentialism Pragmatism Idealism, Realism Traditional Philosophy Most Closely Related Reconstructionism Progressivism Essentialism Perennialism

Classroom Applications of the Educational Philosophies Critically examine today’s institutions; elevate the status of marginalized people (women and cultural minorities). Acquire ability to function in the real world; develop problem-solving skills. Acquire basic skills; acquire knowledge needed to function in today’s world. Train the intellect; moral development. Educational Goals Collaborative between teacher and student; emphasis on the exposure of hidden assumptions. Continuous feedback; informal monitoring of student progress. Frequent objective, essay, and performance tests. Frequent objective and essay tests. Assessment Community-oriented; self-regulated. Collaborative; self-regulated; democratic. High structure; high levels of time on task. Learning Environment Discussion; role play; simulation; personal research. Problem-based learning, cooperative learning; guided discovery. Lecture; practice and feedback; questioning. Lecture; questioning; coaching in intellectual thinking. Teaching Methods Facilitate discussions that involve clarifying issues. Guide learning with questioning; develop and guide practical problem-solving activities. Deliver clear lectures; increase student understanding with critical questions. Role of the Teacher Emphasis on the works of marginalized people. Emphasis on problem solving and skills needed in today’s world. Emphasis on basic skills. Emphasis on enduring ideas. Curriculum Existentialism Pragmatism Idealism, Realism Traditional Philosophy Most Closely Related Postmodernism Progressivism Essentialism Perennialism ©2005 by Pearson Education, Inc. All Rights Reserved

Your Educational Philosophy What is the role of the student: Educational Goals? What Assessments would you use.? How would you set up the Learning Environment? What Teaching Methods should be used? What is the role of the Teacher? Curriculum: What should be taught? Existentialism Pragmatism Idealism, Realism Which aspect best describes you? And …Why?.... Which philosophy best describes you?

What do you think about this? Philosophy and Theory What do you think about this? Explain “Double Standards” Theories:………………………..IDEAS a) are based on observation, b) used to explain researched observations. Philosophies are based on theories:…. BELIEFS Explain: The way things are Ought to be peoples thoughts and emotions Concepts over long periods of time http://www.babble.com/mom/facebook-fail-teacher-shares-immoral-photo-and-gets-fired/