Philosophical Foundations Chapter 11

Philosophy Seeking after and loving wisdom Philosophy of life…a set of beliefs and values that consciously and/or unconsciously govern our actions Philosophy of education…a reasoned set of beliefs and values about teaching and learning

Four main branches of Philosophy Metaphysics…a study of the true nature of existence, what is real What is the meaning of life? Does life have a purpose? Are people born good, evil or neutral? Does the universe have a design or purpose?

Epistemology A study of what and how we know, what is knowable What are the limits of knowledge, where do we find the sources of knowledge? How do we acquire knowledge? Are there ways of determining the validity of knowledge? What is the truth?

Logic The study of the procedures for understanding the rules and techniques of reasoning What is the validity of ideas and how can this be determined? What do our arguments mean? How can we avoid contradicting ourselves? Deductive and Inductive reasoning

Axiology The study of values Values broken into ethics and aesthetics Ethics is concerned with right and wrong…what one ought to do, how we should lead our lives Aesthetics is concerned with the nature of beauty, how do we judge what we see, hear and touch

Educational Philosophy Beliefs about teaching and learning Understanding of knowledge Perception of students Determining what is worth knowing…what knowledge is of most value?

Perennialism Sees the world as unchanging and permanent…all students learn and grow in similar ways Teaching is orderly and carefully articulated. Traditional subjects of study are emphasized. Students must internalize the wisdom of the ages…teachers talk, students listen. Eternal truths are learned through great books

Progressivism Believes that education is part of life itself, rather than a preparation for life in the future Learners are active and self-motivated. Every student has unique needs and interests. Teachers serve as facilitators. Students learn best through active involvement. Knowledge is obtained by students as they interact with others. Students construct knowledge from what they see, hear and do. Process of knowing is more important than product.

Essentialism Believes that every educated person must have developed vital understandings in core areas of the curriculum Student motivation often comes from the teacher and students must be disciplined to work hard to learn. Teacher dispenses knowledge and students absorb knowledge. Memorizing content and internalizing skills of traditional subjects Traditional academic subjects, plus technology are what is valuable.

Existentialism Views each person as an individual with the freedom and responsibility for her or his own actions Students should have the freedom to choose, then take responsibility for their choices. Teachers demonstrate the importance of the discipline…individual experiences are promoted. Knowledge is discovering who we are as individuals. Knowledge that leads to self-discovery and responsible choice is sought.

Social Reconstructionism Believe that society must make significant changes and schools are agents of change Students are the hope of the future and are capable of changing society. Teachers lead by modeling democratic actions. Much learning occurs outside of classrooms. The information and learning needed to be a part of society why implementing positive change is important for students. Life skills necessary to become successful change agents for all students

Content of the Curriculum Perennialist…train the mind in core, traditional subjects Progressivist…integrated curriculum through topics of interest to students Essentialist…rigorous common core plus technology…what is essential Existentialist…understand self and life’s meaning Social Reconstructionist…understand social justice and equity to create social change

Instructional Methodology Perennialist…direct instruction, Socratic method Progressivist…constructive and cooperative learning Essentialist…traditional methods Existentialist…methods model decision making and choosing Social Reconstructionist…methods vary to guide students to understand and deal with social change

Perspectives of management and discipline Perennialist…traditional methods that focus on control and respect Progressivist…students actively participate in planning and implementing class rules and consequences Essentialist…follow rules and work hard Existentialist…students given equal responsibility for problems and conflict Social Reconstructionist…importance of community building, effective group action