1. 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)

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

3. You Tube Clips
Freedom Writers
Billy Gilman: One Voice
Waiting for Superman

4. 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.

5. 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

6. 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.

7. 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.
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8. 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.

9. The nature of knowledge and learning
What is knowledge?
What is truth?
Where did knowledge originate?
How do we come to know?
How do we learn?

10. 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?

11. 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)

12. 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

13. 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

14. 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.

15. 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

16. 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

17. Existentialism (not in the book)
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

18. Part Two: Philosophy…………..

19. 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.

20. 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)

21. 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.

22. 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

23. 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

24. 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.

25. 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.

26. 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)

27. Classroom Application of Educational Philosophies

28. 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.

29. 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.

30. 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)

31. 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?

32. 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

33. 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

34. 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?

35. 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