1. Philosophy of Education
Essential Questions:
What can be known?
What is the good life?
What is the nature of the learner?
What is the nature of the subject matter?
What is the nature of the learning process

2. The value of philosophy
Brings new interpretation and syntheses as well as analyzing, refining, modifying existing concepts and procedures
Acts as a clearinghouse for analyzing and clarifying ideas and problems
Offers a source of ethical guidance
Induces habits of mind like tolerance, impartiality, and suspension of judgment

3. Philosophy Love of wisdom , the quest for knowledge
Philosophers often concerned with such things as power, provocation, personality offering ideas to people caught up in the whirlwinds of social crisis, ideological arguments
Philosophers of education concerned with questions of schools and society

4. Metaphysics Greek word – “what is the nature of reality?”
What is real – “real nature” or “ideas?”
Is reality absolute and unchanging?
Is reality ever changing and evolving?
Some of our understandings are a priori
Some of our understandings are a posteriori

5. Branches of Philosophy
Metaphysics…what is the nature of reality
For Schools: What is worth Knowing?
Epistemology…what can be known and what is the nature of what is known
For Schools: What is Learning? What is good teaching?
Axiology…ethics and aesthetics: the good, the true and the beautiful
For Schools: What is the role of the school in society?
Logic…principles of right reasoning: induction and deduction
For Schools: What is good thinking?
Politics…what is just?
What is the role of school in society?

6. Developing Your Philosophy of Education

7. Beliefs About Teaching and Learning
What is the teacher’s primary role in the classroom?
Is he/she a subject-matter expert who efficiently imparts knowledge to students?
Is the teacher a helpful adult who establishes a caring relationship with students and nurtures their growth as individuals?
Is the teacher a skilled technician who can manage the learning of many students at once?
Where do you see yourself? Is there a blending of the above?

8. Beliefs about Students
Your beliefs about students will shape how you teach
What you believe students are like based on your life experiences
Negative views of students may promote a relationship based on fear
Questions such as how to structure your program/classroom, direction given to students, how you communicate are all important (Too structured, not enough?)

9. Beliefs About Knowledge
How will you go about teaching?- Program Implementation
Rote Teaching?
Interactive Teaching? (student involvement and interaction?)
A blending of the above when it’s called for?
Knowledge of oneself and one’s experiences in the world is different than strictly subject knowledge
What kind of knowledge is most important?

10. Beliefs in What is Worth Knowing
What should be taught?
The Basic Skills of reading, writing and computation? (helps assist us in the work world)
The Great Books?
Having kids be able to reason, communicate effectively, and solve problems
To learn how to learn?
Developing the whole child to become a mature, well-integrated Individual?

11. Personal Philosophical Beliefs
A Blend of beliefs?
Do you feel strongly in a way a child should be viewed, the role of the teacher in the classroom/society, curriculum design and implementation, the role of the school in society, teacher education?
Taking elements from each philosophy is perfectly acceptable

12. Transmission VS Transformative Styles of Lesson Delivery
Transmission Style- Lessons are transmitted to the student (think radio transmissions)
Teacher-Centred/focused
The teacher is the fountain of knowledge, little or no student input involved in the ed. process
Students are merely empty vessels
Transformative Style- there is a give and take between teacher/student
Child-Centred
The teacher is viewed as a guide/facilitator of student learning
Student interests/Input are valued
Choices for children

13. Psychological Orientations that have Influenced Teaching Philosophies
Humanistic Psychology
Behaviourism
Constructivism

14. Humanistic Psychology/Humanism
Emphasizes personal freedom, choice, awareness, and personal responsibility
Individuals control their own destinies through the application of their intelligence and learning
Curriculum and its implementation should reflect the needs/desires of the student body

15. Behaviourism
Environmental factors inside the classroom, home etc. shape people’s behaviours
Desired human behaviour can be the product of design rather than by accident
Our behaviours are determined by the environment in which we find ourselves
Our behaviours are shaped

16. Constructivism
Learning is viewed as an active rather than a passive process in which learners construct understanding of the material they learn (“hands on”) involving active participation
Teachers do not merely transmit academic content to students
There is interaction between students in the learning process (group work)
The teacher facilitates or guides students in the learning process

17. The Six Major Philosophical Orientations of Teaching
1.Perennialism
2.Essentialism
3.Progressivism
4.Existentialism
5.Social Reconstructionism
6. Behaviourism

18. Perennialism
A philosophical orientation that emphasizes the ideas contained in the Great Books/Authors (Socrates, Plato etc.)
Perennialists feel that the true purpose of education is the discovery of the universal, perennial truths in life
Timeless books (The Republic) are used to discover the truths/meaning in life

19. Essentialism
The core of common knowledge (the basic concepts in reading/writing, math etc.) should be transmitted to students in a systematic, disciplined manner
Rigorous, teacher-centred, strict, inflexible
Children are viewed as empty vessels being filled with knowledge from the teacher
To learn the “essentials” and not to deviate from them
Teacher-Centred

20. Progressivism Life is forever evolving/changing, not stagnant
Life is evolving in a positive manner
Students can be trusted to act in their own best interests
Education should reflect the needs and interests of students
Child-Centred

21. Existentialism Emphasizes an Individuals specific experiences
Maintains that every Individual must determine his/her own meaning of life and existence
To look within oneself for one’s own answers
Why do I exist? The answer is inside each and every one of us

22. Social Reconstructionism
The belief that social problems that plague society can be solved by changing, or reconstructuring society
Schools are at the heart of this change
Curriculum plays a major part in changing society
Problem Solving, how we interact with one another

23. Behaviorism There is no “free will”
Behaviours are the result of outside forces that cause individuals to act in predictable ways
There are strict laws that govern human behavior
The role of the teacher is to identify behavioral goals and establish reinforcers (both + and -) to achieve these goals
Skinner/Pavlov/Watson/Bloom

24. Philosophical Foundations of Education

25. Philosophy is: A search for meaning and truth
The general beliefs and attitudes of an individual or group
The body of principles underlying a branch of learning or major discipline

26. Original Definition “Love of Wisdom”
Definition was developed by Socrates

27. Of What Value is the Study of Philosophy
Provide clarification for what is or has been done by others
Provides a framework for life and our action
Can be useful in solving educational problems
A good mental activity

28. Three Major Areas of Philosophy
Metaphysics - the nature of reality
Axiology - the nature of values
Epistemology - the nature of knowledge

29. Metaphysics Concerned with theories of the nature of reality.
Why does the earth exist?
How did it come into being?
Is mankind free?
Is there a God?
What is real?

30. Metaphysics Common terms used in metaphysics are:
theology
creationism
evolution
spirit
free will
atheism
Metaphysics is the area many people think of when they hear the term philosophy.

31. Axiology concerned with theories of value
Two major divisions of axiology
ethics
What is right and wrong?
What is evil and good?
aesthetics
What is beautiful and ugly?
Some common terms used that relate to axiology are pessimism, optimism, hedonism, egoism, and altruism.

32. Epistemology Concerned with theories of the nature of knowledge
Epistemological questions:
How do people learn?
What knowledge is of utmost value?
What are the different types of knowledge?
What are the educational goals of agricultural education and extension?

33. Philosophical Schools of Thought
Idealism
Realism
Pragmatism
Existentialism
Reconstructionism

34. Idealism

35. Idealism (Idea-ism)
Idealist believe that ideas are the only true reality.
The material world is characterized by change, instability, and uncertainty; some ideas are enduring

36. Idealism
We should be concerned primarily with the search for truth. Since truth is perfect and eternal, it cannot be found in the world of matter that is both imperfect and constantly changing.

37. Methods of Idealism Study the classics for universal truths
Mathematics (2+2=4 is an absolute truth)
Dialectic (critical discussion)
The dialectic looks at both sides of an issue
Lecture is used to transmit known truths and to stimulate thinking.

38. Leaders of Idealism Socrates (469-399 BC) Plato (427-347 BC)
St. Augustine (
Descartes ( )
Berkeley ( )
Kant ( )

39. Socrates Regarded as the father of philosophy
Believed we learned through questioning (the Socratic method)
Wrote nothing, what we know of his views were written by his followers, most notably Plato

40. Plato A student of Socrates Known as the father of idealism
Operated a school named the “Academy”

41. Plato’s views toward education
The state must take an active role in educational matters
The curriculum must lead bright students from a concern with concrete data toward abstract thinking
Students with little ability for abstraction should go into the military, business and industry.

42. Plato
Those who demonstrate proficiency in the dialectic would continue their education and become philosophers in positions of power to lead the state toward the highest good (the Philosopher-King)
Believed both boys and girls should be educated and girls should be equals.

43. Augustine (354-430) Born in North Africa (Roman citizen)
Mother - Christian, Father - Pagan
Attended Roman Primary School
grammar and literature emphasized
At 16 went to Carthage and studied:
rhetoric, music, geometry, grammar, mathematics
During his younger days “He lied, he stole, he wenched.”

44. Augustine. . . Became a grammaticus in his native town
Taught rhetoric in Carthage, Rome, Milan
While in his 30’s was converted to Christianity, took his holy orders and became a great evangelist and priest.
Found great favor in the church and became a great religious leader.

45. Augustine
People do not create knowledge; God has already created it, but people can discover it through trying to find God.

46. Augustine’s Beliefs
Women were held in low regard (this view was incorporated into the church and held for a thousand years)
Only a few people possessed the mental ability to quest for the truth. Therefore most people should rely on the church for knowledge.

47. Augustine’s Beliefs
Augustine used Greek writings but began to have doubts how people who did not know God could write anything which could be of value to Christians.
In 401 the Church outlawed pagan writings such as Plato and Aristotle (even the church leaders were not allowed to read the ancient literature). This continued for 1000 years.

48. Augustine’s Beliefs about Teaching
Encouraged the use of summaries
Believed teachers should teach through persuasion and by leading impeccable lives.
Teachers should not expect to increase their worldly stores through teaching.
The “stick and fist” were needed to keep students in line since people were wicked (because of Adam).

49. The Church and Idealism
Idealism has exerted a great amount of influence on Christianity.
For centuries the Christian church was the creator and protector of schooling.
Generations educated in these schools were indoctrinated with the idealist point of view (including early American education).

50. Descartes (1596-1650) A renown mathematician
Wrestled with the question of what was real and did he really exist (perhaps he was a dream). He finally concluded:
“I think, therefore I am”
Thinking and ideas are the ultimate truth.

51. George Berkeley ( )
Existence is dependent upon some mind to know it, and if there are no minds, nothing would exist unless it is perceived in the mind of God.

52. Immanuel Kant ( )
“…the greatest and most difficult problem to which a man can devote himself is the problem of education…”
Education should teach students how to think according to principles - moral laws, moral ideals and moral imperatives
Enlightenment is the goal of education

53. Educational Aims of Idealism
Develop the mind
Search for true ideas
Character development
Self-realization

54. Educational Aims of Idealism
True education is concerned with ideas rather than matter.
The idealists wants to give students a broad understanding of the world in which they live.

55. The Idealist and the Chair
To an idealist, the concept of “chair” is important. You could destroy all the chairs in the world but they would still exist in the mind. The idea of a chair is the ultimate truth.

56. Realism

57. Realism
Reality, knowledge and value exist independent of the human mind. Trees, sticks and stones exist whether or not there is a human mind to perceive them.

58. Realism Ideas must be subject to public verification
must be proven through scientific experimentation
“Science for the sake of science”

59. Realism
Universal properties of objects remain constant and never change, whereas particular components do change

60. Realism Need to study nature systematically
Deductive reasoning - truth is derived from generalizations
Earth is the center of the universe

61. Leaders of Realism Aristotle (384-322 BC) Thomas Aquinas (1225-1274)
Francis Bacon ( )
John Locke ( )

62. Aristotle ( BC)
Ideas may be important but a proper study of matter could lead us to better and more distinct ideas.

63. Aristotle (384-322 BC) Golden Mean - a path between extremes
Balance is key - body and mind operate together in a balanced whole

64. Aquinas ( )
God created matter; therefore it must be ok to learn about it
This view helped lead civilization out of the dark ages, replaced the influence of Augustine

65. Aquinas
Truth was passed from God to Humans by divine revelation, but God also has endowed humans with the reasoning ability to seek out truth.

66. Bacon (1561-1626) Novum Organum - challenged Aristotelian logic
Science must be concerned with inquiry, pure and simple with no preconceived notions
We need to examine all previously accepted knowledge

67. Bacon (1561-1626) Need to rid our mind of “idols”
Idol of the Den - we believe things because of limited experience
Idol of the Tribe - we believe things because many people believe them
Idol of the Marketplace - we are mislead by language
Idol of the Theatre - Religion and philosophy may prevent us from see the world objectively

68. Sir Francis Bacon ( )
Known as the father of inductive reasoning
arrive at generalizations from systematic observations of particulars
Died as a result of the only experiment he performed - stuffed a dead chicken with snow to see if it would preserve the flesh, caught a cold and died

69. John Locke ( )
At birth, the mind is a blank sheet of paper - a tabla rasa
All ideas are derived from experience by way of sensation and reflection

70. Realism and Education
Promotes the study of science and the scientific method
There are essential ideas and facts to be learned; therefore lecture and other formal methods of teaching are useful

71. Realism and Education Find specialization to be desirable
Like structure
ringing bells, departments, daily lesson plans
If something exists, it can be measured
IQ, Effective teaching
Approve of competencies, performance-based teaching, accountability

72. Realism and Education
Teacher should present material in a systematic, organized way and teach that there are clearly defined criteria for making judgements in art, economics, politics, etc.

73. The Realist and the Chair
To a realist, the actuality of “chair” is important. A realist would measure the chair, weight it, examine the physical characteristics, etc. The fact that the chair exists is the ultimate truth.

74. Pragmatism

75. Pragmatism
The root of the word Pragmatism is a Greek word meaning “work”.
It is primarily a 20th century philosophy developed by Americans.
Truth is what works in the real world. We must keep the desired end in mind.
Ideas should be applied to solving problems; including social problems.

76. Leaders in Pragmatism Auguste Comte, 1798-1857
Not a pragmatist but emphasized using science to solve social problems

77. Leaders in Pragmatism Charles Darwin, 1809-1882
Reality is not found in Being, but in Becoming
Reality is open-ended, in process, with no fixed end.

78. American Pragmatists Charles Sanders Peirce, 1839-1914
Widely acknowledged as the father of pragmatism
Wrote an article on “How to make our Ideas Clear” in Popular Science Monthly that is regarded as the basis for pragmatism.
True knowledge of anything depends upon verfication of our ideas in actual experience

79. American Pragmatists William James, 1842-1910
The truth of an idea is its “workability”
Truth is not absolute and immutable; rather it is made in actual, real-life
James called his philosophy “radical empericism”
James’s 1907 book “Pragmatism” did much to promote pragmatism.
Rufus Stimson, a leader in agricultural education, studied under James.

80. American Pragmatists John Dewey, 1859-1952
Need to concentrate on real-life problems
Sought practical solutions for practical problems
How We Think
Felt Difficulty
Define the problem
Formulate possible solutions
Examine & Evaluate possible solutions
Accept or reject solutions

81. Pragmatism and Education
Education should be preparation for life
Solving problems is important; therefore use real-life situations
Teaching methods should be varied and flexible
Education should be action oriented
Needs and interests of students should be considered

82. Pragmatism and Education
Project approach to teaching is desirable
Curriculum is varied
A broad education is more desirable

83. The Pragmatist and the Chair
To a pragmatist, the use of the “chair” is important. What is the purpose of the chair and does it fulfil that purpose? The “workability” of a chair is the ultimate truth.

84. Reconstructionism

85. Reconstructionism Society is in need of constant reconstruction
Such social change involves both a reconstruction of education and the use of education in reconstructing society
Problems are viewed holistically
Futuristic thinking (utopian thinking)

86. Reconstructionism
Do not believe preparing students for the world as it exists today will be sufficient (too much emphasis on the status quo)

87. Reconstuctionists want to:
link thought with action
theory with practice
intellect with activism

88. Reconstructionism
The goal of education should be to emphasize the need for change
Students should be out in the real world
“World” curriculum
Technology is valuable in solving problems

89. Noted Reconstructionists
George S. Counts
Theodore Brameld
Paole Freire
Karl Marx
Ivan Illich
John Dewey (he is also recognized as a pragmatist)

90. The Reconstructionist and the Chair
To a reconstructionist, the redesign of the “chair” to better serve the needs of society is important. How can the chair be improved to prepare society for the future?

91. Existentialism

92. Existentialism Received new emphasis in the 60s and 70s Civil rights
Women rights
Individual rights
Special needs

93. Existentialism In education
curriculum was revamped to meet the needs (more accurately - demands) of individuals
mainstreaming
Pass or fail grade policies
extended drop deadlines in college
elimination of core courses
decline of corporal punishment

94. Existentialism
In extension there was a focus on serving non-traditional clientele
Focus shifted toward the urban environment

95. Existentialism
Traditional philosophies - consider questions about the nature of knowledge, truth and meaning but:
Existentialists are concerned with how these things are educationally significant within the lived experiences of individuals.

96. Existentialism and Education
People come first, then ideas
People create ideas
Emphasis on self discovery

97. Existentialism and Schools
A good education emphasizes individuality
Students should take a positive role in shaping their schools

98. Existentialism and Schools
Students shouldn’t have to:
attend classes
take examinations
receive grades
There is no set curriculum

99. Noted Existentialists
Soren Kierkegaard
Martin Heidigger
Martin Buber
Jean-Paul Sartre

100. The Existentialist and the Chair
To an existentialist, the individuals use of “chair” is important. Whatever the individual wants to do with the chair is important. The experience of the individual with the chair is the ultimate truth.

101. Versions of Idealism
Perennialism…there are absolute truths and standards…related to idealism, experiences are a mental representation rather than a representation of the world, classical humanism refers to the Greek philosophers dedicated to discovering reason and truth for humankind
Essentialism…preserve the basic elements of human culture and transmit them to the young
Romantic Idealism….innocence of youth…truth in natural world (senses).

102. Versions of ‘Realism’
Behaviorism….behavior can be managed, shaped, reinforced. Learning is the “real” consequence of sensory input. Mechanistic.
Pragmatism….a compromise between the Ideal and the Realistic….Education should be ‘what works.’ In its Progressive form, Pragmatism was associated with democratic ideals; i.e. the work of John Dewey.

103. Notions of Philosophy in Education Modern –Postmodern
Existentialism….truth is impossible. Life is absurd, only ‘existence.” Some existentialism shades toward the ideal; i.e. if we must endure our trial in life, it is best to ‘live as if’ truth, god, beauty, etc. were possible to achieve.
Reconstructionism…seeks to reconstruct society through education. Based on Progressive notions, civil rights era learnings, and multicultural realities of a Postcolonial world. Anticipated by Gandhi….
Liberationism….basis in Marx. Class struggle, political literacy, critical literacy. An impetus toward the dynamic of ‘critical reflection.’

104. Existentialism
What is it like to be an individual living in the world?
What we have is existence…nothing else.
Life characterized by absurdity and imminence of death.
Passionate encounter with the problems of life and the inevitability of death
Kierkegaard, Nietzsche, Heidegger, Sartre, Camus, Buber, Simone de Beauvoir
Important decisions with limited knowledge

105. Reconstructionism
Origins in Dewey, so progressive. World needs workable change (progress). Learning is about construction of worthwhile societal structures.
Global, trans-cultural perspective.
George Counts – reaction to U.S. Depression:
Something new needed to be built….

106. Paulo Freire: Pedagogy of the Oppressed (1970); Liberationism
“This then is the great humanistic and historical task of the oppressed: to liberate themselves and their oppressors as well….True generosity lies in striving so that these hands whether of individuals or of whole peoples– need be extended less and less in supplication, so that more and more they become human hands which work, and working, transform the world.”

107. Philosophies of Education
Postmodernism… de-centers the subject
There is no linear path to truth. Truth is variable, flexible, flattened. “The World is Flat.”

108. Postmodernism Roots in 1950s world of art
Themes including truth, language and its relation to thought, human nature and the self, the Other
“What kind of power is embedded in educational issues, problems, and traditions?”
Michel Foucault, Cleo Cherryholmes

109. Indian Philosophy
Karma…what a person does influences what will happen to that person in the future
Study, meditation, yoga can lead one to transcend cares and suffering
Buddha…Siddhartha Gautama (6th century B.C.E.)…all suffering is based on an inability to discern what is real and what is fictitious
Gandhi ( ) nonviolence toward living things Satyagraha… holding fast to the truth

110. Far Eastern Philosophy
21st century technology, global commerce, and population demographics demand that we know something of Eastern philosophy
Confucianism…concerned with ethics and morality (foundation of Chinese civilization) five key relationships: ruler and subject, father and son, husband and wife, elder brother and younger brother, friend and friend
Confucius (Kung Fu-tzu, B.C.E.)those most capable, should govern…moral and ethical men make the best rulers, principle of li…courtesy and ceremony
Confucianism…a language of morals and laws
Taoism…oneness with nature, noninterference

111. Michel Foucault
“Power is not an institution, and not a structure; neither is it a certain strength we are endowed with; it is the name that one attributes to a complex strategical situation in a particular society.”  
      “The work of an intellectual is not to mould the political will of others; it is, through the analyses that he does in his own field, to re-examine evidence and assumptions, to shake up habitual ways of working and thinking, to dissipate conventional familiarities, to re-evaluate rules and institutions and to participate in the formation of a political will (where he has his role as citizen to play).”