Foundation of education

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Foundation of education

  1. 1. S Types of Philosophy P A• Design to arrive at • Also called normative • Critical philosophy world views or evaluative • Aims to examine • Reflective thinking ideas strive to formulate norms or standardSpeculative prescriptive Analytical
  2. 2. Branches of Philosophy MELA•Theory of reality •Deals with knowledge•Find ultimate real •Validity of knowledge•Quantity of reality •Agnostism- Tomas hukley- imposibility of knowledge•Mono, dual, plura •Skepticism- doubting•Cosmology- origin and dev’t •Affirmation of knowledge-•Nature of man Epistemology posibility Method of teaching Metaphysics Priori All Sciences Posteriory Experimental Logic •Science of art Axiology •Values of correct Truth/justification/ values •Ethics-moral thinking falsity •Aesthetic- •Inductive beauty •Deductive •Religious- •Dialect •Eductional •experimental •Social •utilitarian
  3. 3. Theories on the Nature of Values • Depend upon on the Interest theory attitude of person. Existence theory exist on their own right Experimental yields greater happiness • Realized and enjoyed by Part- whole theory relating parts with whole
  4. 4.  Study of educational problem of aims, curriculum, and methods.EducationArts=act or experienceProcessTechnicalproduct
  5. 5. Education according to expert John Amos Herman ComeniusEduc.. Is an external process of Educ., is formationsuperior adjustment physically, and school is true mentally place for men John Dewey Educ.. Is life itself… for social efficiency
  6. 6. Chinese CDPhilosophy• Teaches moral life • --tao– way or path through devotion to the • Harmony with nature family, loyalty to elders, • Nature—sacred love of learning, civil service love for justice (universal)Confucianism Taoism/Daoism(551-479bc) L/Dao TzuConfucious
  7. 7. man • Sage or wise life • Is deem and desirableCycle of up • Win or looseside downThought an • Action agrees with thought action
  8. 8. Indian Philosophy HBuBr Hinduism Buddhism Brahmanistic/ Vedic ReligionVedic-religion Vedic Religion • Respect ideal • Life was Paganism way of life suffering • Yoga mid discipline
  9. 9. FKoran o T
  10. 10. 2N 2R PI L Naturalism Idealism/trancedental realism ( Rousseau) ( Plato) ( Aristotle)Neo-thomism/ Pragmatism Existentialism Scholasticsm ( Dewey) ( Kerkegaard) Sarte ( St. Aquinas) Language analysis Rationalist ( Ludwig Wittgenstein) (Socrates)
  11. 11. Contemporary PeProgEssPhilosophy Perennialism Progressevism •( Hutchins) •The use of higher faculty- ( Parker) mind To cope with changes Social- Essentilism reconstructionism ( Bagley) •( brameld ) educational reform for society Preparation for real life
  12. 12. Naturalism Nat Rou Be all end all of reality. Pupil regard on physical side. Harmony in nature TeacherSchool surrogate parent/extension of school loco parentis
  13. 13. Rationalism/ RatSoc Protestantism- Luther King (Latin ratio ―reason‖), in philosophy, a system of thought that emphasizes the role of reason in obtaining knowledage, in contrast to empiricism, which emphasizes the role of experience, especially sense perceptionSchooltraditional belief be Teacherexam in the light of Methodist,reason theologian
  14. 14. Idealism IdPlaPLATO Ideas of universe/ innate Believes in reality and spiritual as having essence as mental reality. Universal and unchanging values
  15. 15. Philosoph Aims Method Teacher SchoolyIdealism Develop Informal Source of Thinking mental, dialect, knowledge, institution, spiritual, Q&A , excellent develops moral moral lecture, character, field Trip, promotes cultural project, learning yoga, reading
  16. 16. Phi.. Aims Met.. teacher SCHOOLPragmatis For social Experiment Keep order in Miniature ofm/ efficacy- al, class, facilitate society, agencyexperimen quest for constructiv group work, for enculturation,talism new ideas e projects, encourage to adjust motivation, the ever lab-work, changing field trips, society lib-workExistentialis Freedom of Dialog, Provider of Createm choice inquiry, experience, atmosphere for Q&A, effective social interaction Social communicator heritage over experience
  17. 17. Way of thinking about results: astraightforward practical way of thinkingabout things or dealing with problems,concerned with results rather than withtheories and principles Way of evaluating theories: aphilosophical view that a theory orconcept should be evaluated in terms ofhow it works and its consequences as thestandard for action and thought. See alsoinstrumentalism
  18. 18. Realism/ Gratificatio Scientific Help to realize Utilize studentno n of human method, (student) they activity throughuniversal needs, process can enter into instruction,and giving approach, the meaning regards studentunchangi direction to experiment of their as more superior,ng values his ation, experience develop scientific tendency, discovery attitude potentialNeo – IntegrationThomism of idealism and realism Man is irrational Used by churches
  19. 19. Contemporary PhilosophyPHILOSOPHY AIMS METHOD TEACHER SCHOOLPerennialism Internalize Subject Authority Social institutionLess truths that centered, figure,emphasis on are great book Master andvocational universal Classroom expertise not and centered be questioned constant Socratic develop dialogue. rational andmpral powers
  20. 20. Progressivis From Need Facilitator Acceptm pragmatism based Consultant impermanent ofLive life fully . curriculum leader life andnow, hands- Teach to / inevitability ofon minds-on develop relevant change individual ideas, Social developer to become respond enlightened student and needs intelligent. Utilizes experiment al Reflective Cooperati ve learning strategies Observati on and participatio n
  21. 21. Essentialis To acquire 4r’s. Mastery of Prepares studentm basic skills. Prepare for subject. for adult lifeModel Transmit adult life. Fountain ofcitizen culture, Longer info. race and knowledge school day, Paragon ofsocial and values textbooks, virtues.heritage drill,over lecture,experience method tos cover much topics Recitation/ memorizati on
  22. 22. Social- Reform for Scientific Lead young in Primary agent ofreconstruct society/ inquiry, designing social changesionism solving problem program for center of problem of solving, social change. controversy mankind forum, brainstorm ing, concept approach, project method
  23. 23. Behavioris Modificatio Provide Arrange Make stimuli clearm n and favorable environment and interesting shaping environme make learning student’s nt conducive to behavior Teach to learning respond favorably to various stimuli

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