Analytic philosophy examines concepts and methods in education through logical analysis and clarification of language. It seeks to understand the intended meanings and aims of educational activities rather than prescribe specific approaches. Analysts have studied teaching methods, curriculum development, and the role of teachers. They advocate constructing logical models to objectively examine educational issues and emphasize empirical research on teaching effectiveness. Analysts also encourage clarifying the purposes and relationships between means and ends in curriculum planning. Regarding the teacher's role, they stress the importance of using clear, unbiased language and developing students' abilities to analyze language critically.

1. Analytic
Philosophy and
Education
Mr. Arpie P. Lapugot
Reporter

2. Analytic Philosophy &
Education
Methods of Education
Curriculum
Role of the Teacher

3. Methods
of
Education

4.  Methods of Education
-Analysts are aware that methods and media of
all kinds educate the child in many ways.
When the McGuffey readers were used in the
early 1900s, for example, they taught not only
reading skills but also particular values
concerning religion, patriotism, and family.

5.  Methods of Education
-Analysts do not attempt to say what kinds of
books children should read; rather, they
examine the meaning of the claims made
regarding the merits of such activities.
-Instead of saying what a child should read,
think, study, or learn, the analysts examines
what is meant by the words think, read or learn
and the statements people make regarding these
words.

6.  Methods of Education
-Some analysts advocate devising paradigms-
that is, constructing models of logic that help
clarify and order concepts.
-Paradigms are useful for looking at educational
problems in an objective, nonpartisan, and
unemotive way.

7.  Methods of Education
-One area with which analysts have spent much time
is the activity of teaching.
-Paul Hirst has shown the need for empirical research
on the effectiveness of various teaching methods. In
Hirst’s opinion, teaching is a “polymorphous” activity
that can take many different forms.
-To know that teaching is going on, the aims and
intentions must be clarified so that each activity is
seen in a clear relationship to those aims.

8.  Methods of Education
-Successful teaching seems to be teaching that brings
about desired learning. Yet, this desired learning
could result from conditioning or indoctrination.
-Analysis is an ongoing activity. The major thrust of
analytic philosophy is to try to arrive at clarified
principles, agreements, and conclusions, rather than
to start with them. In this sense, philosophical
analysis followed in the footsteps of the Socratic view
of philosophy as the search for wisdom.

9. Curriculum

10.  Curriculum
-Curriculum used to be viewed as something
established to achieve certain ends, but it seems that
today the ends flow from the curriculum itself.
-Hugh Sockett maintains that the literature in
curriculum contains much talk about taking means to
ends and conceiving of the relationship between
means and ends as contingent.

11.  Curriculum
-Philosophical analysts are concerned about the way
plans are made.
-Little planning seems to be systematic or careful.
-People need to examine current curricula in terms of
these problems, as well as to promote an ongoing
critical attitude toward curriculum restructuring in
which meanings and purposes are clarified.

12.  Curriculum
-Richard Pring says that the foremost philosophical
problems in curriculum and curriculum integration
are what meanings are involved, what assumptions
are made about knowledge, what the forms of
knowledge are, what the interrelationship among
these forms is, and what the structural unity of
language is.
-Analysts believe that greater attention must be given
to the philosophical aspects, and they have
encouraged greater work in this area.

14. Role of the
Teacher

15.  Role of the Teacher
-Language analysts are concerned that teachers have
a good understanding of the language used in their
classrooms.
-Language can be in spoken or written form, and
through this medium ideas are conveyed.
-Analysts point out, however, that language is not
always used well and that it does not always convey
ideas clearly. Because language is such an important
part of education.

16.  Role of the Teacher
-Language is a powerful tool for conveying ideas when
it is used carefully, but when it is used poorly, it
makes good thinking difficult.
-Teachers need to use language in ways that make
their meanings clear.
-Much language is value-laden and emotive in nature.

17.  Role of the Teacher
-The way the teacher uses words, the inflections and
emphases, often convey a variety of unconscious and
perhaps unintended meanings.
-These meanings may include religious and
philosophical attitudes, economic beliefs, or even
racial and class biases.
-It is often difficult to change such things because
they are part of historical usage and literature, and
not everyone is sensitive to such expressions.

18.  Role of the Teacher
-Analysts would like teachers to understand the logic
of language.
-Also, teachers need to be skilled in the ability to
analyze language and to point out the improper use of
language in whatever form it appears newspaper
editorials, textbooks, advertisements, television
newscasts, and so on.

19.  Role of the Teacher
-Teachers need to share this knowledge with students
to help them develop the ability to analyze language
so that the, too, will become adept at uncovering
fallacious usage.
-Analysts believe that if students develop this ability,
then they will become better readers, better
consumers, and also better citizens

20. Thank you!