this is for the awareness of philosophy,

1. 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
 http://www.youtube.com/watch?
v=m0PRB4YsXn4 Freedom Writers
 http://www.youtube.com/watch?v=-NlT-
ELVWk0 Billy Gilman: One Voice
 http://www.youtube.com/watch?v=lg4t7V-
e9dA&feature=related Waiting for
Superman

4. Philosophy:
 a search for wisdom
 Philosophy of
education
 provides a “framework
for thinking” about
educational issues and
dilemmas, and
 it guides professional
practice.
Normative
Philosophy:
The way
education,
architecture,
medicine, or
any other
profession “ought”
to practice within
their environment:
Perception

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
ExistentialismPragmatismRealismIdealism
©2005 by Pearson Education, Inc.
All Rights Reserved

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
 http://cns-alumni.bu.edu/~slehar/cartoonepist/cartoonepist.html
• 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. ……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
4) Logic

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)
 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
 http://www.youtube.com/watch?v=zdZaywluk34
http://www.youtube.com/watch?v=BqnWNMsWdqM
30 sec. 3 Doors

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,
 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. 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
 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)
 http://search.yahoo.com/search?
p=progressive+insurance+youtube&ei=UTF-8&fr=moz35

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
ExistentialismPragmatismIdealism, RealismIdealism, RealismTraditional
Philosophy Most
Closely Related
ReconstructionismProgressivismEssentialismPerennialism

33. 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.
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.
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
ExistentialismPragmatismIdealism, RealismIdealism, RealismTraditional
Philosophy Most
Closely Related
PostmodernismProgressivismEssentialismPerennialism
©2005 by Pearson Education, Inc.
All Rights Reserved
Classroom Applications of the
Educational Philosophies

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?
ExistentialismPragmatismIdealism, RealismIdealism, RealismWhich aspect best
describes you?
And …Why?....
Which philosophy best
describes you?

35. Philosophy and Theory
 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
http://www.babble.com/
mom/facebook-fail-
teacher-shares-immoral-
photo-and-gets-fired/
What do
you think
about this?