Philosophy is:

A search for meaning(s) and truth(s)

the general beliefs and attitudes of an individual or group

the body of principles underlying a branch of learning or major discipline

Definitions “Love of Wisdom”

[Philo] love of [Sophia] wisdom

The systematic development of theories of : Knowledge Truth Existence Cause Good

Organizational Strategies for studying Educational Philosophies

Subjective Begin with the personal

Systematic “Schools” of philosophy

Philosophical Approach Branches of philosophy

Relationship between Theory and Practice

Subjective

Everyone has a “philosophy of Life” Usually at a tacit level (metaphorical) Often fails the three “C”s

clarity coherence consistency

A Philosophy of Education should grow out of a personal philosophy or a personal set of beliefs

Systematic

Idealism Realism Eastern Pragmatism Reconstructionism Existentialism Marxism Postmodernism

Philosophical Approach The Traditional Branches of Philosophy

Ontology What is real? What is truth?

Epistemology What does it mean to know?

Logic What are the “rules” of reasoning?

Axiology How do we know the good? right from wrong? (Ethics) How do we make judgments about beauty? (Aesthetics)

Ontology

Concerned with theories of the nature of reality. What is the nature of existence? Is reality limited to what we can experience? Can reality be pursued through the application of

intellect and reason? Is reality subjective or objective? Is truth eternal and unchanging? Is truth situational and contextual?

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 schools?

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?

Relationship Between Theory and Practice

What are the educational aimsaims of a philosophy?

What are the educational methodsmethods of a philosophy?

What curriculumcurriculum fits the philosophy?

What is the Role of the Role of the TeacherTeacher?

IdealismIdealism

As a philosophy of EducationAs a philosophy of Education

Plato (427-347 B.C.)

Ontology reality is a duality. The world of ideas (world of forms) and the ever-

changing world of matter

Plato (427-347 B.C.) The Divided Line

Plato (427-347 B.C.)

Epistemology truth is perfect and eternal

Knowledge is obtained through the dialectic. The most important attributes of thought are clarity and

consistency. How do we learn? The doctrine of remembrance

We do not create knowledge. Rather, we discover it. “The Meno”

Plato (427-347 B.C.)

Axiology a search for the Good. (Philosopher-King) "Know thyself" the search is

inward (Socrates)

Plato (427-347 B.C.)

Allegory of the Cave

Augustine (354-430)

God is transcendent The City of God and the City of

Man Christ is the model for behavior

Rene Descartes (1596-1650)

Subjective reality "I think, therefore I am“ Scientific skepticism (doubt) the criteria

(clear and distinct) Deduction- build a system Christianity is the “given”

G.W.F. Hegel (1770-1831)

The Absolute reconciliation of idea and nature is spirit. Reality is not a thing, but a process.

The dialectic is a movement toward perfection thesis/antithesis/synthesis

Tension between right and RIGHT

Idealism As APhilosophy of Education

Society /Civilization not of central importance. HUMAN VALUES

In a purposeful, spiritual environment, the individual personality develops.

Thus society is a means to a higher goal (i.e. The Republic)

Aim of Education

Absolutist- The search for “TRUTH”- True Ideas Rationalist- The search for truth is a rational process. Thus, to be

educated, is to reason effectively. Subjectivist- Individuals should strive for self-realization Character Development

Wisdom Moral conviction Good will Loyalty

Methods of Education

Depth over breadth Concepts over specific facts Confront problems that arise from the “human

condition.” “Self-Directed” learning Lecture to stimulate thought, not to convey

information

Curriculum

Materials that promote “critical thinking.” Focus on reading and writing. Reading materials should foster discussion of “big ideas.” Classic works are favored because they have passed the

test of time. Student writing should emphasize both personal

expression and clear reasoning.

Role of the Teacher

Socrates might serve as the prototype Socratic questioning

Teachers serve as role models Intellectual Moral

An Idealist teacher tends to see teaching as a calling- more than just an occupation

RealismRealism

As a Philosophy of EducationAs a Philosophy of Education

Classical Realism

Aristotle 384-322 B.C.

He was a student at Plato’s Academy

He opened his own school, The Lyceum.

Aristotle’s Ontology Prime Matter

Principle of Potentiality Pure Form

Principle of Actuality

FORM and MATTER are separate concepts, but they are never found alone

Aristotle’s Ontology

Plato’s FORMS are the universal property of material things

Each particular piece of MATTER has both a universal and a particular property

Aristotle’s Ontology

The PRINCIPLE OF INDEPENDENCE

FORMS are the nonmaterial aspect of each particular material object that relates to all other particulars of that class

We arrive at forms (classes) by examining material objects that exist in themselves, independent of us as observers

Thus, MATTER is primary and prior to FORM

Aristotle’s Ontology

PURE FORM

Actuality

Mind Rationality Law

PURE MATTER

Potentiality

Body Materiality Examples of behavior

Aristotle’s Epistemology The Universe is one of orderly

design All things exist according to a

rational design All things have a rational function

or purpose. Acorns become Oak trees, not Elm

trees Man’s defining characteristic is

Rationality. Homo Sapiens- the rational animal.

Syllogistic Logic All men are mortal Socrates is a man Therefore, Socrates is Mortal

Aristotle’s Epistemology

Material Matter Wood,nails

Formal Design Blueprint

Efficient Agent Carpenter

Final Purpose House

THEORY OF THEORY OF CAUSATIONCAUSATION

Aristotle’s Axiology

The Golden Mean is described as "the smaller is to the larger, what the larger is to the whole.“

It's also known as the Golden Section or the Divine Proportion. It divides a line in such a way as to create an ideal relationship between the parts.

Aristotle’s Axiology

Man’s purpose is to lead a rational life of moderation.

The “Good” life is one of avoiding extremes

Modern Realism

Argued against Syllogistic logic. Deductive A priori reasoning is flawed because you have TRUTH in hand before you begin.

For Bacon, the proper method is Induction You begin with observation,

then you reason to general statements

Francis BaconFrancis Bacon

Modern Realism

The IDOL of the DEN Limited experience

The IDOL of the TRIBE Follow the Majority

The IDOL of the MARKETPLACE

Current (faddish) language

The IDOL of the THEATER

Emotion

Modern Realism

Empiricism What we know is what

we experience

Tabula Rasa We are born as blank

tablets and experience “writes upon us”

John LockeJohn Locke

Religious Realism

GOD is PURE REASON The UNMOVED MOVER-

FINAL CAUSE- who gives meaning and purpose to the universe

Man can use his reason to reach GOD through a study of the material world.

Faith and Reason are one TELEOLOGY the Universe (and

Man) is moving toward a Destiny

St. Thomas St. Thomas AquinasAquinas

Realism as a Philosophy of Education

Absolutist- Education should focus on the truth of the natural and physical world

Empiricist- Teach students the scientific method of problem solving by exploring the material world

Objectivist- Emphasize basic skills and basic facts- “3Rs” There are objective skills and facts that all students should learn.

Character Development: Establish high standards and increased rigor and hold students

accountable Emphasize practical knowledge that will prepare students for the

world of work

Aims of EducationAims of Education

Realism as a Philosophy of Education

Methods of EducationMethods of Education Direct teaching techniques are preferable. Students should be presented information in an organized,

efficient and logical format. Given the “information overload” in today’s society, it is

important that “non-essential” learning should be eliminated. Students should be taught based upon their strengths and

abilities. Scientific testing should be used to diagnose and place

students in settings most appropriate to their needs Technology should be utilized whenever appropriate in

schools

Realism as a Philosophy of Education

CurriculumCurriculum Curricula should be practical and useful Curricula should concentrate on the “Basics” and avoid fads

and frills. Curricula should be highly organized, correlated and aligned

throughout the scope and sequence offered by schools Curricula should be based upon pre-established standards and

criteria. Curricula should be “experiential” whenever possible

Realism as a Philosophy of Education

Role of the TeacherRole of the Teacher A Realist teacher should be a subject matter expert. A Realist teachers should be able to present material in an

organized and systematic way. A Realist teacher should be able to explain the lesson

objectives in a way that is understandable to the learner. A Realist teacher should be able to effectively assess students

in such a way that all students are challenged and motivated to learn.

A Realist teacher should understand current research and technology and be able to utilize it in the classroom.