Philosopy for management

8/12/2019 Philosopy for management

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What is Philosophy?(By Roger Hiemstra, January, 2012)

Philosophy has beencalled many things

and it can have manymeanings Those single words or

statements on theright side are onlysome of them

What words would you

add?

Wisdom Reality

Theories Meaning of Life Nature of being

human Life perspectives


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Here is One Definition:

Putting the nature of the universe,including meaning, people, andrelationships, into an understand-

able or explainable perspective

What is your definition???


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The purpose of this presentation is to acquaint youwith various philosophical systems or models. Eachsystem or model can be interpreted in terms of theeducation or training of adults.

Once you examine a particular system or model, askyourself such questions as (a) With what parts do Iagree and with what parts do I disagree? (b) Howmight they impact on or affect the way I train or

educate adults? (c) What does the model have to sayfor my role as an adult educator or trainer?

Examine the visual representation of these notions inthe next slide.


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Idealism Humanism

Various Philosophical Systems or Models

OtherModels OtherModels

Can be Interpreted in Termsof Educating/Training Adults

With Implications forTraining/Educating Adults

With Implications forAdult Educator Roles


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REALISM

Meaning comes through empiricallyproven facts

Reality is made up of natural laws, facts However, empirical facts are always

subject to change Educationally this involves scientific

reasoning Chisholm and Whitehead proponents


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PROGRESSIVISM

Meaning comes through concrete facts Theory based on truth makes up reality Problem solving and experimenting are

instructional techniques But does this diminish the teachers role? John Dewey a leading proponent (had a

huge impact on American education)


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LIBERALISM

Freedom comes through a liberated mind Humans endowed with reasoning ability Thus, educationally you teach learners the

classics and develop their minds But, the past may not relate to modern

problems and situations Aristotle was an early proponent


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BEHAVIORISM

Human behavior tied to prior conditioning External forces control all human behavior Could learning be too complex for the

control of certain behaviors? Teaching methods include behavioral

conditioning, feedback, drill and practice B. F. Skinner well known proponent (he also

impacted heavily on U.S. education)


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HUMANISM(Read http://www-distance.syr.edu/sdlhuman.html for background)

Intellect distinguishes humans fromanimals

Humans have potential/innate goodness Thus, educationally you facilitate and

encourage self-direction Some educational needs may be missed? Abraham Maslow early proponent
http://www-distance.syr.edu/sdlhuman.htmlhttp://www-distance.syr.edu/sdlhuman.htmlhttp://www-distance.syr.edu/sdlhuman.htmlhttp://www-distance.syr.edu/sdlhuman.html


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RADICALISM

People themselves create meaning Knowledge leads to an understanding of

reality and, ultimately, necessary change This approach can be idealistic in nature

and often leads to confrontation Teach by dialogue and problem solving Paulo Freire prominent proponent


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ECLECTICISM

Fortunately, there is a way of dealing with all the various models

Eclecticism is not a philosophical system ormodel, but rather is the synthesizing and per-sonal interpretation of various models to drawout the best components for yourself

Thus, you pull the best from various models in anyeffort to build your own statement of personalphilosophy


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Visit http://www-distance.syr.edu/ethics1.html

for Rogers personal statement of philosophy to seehow he drew from various philosophical models tocreate his own statement. Go here for other peoplesstatements .

You can do the same thing and you may want to use

the worksheets shown as Figure 12.2 in http://www-distance.syr.edu/philchap.html , as well as takingthe Lorraine Zinn PAEI instrument, and then scoringit (see Rog Hiemstra for information on the instrumentand scoring it), as a way of thinking through the basicsof your own statement

The overall point of this exercise is to help you see thatan ability to write a personal statement of philosophybecomes foundational to an under-standing of ethicsand how you will apply such understanding to what youdo professionally.
http://www-distance.syr.edu/ethics1.htmlhttp://www-distance.syr.edu/ethics.htmlhttp://www-distance.syr.edu/ethics.htmlhttp://www-distance.syr.edu/philchap.htmlhttp://www-distance.syr.edu/philchap.htmlhttp://www-distance.syr.edu/foundations.htmlhttp://www-distance.syr.edu/foundations.htmlhttp://www-distance.syr.edu/foundations.htmlhttp://www-distance.syr.edu/foundations.htmlhttp://www-distance.syr.edu/philchap.htmlhttp://www-distance.syr.edu/philchap.htmlhttp://www-distance.syr.edu/philchap.htmlhttp://www-distance.syr.edu/ethics.htmlhttp://www-distance.syr.edu/ethics.htmlhttp://www-distance.syr.edu/ethics1.htmlhttp://www-distance.syr.edu/ethics1.htmlhttp://www-distance.syr.edu/ethics1.html


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Selected References Archambault, R. D. (1964). John Dewey on education . New York: Modern Library,

Random House.Bambrough, R. (Ed.). (1963). The philosophy of Aristotle (A. E. Wardman & J. L. Creed,

Trans.). New York: New American Library of World Literature.Bergevin, P. (1967). A philosophy for adult education. New York: Seabury.Brubacher, J. S. (1969). Modern philosophies of education . New York: McGraw-Hill.Chisholm, R. M. (1961). Realism and the background of phenomenology . Glencoe, IL:

Free Press.Cushman, R. E. (1958). Therapeia: Plato's conception of philosophy . Chapel Hill, NC:

University of North Carolina Press.Dewey, J. (1916). Democracy and education . New York: Macmillan.Dewey, J. (1938). Experience and education . New York: Macmillan.Elias, J. L., & Merriam, S. (1980). Philosophical foundations of adult education . Malabar,

FL: Krieger.Freire, P. (1970). Pedagogy of the oppressed . New York: Herder and Herder.Lindeman, E. C. (1928). The meaning of adult education . New York: New Republic.Maslow, A. (1976). Education and peak experience. In C. D. Schlosser (Ed.), The person in

education: A humanistic approach . New York: Macmillan.Rogers, C. R. (1969). Freedom to learn . Columbus, OH: Merrill.Skinner, B. F. (1971). Beyond freedom and dignity . New York: Alfred A. Knopf.Taylor, A. (1926). Plato: The man and his work . London: Methuen & Co., Ltd.Whitehead, A. N. (1933). Adventure of ideas . New York: Macmillan.Zinn, L. M. (1990). Identifying your philosophical orientation. In M. W. Galbraith (Ed.),

Adult learning methods: A guide for effective instruction . Malabar, FL: Krieger.

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