Important to education bc the disciplines, experiences and skills in the curriculum reflect what our society believes is real

Metaphysicians believe that when we think carefully, we divide the world into meaningful categories

Teacher may have assumptions of students from the backgrounds they grow up in etc. Teacher must know these, so they don’t let it influence their expectations of students and let them create self fulfilling prophecies

The branch of philosophy that seeks to understand what is real. How we categorize knowledge

Language categorizes the world in ways that suit our needs, and in doing so we shape reality

Tradition says knowledge is justified true belief. Some philosophers don’t believe this, and believe more that knowledge is simply what people believe, disregarding concerns over justification and truth

Epistemologists are divided on how both justification and truth are to be discerned -this has implication for what should be included in curriculum

The branch of philosophy that addresses what knowledge is and how we acquire it

If knowledge viewed as justified true beliefs accumulated by society, school then transmit that accumulated knowledge through lectures and demonstrations so students may acquire it

If knowledge is viewed as what people believe and understand, then educators help learners engage in exercises that will help them clarify beliefs and construct understanding

These ethical theories may influence teachers' philosophies

Aesthetically conscious teacher helps students appreciate beauty in various aspects of the curriculum and everyday life (like poetry, fine arts, and natural world)

Branch of philosophy concerned with aesthetics (also about way of looking at the world) and ethics (principles and norms that govern human conduct); that is, how we define what is beautiful and what is morally good and valuable.

Seeks the most useful consequence, the greatest good for the greatest amount of people

Happiness is greatest good, so therefore we should do what will produce as much happiness s possible

Ethical theory that claims humans have an obligation to do what duty requires, regardless of the consequences

Suggests that ethical behaviour originates from the character of individuals rather than consequences or any rule

More interested in what the lying or truth telling says about the individual

Claims students may be made into having good behaviour and in process develop a moral character

Critics say more about compliance then behaviour when teaching in this way

Says classic literature, art, and music are sources of universal truths/ knowledge and should form core of curriculum

From Plato, who believed that there is an ideal world of perfect ideas; that is, ideas that express truths that are universal

Truths brought to awareness through teaching strategies that uses questions to stimulate the learner’s ability to reason

Teachers don’t give knowledge to students instead they help to draw out or birth knowledge while fostering students’ ability to reason

Teachers want to foster students’ abilities to reason and think critically

In elementary curriculum important that kids learn basic literacy and numeracy to prepare them for later studies

Realist school transmit bodies of knowledge and scientific inquire skills to students

Also believe that information needs to come from experts so teacher must study with subject area experts to master the concepts and teacher must not be distracted by social issues

Until children an behave rationally, teachers must require obedience to foster moral habits and develop character

• Elementary curriculum should provide basic skills in reading, writing, math, basic research skills necessary for later advanced subject matter study in high school

Key principle of realist ethical education is virtue ethics: to foster habituation in the virtues for young children until they are able to use reason to help them act virtuously

Realists believe education helps learners develop abstract concepts this happens at a young age

Traced to Aristotle, who believed that reality could be perceived with one’s senses, and one could abstract concepts from those experiences

Ignores metaphysical questions about reality, these questions are regarded as a distraction from human beings’ responsibility to make choice about real life issues
Emphasizes personal responsibility for one’s choices and living an authentic life

Existentialist educators sometimes critique schools for mirroring the efficiency values of the industrial revolution

Teachers must be careful the students’ individuality is not sacrificed to the group

Existentialists rely on the learners to determine what is meaningful to them as individuals

Prizes art and humanities bc these subjects invite personal learning meaning making
Science is a necessary body of knowledge that can inform students about their context, but it does not help them make themselves

Opposed to standardized tests that set specific skills and content necessary bc these tests put more emphasis on the things being tested at expense of fine arts and other opportunities that are more likely to foster students’ creative expression

For existentialists education should be an important part of one’s journey, helping students determine who they are

American philosophy, most influential to education in the US and Canada

Believes that knowledge is constructed by individuals and groups to solve problems they encounter.

Pragmatists believe that reality is what is observed or experienced and truth is what works

Share with existentialism a rejection of truth as traditionally understood

Curriculum is open ended, growing from students needs and interests.

They feel like knowledge is constructed by individuals and groups solve problems they encounter

Oppose idealist and realist view that there exists a body of knowledge to be transmitted to students

o Rely on scientific method and us it in other subjects then just science