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The Philosophical Roots of Education (Chapter 6), Philosophies of…
The Philosophical Roots of Education (Chapter 6)
Axiology
Older ethical Theories
Virtue Ethics
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
Aristotle and Plato
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
These ethical theories may influence teachers' philosophies
Modern Ethical Theories
Consequentialism
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
Think lying morally wrong bc it general has bad outcomes
Also called utilitarianism, consequentialist
Deonotology
Ethical theory that claims humans have an obligation to do what duty requires, regardless of the consequences
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.
Metaphysics
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
Asks questions about abstract concepts
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
Epistemology
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
Essentialism
Education that goes back to the basics
Emphasizes basic skills and subjects, mastery of the content checked by standards, and preparing students to be productive citizens through classrooms that are orderly, disciplined, and efficient
about transmission of basic knowledge
teachers must be deliberate and efficient
Teacher should use tried and true methods and not true anything new, like note taking, worksheets, also teachers should enforce rules and have consequences
Teacher led classroom, low value on student voice
More support of standardized tests bc demonstrating one’s mastery of essential skills is a critical component of essentialist education
This idea is seen in TLC (traditional learning centers) programs within Calgary Board of Education
Perennialism
Education that goes back to the source
Draws from idealism (believe in knowledge is acquired by using reason to understand the archetypal forms and realism (believes one abstract concepts from observing the empirical world.
Believes great truths are universal and unchanging, so education transmit these truths, often through classic text
For Perennializes education should:
Foster rational powers and transmit these truths
Fine arts teach us about great human ideals
Bc human nature is unchanging education should be the same for everyone, should not differ according to history, intellectual capacity, socioeconomical background, or culture of the learners bc such variations may be undemocratic
Perennialist teachers should have strong morals with high disciplinary expectations of students
evident in today’s secondary English classes bc students will read the great classics in literature
See education as a way to replicate the culture and produce thoughtful citizens to sustain it
Conservatism
Conservative ideology associated with Christian fundamentalists in Canada and more so in the US
Conservatives that align with perennialists argue that schools should transmit the cultural heritage of western civilization
Endorses strict disciplinary standards like essentialism
Conservatives that align with essentialists emphasize developing skills that are critical to the economical growth of a nation. are okay with students repeating grades
Resists rapid change in education
. It endorses basic skills instruction, rigorous academic standards, and strict disciplinary standards to transmit cultural heritage
Subset of essentialism that is having significant impact on education
More of a political ideology than an education philosophy
Existentialism
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
Realism
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
Idealism
Idealists believe students need to be freed from such relativistic beliefs and discover enduring truths
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
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
Mathematics also high in priority for idealists
In elementary curriculum important that kids learn basic literacy and numeracy to prepare them for later studies
Pragmatism
American philosophy, most influential to education in the US and Canada
Gain understanding through experience
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.
•Pragmatist classrooms
Skill instruction integrated with a practical task
Things are not taught in isolation
o Rely on scientific method and us it in other subjects then just science
• Teacher with pragmatism orientation
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
Social Reconstructionism
People are worried that this ideal might undermined students’ abilities to think independently
Philosophy that has greater value in helping teachers think critically about educational issues than in actually guiding they decision making
Holds concept of truth lightly
This idea is good to help include and incorporate more indigenous knowledge and ways into our Canadian education system
When society experiences a cultural shift that promotes social change, education helps society to rebalance by integrating the new ideas with the old ideas
Philosophy of education that maintains that
teachers and schools ought to be change agents in creating a new and more equitable social order
Progressivism
leaning should be active, collaborative, and build reflective skills
formative assessment and scaffolding to support learners are critical to building reflective capacity
should arise form children’s interests and not the teachers’ goals
students in these classrooms
make choice about content and presentation of ideas
, but also collaborate with others who have similar interests
wants to promote the development of the whole child-physically, cognitively, socially, and emotionally
Inquiry based learning is a current iteration of progressivism practised in many Canadian schools
child centered philosophy emphasising problem solving while capitalizing on students’ curiosity and creative self expression
Modern progressives argue mastering traditional subjects’ matter may well be less critical than developing the skills of program solving and the ability to collect and analyze info
Philosophies of Education
Major Philosophical Systems
Branches of Philosophy