Three branches of philosophy:
Metaphysics - nature of reality
Empistemology - nature of knowledge
Axiology - Values to live by
Four broad philosophical schools from
the metaphysical level that form the base of educational philosophies:
Idealism, Rationalism, Pragmatism (Experimentalism) and
Constructivism
(A fifth school Schholasticism is R.
Catholicism or Thornism)
IDEALISM - Plato, Ideas are the
only true reality, two worlds -spiritual and appearane ( 5 senses)
Curriculum - Lit, history, religion
and philosophy
Teaching methods: lecture, discussion,
socratic dialog
REALISM: Aristotle, reality is the
world of physical objects, understand objective reality, father of scientific method
Curriculum - emphasizes
the subject matter of the physical world, particularly science and mathematics. Curriculum is:
scientifically approached, standardized,
and distinct-discipline based.
Teaching Method: mastery of facts
and basic skills through demonstration and recitation. Able to think critically and scientifically, using observation
and experimentation.
PRAGMATISM: Charles Sanders Peirce,
John Dewey. Only what is experienced or observed are real. No absolutes.
Curriculum - bring the disciplines together
to focus on solving problems in an interdisciplinary way. Eg. Language and Business.
Teaching methods - hands-on
problem solving, experimenting, and projects, often have students work in groups.
EXISTENTIALISM: Soren Kierkegaard,
Jean Paul Sartre. Reality is subjective and lies within the individual, individual choices and standards are the core.
Freedom, the development of authentic individuals,
while making meaning of our lives.
Outgrowths - human potential, value
clarifiaction
Curirculum - start with the student, rather
than curriculum content. Students are not objects to be measured, tracked, or standardized. Compare with Zen.
CONFUCIANISM:
The target of Confucian education is to
know truth through the acquisition of meaning. Learning takes place through the dynamics of study, meditating and realizing.
The path to study and enquiry takes the forms of meditating, repetition and memorization. Thus reflective thinking
is emphasized. Going back to history to understand the sages wisdom will cultivate good ethos. This learning process is summarized
in The Doctrine of the Mean.
Confucius is regarded as the first educator
of China. His goal is to produce a man of superior intellect and moral qualities.
His four principles are hierarchical relationship
among people, family unit, love and an emphasis on education. For Confucius reflection on the past is important to understand
the present. In a modern sense we need to have self-reflection in order to have growth. The goal to estabish harmony and relationship
has a great influence on educational issues.
Four Books, Five Classis.
Of the four books, The Great Learning,
empahsizes illustrious virtue Doctrine of the Mean gives the path to virtue, Analects speaks about humaneness, righteousness,
filial piety and propriety. Mencius believes that people are born with an innate moral sense.
Frive Classics: I Ching of Book of Changes
is about prophecy and wisdom. A book of divinaiton, it consist of eight trigrams and 64 hexagrams.
Four Books - Analects, Mencius, Doctrine
of the Mean, Great Learning.
Five Classics - Yi Jing, Shu Jing, Book
of Odes, Book of Poetry and Spring and Autumn Annals
WHAT TO TEACH? Four educational philosophies
at the epistemological level that focus on the curriculum:
Perrenialism, Essetialism, Progressivism
and Reconstructionism (Critical Theory).
PERRENIALISM:ensure that students acquire
understandings about the great ideas of Western civilization, Robert Maynard - Hutchins:Great Books program. 1963. Mortimer
Adler - curriculum based on 100 great books of western civilization.
Curriculum - Attain cultural literacy,
stressing students' growth in enduring disciplines.
ESSENTIALISM: core of knowledge transmitted
in a systematic, disciplined way. emphasis on intellectual and moral standards that schools should teach.
Curriculum - essential knowledge and skills
and academic rigor. Core curriculum may change unlike perrenialism.
PROGRESSIVISM: John Dewy. focus on the
whole child, rather than on the content or the teacher. Test ideas by active experimentation.
Curriculum - derived from student
interests and questions. Use of scientific method to study matter and events systematically and first hand. The emphasis is
on process-how one comes to know.
School should improve the way of life for
citizens through experiencing freedom and democracy in schools. Shared decision making.
RECONSTRUCTIONISM: Theodore Brameld,
George Counts, Paulo Freire. Addressing social questions and a quest to create a better society and worldwide democracy.
Curriculum - highlights social reform as
the aim of education.
Student experience and take social action
on real problems, such as violence, hunger, international terrorism, inflation, and inequality.
Some Strategies: Community-based learning
and bringing the world into the classroom.
