PDF | This introductory article explains the coverage of this book, which is about It explains that the philosophy of education is the branch of. There is a growing interest in philosophy of education amongst students of education has come to be conceived of as a specific branch of philosophy like the. the importance of philosophy in educational debate and as a background to any Robin Barrow was previously Reader in Philosophy of Education at the.
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PDF Drive is your search engine for PDF files. PHILOSOPHY OF EDUCATION Unit Structure Objectives Introduction the internet), within a few. This introductory article explains the coverage of this book, which is about the philosophical aspects of education. It explains that the philosophy of education is . survey of the books on philosophy of education would probably indicate that definition that philosophy of education, however we define it, is something that.
If these claims are correct, how should the seemingly legitimate demands of parents, administrators, and politicians for accountability from teachers and schools be met?
These are complex matters, involving philosophical questions concerning the aims and legitimate means of education and the nature of the human mind, the psychology of learning and of teaching , the organizational and political demands of schooling, and a host of other matters to which social-scientific research is relevant. Finally, here fall questions concerning the aims of particular curriculum areas.
For example, should science education aim at conveying to students merely the content of current theories or rather an understanding of scientific method , a grasp of the tentativeness and fallibility of scientific hypotheses , and an understanding of the criteria by which theories are evaluated? Should science classes focus solely on current theories, or should they include attention to the history, philosophy, and sociology of the subject?
Should they seek to impart only beliefs or also skills? Similar questions can be asked of nearly every curriculum area; they are at least partly philosophical and so are routinely addressed by philosophers of education as well as by curriculum theorists and subject-matter specialists.
Educational research A large amount of research in education is published every year; such research drives much educational policy and practice. But educational research raises many philosophical issues. How is it best conducted, and how are its results best interpreted and translated into policy? Should it be modeled on research in the natural sciences? In what ways if any does competent research in the social sciences differ from that in the natural sciences? Can educational research aim at objectivity and the production of objective results, or is it inevitably subjective?
Should researchers utilize quantitative methods or qualitative ones? How is this distinction best understood?
Are both legitimate modes of research, or is the first problematically scientistic or positivistic, or the second problematically subjective, impressionistic, or unreliable?
These and related issues are largely philosophical, involving philosophy of science both natural and social and epistemology, but they clearly involve the social sciences as well. Feminist , multiculturalist, and postmodern criticisms Feminist , multiculturalist , and postmodern criticisms of education extend far beyond the issue of critical thinking, addressing much more general features of philosophy and educational theory and practice.
These three critical movements are neither internally univocal nor unproblematically combinable; what follows is therefore oversimplified. Feminist philosophers of education often argue for the importance of educational aims typically excluded from the traditional male-oriented set. One feminist aim is that of caring—i.
A more general aim is that of focusing less on the cognitive and more on the emotional, intuitive, and conative development of all students. Relatedly, many feminist philosophers of education call into question the traditional distinction between the public and the private realms, and they argue that education should focus not only on the development of abilities and characteristics typically exercised in the public sphere—e.
It must be noted that this characterization of feminist philosophy of education papers over some important internal disagreements and debates. Multiculturalist philosophers of education, as the label suggests, emphasize the significance of cultural diversity as it manifests itself in education and its philosophy. Paying particular attention to such diversity, multiculturalists point out the ways in which actual educational aims and practices favour the interests of particular cultural groups at the expense of others.
They emphasize differences not only of language, custom, and lifestyle but, more fundamentally, of basic beliefs, values, and worldviews.
They argue that education must not privilege the cultures of certain groups but treat all groups with equal seriousness and respect. What this means in practice, however, is far from clear. This debate has important consequences in the particular curricular domain of science education, but the general issue arises in virtually every curriculum domain.
How best to resolve this problem remains a subject of debate within the multiculturalist camp, with some opting for some form of cultural relativism and others for a mix of multiculturalism and universalism. Postmodern philosophers and philosophers of education challenge basic aspects of traditional philosophical theorizing by calling into question the possibility of objectivity, the neutrality of reason, the stability of meaning, and the distinction between truth and power.
Like feminists and multiculturalists, postmodernists do not speak with a single voice. Some, emphasizing power and justice, strive to expose illegitimate exercises of dominating power in order to bring about a more-just social arrangement in which the dominated are no longer so.
Others, emphasizing the instability of meaning and the defects of grand narratives, call into question the narratives of domination and justice, thereby undermining the justification of political efforts aimed at eliminating the former and enhancing the latter. These distinct but partially overlapping movements have in common the insistence that education and its philosophy are inevitably political and the impulse to reveal relations of power in educational theory and practice and to develop philosophical accounts of education that take full account of the values and interests of groups that have traditionally been excluded from educational thinking.
These movements also often question the very possibility of universal educational ideals and values. As such they in some ways challenge the very possibility of the philosophy of education and philosophy more generally, at least as these disciplines have traditionally been practiced.
Critical responses to these challenges have been many and varied; one of the most notable consists of pointing out the apparent inconsistency involved in claiming that, as a general matter, general accounts of education, justice, and the like are impossible. As elsewhere, the issues here are complex and far from resolved.
You can modify it over the course of your teaching career. It begins with an introductory paragraph summarizing the teacher's point of view on education and the teaching style you will use.
It can be a vision of your perfect classroom. The statement usually contains two or more paragraphs and a conclusion.
The second paragraph can discuss your teaching style and how you will motivate your students to learn. The third paragraph can explain how you plan to assess your students and encourage their progress. The last paragraph summarizes the statement again. Educational Philosophy Examples As with your students, you may be able to learn best by seeing samples that can help inspire you. Essentialism as a Philosophy of Education It is backed by the belief that there are certain basic skills, arts and science that are essential.
What do we teach in Essentialism? For the essentialist, it agrees that the school is an essential social institution BUT, it does not agree that societal changes should be initiated by the school. The essentialists focus on basic subjects which start from the basic, increasing its complexity. Moreover, perennialist stresses on personal development first, as matched to the Existentialist, which focus on the development of essential skills of the learner.
Essentialism and Progressivism Existentialistm and Progresivism is far more different to each other. For progressivist, teachers should not focus on teaching universal truths or a particular body of knowledge but must educate the learners based on their interest Salandanan, Teachers were viewed by the progressivist as facilitators of learning, and the information should come from an actual experimentation learning by doing.
Nonetheless, both philosophies accentuates that the goal of the education is to produce citizens that can responsibly, and actively participate in the society, which is, for the progressivist, is a democratic one, and for the essentialist, a disciplined one. Criticisms on Essentialism From its definition and terms, essentialism is indeed a very teacher-centered one.