A
search for meaning(s) and truth(s)
 the
general beliefs and attitudes of an
individual or group
 the body of principles underlying a branch
of learning or major discipline
 “Love
of Wisdom”
• [Philo] love of
• [Sophia] wisdom
 The
systematic
development of
theories of :
•
•
•
•
•
Knowledge
Truth
Existence
Cause
Good
 Subjective
• Begin with the personal
 Systematic
• “Schools” of philosophy
 Philosophical
Approach
• Branches of philosophy
 Relationship
between Theory and Practice
 Everyone
has a “philosophy of Life”
• Usually at a tacit level (metaphorical)
• Often fails the three “C”s
 clarity
 coherence
 consistency
• A Philosophy of Education should grow out of a
personal philosophy or a personal set of beliefs
 Idealism
 Realism
 Eastern
 Pragmatism
 Reconstructionism
 Existentialism
 Marxism
 Postmodernism
 The Traditional Branches of Philosophy
• Ontology
 What is real?
 What is truth?
• Epistemology
 What does it mean to know?
• Logic
 What are the “rules” of reasoning?
• Axiology
 How do we know the good? right from wrong? (Ethics)
 How do we make judgments about beauty? (Aesthetics)
 Concerned
with theories of the nature of
reality.
• What is the nature of existence?
• Is reality limited to what we can experience?
• Can reality be pursued through the application
of intellect and reason?
• Is reality subjective or objective?
• Is truth eternal and unchanging?
• Is truth situational and contextual?
 Concerned
with theories of
the nature of knowledge
 Epistemological questions:
• How do people learn?
• What knowledge is of utmost value?
• What are the different types of knowledge?
• What are the educational goals of schools?
 Concerned
with theories of value
 Two major divisions of axiology
• ethics
 What is right and wrong?
 What is evil and good?
• aesthetics
 What is beautiful and ugly?
 What
are the
educational aims of a
philosophy?
 What are the
educational methods
of a philosophy?
 What curriculum fits
the philosophy?
 What is the Role of the
Teacher?
As a philosophy of Education
 Ontology
• reality is a duality.
• The world of ideas (world of forms) and the ever-
changing world of matter
The Divided Line
 Epistemology
• truth is perfect and eternal
 Knowledge is obtained through the dialectic.
 The most important attributes of thought are clarity
and consistency. How do we learn?
 The doctrine of remembrance
 We do not create knowledge. Rather, we discover it. “The
Meno”
 Axiology
• a search for the Good.
• (Philosopher-King) "Know thyself" the search is
inward (Socrates)
Allegory of the Cave
 God
is transcendent
 The City of God and the City of
Man
 Christ is the model for
behavior
 Subjective
reality "I think, therefore I
am“
 Scientific skepticism (doubt) the
criteria (clear and distinct)
 Deduction- build a system
 Christianity is the “given”
 Society
/Civilization not of central
importance.
 HUMAN VALUES
• In a purposeful, spiritual environment, the individual
personality develops.
• Thus society is a means to a higher goal (i.e. The
Republic)




Absolutist- The search for “TRUTH”- True Ideas
Rationalist- The search for truth is a rational process. Thus,
to be educated, is to reason effectively.
Subjectivist- Individuals should strive for self-realization
Character Development
•
•
•
•
Wisdom
Moral conviction
Good will
Loyalty
 Depth
over breadth
 Concepts over specific facts
 Confront problems that arise from the
“human condition.”
 “Self-Directed” learning
 Lecture to stimulate thought, not to convey
information
 Materials
that promote “critical thinking.”
 Focus on reading and writing.
 Reading materials should foster discussion of “big
ideas.”
 Classic works are favored because they have
passed the test of time.
 Student writing should emphasize both personal
expression and clear reasoning.
 Socrates might serve as the prototype
• Socratic questioning
 Teachers serve as role models
• Intellectual
• Moral
 An Idealist teacher tends to see teaching
a calling- more than just an occupation
as
As a Philosophy of Education
 Aristotle
• 384-322 B.C.
 He
was a student at
Plato’s Academy
 He opened his own
school, The Lyceum.
 Prime
Matter
• Principle of Potentiality
 Pure
Form
• Principle of Actuality
 FORM
and MATTER are
separate concepts, but
they are never found
alone
Mind Rationality Law
PURE
FORM
Actuality
Body Materiality Examples
PURE
of
MATTER
behavior
Potentiality



The Universe is one of orderly
design
All things exist according to a
rational design
All things have a rational
function or purpose.
• Acorns become Oak trees, not Elm
trees

Man’s defining characteristic is
Rationality.
• Homo Sapiens- the rational
animal.

Syllogistic Logic
• All men are mortal
• Socrates is a man
• Therefore, Socrates is Mortal
THEORY OF CASUATION
Material
Matter
Wood,nails
Formal
Design
Blueprint
Efficient
Agent
Carpenter
Final
Purpose
House


The Golden Mean is
described as "the smaller
is to the larger, what the
larger is to the whole.“
It's also known as the
Golden Section or the
Divine Proportion. It
divides a line in such a
way as to create an ideal
relationship between the
parts.
 Man’s
purpose is to
lead a rational life of
moderation.
 The “Good” life
is one
of avoiding extremes
Francis Bacon
• Argued against
Syllogistic logic.
Deductive A priori
reasoning is flawed
because you have TRUTH
in hand before you
begin.
 For
Bacon, the proper
method is Induction
• You begin with
observation, then you
reason to general
statements
The IDOL of the DEN
Limited
experience
The IDOL of the TRIBE Follow the
Majority
The IDOL of the
MARKETPLACE
The IDOL of the
THEATER
Current
(faddish)
language
Emotion
John Locke
 Empiricism
• What we know is what
we experience
 Tabula
Rasa
• We are born as blank
tablets and
experience “writes
upon us”
St. Thomas Aquinas





GOD is PURE REASON
The UNMOVED MOVERFINAL CAUSE- who gives
meaning and purpose to the
universe
Man can use his reason to
reach GOD through a study of
the material world.
Faith and Reason are one
TELEOLOGY the Universe
(and Man) is moving toward a
Destiny
Aims of Education




Absolutist- Education should focus on the truth of
the natural and physical world
Empiricist- Teach students the scientific method of
problem solving by exploring the material world
Objectivist- Emphasize basic skills and basic
facts- “3Rs” There are objective skills and facts
that all students should learn.
Character Development:
• Establish high standards and increased rigor and hold
students accountable
• Emphasize practical knowledge that will prepare
students for the world of work
Methods of Education






Direct teaching techniques are preferable.
Students should be presented information in an organized,
efficient and logical format.
Given the “information overload” in today’s society, it is
important that “non-essential” learning should be eliminated.
Students should be taught based upon their strengths and
abilities.
Scientific testing should be used to diagnose and place
students in settings most appropriate to their needs
Technology should be utilized whenever appropriate in schools
Curriculum





Curricula should be practical and useful
Curricula should concentrate on the “Basics” and avoid fads
and frills.
Curricula should be highly organized, correlated and aligned
throughout the scope and sequence offered by schools
Curricula should be based upon pre-established standards and
criteria.
Curricula should be “experiential” whenever possible
Role of the Teacher





A Realist teacher should be a subject matter expert.
A Realist teachers should be able to present material in an
organized and systematic way.
A Realist teacher should be able to explain the lesson
objectives in a way that is understandable to the learner.
A Realist teacher should be able to effectively assess students
in such a way that all students are challenged and motivated to
learn.
A Realist teacher should understand current research and
technology and be able to utilize it in the classroom.