PHILOSOPHIES OF EDUCATION
Introduction
• The broad knowledge of philosophy can be
synthesized in to distinct systems of thought.
• Njoroge and Bennars (1986:20) puts it that
when philosophy used in plural form it refers
to system of thought presented in a unified,
systematic manner and can be divided into
different types.
• These systems of thought can enable us to
distinguish one from another and have a
comprehensive understanding of philosophy.
• In terms of history these systems can be
categorized in to four groups as seen by
Moore and Bruder (1990:12)
Categorization to time
• Ancient /traditional philosophies (Idealism
& Realism)
• Medieval (Neo-platonic, Christian )
• Modern Philosophies (Pragmatism &
Existentialism)
• Contemporary Philosophies (Analytic
philosophy, Phenomenology
Ancient Philosophies (Idealism and
Realism)
• These philosophies emerged between 6th
century BC and 3rd century AD
• We study them in order to acquire some
tools of analysis and expand our ideas in
education.
• They provide a framework of theories
applicable in education.
Idealism
• Popkin & Stroll (1981:120) write that it is a
theory that holds that the most important
element in the nature of reality is mind or spirit.
• So this means that physical or material world is
less important in understanding reality.
• Njoroge and Bennaars (1987): the system that
holds that reality is an expression of mind.
• In this case knowledge or understanding is
based on the recognition and remembrance of
latent or inborn ideas already present in the
mind.
• The entire universe or any physical object
exists in and depends on the mind.
Without being perceived by the mind no
object can be known.
• Physical objects are not ultimately real.
They are just manifestations of what is
perceived in the mind.
Ultimate reality is spiritual in nature rather
than physical, mental rather than material.
Everything exists in the form of ideas.
• Popkin & Stroll (1981) basing on the ideas
of Berkeley (1685-1753) put it that
physical objects are families of sense
experience. If experiences can not exist
un-experienced so physical object can not
exist un-experienced.
• We can only prove and verify the
existence of physical objects through
experience. If not experienced what is the
basis of saying it exists or has existed.
• Berkeley: (read Halverson:1981pp88-95;
Moore & Bruder: 1990 pp84-90) the
strongest exponent of idealism who
believes that there are no material things
or physical world that exists independently
of mind. They are only collection of ideas
in infinite minds. They are sensations and
perceptions of a thinking being.
• Our minds have ability to form patterns of
the things we perceive
• Plato (427-347 B.C): man’s reality is soul.
Man is a spiritual being. The child is part of
spiritual universe, has spiritual destiny to
fulfill.
• Everything that exists derives its shape
and meaning from its form-that can only
be grasped intellectually. Examples of
form are ideas of things like book, trees,
justice, freedom or beauty. We do not see
the stone but the idea of a stone or
freedom or idea of justice.
• For Idealists, there are two realms, the
world of appearance perceived by the
senses and the world of reality perceived
by the intellect or mind.
• The physical world is a mere shadow. It
can only be understood by referring it to
the mind.
• The spiritual part of man is more important
than the physical part. Other creatures
depend on human mind for order and
purpose.
Idealism and education
• The philosophy emphasizes the
relationship between the child/learner and
the spiritual elements (attitude, values,
intellect and characters). So, the aim of
education is to:
• Develop or to mould these elements.
• Develop innate abilities and characteristics
to the highest potential.
• Develop the child’s ability to communicate,
read, count and draw
• Develop human ideas, intellect and virtue
emphasis on liberal education; general
education for the overall development of
the child’s mind, intellectual capacity;
critical thinking and imagination; power of
reasoning, analysis, creativity and
organization of ideas; reflection, recall and
dealing with concepts.
A teacher is considered as:
• A highly knowledgeable person in content,
a master of skills and a supervisor of
learners’ values and discipline
• A model of quality behaviour, high
intellectual ability, virtuous,
• Authoritarian as his role to impart
knowledge
• A leader, motivator and inspirational
person, knowledgeable of students’ needs.
• Method of teaching is expository: lectures
and discussions organized, monitored and
supervised by the teacher.
• The teacher a dispenser of knowledge,
students are receivers
• Teaching approach; teacher-centred
classroom interaction dominated by the
teacher; explaining, giving examples and
instructing.
• Curriculum must be well organized,
content carefully structured.
• Subjects: humanities; history, literature
language, math and arts, subjects that
develop reasoning capability
Realism
• Rooted in the ideas of Aristotle (384-322),
a disciple of Plato (427-347)
• It is a contrasting view of idealism which
holds that the physical world has separate
existence independent of the mind.
• Hospers (1967:494) contends that realism
is the belief that the physical world exists
whether we perceive it or not and that we
can know various things about that.
• Experience on something is not a
condition to make it exist. Everything can
be known by its qualities whether we are
aware of it or not.
• Its existence is separate from
consciousness, mind or awareness.
• Religious realists believe that everything
that is divinely created must be real
although spirit is more important.
• Kneller (1971) writes that the basic
principle of realists is that matter is the
ultimate reality
Basic assumptions of realism according to
Hospers (1967:494)
1. There exists a world of physical objects;
chairs, trees, hills or buildings.
2. Statements or qualities about these
objects can be known to be true through
sense experience.
3. These objects exist when they are
perceived or not. They are independent
of our perception (thinking,
consciousness or awareness)
4. By means of our senses, we perceive the
physical world as it is and our knowledge
we claim about it can be justified.
5. The sense impressions we have about
physical things are caused by physical
things themselves. The experience of the
book is caused by the book itself not by
the qualities we have in our mind of the
things to be perceived
Main points
• There is a separate material world.
• The general principles or laws of the natural
world can be discovered through empirical
methods (observation, experimentation and by
observing specific events or objects’ qualities
and properties and generalize them)
• The physical world and its content are in a
particular order and it can be known through our
senses. It has its laws, relationships and
particular pattern of operation
• Acquisition of knowledge depends on the
interaction between our mind and material
objects. We can claim that something is true
only when we observe and discover it.
• The values that guide and control our behavior
are formed by our experiences with the natural
world.
• Without experience, we can not form our moral
laws and values because we can not know what
suits, fits or harmonizes our living and our
interrelationship. We can only judge our moral
values through practical experiences.
• As realists believe in natural order, it is only
through discovery of the natural order that we
can be able to discover ethical and moral values
through observation and experience. So, ethical
and aesthetic values are stable, orderly and
rooted in nature.
Aristotle (classical realist)
• The most reliable source of knowledge is sense
experience. Reasoning is important for
understanding the essence of things. Reasoning
can enable us to check the truth of observation
and experience.
John Locke (1632-1704) a
critical/scientific realist
Man is born tabula rasa (empty slate). He is
not born with knowledge of anything.
• The only way we can acquire knowledge is
through experience. There is no innate or
natural ability. Knowledge only comes
through senses
• True knowledge is learned. We
understand our world through studying our
surroundings
Realism in education
• The goal of education: to enable the learner to
understand laws of nature. Learners should be
left to explore the world through their senses.
• Methods: emphasize on practice and
engagement in discovery.
• Those that permit students to use their senses;
observation, manipulation and using of real
objects, experimentation and verification of the
natural environment in order to understand it.
• Inductive approach: learning the
specifics characteristics of objects or
particular facts and coming out with
general principles.
Role of the teacher: provide opportunities
for students’ to conduct their own
discoveries through active interaction with
their environment.
• The teacher is expected to have high
knowledge of natural laws and principles
of the subject; mastery of scientific
knowledge, ability to verify knowledge
through scientific procedures.
• Teacher’s mastery of knowledge is useful
for organizing learners’ activities and
discoveries.
• Teaching must focus on the subject matter
mainly science subjects so as to
understand the nature and orderliness of
the universe
• Emphasis on common values in school,
based on natural laws. Harmonizing
school rules and regulations with laws of
nature.
• Every teacher and student must adhere
with certain conventions as these
conventions are derived from nature and
are collectively applied
• Teacher is the supervisor of school
conventions, rules and regulations.
• Subjects: science (physics, chemistry and
biology) mathematics and geography.
• Social science subjects should be taught
to develop learners’ rational powers and
their understanding of the natural world
and natural principles.
• Realists prefer separate subjects rather
than integration but must be well
organized.