Philosophy of Education
Project Overview
This RWLO is a supplemental activity that goes with developing a philosophy of
education essay. First, the students will participate in class discussion on the
background information pertaining to philosophies.
Next, the students will complete a telecollaborative RWLO where they are in
contact with teachers from around the world.
Then, the students will take their findings from the RWLO and information
learned through discovery activities and develop their own philosophy of
education. This RWLO is intended to be used with pre-service teachers in an
introductory education course.
1
Student Learning Objectives
For this RWLO, the student will:




access the ePALS website.
post at least two philosophy of education questions to the "Talk to
Teachers" section.
compare and contrast his/her philosophy of education with that of the
responses to the posted questions.
write a Philosophy of Education essay incorporating the responses listed.
2
Procedure
Time: One hour in class and two-three hours outside of class (1 hour of class
discussion/presentation on philosophies of education; 1 hour of Internet time, 1-2
hours to compose essay
Materials: Presentation on philosophies of education, Internet access, essay
assignment with scoring guidelines
Prerequisites: Students will need prior knowledge related to Antecedents of
Education. In addition, experience using the Web and email would be helpful.
Implementation: This lesson should be used as an assignment following a class
discussion on philosophies of education.
Steps:
1. Present information to the class on philosophies of education including
what questions are asked and answered in forming a philosophy.
2. Give students the essay assignment with scoring guidelines.
3. Access ePALS website in class to show students how the site works.
Post two example questions to demonstrate the process to students.
4. Outside of class students will access the ePALS website and post their
questions.
5. Once students have received responses to their posted questions,
students will compose the philosophy of education essay including ideas
learned from the responses.
6. Set due date for essay submission and grade papers according to scoring
guidelines.
3
Content Material
Student Directions:
1. Access the Internet website www.epals.com.
2. Click on Join ePALS on the left side of the screen.
3. Under the ePALS Global Network, click on Join Now (free)
4. Next scroll down and click on Higher Education. Continue to follow the
directions on the screen to create your account.
5. Once your account is created, you should log in.
6. Go to Talk to Teachers located on the left side of the screen.
7. Click on New to post a new question.
8. In to Topic section, select Mentoring.
9. Post at least two questions from two of the four branches of philosophy:
metaphysics, epistemology, axiology, and logic.
10. Once you have received a reply to your questions, incorporate your
findings in your philosophy essay assignment.
11. Essay Assignment: Develop a two-paragraph essay with the following
requirements.
 Since contrast is the primary method of development, you are
looking at the differences between two things: “Philosophy A”
versus “Philosophy B” with and “Antecedent A” versus “Antecedent
B.”
 Choose two subpoints. One is the Philosophy of teachers’ role,
students’ role, learning theory, discipline, curriculum, or others.
The other is Antecedents’ beliefs, theories, and thoughts.
 Two body paragraphs will cover major differences in these
philosophies and antecedents with at least two subpoints for each.
 Your paragraphs may include personal experience as well as
information from your textbook and information learned from inclass discussion.
 Your paragraphs must include responses from your ePAL posting
even if the responses were not in support of your personal
philosophy.
 Attach the printed version of your posting and responses from
ePALS to the back of your essay.
References:
http://www.epals.com, course textbook, in-class discussion notes
4
Assessment
The students will be graded on their final essays according to the scoring
guidelines listed below:
AREA
Philosophy A and Philosophy B identified
Antecedent A and Antecedent B identified
2 topic sentences related to Philosophy and Antecedent
Subpoints (2) for each topic sentence (2) with specific
examples, support, experiences, observations
Signal phrase reference to ePALS responses (2)
Mechanics (grammar, spelling, punctuation, word
usage)
Total Points
5
POINTS
POINTS
POSSIBLE EARNED
4
4
4
6
4
2
24
Links to Course Competencies
This RWLO could be applied in an introduction to education or foundations of
education course. Specifically, this RWLO meets the following course
competencies:
COURSE OBJECTIVES:

Through case studies, written reports, and objective tests, the
student will identify present day school practices and problems
(curriculum and instruction) and compare them with earlier
education according to the guidelines established by the
assessment tool.

Upon completion of the course content, the student will write 5
reflective essays covering curriculum; instruction; why schools
exist; schools of philosophy, antecedents, and history of education;
and motivation for becoming a teacher according to the
assessment tool.

Through written reflection, the student will identify learner
characteristics, rights, and responsibilities including socioeconomic
status, multiculturalism, and social problems in contemporary
education with at least 72% accuracy.
6
Supplementary Resources
Web Resources
 Materials on the Philosophy of Education at
http://commhum.mccneb.edu/PHILOS/phileduc.htm
Print Resources
 Philosophy of Education, Nel Noddings, Boulder, CO: Westview Press,
1995.
 Approaches to Teaching, 4th ed., Gary D. Fenstermacher and Jonas F.
Soltis, New York: Teachers College Press, 2004.
7
Recommendations
Recommendations for Integration: This RWLO is designed for pre-service
teachers and can be integrated after a discussion on the history of education
most likely in a foundations or introductory education course. In order to create
more collaboration in the classroom, students could be required to bring a copy
of their posting and responses to class to share with the other students.
Back-up: In the case of no responses to the posted ePALS questions, the
instructor could have the email addresses of various in-service teachers who are
willing to participate in the activity. The important component is that the students
get input from practicing educators before they develop a philosophy of
education.
If no computer access is available, students could conduct interviews of two
teachers via telephone, email, or face-to-face.
This RWLO is intended for delivery to post-secondary, education students;
however, the concept of using the telecollaborative website, ePALS, could be
incorporated into many different disciplines.
8