“DON’T LAUGH AT ME!”
• “I’m the kid on every
playground that is
always chosen last.”
PRACTICAL INFLUENCES
OF PHILOSOPHY
CHAPTER 11
What comes to mind
when you are asked ,
“What is your
philosophy of
education?”
• What will you teach?
• How will you teach it?
• How will you evaluate it?
Your philosophy will help determine your course
of action.
“99% of the kids you deal with
are great kids! The other 1% simply
need your love and understanding.”
Philosophy
• The study of the nature of knowledge and
existence and the principles of moral and
ethical value.
• The general principles of a field of study.
(Philosophy of education)
• Wisdom or insight applied to life itself.
• The philosophical teachings of a group.
Social Perspectives – The process of learning
how to function in society (families, school…)
• The Fundamentalist Perspective – sees society
as sharing a common set of values. This leads to
institutions such as families, schools, govt. &
religious bodies that promote social cohesion
• The Conflict Perspective – sees schools as places
where contending interest groups compete for
educational advantage. They look for potential
winners & losers when they look to change school
programs.
Roles of Schools in Society
•
•
•
•
Transmission of the general culture
Dissemination of knowledge
Preparation of the world of work
Promotion of social and group
relationships
• Encouragement of social change.
Philosophical Perspectives -Axiology
• Axiology focuses on questions of what ought to be
• Is there a particular standard of moral behavior
that you, the teacher, should emphasize? Many
students have concluded that life is not worth
living.Will you stress academics or moral behavior
• How should life be lived?
• Does life have any meaning?
• What is the highest good?
• What is moral & immoral?
• What is beauty?
• How should a person behave?
Philosophical Perspectives - LOGIC
• Logic deals with the relationships among ideas and
is used to differentiate between valid and fallacious
thinking.
• Deductive reasoning – Make sure students have a
solid grasp of principles or ideas through example.
Direct instruction, advanced organizers, and lecture
are teaching strategies that are often used.
• Inductive reasoning – Gather a large number of
examples before instruction begins to represent the
principal you want to get across to learners. Inquiry
approaches & discovery learning are teaching
strategies used.
Educational Applications of
Philosophical Ideas
Be thinking – What will your own
personal philosophy of education
look like?
PROGRESSIVISM -John
Dewey – Early 1900s
• Teacher - assists learner- is a facilitator emphasis on problem solving, not memorization
• Strategies-because knowledge is tentative,
students help plan what and how they will learn
• Curriculum - skills attainment – community
field trips
• Management - lots of freedom to choose
Human beings are good & someone who is
educated, has the insights to adapt to change
ESSENTIALISM – William Bagley (1941)
• Teacher - teaches basic skills, courses taught
separately, higher thinking skills encouraged,
competency testing, teachers character must be
outstanding; dates back to Ben Franklin “a can-do
attitude” Lots of lecture – impart information to
students – Students to learn & retain factual inform.
• Strategies - lots of paper and pencil, reading classics,
skill and drill - teacher authority – hard work &
discipline.
• Curriculum - reading, writing, and math, science and
social studies in high school-don’t dilute with trivial
subjects-arts and humanities frills-not preparing for
adulthood
• Management - student follows directions and behaves
appropriately – Do not prepare for citizenship & work
PERENNIALISM
• Teacher - searching for truth and unchanging
principles, avid reader and writer, condemns
essentialists for memorizing what is always
changing-want mastery of lasting truths
• Strategies - stresses great works, art, literature,
music-small group discussions
• Curriculum-focus on literature, emphasis on
getting concepts in math, science, social studies.
Certain basic truths/concepts must be mastered
doesn’t want vocational training
• Management-behavior expected to be in a
rational manner. Came along after 1950
Existentialism
• Relatively recent model – has influenced
education less than the other basic
philosophies. Accountability &
measuring outcomes are not important.
• People should have freedom to make
choices and identify their own reasons for
existing. Each person must define truth,
beauty, right & wrong for himself.
• Sudbury Model – Schools place great
emphasis on personal freedom –
Learners shape their own experiences.
RECONSTRUCTIONISM
• Teacher - liberal thinker - challenges rules of
the school district – wants teacher to raise
issues, but not be a transmitter of knowledge.
• Strategies - students encouraged to solve social
problems-social reform
• Curriculum - heavily multicultural-leads
students to critically appraise all elements of
society • Management - liberal discipline
Want to improve the human condition through
reform – believe society has lost its way
TEACHER EDUCATION-ISU
MORAL VIRTUES
• Sensitivity toward the varieties of individual
and cultural diversity
• Disposition and ability to collaborate
ethically and effectively with others
• Reverence for learning and seriousness of
personal, professional, and public purpose
• Respect for learners of all ages, with special
regard for children and adolescents
TEACHER EDUCATION-ISU
INTELLECTUAL VIRTUES
• Wide general knowledge and deep knowledge of
the content to be taught
• Knowledge and appreciation of the diversity
among learners
• Understanding what affects learning and
appropriate teaching strategies
• Interest in and ability to seek out informational,
technological, and collegial resources
• Contagious intellectual enthusiasm and courage
enough to be creative