Running head: PHILOSOPHICAL FOUNDATIONS OF EDUCATION
Philosophical Foundations of Education
Heather R. Foltz
University of Phoenix
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PHILOSOPHICAL FOUNDATIONS OF EDUCATION
Abstract
The purpose of this paper is to explore various philosophical foundations of education as they
relate to education within contemporary America. These philosophies will be outlined by
comparing and contrasting them with one another. This paper will also explore the policy most
compatible with the educational philosophy of this scholar.
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PHILOSOPHICAL FOUNDATIONS OF EDUCATION
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Philosophical Foundations of Education
Evaluating outcomes and philosophies from different point of views proves to be a
challenging, yet enlightening experience. Removing bias and exploring each philosophy fairly
can prove to be a difficult endeavor. This scholar will attempt to remove bias by exploring the
epistemology, metaphysics, and axiology of various philosophies as studied thus far.
The Basics
There is no denying that the American educational system emphasizes the “Three R’s”reading, writing, and arithmetic. Essentialism emphasizes basic academic knowledge skills and
character development. Essentialists believe teachers should try to embed traditional moral
values such as honesty, respect for authority, and perseverance. Teachers themselves have the
responsibility and expectation of serving as role models to promote model citizenship in students
(Essentialism, n.d.).
Curriculum in the eyes of an essentialist has little regard for students’ personal interests
(Essentialism, n.d.). The typical essentialist classroom would consist of passive learning with
students traditionally seated in rows. Instruction would be teacher oriented. Students would
demonstrate mastery of certain skills before progressing to the next grade.
Building on the Basics
Understanding the importance of reading, writing, and arithmetic while assuming all
students are the same is the embodiment of Perennialism. Perennialism considers all students the
same and therefore believes that students do not need different types of education. Like
Essentialism, Perennialism would be more of a passive learning environment that is teachercentered. Unlike Essentialists, Perennialists tend to teach scientific reasoning instead of facts.
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The No Child Left Behind Act is challenging the educational philosophies of
Essentialism and Perennialism. Rising standards and increasing expectations have caused a shift
in our educational system. Along with the ability to read, write, and complete arithmetic,
students comes the expectation for students to demonstrate critical thinking and problem solving
skills, good communication skills, collaboration and team building, and creativity and innovation
(Fiscus, 2012).
Shift
The shift caused by the adoption of the No Child Left Behind Act has moved America
toward a more progressive philosophy. Progressivists believe individuality, progress and change
are fundamental to education (Progressivism, n.d.). Progressivists believe students learn best
from what they consider relevant and that education is an ongoing process of growth.
Similar to Essentialism, Progressivism understands the importance of mastering basics.
However, different from Essentialism, Progressivism accomplishes this in a much more handson manner. Teachers in a progressive classroom provoke curiosity and center curriculum around
the needs, experiences, interests, and abilities of students. Promoting active learners that interact
with each other to develop social skills and cooperation is an important part of progressive
education.
Progressivism is the educational philosophy most closely aligned with the teachings of
John Dewey (Dewey, 1938). Dewey wanted students to learn through hands-on, interactive
lessons rather than memorization. Dewey believed children should be involved in the
educational process. Problem solving and critical thinking were top priorities as well.
Another Approach
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Very different from Essentialism or Progressivism is another educational philosophy called
Existentialism. This philosophy emphasizes that humans determine their own development
through free will. Humans exist and then change their nature based on choices that they make.
Existentialism emphasizes personal responsibility and discipline. Existentialists believe that
personal judgment decides right and wrong and that humans should not conform to society’s rules,
beliefs, or values.
Like Progressivism, Existentialism values the student. Existentialists believe academic
performance is less important than actually helping students discover themselves. Teachers expose
students to different pathways to enable students the opportunity to practice self-expression and
self-discovery often at their own pace.
Personal Educational Philosophy
As different as each of these educational philosophies are, there are similarities that
connect each philosophy. This scholar believes the best educational philosophy is a combination
of different philosophies. If this scholar had to choose one philosophy, it would be Theistic
Realism. According to Gutek (2004), Theistic Realism is based on findings from Aristotle and
Aquinas. This particular approach to education most closely matches the personal beliefs and
educational perspectives of this scholar.
Theistic Realism is similar to Progressivism in that it emphasizes student growth. Both
philosophies also promote the teacher as a guiding factor for the development of the student.
Theistic Realists believe there is a God who is the center of all being. The belief in God
accompanies the belief in morals. Unlike Existentialism where students create their own version
of right and wrong, Theistic Realism emphasizes the Bible as the source of understanding right
and wrong.
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Theistic Realism emphasizes self-discipline and social development to empower students
to be admirable followers of God. Economic competency and physical development are also key
components. An expectation of teachers and parents is to help shepherd students in the way they
should go by modeling ethical behavior and moral decision-making.
This scholar understands the importance of teaching students the basics like in
Essentialism. This scholar can relate to the desire to bring out a child’s greatest potential and
help discover their true self and true self-meaning like in Existentialism. This scholar
understands that creativity and expression have a place in America’s classrooms like in
Progressivism. However, above all of that this scholar knows there is a supreme being to whom
we must answer.
Education is a calling. The Bible calls us to serve others. Education is one way to serve
others. Raising knowledgeable citizens ready to do good for God’s glory is more important that
simply just educating. As a teacher, one must lead by example by demonstrating ethical
behavior and moral decision-making. These morals are located and explained in The Bible.
Having a Theistic Realism philosophy of education in a public school system can be a
major challenge. As the Supreme Court has ruled in cases such as Engel v. Vitale in 1962,
government sponsorship of religion such as prayer is unconstitutional. The best way Theistic
Realists can impose their beliefs on others in a constitutional manner is by leading by example.
Showing God’s love and grace to others is one of the greatest gifts teachers have to give.
Conclusion
Understanding and respecting different educational philosophies encourages scholars to
grow and challenge their way of thinking. As it relates to the Scholar Leader Practitioner model,
personal identification with a particular educational philosophy encourages a scholar to grow in
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all areas. Understanding and implementing an educational philosophy requires a scholar to grow
academically and understand different philosophies. It also requires scholars to analyze what
different educational philosophies have to offer as well as what implementation could look like
in a classroom. An educational philosophy also helps a scholar grow as a leader and practitioner
by sharing with others and leading in a way that supports the educational philosophy.
Being open to changes and developments in educational philosophies is a sign of a
professional. No one situation will ever be the perfect fit for any scenario. The most important
thing is selecting different aspects of various educational philosophies and adapting them to meet
the needs of a group.
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References
All about Philosophy. (2015). Retrieved from
http://www.allaboutphilosophy.org/existentialism.htm
Dewey, J. (1938). Experience and Education. New York, NY: Simon & Schuster.
Essentialism. (n.d.). Retrieved from http://www.siue.edu/~ptheodo/foundations/essentialism.html
Fiscus, L. (2012, Nov). Beyond the 3 R's. Leadership for Student Activities, 41(3), 26-28.
Gutek, G. L. (2004). Philosophical and Ideological Voices in Education. Boston, MA: Allyn &
Bacon.
Progressivism. (n.d.). Retrieved from
http://www.siue.edu/~ptheodo/foundations/progressivism.html