Educational Philosophy

PHILOSOPHY OF
EDUCATION
What is Philosophy
• Philosophy - is the study of general and fundamental problems
concerning matters such as existence, knowledge, values,
reason, mind, and language.
• Philosophy wants to understand man in relation to the whole
universe—nature and God.
• Philosophy deals with the nature of human mind and
personality, and with the ways in which man and his
institutions can be understood.
• Philosophy seeks to understand whether man is free or within
bondage, and whether he can change the course of history.
What is Philosophy?
• The investigation of causes and laws

underlying reality
• Inquiry into the nature of things based on
logical reasoning rather than empirical
methods
• A system of values by which one lives
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What is Philosophy
• Philosophy is a "search for a comprehensive view of nature,
an attempt at universal explanation of the nature of
things.“
• The word philosophy means "the love of wisdom". Wisdom
is not only knowledge. One may have knowledge, but he
may not be wise. Wisdom constitutes knowledge plus its
implications an all circumstances.
The meaning of Philosophical
Inquiry
• “Whatever people choose to embrace, if their
choices are made in a logical, rational manner,
they are engaged in the process of ‘doing
philosophy.”
• Three specific areas of philosophical inquiry:
• metaphysics concerned with questions about the nature of
reality; Basic causes and nature of things
• epistemology concerned with the nature of knowledge;
• axiology concerned with the nature of values
Epistemology
• Philosophy of Education (elements) –
• Epistemology:
• What is knowledge?
• How do we know what we know?
• How do we know what is true?
• How did we acquire that knowledge?
Only through Seeing, hearing, touching, smelling? Empiricism or
through reasoning, logic and philosophy that we (maybe) cannot sense? =
Rationalism
Axiology
• Axiology, (from Greek axios, “worthy”; logos,

“science”), also called Theory Of Value, the
philosophical study of goodness, or value.
• Axiology is the branch
of philosophy that deals with the nature and types
of value such as in ethics and religion.
• Axiology asks the question of “What is good?”
• We get ethics from the study of axiology.
Metaphysics (Ontology )
• Metaphysics is somewhat related to epistemology
and asks the question “What is real?”
• Are the things that are real only the things that can
be touched and measured?
• Ontology is the branch of philosophy that studies
concepts such as existence, being, becoming, and
reality. It includes the questions of how entities are
grouped into basic categories and which of these
entities exist on the most fundamental level.
Traditional Schools of Philosophy
Educational Philosophies have roots in these schools
• Idealism
• Asserts that because the physical world is always changing, ideas are the only
reliable form of reality
• Realism
• The features of the universe exist whether or not a human being is there to perceive
them.
• Pragmatism
• Rejects the idea of absolute, unchanging truth, instead asserting that truth is “what
works”
• Existentialism
• humanity isn’t part of an orderly universe; rather individuals create their own
realities. 10
Basic Philosophies of Education
• Perennialism
• Essentialism
• Behaviorism
• Progressivism
• Existentialism
• Postmodernism (Critical Theory)
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Five Major Philosophies of Education
Teacher-Centered Philosophies
• Essentialism – Bagley, Hirsch
• Perennialism – Hutchins, Adler
Children should learn the
traditional basic subjects and
these should be learned
thoroughly and rigorously.
Essentialism
• An educational philosophy suggesting that a critical core of
knowledge and skills exists that all people should possess
• Roots in Idealism and Realism
• Back to basics movements
• Standards, testing, cultural literacy
• What is essential can change
13
ESSENTIALISM
Emphasis on rigorous academics
Promotion based on mastery of material
Curriculum determined by administrators and teachers
Back to Basics! Common, “core” curriculum for all, “A Nation at

Risk,” teacher is intellectual and moral role model. We must educate
the “whole child.”
One should teach things that
one deems to be of everlasting
Perennialism importance to all people
everywhere
• An educational philosophy suggesting that nature,

including human nature, is constant.
• Roots in both Idealism and Realism
• Rigorous intellectual curriculum for all students, classic
works
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PERENNIALISM
• Focus On Classical Ideas, Develop The Mind, Socratic Method Of

Questioning/Challenging
• Develop Reason And Moral Qualities

• Emphasis On Humanities And The Great Books Of Aristotle, Darwin, Dickens,
Marx, Plato, The Bible, Chaucer, Melville, Plato
• Little Flexibility In Teacher Developed Curriculum

• Focus On Concepts Rather Than Facts
• Emphasis On Learning For Learning’s Sake (Brain = Muscle)
Five Major Philosophies of
Education
Student-Centered Philosophies
• Progressivism – Dewey
• Social Reconstructivism - Counts (student of Dewey), Paulo
Reglus Neves Freire
• Existentialism – A.S. Neil
PROGRESSIVISM
• Education based on needs and interests of students
• Students learn by doing as well as from textbooks
• Teaching through field trips and games
• Emphasis on natural and social sciences
• Experiential learning
• Grouping by interest and abilities

Progressivism
• An educational philosophy emphasizing
curricula that focus on real-world problem
solving and individual development.
• Roots in Pragmatism
• Constructivism
• John Dewey
• http://www.youtube.com/watch?v=opXKmwg8VQM
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SOCIAL
RECONSTRUCTIONISM
• Physical world as the basis of reality
• Learn from meaningful social experiences
• Learn by reconstructing society to meet evolving needs at

times in *conflict with the status quo, anti social darwinism
(class struggle), advocates of the poor, equality of education
for rich and poor is a goal
• Become intelligent problem solvers, enjoy learning, live

comfortably in and reshape the world
Existentialism
• A educational philosophy built on a viewpoint in which
school curriculum and instruction should encourage
deep personal reflection on one’s identity, commitments,
and choices.
• Focuses on the existence of the individual and
individual responsibility
• People are responsible for defining themselves through
their choices
• Education’s most important goal is to awaken human
consciousness
•
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Education should focus on both cognitive and affective
dimensions
EXISTENTIALISM
• Definition: The conditions of existence of the

individual person and their emotions, actions,
responsibilities, and thoughts.
• All must be considered for the overall health of
the individual.
• Soren Kierkegaard – father of Existentialism
• Viktor Frankl – man must have meaning in life
to survive and thrive
Psychology’s Additional Influences
on American Education
Constructivism – knowledge must be constructed by
each person, you cannot effectively transfer knowledge.
Piaget and theory of cognitive development through
interaction. Genetic epistemology. Four stages of
development. Bloom’s Taxonomy of learning.
Behavioralism – free will is an illusion. Humans are

shaped entirely by their environment. B.F. Skinner and
behavior modification, moving students from extrinsic
motivation to intrinsic motivation through rewarding
proper behavior. (Rats and pellets). Alter the
environment to promote learning.
CONSTRUCTIVISM
Centered on the learner’s growth
Constant need to make sense of new information
“Scaffolding” links new information to old
Student and teacher constantly challenge existing

assumptions
BEHAVIORISM
• Views free will as an illusion
• Reality based only on scientific observation
• Positive rewards encourage desired behavior
• Curriculum is based on incremental learning
• Curriculum is controlled by school personnel

Behaviorism
• Behaviorism is a theory of animal and human learning that only
focuses on objectively observable behaviors and discounts mental
activities. Behavior theorists define learning as nothing more than
the acquisition of new behavior.
• Used by teachers when they reward (reinforce) or punish behaviors
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http://www.funderstanding.com/content/behaviorism
Forming your own Philosophy of
Education as a Teacher
What do you believe is/are the purpose(s) of Education?
What content/skills should be taught at your school?
Should students or teachers direct learning?
How should schools teach this content and skills?
How should learning be measured?
Should everyone have access to education?
Can everyone actually learn?
What can you do to create the proper learning
environment in your classroom – in your school to
maximize learning?
Developing Your Philosophy
of Education
• Philosophy can guide practice and help you
explain and defend your educational goals.
• The process of developing a philosophy begins
with examining your own beliefs about
teaching, learning, and students.
• An analysis of educational philosophies can
assist teachers in forming their own personal,
and probably eclectic, personal philosophy.
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PHILOSOPHY OF

• The investigation of causes and laws

• Axiology, (from Greek axios, “worthy”; logos,

Emphasis on rigorous academics

Promotion based on mastery of material

Curriculum determined by administrators and teachers

Back to Basics! Common, “core” curriculum for all, “A Nation at

• An educational philosophy suggesting that nature,

• Focus On Classical Ideas, Develop The Mind, Socratic Method Of

• Develop Reason And Moral Qualities

• Little Flexibility In Teacher Developed Curriculum

• Education based on needs and interests of students

• Students learn by doing as well as from textbooks

• Teaching through field trips and games

• Emphasis on natural and social sciences

• Grouping by interest and abilities

• Learn from meaningful social experiences

• Learn by reconstructing society to meet evolving needs at

• Become intelligent problem solvers, enjoy learning, live

• Definition: The conditions of existence of the

Behavioralism – free will is an illusion. Humans are

Centered on the learner’s growth

Constant need to make sense of new information

“Scaffolding” links new information to old

Student and teacher constantly challenge existing

• Views free will as an illusion

• Reality based only on scientific observation

• Positive rewards encourage desired behavior

• Curriculum is based on incremental learning

• Curriculum is controlled by school personnel

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