philosophy 2011
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Philosophy is:
A search for meaning(s) and truth(s)
the general beliefs and attitudes of an individual or group
the body of principles underlying a branch of learning or major discipline
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Definitions “Love of Wisdom”
[Philo] love of [Sophia] wisdom
The systematic development of theories of : Knowledge Truth Existence Cause Good
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Organizational Strategies for studying Educational Philosophies
Subjective Begin with the personal
Systematic “Schools” of philosophy
Philosophical Approach Branches of philosophy
Relationship between Theory and Practice
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Subjective
Everyone has a “philosophy of Life” Usually at a tacit level (metaphorical) Often fails the three “C”s
clarity coherence consistency
A Philosophy of Education should grow out of a personal philosophy or a personal set of beliefs
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Systematic
Idealism Realism Eastern Pragmatism Reconstructionism Existentialism Marxism Postmodernism
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Philosophical Approach The Traditional Branches of Philosophy
Ontology What is real? What is truth?
Epistemology What does it mean to know?
Logic What are the “rules” of reasoning?
Axiology How do we know the good? right from wrong? (Ethics) How do we make judgments about beauty? (Aesthetics)
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Ontology
Concerned with theories of the nature of reality. What is the nature of existence? Is reality limited to what we can experience? Can reality be pursued through the application of
intellect and reason? Is reality subjective or objective? Is truth eternal and unchanging? Is truth situational and contextual?
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Epistemology
Concerned with theories of the nature of knowledge
Epistemological questions: How do people learn? What knowledge is of utmost value? What are the different types of knowledge? What are the educational goals of schools?
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Axiology
Concerned with theories of value Two major divisions of axiology
ethics What is right and wrong? What is evil and good?
aesthetics What is beautiful and ugly?
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Relationship Between Theory and Practice
What are the educational aimsaims of a philosophy?
What are the educational methodsmethods of a philosophy?
What curriculumcurriculum fits the philosophy?
What is the Role of the Role of the TeacherTeacher?
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IdealismIdealism
As a philosophy of EducationAs a philosophy of Education
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Plato (427-347 B.C.)
Ontology reality is a duality. The world of ideas (world of forms) and the ever-
changing world of matter
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Plato (427-347 B.C.) The Divided Line
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Plato (427-347 B.C.)
Epistemology truth is perfect and eternal
Knowledge is obtained through the dialectic. The most important attributes of thought are clarity and
consistency. How do we learn? The doctrine of remembrance
We do not create knowledge. Rather, we discover it. “The Meno”
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Plato (427-347 B.C.)
Axiology a search for the Good. (Philosopher-King) "Know thyself" the search is
inward (Socrates)
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Plato (427-347 B.C.)
Allegory of the Cave
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Augustine (354-430)
God is transcendent The City of God and the City of
Man Christ is the model for behavior
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Rene Descartes (1596-1650)
Subjective reality "I think, therefore I am“ Scientific skepticism (doubt) the criteria
(clear and distinct) Deduction- build a system Christianity is the “given”
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G.W.F. Hegel (1770-1831)
The Absolute reconciliation of idea and nature is spirit. Reality is not a thing, but a process.
The dialectic is a movement toward perfection thesis/antithesis/synthesis
Tension between right and RIGHT
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Idealism As APhilosophy of Education
Society /Civilization not of central importance. HUMAN VALUES
In a purposeful, spiritual environment, the individual personality develops.
Thus society is a means to a higher goal (i.e. The Republic)
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Aim of Education
Absolutist- The search for “TRUTH”- True Ideas Rationalist- The search for truth is a rational process. Thus, to be
educated, is to reason effectively. Subjectivist- Individuals should strive for self-realization Character Development
Wisdom Moral conviction Good will Loyalty
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Methods of Education
Depth over breadth Concepts over specific facts Confront problems that arise from the “human
condition.” “Self-Directed” learning Lecture to stimulate thought, not to convey
information
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Curriculum
Materials that promote “critical thinking.” Focus on reading and writing. Reading materials should foster discussion of “big ideas.” Classic works are favored because they have passed the
test of time. Student writing should emphasize both personal
expression and clear reasoning.
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Role of the Teacher
Socrates might serve as the prototype Socratic questioning
Teachers serve as role models Intellectual Moral
An Idealist teacher tends to see teaching as a calling- more than just an occupation
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RealismRealism
As a Philosophy of EducationAs a Philosophy of Education
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Classical Realism
Aristotle 384-322 B.C.
He was a student at Plato’s Academy
He opened his own school, The Lyceum.
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Aristotle’s Ontology Prime Matter
Principle of Potentiality Pure Form
Principle of Actuality
FORM and MATTER are separate concepts, but they are never found alone
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Aristotle’s Ontology
Plato’s FORMS are the universal property of material things
Each particular piece of MATTER has both a universal and a particular property
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Aristotle’s Ontology
The PRINCIPLE OF INDEPENDENCE
FORMS are the nonmaterial aspect of each particular material object that relates to all other particulars of that class
We arrive at forms (classes) by examining material objects that exist in themselves, independent of us as observers
Thus, MATTER is primary and prior to FORM
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Aristotle’s Ontology
PURE FORM
Actuality
Mind Rationality Law
PURE MATTER
Potentiality
Body Materiality Examples of behavior
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Aristotle’s Epistemology The Universe is one of orderly
design All things exist according to a
rational design All things have a rational function
or purpose. Acorns become Oak trees, not Elm
trees Man’s defining characteristic is
Rationality. Homo Sapiens- the rational animal.
Syllogistic Logic All men are mortal Socrates is a man Therefore, Socrates is Mortal
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Aristotle’s Epistemology
Material Matter Wood,nails
Formal Design Blueprint
Efficient Agent Carpenter
Final Purpose House
THEORY OF THEORY OF CAUSATIONCAUSATION
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Aristotle’s Axiology
The Golden Mean is described as "the smaller is to the larger, what the larger is to the whole.“
It's also known as the Golden Section or the Divine Proportion. It divides a line in such a way as to create an ideal relationship between the parts.
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Aristotle’s Axiology
Man’s purpose is to lead a rational life of moderation.
The “Good” life is one of avoiding extremes
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Modern Realism
Argued against Syllogistic logic. Deductive A priori reasoning is flawed because you have TRUTH in hand before you begin.
For Bacon, the proper method is Induction You begin with observation,
then you reason to general statements
Francis BaconFrancis Bacon
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Modern Realism
The IDOL of the DEN Limited experience
The IDOL of the TRIBE Follow the Majority
The IDOL of the MARKETPLACE
Current (faddish) language
The IDOL of the THEATER
Emotion
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Modern Realism
Empiricism What we know is what
we experience
Tabula Rasa We are born as blank
tablets and experience “writes upon us”
John LockeJohn Locke
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Religious Realism
GOD is PURE REASON The UNMOVED MOVER-
FINAL CAUSE- who gives meaning and purpose to the universe
Man can use his reason to reach GOD through a study of the material world.
Faith and Reason are one TELEOLOGY the Universe (and
Man) is moving toward a Destiny
St. Thomas St. Thomas AquinasAquinas
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Realism as a Philosophy of Education
Absolutist- Education should focus on the truth of the natural and physical world
Empiricist- Teach students the scientific method of problem solving by exploring the material world
Objectivist- Emphasize basic skills and basic facts- “3Rs” There are objective skills and facts that all students should learn.
Character Development: Establish high standards and increased rigor and hold students
accountable Emphasize practical knowledge that will prepare students for the
world of work
Aims of EducationAims of Education
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Realism as a Philosophy of Education
Methods of EducationMethods of Education Direct teaching techniques are preferable. Students should be presented information in an organized,
efficient and logical format. Given the “information overload” in today’s society, it is
important that “non-essential” learning should be eliminated. Students should be taught based upon their strengths and
abilities. Scientific testing should be used to diagnose and place
students in settings most appropriate to their needs Technology should be utilized whenever appropriate in
schools
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Realism as a Philosophy of Education
CurriculumCurriculum Curricula should be practical and useful Curricula should concentrate on the “Basics” and avoid fads
and frills. Curricula should be highly organized, correlated and aligned
throughout the scope and sequence offered by schools Curricula should be based upon pre-established standards and
criteria. Curricula should be “experiential” whenever possible
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Realism as a Philosophy of Education
Role of the TeacherRole of the Teacher A Realist teacher should be a subject matter expert. A Realist teachers should be able to present material in an
organized and systematic way. A Realist teacher should be able to explain the lesson
objectives in a way that is understandable to the learner. A Realist teacher should be able to effectively assess students
in such a way that all students are challenged and motivated to learn.
A Realist teacher should understand current research and technology and be able to utilize it in the classroom.