Pursuing an Educational Pursuing an Educational PhilosophyPhilosophy

Chapters 2&3 in Breitborde and Chapters 2&3 in Breitborde and SwiniarskiSwiniarski

Philosophy of EducationPhilosophy of Education

Essential Questions:Essential Questions: What can be known?What can be known? What is the good life?What is the good life? What is the nature of the learner?What is the nature of the learner? What is the nature of the subject matter?What is the nature of the subject matter? What is the nature of the learning processWhat is the nature of the learning process

The value of philosophyThe value of philosophy

1.1. Brings new interpretation and syntheses as Brings new interpretation and syntheses as well as analyzing, refining, modifying well as analyzing, refining, modifying existing concepts and procedures existing concepts and procedures

2.2. Acts as a clearinghouse for analyzing and Acts as a clearinghouse for analyzing and clarifying ideas and problemsclarifying ideas and problems

3.3. Offers a source of ethical guidanceOffers a source of ethical guidance

4.4. Induces habits of mind like tolerance, Induces habits of mind like tolerance, impartiality, and suspension of judgmentimpartiality, and suspension of judgment

PhilosophyPhilosophy

Love of wisdomLove of wisdom , the quest for , the quest for knowledgeknowledge

Philosophers often concerned with such Philosophers often concerned with such things as things as power, provocation, power, provocation, personalitypersonality offering ideas to people offering ideas to people caught up in the whirlwinds of social caught up in the whirlwinds of social crisis, ideological argumentscrisis, ideological arguments

Philosophers of education concerned Philosophers of education concerned with questions of schools and societywith questions of schools and society

My approach to life is…My approach to life is…

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100%1.1. Live for today, tomorrow Live for today, tomorrow we die.we die.

2.2. Reach for the stars.Reach for the stars.

3.3. Expect little and you won’t Expect little and you won’t be disappointed.be disappointed.

4.4. It doesn’t matter what you It doesn’t matter what you believe as long as you’re believe as long as you’re sincere.sincere.

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MetaphysicsMetaphysics

Greek word – “what is the nature of reality?”Greek word – “what is the nature of reality?” What is real – “real nature” or “ideas?”What is real – “real nature” or “ideas?” Is reality absolute and unchanging?Is reality absolute and unchanging? Is reality ever changing and evolving?Is reality ever changing and evolving?

Some of our understandings are Some of our understandings are a prioria priori Some of our understandings are Some of our understandings are a posterioria posteriori

I believe that the world (reality) is…I believe that the world (reality) is…

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Changeless, etern... Evolving, dynamic...

1.1. Changeless, eternal, Changeless, eternal, and absoluteand absolute

2.2. Evolving, dynamic Evolving, dynamic and unstableand unstable

Branches of PhilosophyBranches of Philosophy

Metaphysics…what is the nature of realityMetaphysics…what is the nature of reality

For Schools: What is worth Knowing?For Schools: What is worth Knowing?

Epistemology…what can be known and what is the nature of what is knownEpistemology…what can be known and what is the nature of what is known

For Schools: What is Learning? What is good teaching?For Schools: What is Learning? What is good teaching?

Axiology…ethics and aesthetics: the good, the true and the beautifulAxiology…ethics and aesthetics: the good, the true and the beautiful For Schools: What is the role of the school in society?For Schools: What is the role of the school in society?

Logic…principles of right reasoning: induction and deductionLogic…principles of right reasoning: induction and deduction For Schools: What is good thinking?For Schools: What is good thinking? Politics…what is just?Politics…what is just? What is the role of school in society?What is the role of school in society?

Socrates, Plato, AristotleSocrates, Plato, Aristotle Socrates (470-399B.C.E.) philosophy was a way of Socrates (470-399B.C.E.) philosophy was a way of

life to Socrates Socratic dialogue, dialectic method life to Socrates Socratic dialogue, dialectic method of questions and answers…what makes humans sin of questions and answers…what makes humans sin is the lack of knowledgeis the lack of knowledge

Plato (427-347B.C.E.) founder of the Academy Plato (427-347B.C.E.) founder of the Academy The The Republic Republic outlines a plan for a perfect society ruled outlines a plan for a perfect society ruled by the philosopher king, knowledge consistent with by the philosopher king, knowledge consistent with temperance and justice…for women as well as mentemperance and justice…for women as well as men

Aristotle (384-322B.C.E.) founded the Lyceum, the Aristotle (384-322B.C.E.) founded the Lyceum, the first person to classify knowledge by dividing and first person to classify knowledge by dividing and subdividing, developed syllogistic, deductive logicsubdividing, developed syllogistic, deductive logic

IdealismIdealism

Roots in ancient Greece….Roots in ancient Greece….

Reality lies in the mind….Reality lies in the mind….

Deductive Reasoning…our power to reason Deductive Reasoning…our power to reason clearly from general principles.clearly from general principles.

The opposite of Idealism is…The opposite of Idealism is…

Nihilism – the absolute belief that no meaning Nihilism – the absolute belief that no meaning or ideals or understanding can be found by or ideals or understanding can be found by human beings.human beings.

Note: Teenagers often ‘flirt’ with varieties of Note: Teenagers often ‘flirt’ with varieties of nihilism.nihilism.

PlatoPlato

From text, From text, The Republic. The Republic. Plato recounts the Plato recounts the teaching and dialogues of Socrates.teaching and dialogues of Socrates.

Socratic Dialogue.Socratic Dialogue.

““The Allegory of the Cave.”The Allegory of the Cave.”

RealismRealism

Reality can be found in the world available to Reality can be found in the world available to the senses.the senses.

A sensible, orderly functioning.A sensible, orderly functioning. EmpiricismEmpiricism Roots in Aristotle …the ‘forms.’Roots in Aristotle …the ‘forms.’ Enlightenment ValuesEnlightenment Values

Empiricism– Francis BaconEmpiricism– Francis Bacon Tabula Rasa– John LockeTabula Rasa– John Locke

AristotleAristotle

Focuses philosophical attention on the ‘real Focuses philosophical attention on the ‘real world.’world.’

Perception…the senses.Perception…the senses. CategoriesCategories Logical Propositions.Logical Propositions. Foundational to Western Scientific MethodFoundational to Western Scientific Method

All fish can swim. This is a fish. All fish can swim. This is a fish. Therefore….Therefore….

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This is a Platoni... This is Socratic...

This is Aristotel... This is metaphysics

1.1. This is a Platonic This is a Platonic dialecticdialectic

2.2. This is Socratic This is Socratic questioningquestioning

3.3. This is Aristotelian This is Aristotelian logic (a syllogism)logic (a syllogism)

4.4. This is metaphysicsThis is metaphysics

Breitborde & Swiniarski’s “Isms”Breitborde & Swiniarski’s “Isms”

PerennialismPerennialism EssentialismEssentialism BehaviorismBehaviorism Romantic NaturalismRomantic Naturalism ProgressivismProgressivism ExistentialismExistentialism ReconstructionismReconstructionism LiberationismLiberationism

Versions of IdealismVersions of Idealism Perennialism…there are absolute truths and Perennialism…there are absolute truths and

standards…related to idealism, experiences standards…related to idealism, experiences are a mental representation rather than a are a mental representation rather than a representation of the world, classical representation of the world, classical humanism refers to the Greek philosophers humanism refers to the Greek philosophers dedicated to discovering reason and truth for dedicated to discovering reason and truth for humankindhumankind

Essentialism…preserve the basic elements of Essentialism…preserve the basic elements of human culture and transmit them to the human culture and transmit them to the youngyoung

Romantic Idealism….innocence of youth…Romantic Idealism….innocence of youth…truth in natural world (senses).truth in natural world (senses).

Versions of ‘Realism’Versions of ‘Realism’

Behaviorism….behavior can be managed, Behaviorism….behavior can be managed, shaped, reinforced. Learning is the “real” shaped, reinforced. Learning is the “real” consequence of sensory input. Mechanistic.consequence of sensory input. Mechanistic.

Pragmatism….a compromise between the Ideal Pragmatism….a compromise between the Ideal and the Realistic….Education should be ‘what and the Realistic….Education should be ‘what works.’ In its Progressive form, Pragmatism works.’ In its Progressive form, Pragmatism was associated with democratic ideals; i.e. the was associated with democratic ideals; i.e. the work of John Dewey.work of John Dewey.

For me, life is ….For me, life is ….

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A trial to be end... A wonderful gift ...

Survival of the f... Without any parti...

1.1. A trial to be A trial to be enduredendured

2.2. A wonderful gift A wonderful gift from the creatorfrom the creator

3.3. Survival of the Survival of the fittestfittest

4.4. Without any Without any particular meaningparticular meaning

Notions of Philosophy in EducationNotions of Philosophy in Education Modern –Postmodern Modern –Postmodern

Existentialism….truth is impossible. Life is absurd, only Existentialism….truth is impossible. Life is absurd, only ‘existence.” Some existentialism shades toward the ideal; i.e. ‘existence.” Some existentialism shades toward the ideal; i.e. if we must endure our trial in life, it is best to ‘live as if’ truth, if we must endure our trial in life, it is best to ‘live as if’ truth, god, beauty, etc. were possible to achieve.god, beauty, etc. were possible to achieve.

Reconstructionism…seeks to reconstruct society through Reconstructionism…seeks to reconstruct society through education. Based on Progressive notions, civil rights era education. Based on Progressive notions, civil rights era learnings, and multicultural realities of a Postcolonial world. learnings, and multicultural realities of a Postcolonial world. Anticipated by Gandhi….Anticipated by Gandhi….

Liberationism….basis in Marx. Class struggle, political Liberationism….basis in Marx. Class struggle, political literacy, critical literacy. An impetus toward the dynamic of literacy, critical literacy. An impetus toward the dynamic of ‘critical reflection.’‘critical reflection.’

ExistentialismExistentialism

What is it like to be an individual living in the world?What is it like to be an individual living in the world? What we have is What we have is existence…nothing else.existence…nothing else. Life characterized by absurdity and imminence of Life characterized by absurdity and imminence of

death.death. Passionate encounter with the problems of life and Passionate encounter with the problems of life and

the inevitability of deaththe inevitability of death Kierkegaard, Nietzsche, Heidegger, Sartre, Camus, Kierkegaard, Nietzsche, Heidegger, Sartre, Camus,

Buber, Simone de BeauvoirBuber, Simone de Beauvoir Important decisions with limited knowledgeImportant decisions with limited knowledge

ReconstructionismReconstructionism

Origins in Dewey, so progressive. World Origins in Dewey, so progressive. World needs workable change (progress). Learning needs workable change (progress). Learning is about construction of worthwhile societal is about construction of worthwhile societal structures.structures.

Global, trans-cultural perspective.Global, trans-cultural perspective. George Counts – reaction to U.S. Depression:George Counts – reaction to U.S. Depression: Something new needed to be built….Something new needed to be built….

Paulo Freire: Paulo Freire: Pedagogy of the Pedagogy of the Oppressed (Oppressed (1970); Liberationism1970); Liberationism

““This then is the great humanistic and This then is the great humanistic and historical task of the oppressed: to liberate historical task of the oppressed: to liberate themselves and their oppressors as themselves and their oppressors as well….True generosity lies in striving so that well….True generosity lies in striving so that these hands whether of individuals or of whole these hands whether of individuals or of whole peoples– need be extended less and less in peoples– need be extended less and less in supplication, so that more and more they supplication, so that more and more they become human hands which work, and become human hands which work, and working, transform the world.”working, transform the world.”

Philosophies of EducationPhilosophies of Education

Postmodernism…de-centers the subjectPostmodernism…de-centers the subject

There is no linear path to truth. Truth is There is no linear path to truth. Truth is variable, flexible, flattened. “The World is variable, flexible, flattened. “The World is Flat.” Flat.”

PostmodernismPostmodernism

Roots in 1950s world of artRoots in 1950s world of art Themes including truth, language and its Themes including truth, language and its

relation to thought, human nature and the self, relation to thought, human nature and the self, the Otherthe Other

““What kind of power is embedded in What kind of power is embedded in educational issues, problems, and traditions?”educational issues, problems, and traditions?”

Michel Foucault, Cleo CherryholmesMichel Foucault, Cleo Cherryholmes

Indian PhilosophyIndian Philosophy Karma…what a person does influences what Karma…what a person does influences what

will happen to that person in the futurewill happen to that person in the future Study, meditation, yoga can lead one to Study, meditation, yoga can lead one to

transcend cares and sufferingtranscend cares and suffering Buddha…Siddhartha Gautama (6Buddha…Siddhartha Gautama (6thth century century

B.C.E.)…all suffering is based on an inability B.C.E.)…all suffering is based on an inability to discern what is real and what is fictitiousto discern what is real and what is fictitious

Gandhi (1869-1948) nonviolence toward living Gandhi (1869-1948) nonviolence toward living things Satyagraha…holding fast to the truththings Satyagraha…holding fast to the truth

Far Eastern PhilosophyFar Eastern Philosophy 2121stst century technology, global commerce, and population century technology, global commerce, and population

demographics demand that we know something of Eastern demographics demand that we know something of Eastern philosophyphilosophy

Confucianism…concerned with ethics and morality Confucianism…concerned with ethics and morality (foundation of Chinese civilization) five key relationships: (foundation of Chinese civilization) five key relationships: ruler and subject, father and son, husband and wife, elder ruler and subject, father and son, husband and wife, elder brother and younger brother, friend and friendbrother and younger brother, friend and friend

Confucius (Kung Fu-tzu, 551-479B.C.E.)those most Confucius (Kung Fu-tzu, 551-479B.C.E.)those most capable, should govern…moral and ethical men make the capable, should govern…moral and ethical men make the best rulers, principle of best rulers, principle of li…li…courtesy and ceremonycourtesy and ceremony

Confucianism…a language of morals and lawsConfucianism…a language of morals and laws Taoism…oneness with nature, noninterference Taoism…oneness with nature, noninterference

Michel FoucaultMichel Foucault ““Power is not an institution, and not a structure; neither is it a Power is not an institution, and not a structure; neither is it a

certain strength we are endowed with; it is the name that one certain strength we are endowed with; it is the name that one attributes to a complex strategical situation in a particular attributes to a complex strategical situation in a particular society.”  society.”  

         “      “The work of an intellectual is not to mould the political The work of an intellectual is not to mould the political

will of others; it is, through the analyses that he does in his will of others; it is, through the analyses that he does in his own field, to re-examine evidence and assumptions, to shake own field, to re-examine evidence and assumptions, to shake up habitual ways of working and thinking, to dissipate up habitual ways of working and thinking, to dissipate conventional familiarities, to re-evaluate rules and institutions conventional familiarities, to re-evaluate rules and institutions and to participate in the formation of a political will (where he and to participate in the formation of a political will (where he has his role as citizen to play).”has his role as citizen to play).”