The Philosophy of Education:

An Overview
Philosophy and Philosophy of
Education
“Getting the job done, even well done, is good enough for
nonprofessionals but both for themselves and others is the
hallmark of professionals.” (Glasser, 1993)
Etymological background:

Philo means “love” (from Greek roots)

Sophy means “wisdom” (from Greek “Σοφία”)

 the study of the fundamental nature of knowledge,

reality, and existence, especially when considered as an
academic discipline.
 a particular system of philosophical thought.
 the study of the theoretical basis of a particular branch
of knowledge or experience.
EDUCATION: Etymological basis
mid 16th century: from Latin educatio(n-)
from the verb educare (educate).
 the process of receiving or giving systematic
instruction, especially at a school or university;
 an enlightening experience.
Philosophy: Normative
 a search for wisdom
Philosophy:
◼The way
 Philosophy of ◼education,
education
◼architecture,
 provides a “framework
for thinking” about ◼medicine, or
educational issues and ◼any other
dilemmas, and profession “ought”
 it guides professional to practice within
practice. their environment:
◼Perception
Philosophy and Theory
 Theories:………………………..IDEAS
 a) are based on observation,
 b) used to explain observations.

 Philosophies are based on theories:…. BELIEFS

 Explain:
 The way things are
 Ought to be
 peoples thoughts and emotions
 Concepts over long periods of
 time
Major Branches of Philosophy
METAPHYSICS: considers the nature of reality.

AXIOLOGY: considers questions of values and ethics.

EPISTOMOLOGY: examines the processes of deriving

valid conclusions from basic principles. *KNOWLEDGE
The Traditional Schools of Philosophy

Idealism Realism Pragmatism Existentialism

Metaphysics Reality is the world of Reality is the Reality is the Reality is the
unchanging ideas. physical world. interaction of the subjective
individual and the interpretation of the
environment. physical world.

Epistemology Knowing is the Knowing is observing Knowing is the Knowing is making

personal rethinking of and understanding result of experience personal choice.
universal ideas. natural laws. based on the
scientific method.

Axiology Values are absolute Values are absolute Values are relative. Values are chosen by
based on enduring based on natural law. the individual.
ideas.

Educational Curricula focus on Curricula focus on Curricula and Instruction

Implications content that content that instruction focus on emphasizes discussion
emphasizes time- emphasizes natural problem solving and designed to increase
honored ideas. laws. the scientific individual self-
method. awareness.

©2005 by Pearson Education, Inc.

All Rights Reserved
1) Epistemology: “Knowing Is”
 “How” we come to know what we know.
 A variety of ways of knowing exist.

Practice and
experience are
important.

What is factual
evidence?
•(Ex) examining
your beliefs.
The nature of knowledge and learning
 http://cns-alumni.bu.edu/~slehar/cartoonepist/cartoonepist.html

• What is knowledge?
• What is truth?
• Where did knowledge
originate?
• How do we come to know?
• How do we learn?
2) Metaphysics: “Reality Is”
 Metaphysics- (ontology)- considers
“what” we know.
 Perceive (Debate)
 Independent of our perception exists.
 1) reality is objective and observable
 2) reality is actually perceived, since our
behavior depends on our perception.
 Are people basically good?
 What or who is God?
3) Axiology: “Values Are”
 Values and ethics Debate:
 Character education argues that values,
such as honesty and citizenship, should be
emphasized, taught, and rewarded.
 Moral education
 emphasizes the development of students’
moral reasoning and doesn’t establish a list
of values that learners should acquire.
 “What is beauty?
 I’m getting paid to help kids learn. If I don’t do
my best, I’m not earning my salary.”
(Reasoning, value, moral)
4) Logic ……is the processing of
deriving valid
conclusions from basic
principles.
 Deductive reasoning
 A major premise, which
can be a principle or
generalization.
 1) Minor premise

 2) Major premise

 3) Conclusion
Classroom Application of
Educational Philosophies
Forming a Personal Philosophy of
Education
 Philosophy is important
 it helps you explain and defend your
educational goals
 explain what you try to accomplish in
your classroom
 Textbook for Quiz p. 169
 are able to articulate what they’re
doing and why.
Rationale for Classroom Decisions:
“the belief behind your action”
 Basic skills
 are part of a core body of knowledge
 Text or curriculum-
 guide the sequence.
 We did it last year: (tried and tested)

 Systematic changes are made

 when teaching practices are in error or
inadequate.
 Forming a Philosophy
 First, any philosophy is evolving and
dynamic

 Second, your personal philosophy is likely to

include elements of more than one
traditional and educational philosophy.

 Third, be willing to change your views if you

find that they are in error. (Open-
mindedness)
Examining Your Beliefs
 Once identified,
 beliefs (philosophy) should be examined and analyzed.
(epistemology)
 This is where epistemology becomes important.
 How do you know that your beliefs are valid?
 Do they “feel” right?
 Do they make sense intuitively?

 Is feeling or intuition adequate to justify beliefs, or must

you have research evidence to indicate that they’re valid?
 What do
Philosophy and Theory you think
about this?
 Explain “Double Standards”
 Theories:………………………..IDEAS
 a) are based on observation,
 b) used to explain researched observations .

 Philosophies are based on theories:…. BELIEFS

 Explain: http://www.babble.com/
 The way things are mom/facebook-fail-
 Ought to be
teacher-shares-
 peoples thoughts and emotions
 Concepts over long periods of immoral-photo-and-
 time gets-fired/