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

“Love of Wisdom” • [Philo] love of• [Sophia] wisdom

The systematic development of theories of :• Knowledge• Truth• Existence• Cause• Good

Subjective• Begin with the personal

Systematic • “Schools” of philosophy

Philosophical Approach• Branches of philosophy

Relationship between Theory and Practice

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

Idealism Realism Eastern Pragmatism Reconstructionism Existentialism Marxism Postmodernism

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)

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?

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?

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?

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 Role of the Teacherthe Teacher?

As a philosophy of Education

Ontology• reality is a duality. • The world of ideas (world of forms) and the

ever-changing world of matter

The Divided Line

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”

Axiology• a search for the Good. • (Philosopher-King) "Know thyself" the search

is inward (Socrates)

Allegory of the Cave

God is transcendent The City of God and the City

of Man Christ is the model for

behavior

Subjective reality "I think, therefore I am“

Scientific skepticism (doubt) the criteria (clear and distinct)

Deduction- build a system Christianity is the “given”

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)

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

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

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.

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

As a Philosophy of Education

Aristotle• 384-322 B.C.

He was a student at Plato’s Academy

He opened his own school, The Lyceum.

Prime Matter• Principle of

Potentiality Pure Form

• Principle of Actuality

FORM and MATTER are separate concepts, but they are never found alone

PURE FORM

Actuality

Mind Rationality Law

PURE MATTER

Potentiality

Body Materiality Examples of behavior

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

Material Matter Wood,nails

Formal Design Blueprint

Efficient Agent Carpenter

Final Purpose House

THEORY OF THEORY OF CASUATIONCASUATION

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.

Man’s purpose is to lead a rational life of moderation.

The “Good” life is one of avoiding extremes

• 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

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

Empiricism• What we know is

what we experience Tabula Rasa

• We are born as blank tablets and experience “writes upon us”

John LockeJohn Locke

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

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

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

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

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.