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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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“Love of Wisdom” • [Philo] love of• [Sophia] wisdom
The systematic development of theories of :• Knowledge• Truth• Existence• Cause• Good
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Subjective• Begin with the personal
Systematic • “Schools” of philosophy
Philosophical Approach• Branches of philosophy
Relationship between Theory and Practice
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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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Idealism Realism Eastern Pragmatism Reconstructionism Existentialism Marxism Postmodernism
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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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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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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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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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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?
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As a philosophy of Education
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Ontology• reality is a duality. • The world of ideas (world of forms) and the
ever-changing world of matter
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The Divided Line
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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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Axiology• a search for the Good. • (Philosopher-King) "Know thyself" the search
is inward (Socrates)
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Allegory of the Cave
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God is transcendent The City of God and the City
of Man Christ is the model for
behavior
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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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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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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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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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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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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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As a Philosophy of Education
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Aristotle• 384-322 B.C.
He was a student at Plato’s Academy
He opened his own school, The Lyceum.
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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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PURE FORM
Actuality
Mind Rationality Law
PURE MATTER
Potentiality
Body Materiality Examples of behavior
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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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Material Matter Wood,nails
Formal Design Blueprint
Efficient Agent Carpenter
Final Purpose House
THEORY OF THEORY OF CASUATIONCASUATION
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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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Man’s purpose is to lead a rational life of moderation.
The “Good” life is one of avoiding extremes
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• 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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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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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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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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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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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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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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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.