Michael Day (1999) Philosophy of Education Activity

One of the most meaningful activities educators engage in is periodic assessment of core beliefs about learning, teaching, knowledge, and life. Unfortunately, educators too often find little time and far too little worth in such assessment and students find the topic remote and uninspiring. The purpose of the following discussion and exercise is to enliven both the process and the significance of explorations into core convictions and values.

Two useful frameworks for examining ones educational philosophy are Lorraine Zinns Philosophy of Education Inventory (found in Awakening the Sleeping Giant: Leadership Development for Teachers,1996, by Marilyn Katzenmeyer and Gayle Moller) and Robert Leahys Philosophic Inventory (found in Becoming a Teacher,1995, by Forrest W. Parkay and Beverly Hardcastle Stanford). Zinn identifies five prevailing philosophies of education: Behavioral, Comprehensive, Progressive, Humanistic, and Social Change; Leahy identifies six: Behaviorism, Essentialism, Existentialism, Perennialism, Progressivism, and Reconstructionism. A very brief description follows on the next page.

I appreciate the attempts of both Zinn and Leahy to clarify the differences between each philosophy and the inventories they devised to assess ones educational philosophy. (I refer to their work in both my undergraduate and graduate classes.) But, unintentionally, such tools tend to compartmentalize each philosophy far too neatly, oversimplify the reflective process itself, and pigeonhole educators and students into categories that may only partly reflect their beliefs and values.

Zinns Personal Education Inventory (1996)

The primary purpose of education is . . .BehavioralTo teach compliance with certain standards orexpectations set by societal leaders or professional experts.ComprehensiveTo provide a broad-based, general education ratherthan a specialized or vocational education.ProgressiveTo educate people to live reasonably and resolve problems cooperatively within a democratic society.HumanisticTo support and facilitate the personal growth and development of each individual student.Social ChangeTo transform society. Lehays Philosophic Inventory (1995)

The aim of education is . . .BehaviorismTo identify behavioral goals and establishreinforcers to achieve goals.EssentialismTo transmit intellectual and moral standards.ExistentialismTo stress the importance of the individual and emotional commitment to living authentically. PerennialismTo acquire knowledge about the great ideas ofWestern culture.ProgressivismTo solve problems by reflecting on experience.ReconstructionismTo transform society.

Instead of relying on either Zinn or Lehays description of the various educational philosophies and employing one of their instruments to assess your philosophical orientations, I suggest a different strategy. I have designed a series of activities that I hope will help sharpen the rather subtle nuances of the educational philosophies highlighted, because there is plenty of overlap between them. Hopefully, the activities will also encourage and generate some modest value and belief clarification and will suggest some kindred spirits from our historical past who seem to share some of your principles. Finally, I hope the activities will help construct some practical connections between philosophy and educational practice.

One caveat should be shared though before we start. Given our personal beliefs about education, we might surmise that one reason some educators are more successful than others is because their philosophies are better. At times, assumptions about educational practice have a nasty way of getting translated into assumptions about philosophy; conclusions about bad teaching, for example, tend to generalize into conclusions about bad philosophy. None of the philosophies we will examine suggest or imply bad practice!

Lets begin. Before I inadvertently influence your thinking any further, take a few minutes and write a response to the following.

In the space below, identify some of the basic values and beliefs that guide (or will guide) your practice as an educator. (5 minutes)

Many ideas may have been presented. We tend to have opinions about a variety of themes that influence how we view the aim or purpose of education and how we approach our work as educators such as the instructional methods we select. Though ones views need not have culminated from extensive hours devoted to examination and reflection, some positions we hold do reflect personal struggles with both lifes purpose and the purpose of education in our society. Some of these issues are highlighted in the table below:

Some Issues That Educators Struggle WithCertainty and Uncertainty Real and IdealIndividual and Society Reason (Thought) and Intuition (Feeling) Permanency and Change Accord and DiscordNature and Civilization Heredity and Social Conditioning

The above listing is not meant to be inclusive. But, personally, I have found that many of my struggles as an educator revolve about these issues. For example, to what degree do I treat the opinions of others (the research and writings of colleagues) with certainty or uncertainty? What do I foster in students, acceptance of ideas as facts or as theories for further exploration? Not too surprising, the way I personally resolve these issues influences my teaching.

In addition, the conclusions we draw from examining our beliefs and values are generally played-out in a very real way in our approach to education. As many of us are quite aware, decisions related to our practice as educators are made daily and, for those of us who primarilyteach, are visible for all to see in the teaching methods we employ. Fortunately, many educators have some control over their teaching methodologies; so they select from an extensive menu of methods. Because you will shortly be asked to identify some of your preferred teaching methods, below is a listing of some common methodologies.

Some Common Teaching MethodsMethod Brief DescriptionLecture Teacher presents information.Small Group Discussion Generally student led discussion.Large Group Discussion Generally teacher led with an emphasis on sharing information as co-learners.Cooperative Learning Emphasis on social roles and skills as well as students pursuing learningin small groups.Discovery Learning Students (individually or in small groups) assigned problems they are asked to examine and provide insights and possible solutions.Demonstration Teacher explains and demonstrates a specific skill or technique.Teacher led Question-Answer Teacher asks questions of students (generally as a group) and probes for depth of understanding.Mastery Learning A form of individualized learning where students work on assignments until they have master the material at an agreed upon level of proficiency.Other: Learning contracts, role-play, simulation, games, etc.

Now we are ready for you to take the Values and Practice as Educator Inventory. This activity draws from the listing of educational issues noted earlier. Though the issues were presented as pairs you are asked to address each item on its own merits.Values and Practice as an Educator InventoryThe following inventory attempts to elicit your reaction to a variety of issues. Respond to each statement from1 (Strongly Disagree) to 7 (Strongly Agree) by circling the number that most reflects your values and practice.

Strongly StronglyDisagree Agree1.There is a great deal of certainty in my life and that goes for truths of various sorts.12345672.Except for death, my world is filled with uncertainty and that goes for truths of

various sorts.12345673.As educator, I emphasize the certain in life.12345674.As educator, I emphasize the uncertain in life.12345675.I view my individual well being as the purpose of life.12345676.I view the well being of my social group as the purpose of life.12345677.I view the growth of each individual as the aim of education.12345678.I view the growth of the social group as the aim of education.12345679.I embrace the permanency of ideals and values as a guide for living.123456710.I embrace change as a constant in life.123456711.As educator, I emphasize the permanency of ideals and values.123456712.As educator, I emphasize change as a constant in life.123456713.The most significant lessons for a meaningful life are found in nature.123456714.The most significant lessons for a meaningful life are found in civilization.123456715.As educator, I emphasize the lessons of nature.123456716.As educator, I emphasize the lessons of civilization.123456717.Concrete experiences in the real world teach me lifes most important lessons.123456718.Consideration of an ideal world & universe provides much comfort in my life.123456719.As educator, I emphasize concrete experiences in the real world.123456720.As educator, I emphasize the ideal.123456721.Reason (thought) guides the most significant decisions I make.123456722.Intuition (feeling) guides the most significant decisions I make.123456723.As educator, for decision-making I emphasize the power of reason.123456724.As educator, for decision-making I emphasize the power of intuition.123456725.Significant social change results from accord (harmony and consensus building).123456726.Significant social change results from discord (disharmony and the resolution

of issues pertaining to power and domination).123456727.As educator, when addressing social change I emphasize harmony and consensus

building.123456728.As educator, when addressing social change I emphasize disharmony and the

resolution of issues pertaining to power and domination.123456729.Who people are and how they behave is primarily due to genetics (heredity).123456730.Who people are and how they behave is primarily due to social conditioning.123456731.As educator, I recognize the strong impact of genetics in personal development.123456732.As educator, I recognize the strong role of social conditioning in personal

development.1234567Once you have completed the activity, go back through your reactions and place an asterisk next to the number for all items with a score of 6 or above. Then, only for those items you have placed an asterisk (i.e., strongly agreed with), enter the item number and key word on the lines provided. [Key words are: Certainty, Uncertainty, Individual, Society, Permanency, Change, Nature, Civilization, Real, Ideal, Reason, Intuition, Accord, Discord, Genetics, Social Conditioning.]-------------------------

For example, if I only placed a score of 6 or 7 next to items 2,5,9, and 13, I would chart the following key words:2. Uncertainty 5. Individual 9. Permanency13. Nature

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Chart your key words:

__ ___ ___ ___ ___ ___ _

Finally, in the space below provide a brief analysis of your responses to the thirty-two items and what meaning, if any, your responses have for you and your approach to education.With the previous experience as backdrop, I seems an appropriate time to identify the different philosophical orientations we have been exploring. Our guide, though, should continue to be your personal reactions to the previous exercise the label should fit your beliefs and values, not those of some theorist. With the addition of Transcendentalism, my personal preference for the organization of differing philosophical orientations is Robert Leahys. Now that youve completed the previous exercise take your profile and examine those orientations that seem most and least like you. Again, with the addition of Transcendentalism, I find each of Leahys six terms (Perennialism, Essentialism, Reconstructionism, Existentialism, Progressivism, and Behaviorism) provides a useful association for structuring a various philosophical position.

David, J.L. (1787)

The Death of Socratess

Manet, E. (1872-1873) The Gare Saint-Lazare

Delacroix, E (1830)Liberty Leading the People PerennialismPerennial means persisting and enduring over time. A perennial flower returns and blooms year after year. Perennialism as a philosophical orientation conjures up beliefs that maintain significance from generation to generation, from epoch to epoch, from culture to culture, e.g. beliefs about excellence, the good life, and mental maturity (with the assistance of reason) as lifes purpose. [Educators with this orientation would likely enter Reason, Certainty Civilization, and Ideal on their chart.]

EssentialismThe key word in Essentialism is essential. It assumes satisfaction with the status quo existing in ones culture/society, concentrates on life in the real world (the world of the senses) and on the attitudes and skills viewed as essential both for survival, socialstability, and for individual happiness and success. [Educators with this orientation would likely enter Accord, Permanency,Individual, and Genetics on their chart.]

ReconstructionismThe key word here is reconstruction. This orientation is often in opposition to Essentialism. Reconstructionists adamantly oppose the status quo and seek to transform society by attacking the power structures and vested interests that perpetuate and maintaininjustice and inequality. [Educators with this orientation wouldlikely enter Discord, Change, Society and Social Conditioning on their chart.]

ExistentialismThe key word here is personal existence. This orientation stresses the individual, often viewed as in opposition to the norms, values, and expectations of society. This orientation stresses responsibility for choices made as acts of free will, views intuition and emotionas useful vehicles for understanding and accepts uncertainty in life. [Educators with this orientation would likely enter Individual, Permanency, Intuition, and Nature on their chart.]

Gauguin, P. (1897))Nevermore

Trumball, J. (~1794)Declaration of Independence

Bellows, G. (1907)Stag at Sharkeys

View of the TetonsJackson, WY (1999)

ProgressivismThe root word of Progressivism is progress. Progressives view change as natural and progress as both inevitable and desirable, a continuing evolution based on previous experiences. Celebrating the ability to reflect and reason as both an individual and society strength. Progressives accept uncertainty, stress individual and social growth, and utilize the techniques of the scientific method to better understand the world. [Educators with this orientation would likely enter Change, Uncertainty, Real, and Reason on their chart.]

BehaviorismThe next orientation is Behaviorism. This orientation is often in opposition to Existentialism. Denying the power of free will, Behaviorists stress the social and environmental factors that reinforce and manipulate behaviors. Like Progressives, Behaviorists rely of scientific method. [Educators with this orientation would likely enter Society, Social Conditioning, Change, and Civilization on their chart.]

TranscendentalismThe final orientation is Transcendentalism. Emphasis is given to the spiritual and transcendental over the material and empirical. Stress is on oneness with nature and a faith in the divine power of nature to guide and provide meaning in life. [Educators with this orientation would likely enter Nature, Ideal, Intuition, and Permanency on their chart.]

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After reading the above descriptions, determine if your values and beliefs are similar or dissimilar to any of those discussed above. Then, in the space provided briefly discuss your findings. What insights might this final activity, if any, shed on your approach to education?

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