Philosophy of Education Project: Mini Research Project

Introduction

Philosophy of education can refer to either the academic field of applied philosophy or to one of any educational philosophies that promote a specific type or vision of education, and/or which examine the definition, goals and meaning of education.

As an academic field, philosophy of education is "the philosophical study of education and its problems...its central subject matter is education, and its methods are those of philosophy".^[1] "The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline."^[2] As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few.^[3] For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between educational theory and practice.

Instead of being taught in philosophy departments, philosophy of education is usually housed in departments or colleges of education, similar to how philosophy of law is generally taught in law schools.^[1] The multiple ways of conceiving education coupled with the multiple fields and approaches of philosophy make philosophy of education not only a very diverse field but also one that is not easily defined. Although there is overlap, philosophy of education should not be conflated with educational theory, which is not defined specifically by the application of philosophy to questions in education. Philosophy of education also should not be confused with philosophy education, the practice of teaching and learning the subject of philosophy.

Philosophy of education can also be understood not as an academic discipline but as a normative educational theory that unifies pedagogy, curriculum, learning theory, and the purpose of education and is grounded in specific metaphysical, epistemological, and axiological assumptions. These theories are also called educational philosophies. For example, a teacher might be said to follow a perennialist educational philosophy or to follow a perennialist philosophy of education.

For Perennialists, the aim of education is to ensure that students acquire understandings about the great ideas of Western civilization. These ideas have the potential for solving problems in any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are constant, not changing, as the natural and human worlds at their most essential level, do not change. Teaching these unchanging principles is critical. Humans are rational beings, and their minds need to be developed. Thus, cultivation of the intellect is the highest priority in a worthwhile education. The demanding curriculum focuses on attaining cultural literacy, stressing students' growth in enduring disciplines. The loftiest accomplishments of humankind are emphasized– the great works of literature and art, the laws or principles of science. Advocates of this educational philosophy are Robert Maynard Hutchins who developed a Great Books program in 1963 and Mortimer Adler, who further developed this curriculum based on 100 great books of western civilization.

Essentialists believe that there is a common core of knowledge that needs to be transmitted to students in a systematic, disciplined way. The emphasis in this conservative perspective is on intellectual and moral standards that schools should teach. The core of the curriculum is essential knowledge and skills and academic rigor. Although this educational philosophy is similar in some ways to Perennialism, Essentialists accept the idea that this core curriculum may change. Schooling should be practical, preparing students to become valuable members of society. It should focus on facts-the objective reality out there--and "the basics," training students to read, write, speak, and compute clearly and logically. Schools should not try to set or influence policies. Students should be taught hard work, respect for authority, and discipline. Teachers are to help students keep their non-productive instincts in check, such as aggression or mindlessness. This approach was in reaction to progressivist approaches prevalent in the 1920s and 30s. William Bagley, took progressivist approaches to task in the journal he formed in 1934. Other proponents of Essentialism are: James D. Koerner (1959), H. G. Rickover (1959), Paul Copperman (1978), and Theodore Sizer (1985).

Progressivists believe that education should focus on the whole child, rather than on the content or the teacher. This educational philosophy stresses that students should test ideas by active experimentation. Learning is rooted in the questions of learners that arise through experiencing the world. It is active, not passive. The learner is a problem solver and thinker who makes meaning through his or her individual experience in the physical and cultural context. Effective teachers provide experiences so that students can learn by doing. Curriculum content is derived from student interests and questions. The scientific method is used by progressivist educators so that students can study matter and events systematically and first hand. The emphasis is on process-how one comes to know. The Progressive education philosophy was established in America from the mid 1920s through the mid 1950s. John Dewey was its foremost proponent. One of his tenets was that the school should improve the way of life of our citizens through experiencing freedom and democracy in schools. Shared decision making, planning of teachers with students, student-selected topics are all aspects. Books are tools, rather than authority.

Social reconstructionism is a philosophy that emphasizes the addressing of social questions and a quest to create a better society and worldwide democracy. Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education. Theodore Brameld (1904-1987) was the founder of social reconstructionism, in reaction against the realities of World War II. He recognized the potential for either human annihilation through technology and human cruelty or the capacity to create a beneficent society using technology and human compassion. George Counts (1889-1974) recognized that education was the means of preparing people for creating this new social order.

Critical theorists, like social reconstructionists, believe that systems must be changed to overcome oppression and improve human conditions. Paulo Freire (1921-1997) was a Brazilian whose experiences living in poverty led him to champion education and literacy as the vehicle for social change. In his view, humans must learn to resist oppression and not become its victims, nor oppress others. To do so requires dialog and critical consciousness, the development of awareness to overcome domination and oppression. Rather than "teaching as banking," in which the educator deposits information into students' heads, Freire saw teaching and learning as a process of inquiry in which the child must invent and reinvent the world.

For social reconstructionists and critical theorists, curriculum focuses on student experience and taking social action on real problems, such as violence, hunger, international terrorism, inflation, and inequality. Strategies for dealing with controversial issues (particularly in social studies and literature), inquiry, dialogue, and multiple perspectives are the focus. Community-based learning and bringing the world into the classroom are also strategies.

Rationality

This study aims to determine the educational philosophy of each respondent. The respondents are the Faculty of Enfant Cheri Study Centre, Inc. Twelve teachers were given a survey form showing the different attributes of the four educational philosophies.

A survey form was given to the chosen respondents to be recorded in the following rating scale:

5 – strongly agree

4 – agree

3 – neutral

2 – disagree

1 – strongly disagree

Educational Philosophies Self-Assessment

This questionnaire will help you recognize and name your own educational philosophy. Respond to the given statements on a scale from 1, “Strongly Disagree’” to 5, “Strongly Agree.” Record the number of your answer along with the question number for scoring.

1. The curriculum should be universal; a given  1  2  3  4  5

body of information about western civilization

should be taught through discussion and lecture.

2. Curriculum should not be predetermined;       1  2  3  4  5

rather, it should spring from students’

interests and needs.

3. It is necessary and good that schools instill     1 2  3  4  5

traditional values in students.

4. Schools exist to provide practical preparation    1  2  3  4  5

for work and life, not to nourish personal

development.

5. Teaching the great works of literature is less    1  2  3  4  5

important than involving students in activities

to criticize and shape society.

6. The aim of education should remain constant  1  2  3  4  5

regardless of differences in era or society,

it should not vary from one teacher to another.

7. Schools should encourage student involvement 1  2  3  4  5

in social change to aid in societal reform.

8. The emphasis in schools should be hard work, 1  2  3  4  5

respect for authority, and discipline,

rather than encouraging free choice.

9. Schools should guide society towards              1  2  3  4  5

significant social change rather than merely

 passing on traditional values.

10.   Teachers should concentrate on conveying a 1  2  3  4  5

common core of knowledge rather than experimenting

with modifying curriculum.

11.   The curriculum should focus on basic skills 1  2  3  4  5

 instead of students’ individual interests.

12.   Advocating the permanency of the classics is    1  2  3  4  5

 a vital part of teaching.

13.   Perceptions centered in experience should be    1  2  3  4  5

 emphasized, as well as the freedom and

 responsibility to achieve one’s potential.

14.   Education should help drive society to     1  2  3  4  5

better itself, rather than restricting

itself to essential skills.

15.   Teachers should encourage democratic,      1  2  3  4  5

project-based classrooms that emphasize

interdisciplinary subject matter.

16.   The greatest education centers mainly      1  2  3  4  5

around the student’s exposure to great

achievements in subjects such as arts

and literature.

17.   The primary goal for educators is to       1  2  3  4  5

establish environments where students can learn

independently through purposeful reflection

about their experiences.

18.   Students’ involvement in choosing how and  1  2  3  4  5

what they should learn is central to education.

19.   The most distinctive quality of human nature    1  2  3  4  5

is the ability to reason; for this reason, the

focus of education should be on developing

intellect.

20.   Learning should guide students to active   1  2  3  4  5

participation in social reform.

Educational Philosophies Self-Assessment Scoring Guide

Record the number you chose for each statement in the self-assessment in the spaces given. Add the numbers for each section to obtain your score for that section. The highest score(s) indicates your educational philosophy and psychological orientation.

Perennialism (1,6,12,16,19)

The acquisition of knowledge about the great ideas of western culture, including understanding reality, truth, value, and beauty, is the aim of education. Thus, the curricula should remain constant across time and context. Cultivation of the intellect is the highest priority of an education. Teachers should directly instruct the great works of literature and art and other core curricula.

Essentialism (3,4,8,10,11)

Essentialists believe that there is a core of basic knowledge and skills that needs to be transmitted to students in a systematic, disciplined way. A practical focus, rather than social policy, and emphasis on intellectual and moral standards should be transmitted by the schools. It is a back-to-basics movement that emphasizes facts. Instruction is uniform, direct, and subject-centered. Students should be taught discipline, hard work, and respect for authority.

Progressivism (2,13,15,17,18)

Progressivists believe that education should focus on the child rather than the subject matter. The students’ interests are important, as is integration of thinking, feeling and doing. Learners should be active and learn to solve problems by experimenting and reflecting on their experience. Schools should help students develop personal and social values so that they can become thoughtful, productive citizens. Because society is always changing, new ideas are important to make the future better than the past.

Reconstructionism/Critical Theory (5,7,9,14,20)

Social reconstructionists advocate that schools should take the lead to reconstruct society in order to create a better world. Schools have more than a responsibility to transmit knowledge, they have the mission to transform society as well. Reconstructionists use critical thinking skills, inquiry, question-asking, and the taking of action as teaching strategies. Students learn to handle controversy and to recognize multiple perspectives.

     The survey form was collected after the teachers had recorded the number along with their answer with the question number for scoring. Information from the survey form was summarized by getting the total number of rating scale for each philosophy of every respondent. Then, the result will be compared with the other respondents as to which philosophy is most common to the 12 respondents.

     Relative Frequency is used to interpret the result of the survey.

Relative frequency =   f

            n

Where:

f = Frequency of an individual item
n = Total frequencies

The table of relative frequency is given below:

x	f	Relative frequency = f/n
Perennialism	2	2/12 = 0.17
Essentialism	1	1/12 = 0.08
Progressivism	6	6/12  = 0.5
Reconstructionism	3	3/12  = 0.25
	n = 12

The graph shows that 50% of the respondents are Progressivists, 25% are Reconstructionists, 17% are Perennialists and 8% are Essentialists.

     Based on the survey conducted, half of the population of the respondents are into the philosophy of Progressivism. Most of them are neophytes and are enthusiastic in terms of welcoming ideas from others and are open to changes for the betterment of the school. These Progressivist teachers could contribute a lot in giving quality education to the learners since they are equipped with new ideas and thirst for new learnings which they could partake to the learners and may help the learners in molding them to become better citizens resulting to a better society.