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.
