Philosophy is:

1. Philosophy is: • 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

2. Definitions • “Love of Wisdom” • [Philo] love of • [Sophia] wisdom • The systematic development of theories of : • Knowledge • Truth • Existence • Cause • Good

3. Organizational Strategies for studying Educational Philosophies • Subjective • Begin with the personal • Systematic • “Schools” of philosophy • Philosophical Approach • Branches of philosophy • Relationship between Theory and Practice

4. Subjective • 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

5. Systematic • Idealism • Realism • Eastern • Pragmatism • Reconstructionism • Existentialism • Marxism • Postmodernism

6. Philosophical Approach • 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)

7. Ontology • 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?

8. Epistemology • 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?

9. Axiology • 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?

10. Relationship Between Theory and Practice • What are the educational aims of a philosophy? • What are the educational methods of a philosophy? • What curriculum fits the philosophy? • What is the Role of the Teacher?

11. Idealism As a philosophy of Education

12. Plato (427-347 B.C.) • Ontology • reality is a duality. • The world of ideas (world of forms) and the ever-changing world of matter

13. Plato (427-347 B.C.) The Divided Line

14. Plato (427-347 B.C.) • 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”

15. Plato (427-347 B.C.) • Axiology • a search for the Good. • (Philosopher-King) "Know thyself" the search is inward (Socrates)

16. Plato (427-347 B.C.) Allegory of the Cave

17. Augustine (354-430) • God is transcendent • The City of God and the City of Man • Christ is the model for behavior

18. Rene Descartes (1596-1650) • Subjective reality "I think, therefore I am“ • Scientific skepticism (doubt) the criteria (clear and distinct) • Deduction- build a system • Christianity is the “given”

19. G.W.F. Hegel (1770-1831) • The Absolute • reconciliation of idea and nature is spirit. • Reality is not a thing, but a process. • The dialectic is a movement toward perfection • thesis/antithesis/synthesis • Tension between right and RIGHT

20. Idealism As APhilosophy of Education • 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)

21. Aim of Education • 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

22. Methods of Education • 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

23. Curriculum • 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.

24. Role of the Teacher • 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

25. Realism As a Philosophy of Education

26. Classical Realism • Aristotle • 384-322 B.C. • He was a student at Plato’s Academy • He opened his own school, The Lyceum.

27. Aristotle’s Ontology • Prime Matter • Principle of Potentiality • Pure Form • Principle of Actuality • FORM and MATTER are separate concepts, but they are never found alone

28. Aristotle’s Ontology • Plato’s FORMS are the universal property of material things • Each particular piece of MATTER has both a universal and a particular property

29. Aristotle’s Ontology • The PRINCIPLE OF INDEPENDENCE • FORMS are the nonmaterial aspect of each particular material object that relates to all other particulars of that class • We arrive at forms (classes) by examining material objects that exist in themselves, independent of us as observers • Thus, MATTER is primary and prior to FORM

30. Aristotle’s Ontology

31. Aristotle’s Epistemology • 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

32. Aristotle’s Epistemology THEORY OF CASUATION

33. Aristotle’s Axiology • 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.

34. Aristotle’s Axiology • Man’s purpose is to lead a rational life of moderation. • The “Good” life is one of avoiding extremes

35. Modern Realism • 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 Bacon

36. Modern Realism

37. Modern Realism • Empiricism • What we know is what we experience • Tabula Rasa • We are born as blank tablets and experience “writes upon us” John Locke

38. Religious Realism • 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 Aquinas

39. Realism as a Philosophy of Education • 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 Education

40. Realism as a Philosophy of Education Methods 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

41. Realism as a Philosophy of Education Curriculum • 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

42. Realism as a Philosophy of Education Role 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.