PHILOSOPHY OF VOCATIONAL EDUCAITON

1. PHILOSOPHY OFVOCATIONAL EDUCAITON Three Part Lesson • An Introduction to Philosophy • Philosophies of Education • Principles of Vocational Education ByDavid AgnewArkansas State University

2. Objectives • At the completion of the lesson you should be able to: • Define terms associated with philosophy. • Name and describe the four major branches of philosophy. • Explain why and how philosophy is important to educators. • Describe the major educational philosophies and their origin. • Name the leading philosophers which have shaped thoughts about education.

3. Objectives… Continued • List the major questions about education that philosophy attempts to answer. • Identify the major principles that define the parameters of vocational education and distinguish it from other types of education. • Compare and contrast the early philosophical viewpoints concerning vocational education. • Identify your educational philosophy. • Write a personal philosophy statement.

4. German word for philosophy is WELTANSCHAUUNG, means world view or way of viewing the world. “Love of Wisdom” Origin Definition developed by Socrates Raises questions about central issues of life Most questions deal with: Reality Truth Values WHAT IS PHILOSOPHY?

5. PHILOSOPHY is….. • The search for a consistent, comprehensive answer to basic questions. The attempt to give meaning to existence. • A search for meaning and truth. • The body of principles underlying a branch of learning or major discipline

6. Philosophy as a Noun:Philosopher • A person who lives and thinks according to a particular philosophy. • A person who is calm and rational under any circumstances. • One who philosophizes; one versed in, or devoted to, philosophy. • a wise person who is calm and rational; someone who lives a life of reason with equanimity

7. Philosophy as a Verb: Philosophizing • To reason like a philosopher; to search into the reason and nature of things; to investigate phenomena, and assign rational causes for their existence.

8. Who has a Philosophy? • Individuals • Families • Institutions • Professions • Religious groups • Political parties • Nations

9. Standard by which we live or die Wars are fought People die for their views All action in everyone’s life and at work originate from a philosophy or view of the world In institutions it becomes a statement of who we are and how we interact with others Provide clarification for what is or has been done by others Provides a framework for life and our action Can be useful in solving educational problems A good mental activity WHY IS IT IMPORTANT TO CONSIDER PHILOSOPHY?

10. Job searches, interviews Affects how we deal with problems Basis for decisions Many job applications ask for a statement of your philosophy Written or verbally Asked directly or Indirectly in situational questions Dealing with students How to schedule classes What to do in certain situations What methods to use Who comes first Students? Faculty? Convience? Why is Philosophy Important?Continued…2

11. Where Does One’s Philosophy Come From? • Your life experiences… • Parents • Friends • Church • School • Organizations • Work or Profession • Media, TV, Radio, books, Newspaper, etc…

12. The Philosophic Attitude, Values and Disposition • Frequent Reflection (Reflective Practitioners) • Critical Inquiry, seeks knowledge & understanding • No stone left unturned in quest for truth • No scared cows, Everything is “up for grabs” • Thinks outside the box • Answering Questions vs. Questioning Answers • Questions Party Line? • Open minded • Reluctant to Assume • Altruistic, Not self centered,

13. How are Philosophies Expressed? • Code of: Conduct, Ethics, Honor, etc….. • Mission Statements • Creeds • Pledges • Handbooks • Constitution and by laws • Motto • No Child left behind • Learning to do, doing to learn, Earning to live and Living to serve

14. Major Branches of Philosophy Axiology: theory of values. Concerned with what is good, what is beautiful, and what is desired or preferred and the relationships involved. Divided into two parts: • Ethics: examines moral values and the rules of right and wrong • Aesthetics: beauty and art. Epistemology: the branch of philosophy dealing with the nature of knowledge and truth. Metaphisics: dealing with the search for first principles. Usually of a spiritual nature. Ontology: deals with the nature of reality.

15. 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 our area?

16. 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? • Some common terms used that relate to axiology are, pessimism, optimism, hedonism, egoism, and altruism. • Hedonism -- The ethical doctrine holding that only what is pleasant or has pleasant consequences is intrinsically good. If it feels good do it….

17. Metaphysics • Concerned with theories of the nature of reality. • Why does the earth exist? • How did it come into being? • Is mankind free? • Is there a God? • What is real?

18. Metaphysics • Common terms used in metaphysics are: • theology • creationism • evolution • spirit • free will • atheism • Metaphysics is the area many people think of when they hear the term philosophy.

19. Terms of Some Importance • COSMOLOGY: Origin and structure of the universe. Accepts the principles or science and metaphysics. • DIALECITC: The art of debate by question and answer. • Eclectic -- Selecting or employing individual elements from a variety of sources, systems, or styles. One who chooses from different points of view or philosophies. • LOGIC: Rules and requirements for correct and valid thinking. • POLICY: A set of expectations to be met, a guideline for discretionary action. The means by which philosophy and principles become operational.

20. PARADIGM • PARADIGM: A set of beliefs or expectations, that correspond with the world view. A paradigm is a body of language, shared precepts, theory and methods. • Sometimes equated to one’s “World View” • Paradigm Shift: When the rules change on a grand scale.

21. Reason and Reasoning • Reason -- To think logically. • Reasoning • The basis or motive for an action, decision, or conviction • To determine or conclude by logical thinking • The capacity for logical, rational, and analytic thought; intelligence.

22. Deductive -- reasoning from the general to the particular. (or from cause to effect) Inductive -- reasoning from detailed facts to general principles. The process of deriving general principles from particular facts or instances. Inductive and Deductive Reasoning

23. Knowledge • The body of facts and principles accumulated by mankind over the course of time • Wisdom • Understanding • Knowledge • Information • DataDataDataDataData

24. Wisdom • 1. The ability to discern or judge what is true, right, or lasting; insight. • 2. Common sense; good judgment: “It is a characteristic of wisdom not to do desperate things” (Henry David Thoreau). • 3. Even Wisdom is built on facts……

25. Where Does Knowledge, Understanding and Wisdom Come From? Study Reading Reflection Going to School Listening to Educated People Observations

26. The Systematic Process of Finding New Information or Solutions to a Question or Problem is Called: Research And is Conducted by Researchers

27. Science…..What is Science? • Science is a means by which we can gain evidence that either supports or fails to support a particular claim. • What is the purpose of science? The purpose of science is to ‘establish general laws’ that will allow us to ‘make predictions about future events’ Braithwaite, 1953

28. The Scientific Method • Scientific Method -- A method of investigation involving observation and theory to test scientific hypotheses. The method employed in exact science and consisting of: (a) Careful and abundant observation and experiment. (b) generalization of the results into formulated ``Laws'' and statements. The principles and empirical processes of discovery and demonstration considered characteristic of or necessary for scientific investigation, generally involving the observation of phenomena, the formulation of a hypothesis concerning the phenomena, experimentation to demonstrate the truth or falseness of the hypothesis, and a conclusion that validates or modifies the hypothesis.

29. The Scientific Method 1 State the problem 2 Gather information 3 Form a hypothesis to explain the observed relationships. 4 Perform experiment 5 Record and analyze data 6 State conclusion 7 Repeat

30. Values Supporting Science • Values that underlie science: • 1. A longing to know and understand. • 2. Questioning of all things. • 3. Search for data and their meaning. • 4. Demand for verification. • 5. Respect for logic. • 6. Consideration of premises. • 7. Consideration of Consequences. Source: Educational Policies Commission 1966

31. Assumptions Underlying Science • 1. We perceive with five basic senses which is our objective reality. • 2. "Objective reality" functions according to basic principles and natural laws that are consistent through time and space. • 3. Every result has a cause and every event will cause other events. (Cause and effect) • 4. Through our powers of observation, manipulation, and reason we can understand the natural laws of the universe.

32. Hypothesis • Hypothesis –A tentative theory or supposition provisionally adopted to explain certain facts, and to guide in the investigation of others; hence, frequently called a working hypothesis. a proposal intended to explain certain facts or observations 2: a concept that is not yet verified but that if true would explain certain facts or phenomena.

33. Theory….. • Theory -- A statement which reflects underlying principles of certain phenomena which has been verified to some degree (using the scientific Method). • A good theory must satisfy two requirements: It must accurately describe a large class of observations on the basis of a model that contains only a few arbitrary elements, and it must make definite predictions about the results of future observations.

34. The LAW • Law -- A statement describing a relationship observed to be invariable between or among phenomena for all cases in which the specified conditions are met: the law of gravity. A generalization based on recurring facts or events. A general principle or rule that is assumed or that has been proven to hold between expressions. • A law may start as just an insightful point or thought. Then after becoming a Hypothesis and after repeated testing with some degree of consistence the hypothesis becomes a theory and then when it has stood the test of time it becomes a LAW.

35. PRINCIPLE and RULE • PRINCIPLE: a guide for action, generalization that states a preferred practice and serve as a guideline for desired outcome. • Rule -- A generalized statement that describes what is true in most or all cases. A basic generalization that is accepted as true and that can be used as a basis for reasoning or conduct.

36. Science Vs. Religion • Religion accepts and encourages faith and science does not rely on faith as a source of truth. Yet faith is involved in trusting physical science. • Faith is often necessary to counter the effects of physical science. • The “Early Church” did not have a strong resistance to the quest for truth through science. The church’s position was that science can learn of God’s design of the Universe. But that God’s Truth is still supreme.

37. Science Vs. Religion • Is there necessarily any conflict between religion and science? • examples of conflict in history.... • the earth is the center of the universe • there is no such thing as a vacuum • “God” created “man” on the 7th day... not through “evolution”.... • Science, in some cases, questions or expresses a “new truth” that may conflict with a truth established by religion.

38. Religion • a. Belief in and reverence for a supernatural power or powers regarded as creator and governor of the universe. A personal or institutionalized system grounded in such belief and worship. • b. A strong belief in a supernatural power or powers that control human destiny.

39. The Enlightened view • Enlightenment A philosophical movement of the 18th century that emphasized the use of reason to scrutinize previously accepted doctrines and traditions and that brought about many humanitaian reforms. • “science” replaced “religion” • emergence of “rational” explanation of the world

40. Problem Solving Approach • Problem Solving Approach -- the thought processes involved in solving a problem. • Problem Solving Method • 1 Define Problem • 2 Brainstorm Possible Solutions • 3 Try Solution • 4 Evaluate the outcome, Did it work?

41. Inquiry-based learning Inquiry-based learning is a philosophy of education which recognizes the diversity of learners and promotes the development of a critical, socially-engaged intelligence. It draws on a long history of theoretical and practical work, but takes on new meanings in an age of digital information and new communication technologies. It typically involves what John Dewey calls the primary interests of the learner: investigation--to find out about the world; communication--to enter into social relationships; construction--to create things and change the world; and expression or reflection--to extract meaning from experience.

42. Inquiry-based learning • Questions: arising out of experience • Materials: diverse, authentic, challenging • Activities: engaging. hands-on, creating, collaborating, living new roles • Dialogue: listening to others; articulating understandings • Reflection: expressing experience; moving from new concepts into action

43. More Terms of Some Importance • Utilitarianism, Utilitarian, Utilitarianist -- The doctrine of worth or value is determined based solely on utility. This point of view was developed by J. Bentham 1748-1832 and J. S. Mills 1806-73. It is this purpose of action that should bring about the greatest happiness and good. How does this apply to vocational education? • Equalitarian -- a person who believes in the equality of all people. One who believes in equalizing the condition of men. • Empiricist, Empiricism,The theory that all knowledge is a product of sense experience. The pursuit of knowledge by observation and experiment. the doctrine that knowledge derives from experience

44. Terms of Some Importance, Continued….. • Mission • Goal • Objective • Premise • Holistic • SystemsSchool of thought Fact ... something thought to be true. Data ... a recorded observation. (It may or may not be a fact.) Opinion ... a belief Reductionism

45. Terms of Some Importance, Continued…… • Doctrine --A principle or body of principles presented for acceptance or belief, as by a religious, political, scientific, or philosophic group; dogma. • A belief (or system of beliefs) accepted as authoritative by some group or school.

46. Knowledge vs Intuition • Knowledge - Truth – Epistemological – Is truth an absolute? • Intuition - Gut feeling; you just know; innate sense of knowing; information is immediate w/o any reasoning involved; react spontaneously w/o knowing why

47. Rationalism vs Empiricism • Rationalism – the basic source of knowledge is reason. • Adherents think that each person either is or has a mind that has the ability to know truths directly. • Things need not be perceived by the senses. • idealism, classical realism, dualistic theism

48. Rationalism vs Empiricism • Empiricism – the basic source of knowledge is experience, not reason. • Adherents emphasize that human learning centers on perceptual, sensory experience instead of being centered on the mentalistic, speculative reasoning or rational process. • behavioral experimentalism, logical empiricism, cognitive-field experimentalism

49. WHAT ARE THE COMMON PHILOSPHOHIES OF EDUCATION AND THEIR ORIGIN?

50. THE MAJOR QUESTIONS ABOUT EDUCATION THAT PHILOSOPHY ATTEMPTS TO ANSWER • What is the nature of the learner? • What is the role of the teacher? • How do you determine what is taught as truth? • What is the purpose of schooling? • Teaching? • Curriculum? • Methods of instruction?