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Table 11.1

Branches of Philosophy
Branch Metaphysics Description An attempt to determine what is real Key Questions What is the meaning of life? Does life have a purpose? Are people born good or evil? Does the universe have a design or purpose? What are the limits of knowledge? Where do we find the sources of knowledge? How do we acquire knowledge? Are there ways of determining the validity of knowledge? What is the truth? What is the validity of ideas and how can this be determined? How can we communicate with others without contradicting ourselves? What do our arguments mean?

Epistemology

Questions about knowledge and knowing

Logic

Procedures for arguing that bring people to valid conclusions Seeking wisdom about the nature of ethical and aesthetic values

Axiology

Ethical:
What are values and why are they important? How should we live our lives? What is right and what is wrong?

Aesthetic:
How do we judge what we see, touch and hear? What is beauty?

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Table 11.2

Types of Reasoning
Type of Reasoning Deductive Description Example

Reasoning from general to specific

Generalization: All students at this school wear

uniforms.

Specifics:
Uniforms help students feel part of the group. Uniforms discourage labeling due to economic status. Inductive Reasoning from specific to general

Specifics:
Students benefit from clear expectations for their conduct. School policies help identify uniform procedures for all teachers and staff.

Generalization:
Because of its benefits, the school should develop a handbook that clearly states expectations for students.
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Figure 11.1

Components of an Educational Philosophy

Perceptions of Students Beliefs about Teaching and Learning

Philosophy of Education

An Understanding of Knowledge

Determining What is Worth Knowing

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Table 11.3

Perennialist Perspectives on Education

Perceptions of Students Human nature is constant. All students learn and grow in similar ways.

Beliefs About Teaching and Learning Teaching is orderly and carefully articulated. Traditional subjects of study emphasized.

Understanding of Knowledge Internalizing wisdom of the ages. Teacher dispenses knowledge, students absorb.

What is Worth Knowing Eternal truths learned through studying great books.

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Table 11.4

Progressivist Perspectives on Education

Perceptions of Students Learners are active, selfmotivated. Every student has unique needs and interests.

Beliefs About Teaching and Learning Teacher serves as a facilitator.

Understanding of Knowledge Knowledge is obtained by students as they interact with people and things. Students construct knowledge from what they see, hear, and do.

What is Worth Knowing Information and skills are of interest to the student. Process of knowing is more important than product.

Students learn best from active involvement.

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Table 11.5

Essentialist Perspectives on Education

Perceptions of Students Student motivation frequently comes from teacher. Students need to be disciplined and work hard to learn.
Henniger The Teaching Experience: An Introduction to Reflective Practice

Beliefs About Teaching and Learning Teacher is responsible for motivating students.

Understanding of Knowledge Knowledge comes from memorizing content and internalizing skills of traditional subjects.

What is Worth Knowing Traditional academic subjects, plus technology, seen as valuable. Vocational education not encouraged.

Teacher dispenses knowledge of traditional subjects, Knowledge students absorb. comes from hard work.

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Table 11.6

Existentialist Perspectives on Education

Perceptions of Students

Beliefs About Teaching and Learning

Understanding of Knowledge Knowledge is discovering who we are as individuals.

What is Worth Knowing Individually determined learning is based on life experiences and understanding of the world.

Every student Teachers role is is an to demonstrate individual. importance of discipline in Students pursuing should have academic goals. freedom to choose, take Individualized responsibility educational for actions. experiences are promoted.

Personalized information is needed to make responsible Knowledge that choices in life. leads to selfdiscovery and responsible choice is sought.
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Table 11.7

Social Reconstructionist Perspectives on Education

Perceptions of Students Students are the hope for future growth and change in society. Students are capable of changing society if given necessary knowledge and skills.
Henniger The Teaching Experience: An Introduction to Reflective Practice

Beliefs About Teaching and Learning Teachers lead by modeling democratic actions and exciting students about the needs for social change. Much of true learning occurs outside the classroom as students work to change society.

Understanding of Knowledge The information and skills needed to be a part of society while working to implement positive change are important.

What is Worth Knowing Life skills necessary for serving as successful change agents in society are sought.

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Table 11.8

Philosophical Perspectives on Curriculum Content

Perennialism Train the mind in traditional subjects. Progressivism Individual topics are learned through meaningful experiences. Integrated curriculum includes topics of interest to students. Essentialism Rigorous common core of traditional courses is taught. Computer literacy is also considered important. Existentialism Individual curriculum is designed to help students understand selves and lifes meanings. Social Reconstructionism Understanding social justice and equity issues are important.

Core curriculum consists of social studies, mathematics, the sciences, music, and art.

Strategies are needed to implement social change.

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Table 11.9

Philosophical Perspectives on Instructional Methods

Perennialism Direct instruction, Socratic method used. Progressivism Constructive and cooperative learning is preferred. Essentialism Traditional methods such as direct instruction and Socratic method are used. Other methods are used when they can be effective. Existentialism Methods model decision making and choosing between alternatives such as story telling and discussions of existential questions. Social Reconstructionism Methods vary, with their intent being to guide students to an understanding of social issues and constructive methods of dealing with them.

Traditional methods of instruction are used.

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Table 11.10

Philosophical Perspectives on Management and Discipline

Perennialism Traditional methods emphasizing control and student respect for the teacher as educational leader are used. Progressivism Students actively participate in planning for and implementing classroom management and discipline. Essentialism Students are expected to follow the rules, work hard, and allow others to engage in learning. Character training is also emphasized. Existentialism Open approach to management and discipline in which students are given equal responsibility with teacher for dealing with problems and conflict. Social Reconstructionism Stresses importance of community building. Students need skills for effective group action.

Henniger The Teaching Experience: An Introduction to Reflective Practice

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