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Topic 4: The Philosophy of Education and Its Significance For Teachers (Midsem Test)
Topic 4: The Philosophy of Education and Its Significance For Teachers (Midsem Test)
democratic society in which students could learn and practice the skills and tools necessary for democratic
living; which include problem-solving methods and scientific inquiry; and learning experiences that include
cooperative behaviors and self-discipline; which are important for democratic living. Since reality constantly
keeps changing (similar to pragmatism), progressivism believes that there is little need to focus on fixed body of
knowledge.
Social Reconstructionism: Social reconstruction means a conception that the social problems; such as
poverty and lack of educational and employment opportunities; can be solved through education. Social
reconstructionism believes that people are responsible for creating social conditions, whether they are good or
bad. It views that education should prepare people to create new good and just society and to bring the havenots into a better society. Other than those who are fortunate helping out those who are unfortunate, education
can play its role by preparing students to meet their intellectual, emotional, personal, and social needs, to solve
their social problems.
4.3 Significance of Philosophy of Education for Teachers
The significance of the philosophy of education for teachers can be discussed by looking at the goals of
education, role of students, role of teachers and teaching methods for various philosophies of education (Figure
6.3, p 151). We are going to look at four philosophies of education as examples, i.e. the Existentialism,
Pragmatism, Essentialism, and Social Reconstructionism.
Pragmatism: The goal of education under this philosophy is developing and applying practical knowledge and
skills for life in a progressive democratic society. The role of students is to show active learning and
participation. Hence, teachers need to plan teaching and learning activities that encourage students to actively
participate in learning. The role of teachers is to teach inductive and deductive reasoning, scientific method,
and the power of observation and practice, which can be achieved through the teaching methods of hands-on
curricula, group work, and experimentation.
Existentialism: The goal of education under this philosophy is developing authentic individuals who exercise
freedom of choice and take responsibility for their actions. The role of students is to develop independence,
self-discipline, set challenges, and solve problems. Teachers should know this goal to decide what to teach,
how to teach, how students learn and how to assess learning outcomes. The role of teachers is to encourage
students to philosophize about life and to recognize and fulfill personal freedom, which can be done through
the teaching methods of discussion and analysis, examination of choice-making in own and others live.
Essentialism: The goal of education under this philosophy is acquisition of culture and cultural literacy for
personal benefit. The role of students is to receive knowledge and demonstrate minimum competencies. The
role of teachers under this philosophy is to deliver a standard curriculum, which can be done through teaching
methods of subject-centered direct instruction. Teachers need to know this role in order to plan teaching and
learning activities that are subject-centered and can deliver the standard content through direct instruction. An
example of a subject with standard curriculum is history. A teacher can prepare the content of a lesson and
delivers the content through direct instruction.
Social Reconstructionism: The goal of education under this philosophy is solving social problems and create
a better world. The role of students is to inquire, apply critical thinking skills, and take action. The role of
teachers under this philosophy is to ask questions, present social issues and problem solving challenges, and
serve as organizer and information resource, which can be done through the teaching methods of stimulating
divergent thinking and group discussion. Teachers should give emphasis on social studies, social problems,
global education, and environmental issues.
Just do it, Anyone can grow up to be president and What counts is not where you
came from but what you do are just some examples of this belief. US schools are
promoting this message throughout the country. What can these slogans promote for the
American people? Perhaps right attitudes and the belief that The measure of a person
is his or her achievements.
Belief in moral bases for right action is another point of likeness for the Americans.
When American educators discuss about the rights of individuals to an education, they
belief that people have a moral right to further their humanness (to be good people).
The belief also will guide the Americans in their individual and collective (group)
conduct (behaviour). The slogan such as Just say no to either sex or drugs indicates
the influence of this belief. This is another social phenomenon that influences education.
5.3 A Dynamic, Changing Society
The social foundations become very important in education because of the rapid change
in our society. The appropriate education for various groups cannot be determined
accurately, since the groups are changing, ethnic demands are emerging, information is
exploding, behaviours are being modified, and values are being altered. What are the
changes that we see in Malaysia? May be food preferences, entertainments, etc. How do
these affect education? Thus, we have difficulty to set education for the present, and
even more complex for the future.
As the society changes rapidly, the education should also change accordingly. For
example, as most mothers are now working, they have problems taking care of their
young children. In response to this change, the schools now have the provisions of
taking children as young as four years old. Parents can send their younger children to
nurseries either at private place or at place of work. The idea of literacy is no longer
confined to reading and writing, but must be expanded to cultural, scientific, computer,
technological, electronic and research literacy.
The number of Asian immigrants in US increases from 13% to 38% in 1981-1990. In
California, people of colour are already majority. In Seattle schools, over 34 languages
are spoken. English as second language is a must for the students. Education must be
responsive to the needs of the diversity of students, while at the same time, transferring
the civic culture that serves as the binding for the American nation. Schools need
different learning outcomes, pedagogical approaches, flexible curricula, and different
teaching environments.
5.4 Tutorial Activity
National Philosophy of Malaysian Education (NPME): Education in Malaysia is an
on-going effort towards further developing the potential of individuals in a holistic and
integrated manner so as to produce individuals who are intellectually, spiritually,
emotionally and physically balanced and harmonic, based on a firm belief in and
devotion to God. Such an effort is designed to produce Malaysian citizens who are
knowledgeable and competent, who possess high moral standards and who are
responsible and capable of achieving high level of personal well-being as well as being
able to contribute to the harmony and betterment of the family, society and nation at
large (CDC, MOE, 1988).
Discuss the Malaysian philosophy of education from the perspectives of the philosophy
of education and the sociology of education. Which philosophy(s) matches the NPME?
What are the social aspects of human relations that are covered by NPME?
a major role in socialization and education of all children. The curriculum of colonial schools
consisted of reading, writing, arithmetic, and some religious faith, and lessons to develop manners
and morals. The curriculum stressed on basic skills, social and religious conformity, faith in
authority, knowledge for the sake of knowledge, rote learning and memorization. There were
various types of schools existed during this period, such as the town schools (one-room primary
schools), private schools (established by missionary, ethnic and religious groups), Latin grammar
schools (for sons of upper class), academy (secondary school) and college (Harvard or Yale).
6.3 The National Period: 1776-1850
School curricula during Colonial Period were mostly based on religious needs. However, during
the National Period, secular forces had changed American education from religious based primary
and secondary education to more function based education. The secular forces argued that the time
spent on studying the two dead languages (Latin & Greek), for example, should be better used to
study science, to help the new America to explore and develop its natural resources. The secular
forces also had influenced the development of democracy, strong federal government, an emerging
cultural nationalism, the idea of religious freedom, and new discoveries in natural sciences. As a
result of this movement, the federal government became more committed to education and had
allocated 154 million acres of land for schools. The government even decided to give free primary,
secondary, college and university education,
The school curriculum during the National Period (Rushs curriculum) stressed on reading, writing,
arithmetic and history in elementary school; English, German, the arts and especially sciences at
secondary school and college level; and good manners and moral principles for all levels.
Education was seen more for the development of natural resources, and to promote democracy.
During this period also, grammar schools were built for gifted students and scholarships were
given to gifted students who could not pay tuition fees. Half of the scholarship students were later
assigned positions as primary school teachers. Educational policy makers (e.g. Rush, Jefferson,
Franklin) were all concerned with equality of educational opportunity; and had proposed
nationwide education for all children and youth. Students of superior ability were identified and
given free secondary and college education.
During this period also, the Americans were thinking of having their own national cultures, for
example having a national language and literature, which should be different from the English
language and literature used in Britain. This language (spelling, pronunciation & reading) should
be taught deliberately and systematically to the children and youth in the nations schools. The
selection of literature was focused on portraying patriotism, heroism, hard work, diligence, and
virtuous living; with the tone of moral, religion, capitalistic, and pro-American. Other than the
cultures, the Americans also aspired to expand the moral and political ideas as their contributions
to humankind. For example, they had shown to Europe the proof that institutions founded on
equality and representation principles (democracy) were capable of maintaining good governments.
6.4 Tutorial Activity
Read Chapter 4 of the textbook from page 90 to 102. Explain in your own words, your
understanding about the influence of religion, politics, industry or others in each of the education
described (Education in Southern Colonies, Middle Atlantic Colonies, New England Colonies,
Education for the Slaves, Education for Native Americans, Education in Spains Colonies,
Education for Women).