01/16/2023 LESSON 1 PHILOSOPHICAL THOUGHTS ON EDUCATION * Ina Grade 3 Science lass: * Teacher: What the function ofthe mouth? © Student To break the food ino smaller paces. * Teacher: Very god! What about he stomach? * Student To aigest he foos * Teacher: Very good! Perfect And the smal intestine? © Student To absorb the fod nutes > Anexample of banking system of education. > Paulo Freire is very much against of this system. > It does not make the learner reflect and connect what he/she was taught. Stop asking low level questions that can be memorized by the students the day before. v The art of questioning is pretty important. v Some students may interpret your questions in a wrong way. CLASSICAL PHILOSOPHIES AND THEIR AIMS: ¢@ IDEALISM > A philosophical approach that has as its central tenet that ideas are the only true reality, the only thing worth knowing. > That learner should develop in school by the teachers’ guide.Idealism Aims of Education: to discover and develop each individual's abilities and full moral excellence in order to better serve society. the curricular emphasis is subject matter of mind: - literature - history - philosophy - religion teaching methods focus on handling ideas through lecture, discussion, and Socratic dialogue (a method of teaching that uses questioning to help students discover and clarify knowledge). Idealist Teachers Idealist teachers believe that schools are the repositories of eternal truth that have organized the hierarchical curriculum in education. * Should have available learning materials Believe in the use of Socratic Method — asking probing questions to stimulate the consciousness of students in discovering knowledge. * All learning from the school. Believe that teachers should lead exemplary lives and be models for students to imitate. * Exemplary Lives - Living by examples- Role model e Believe that the internet can make the great book accessible to all, but they insist that technology should be the means rather that the end in transmitting knowledge. @ REALISM > emphas s that “reality, knowledge, and value exist independent of the human mind” (Johnson, 2011, p. 89). > believe that reality exists independent of the human mind. Its outside our mind, they are not internal as idealists claim. > actual Realist Curicculum Emphasizes: e The teacher organizes and presents content systematically within a discipline, demonstrating use of criteria in making decisions. e Teaching methods focus on mastery of fe basic skills through demonstration and recitation. e Students must also demonstrate the ability to ‘ts and think critically and __ scientifically, using observation and experimentation. e Curriculum should be scientifically approached, standardized, and distinct-discipline based.e Believe that teachers should be equipped with a wide repertoire of methods in teaching to achieve their goals. e Believe that their primary responsibility is to bring students’ ideas about the world into reality. e Believe that deductive and inductive logic and the scientific method are reliable means to discover knowledge. * Deductive - Concrete to Abstract * Inductive - Abstract to Concrete e Believe that the inclusion of non-academic activities interferes with the school’s primary purpose as a center of disciplined academic inquiry. e Believe in the use of technology as an aid in ; they recommend computer program to and effective as possible. ¢@ PRAGMATISM > an educational philosophy that says that education should be about life and growth, > That is, teachers should be teaching students things that are practical for lifeand encourage them to grow into better people. Pragmatists Teaching Methods Focus On: e hands-on problem solving, experimenting, and projects, often having students work in groups. e Curriculum should bring the disciplines together to focus on solving problems in an interdisciplinary way. e Rather than passing down organized bodies of knowledge to new learners, Pragmatists believe that learners should apply their knowledge to real situations through experimental inquiry. e This prepares students for citizenship, daily living, and future careers. Pragmatist Teachers e Believe that education is an experiential process. e Believe that children should learn how to make difficult decisions by considering the consequences of their actions on others. e Believe that education should focus on real-life problems to be prepared to live fully and effectively in society. e Believe in collaborative learning where students share their interests and problems.e Believe that interdisciplinary education is better than departmentalized curriculum. e Believe that students should learn the process of problem-solving rather than by being passive learners as knowledge is being transmitted to them. @ EXISTENTIALISM > asserts that the purpose of education is to help students find meaning and directions in their lives. > We create our own definition and make our own essence by making personal choices in our lives. Existentialism Aims of Education: e Teachers view the individual as an entity within a social context in which the learner must confront others’ views to clarify his or her own. e Character development emphasizes individual responsibility for decisions. e Real answers come from within the individual, not from outside authority. life through authentic thinking involves students in genuine learning experiences.Existentialists are opposed to thinking about students as objects to be measured, tracked, or standardized. Existentialist Teachers Believe that the purpose of education is to awaken our consciousness about freedom to choose and to create our own self-awareness that contributes to our identity. Believe that self-expression, creativity, self-awareness, and self-responsibility should be developed in the students. Believe that open classrooms maximize freedom of choice. Believe in self-directed instructions. Believe that students should decide what they want to learn and when to learn it. EDUCATION PHILOSOPHERS AND THEIR THOUGHTS ON WHAT SHOULD TAUGHT AND HOW THE LEARNERS SHOULD BE TAUGHT ¢ JOHN LOCKE => The Empiricist Educator > Learners acquire knowledge about the world through the senses - learning by doing and by interacting with the environment.Education is not acquisition of knowledge contained in the great books. It is learners interacting with concrete experience, comparing and reflecting on the same concrete experience, comparing. The learner is an active not a passive agent of his/her own learning. From the social dimension, education is seeing citizens participate actively and intelligently in establishing __ their government and in choosing who will govern them from among themselves they are convinced that no one person is destined to be ruler forever. HERBERT SPENCER > > Utilitarian Education The curriculum should emphasize the practical, utilitarian and scientific subjects that helped human kind master the environment. Was not inclined to rote learning; schooling must be related to life and to the activities needed to earn a living. He is in favor of specialized education over that of general education.The expert who concentrates on a limited field is useful,but if he loses sight of the interdependence of things he becomes a man who knows more and more about less and less. ‘We must be warned of the deadly peril of over specialism. Each student learns in an environment that is physically and emotionally safe for learners. There should be no competition for competition works against an emotionally safe environment. @ JOHN DEWEY > > Learning through Experience Children are socially active human beings who want to explore their environment and gain control of it. The learner has a “genuine situation of experience” involvement in an activity in which he/she is interested. Dewey does not disregard the accumulated wisdom of the past. These past ideas, discoveries and inventions, our cultural heritage, will be used as material for dealing withproblems. If they are of help, they become part of the reconstructed experience. If they are not totally accurate, they will still be part of the reconstructed experience. This means that the ideal learner for Dewey is not just one who can learn by doing e.g , conduct an experiment but one who can connect accumulated wisdom of the past to the present. GEORGE COUNTS > > Building a New Social Order There is a cultural lag between material progress and social and ethical values. Schools and teachers should be agent of change. Schools are considered instruments for social improvement rather than agencies for preserving the status quo. Problem solving should be the dominant method for instruction. Material progress of humankind is evident but moral and ethical development seem to lagged behind. ¢ THEODORE BRAMELD > Social Reconstructionism> Education is designed to awaken students’ consciousness about social problems and to engage them actively in problem solving. > Firmly committed to equality and equity in both society and education. > Barriers of socio-economic class and racial discrimination should _ be eradicated. > Like John Dewey, Brameld believe in active problem solving as method of teaching and learning. > Social reconstructionist are convinced that education is not a privilege of the few but a right to be enjoyed by all. > Education is right that all citizens regardless of race and social status must enjoy. ¢ PAULO FREIRE > Critical Pedagogy > Rather that “teaching as banking” in which educatordeposits information into students’ head. > Freire saw teaching and learning as a process of inquiry in which the child must invent and reinvent the world.> Education and literacy are the vehicle for social change. > Humans must resist oppression and not become its victims, nor oppress others. > Teachers must not see themselves as sole possessors of knowledge and students as empty receptacles which is called the “banking method of education”. MUST REMEMBER: > Education is not acquisition of knowledge contained in the classics. It is learners interacting with concrete experiences. The learner is an active not passive agent of his/her own learning. > To survive in a complex society, Spencer favors specialized education over that of general education. > Who is fittest survives. Individual competition leads to social progress. ~ Schools are for the people and by the people. Schools are democratic institution where everyone regardless of age, ethnicity and social status is welcome and is encouraged to participate in the democratic process of decision-making. > Schools and teachers should be agent of change.— Education and literacy are the vehicle for social change. Humans must resist oppression and not become its victims, nor oppress others.