FOUNDATIONS OF EDUCATION 11TH EDITION ORNSTEIN

Full download at:

Solution Manual:
https://testbankpack.com/p/solution-manual-for-foundations-of-education-11th-edition-by-ornstein-
levine-gutek-isbn-0495808954-9780495808954/

CHAPTER 6
Philosophical Roots of Education

CHAPTER OUTLINE
I. Special Terminology
II. Idealism
A. Key Concepts
1. Metaphysics
2. Epistemology
3. Axiology
4. Logic
B. The Basic Questions
C. Implications for Today’s Classroom Teacher
III. Realism
A. Key Concepts
1. Metaphysics and Epistemology
2. Axiology
3. Logic
B. The Basic Questions
C. Implications for Today’s Classroom Teacher
IV. Pragmatism
A. Key Concepts
1. Metaphysics and Epistemology
2. Axiology and Logic
B. The Basic Questions
C. Implications for Today’s Classroom Teacher
V. Existentialism
A. Key Concepts
B. The Basic Questions
C. Implications for Today’s Classroom Teacher
D. An Existentialist School: Summerhill
VI. Postmodernism
A. Key Concepts

Copyright © Cengage Learning. All rights reserved.

Chapter 6: Philosophical Roots of Education IM 6-2

B. The Basic Questions

C. Implications for Today’s Classroom Teacher
VII. Educational Theories
VIII. Essentialism
A. The Basic Questions
B. Implications for Today’s Classroom Teacher
IX. Perennialism
A. The Paideia Proposal
B. The Basic Questions
C. Implications for Today’s Classroom Teacher

Copyright © Cengage Learning. All rights reserved.

Chapter 6: Philosophical Roots of Education IM 6-3

X. Progressivism
A. Key Concepts
B. The Basic Questions
C. Implications for Today’s Classroom Teacher
XI. Critical Theory
A. Key Concepts
B. The Basic Questions
C. Implications for Today’s Classroom Teacher
XII. Constructing Your Philosophy of Education

CHAPTER OVERVIEW
Chapter 6 consists of twelve sections: (1) special terminology, (2) idealism, (3) realism, (4)
pragmatism, (5) existentialism, (6) postmodernism, (7) educational theories, (8) essentialism, (9)
perennialism, (10) progressivism, (11) critical theory, and (12) constructing your own philosophy of
education.
The first section provides definitions for the four basic areas of systematic philosophy: metaphysics,
epistemology, axiology, and logic. These definitions are used in analyzing the various philosophies of
education that follow in the chapter.
The second section examines one of the earliest philosophies of education - Idealism. Idealism is a
philosophy that suggests that the spiritual, non material, world is ultimately real. This philosophy posits
that what is good, true, and beautiful are unchanging throughout the ages. Individuals can access the
perfect ideas of the spiritual world through a process of reminiscence. In pedagogical matters, idealism
is presented as a philosophy that asserts the primacy of the intellectual dimension of human nature. A
curriculum reflecting idealism would focus on emphasizing the finest elements of the cultural heritage;
studying the classics would be critical for the idealist.
In the next section, realism is examined as an educational philosophy that affirms the existence of
objective knowledge and values. Realists believe that the material world exists independent of the
knower’s mind. This section presents the realists’ conception of education, curriculum, and
methodology of instruction. A curriculum reflecting realism would focus on subject matter like history,
languages, science, and mathematics as the organized bodies of knowledge because they are based on
expert knowledge.
The section on pragmatism is related to John Dewey’s experimentalist philosophy of education. The
basis for Dewey’s pragmatic orientation is treated in terms of his evolutionary conception of a changing
reality. Pragmatists, such as John Dewey, believe that knowledge is a process that unfolds as a result of
experience. Instruction would be organized around problem solving according to the scientific method.
The school, a community of learners, should connect with what is taking place in the larger society.
Existentialism stresses deep personal reflection and choice. Existentialists believe that existence comes
first, followed by a process of creating one’s essence. From the existentialist perspective,
philosophizing about the meaning of one’s life and of freedom is a central activity. Existentialist’s
classrooms would be open and designed to maximize freedom of choice.
Postmodernism is presented as a leading contemporary philosophy linked to the concept of
constructivism. Advocates of postmodernism contend that schools reproduce a society that is
inequitable and that educational institutions must be reformed to challenge the status quo and attack the
notion of marginalization. With this regard, a process of deconstruction is supported during the learning
process. Instruction should emphasize critical analysis that empowers people to transform society by
challenging the current power structure and ending social inequities.

Copyright © Cengage Learning. All rights reserved.

Chapter 6: Philosophical Roots of Education IM 6-4

The next two sections focus on the educational theories of essentialism and perennialism and
characterize these ideas as examples of traditional theories of education. Their traditionalism stems
from the view that education is a process where adults transmit an organized body of knowledge to
students. An essentialist curriculum, which can be linked to ideals embedded in the No Child Left
Behind Act, would emphasize the skills and subjects that transmit the cultural heritage and that
contribute to socioeconomic efficiency. A perennialist curriculum would be based on the great books
and works of art of the Western cultural heritage which are examined with intellectual mentors. The
Paideia Proposal is an example of a perennialist curriculum.
The section on progressive educational theory, as articulated by Marietta Johnson, founder of the
Organic School in Fairhope, Alabama, and William Heard Kilpatrick, a former professor of education
at Columbia University’s Teachers College, is presented next. The origins of the progressive movement
in education are examined in terms of a movement toward child-centered education that is flexible,
permissive, open-ended, and collaborative. Instruction based on progressive principles would include
activities and projects based on students’ interests and needs.
Critical theory is treated in the next section. This recently developed theory challenges the status quo
that traditional schools reproduce. Critical theorists contend that the power holders in society use
institutions like the schools to dominate and control those who lack power. Students and teachers
should be empowered through critical thinking to create an education that raises consciousness and
challenges the current bureaucracy.
The final section encourages students to reflect on the philosophies and theories presented in the
chapter and make comparisons to their own belief structure.

STUDENT OBJECTIVES
After studying the chapter, students will be able to do the following:
1. Discuss the relationship between philosophy and education
2. Identify and define the focus areas that philosophies address including metaphysics,
epistemology, axiology, and logic
3. Identify essential characteristics of the leading philosophies of education: idealism, realism,
pragmatism, existentialism, and postmodernism.
4. Identify essential characteristics of the following educational theories: essentialism, perennialism,
progressivism, and critical theory
5. Describe how educational philosophies and theories affect curriculum, teaching, and learning in
schools, as well as teachers’ ethical behavior in the school setting
6. Analyze contemporary issues such as standards and assessments, teacher empowerment, cultural
diversity, etc., in light of the educational philosophies and theories
7. Begin to construct a personal philosophy of education that considers the key questions in the
chapter

DISCUSSION TOPICS, CLASS ACTIVITIES, AND ASSIGNMENTS

1. Philosophy and the philosophy of education. Have students examine the philosophies of education
and list the points of agreement and disagreement with their own personal perceptions. How do
the specialized areas of philosophy relate to educational ideas and issues?
Have students analyze an article that has appeared in a recent educational journal for indicators of
its philosophical basis.

Copyright © Cengage Learning. All rights reserved.

Chapter 6: Philosophical Roots of Education IM 6-5

Divide the class into groups. Assign each group one of the philosophies that was discussed in
chapter six. Students should review how each of these philosophies connect with educational
goals and practices. Ask each group to develop a sample lesson plan that connects with their
assigned philosophy, taking note of lesson materials, procedures, and curriculum connections.
Each group should be prepared to justify how their lesson plans connect with their assigned
philosophy.
2. Educational philosophies and theories. Break your class into nine groups: one for each of the
theories and the philosophies discussed in the chapter. Select one issue (for example, school
choice, requiring all students to take a course in western literature, state-mandated content
standards, high stakes testing, requiring a course on sex education) and have each group discuss
how it would respond to that issue based on the theory or philosophy of the group. Consider
curricular and instructional implications. Use Overviews 6.1 and 6.2 as guides.
Have students complete the following activity: Interview an experienced teacher about his or her
beliefs about teaching and learning. Write a summary report of your findings, and then try to
identify which philosophy or theory most corresponds to the teacher’s beliefs.
Obtain curriculum guides from a local school district for a variety of subjects over several grade
levels. Have students examine and analyze the content and identify the educational theory or
philosophy reflected in the guides.
Ask students to work in groups and read examples of writing that connect with the educational
theories of perennialism, essentialism, progressivism and critical theory. Each group would
complete a focus sheet that takes note of the hub of the writing, key concepts discussed,
assumptions made by the author(s), educational implications and other additional information.
3. The relation between philosophies and educational theories. Ask students to examine
perennialism, essentialism, progressivism, and critical theory as theories of education. Students
should identify the similarities and differences that exist between educational theories and
philosophies. How are these educational theories derived from philosophies?
4. Educational policies derived from philosophies and theories. Have students examine idealism,
realism, pragmatism, existentialism, and postmodernism. Explore the question of how educational
policies, goals, and purposes are derived from systematic philosophies.
Divide into small groups and assign each group an educational philosophy or theory. Develop an
outline of an elementary or secondary school curriculum based on that point of view, and then try
to convince your classmates that your curriculum ought to be adopted. After each group has
presented arguments, discuss which group’s plan was most well received and why.
5. Idealism and Realism. Tell the students that the following activity is used as a foundation for an
in-depth dialogue about Idealism and Realism, specifically with regard to the role of senses as
they are emphasized/not emphasized with these philosophies. Pass out a small box of raisins to
each student in the class. Check for food allergies in advance. Ask the students to smell, touch,
look at, eat, and even listen to their raisins. Ask students to consider what Idealists and Realists
might suggest about this activity in connection with their larger philosophical belief systems.
Discuss educational implications.
Read students excerpts from Plato’s The Allegory of the Cave from The Republic. Discuss the
implications of this writing in connection with Idealism. An alternative to this assignment is to
read students excerpts from the Oversoul by Ralph Waldo Emerson and discuss in connection
with Idealism.

Copyright © Cengage Learning. All rights reserved.

Chapter 6: Philosophical Roots of Education IM 6-6

Ask students to consider the following puzzle. If a tree falls in the woods and no one is there to
hear it, would it make a noise? Ask students to respond to this question from the perspective of a
Realist. Connect with educational implications of Realism.
Ask students to research one of the New England transcendentalists – Bronson Alcott, Ralph
Waldo Emerson, Margaret Fuller, Elizabeth Peabody, or Henry David Thoreau. Discuss how the
activities/work of these selected individual shaped nineteenth century educational practices.
6. Dewey’s pragmatism. Examine John Dewey’s pragmatism as an educational philosophy. Why did
Dewey’s pragmatism become such an influential philosophy in American education?
Have students read selections from Schools of Tomorrow, by Dewey and his daughter Evelyn.
Students should describe how schools that are highlighted in the book are consistent with the
pragmatic philosophy. They should then compare one of the schools in the book to their own
school experiences—which school would they rather teach in?
7. Essentialism – Ask students to read excerpts from Cultural Literacy: What Every American Needs
to Know by E. D. Hirsch. Reflect on this book in connection with the theory of Essentialism.
8. Critical Theory – Ask students to visit the website of Jonathan Kozol who is described as a
critical theorist. See the internet resources below for website information. Reflect on Kozol’s
views on education in the twenty-first century. Discuss in connection with critical theory.
9. Selecting a philosophy of education. Have your students use Overviews 6.1 and 6.2 as guides and
select the philosophy and theory they find most acceptable to their point of view. Have the
students then analyze the implications of their selection for their future selection of content and
instructional approaches.
Assign students the following activity: List your beliefs concerning metaphysics, epistemology,
axiology, and logic. A graphic organizer may be utilized during this process. Then review Chapter
6 and find the educational philosophy or theory that most closely matches your beliefs. List some
of your key beliefs about teaching. Do they match the philosophy you identified? Why or why
not? Compare your beliefs with those of your classmates. How are your ideas similar to or
different from theirs? Which philosophy or philosophies are most popular among the class
members?
10. Educational reforms. Discuss essential features of several educational reform reports and analyze
which theoretical and philosophical position is reflected in the recommendations of the reports.
Consider the implications of adopting a particular philosophical perspective.
Students should research one of the issues in education that has been debated during the past thirty
years (back-to-basics, cultural literacy, multiculturalism, outcome-based-education, performance
assessment, teacher testing, inclusion, NCLB, etc.). In addition to taking a stand on the issue they
research, students should also identify the philosophical or theoretical position that might be
attributed to constituencies involved in the debate over their particular issue.
VIDEO CASE
Middle School Science Instruction: Inquiry Learning
Watch “Middle School Science Instruction: Inquiry Learning.” In this video, you’ll see how a middle-
school science teacher uses inquiry learning in teaching a lesson on the geology of the Grand Canyon.
As you watch students construct knowledge through experimentation, you’ll also hear the teacher’s
views on the benefits of inquiry learning, as well as the challenges it presents, such as extra planning
and general “messiness.” After watching the video, consider the following questions:
1. How do the classroom and lesson in this video case illustrate a pragmatist view of learning?

Copyright © Cengage Learning. All rights reserved.

Chapter 6: Philosophical Roots of Education IM 6-7

2. How does the teacher in this video transform the classroom into a collaborative learning
community? What strategies does he use?
Bonus Questions:
3. In this video, the teacher suggests that the inquiry approach lends itself to students learning
beneficial habits of the mind, resulting in stronger critical thinkers. Reflect on this teacher’s
perspectives in connection with John Dewey’s educational ideas.
4. Discuss how the teaching methods showcased in this video may be altered for younger and
older age groups.

SELECTED REFERENCES AND RESOURCES

Beineke, John A. And There Were Giants in the Land: The Life of William Heard Kilpatrick. New
York: Peter Lang Publishing, 1998.
Berube, Maurice R. Beyond Modernism and Postmodernism: Essays on the Politics of Culture.
Westport, CT: Bergin & Garvey, 2002.
Bigge, Morris L. Educational Philosophies for Teachers. Columbus, OH: Merrill, 1982.
Blake, Nigel, ed. The Blackwell Guide to the Philosophy of Education. Malden, MA: Blackwell
Publishing, 2003.
Brameld, Theodore. Patterns of Educational Philosophy. New York: Holt, Rinehart and Winston, 1971.
Broudy, Harry S. The Role of Imagery in Learning. Los Angeles, CA: Getty Publications, 1989.
Cahn, Steven. Philosophy of Education: The Essential Texts. New York: Routledge, 2009.
Counts, George, S. Dare the School Build a New Social Order? New York: The John Day Company,
1932.
Dewey, John. How We Think: Revised and Expanded Edition. Boston: Houghton Mifflin Company,
1998.
Dewey, John, and Evelyn Dewey. Schools of Tomorrow. New York: Dutton, 1962.
Egginton, William, and Mike Sandbothe, eds. The Pragmatic Turn in Philosophy: Contemporary
Engagements Between Analytic and Continental Thought. Albany, NY: State University of New
York Press, 2004.
Emerson, Ralph Waldo. Ralph Waldo Emerson: Selected Essays, Lectures and Poems. New York:
Bantam Classics, 1990.
Giroux, Henry A. America on the Edge: Henry Giroux on Politics, Culture, and Education. New York,
NY: Palgrave Macmillan, 2006.
Greenberg, Daniel. Free at Last: The Sudbury Valley School. Framingham, MA: Sudbury Valley
School Press, 1995.
Gutek, Gerald L. Historical and Philosophical Foundations of Education: A Biographical Introduction.
Upper Saddle River, NJ: Pearson/Merrill/Prentice Hall, 2005.
Gutek, Gerald L. New Perspectives on Philosophy and Education. Boston, Allyn & Bacon, 2008.
Hildebrand, David L. Beyond Realism and Antirealism: John Dewey and the Neopragmatists.
Nashville, TN: Vanderbilt University Press, 2003.
Hirsch, E. D., Jr. Cultural Literacy: What Every American Needs to Know. New York: Vintage, 1988.

Copyright © Cengage Learning. All rights reserved.

Chapter 6: Philosophical Roots of Education IM 6-8

Jacobsen, David A. Philosophy in Classroom Teaching: Bridging the Gap. Upper Saddle River, NJ:
Merrill/Prentice Hall, 2003.
Kneller, George F. Movements of Thought in Modern Education. New York: John Wiley, 1984.
McLaren, Peter. Life in Schools: An Introduction to Critical Pedagogy in the Foundations of Education.
3rd ed. New York: Longman, 1998.
Neill, A. S. Summerhill: A Radical Approach to Child Rearing. Oxford, UK: Hart Publishing Co.,
1960.
Noddings, Nel. Philosophy of Education (2nd Edition). Boulder, CO: Westview Press, 2006.
Null, J. Wesley. A Disciplined Progressive Educator: The Life and Career of William Chandler Bagley.
New York: P. Lang Publishing, 2003.
Plato. Republic, (Oxford’s World Classics). New York: Oxford University Press, 2008.
Rorty, Amélie Oksenberg, ed. Philosophers on Education: Historical Perspectives. New York:
Routledge, 1998.
Sadovnik, Alan R., and Susan F. Semel. Founding Mothers and Others: Women Educational Leaders
During the Progressive Era. New York: Palgrave, 2002.
Soltis, Jonas F. Philosophy of Education Since Mid-Century. New York: Teachers College Press, 1981.
Stanley, William B. Curriculum or Utopia: Social Reconstructionism and Critical Pedagogy in the
Postmodern Era. Albany: State University of New York Press, 1992.
Thoreau, Henry David. Walden. Lawrence, KS: Digireads, 2005.
Titone, Connie. Gender Equality in the Philosophy of Education: Catharine Macaulay’s Forgotten
Contribution. New York: P. Lang, 2004.
Wain, Kenneth. The Learning Society in a Postmodern World: The Education Crisis. New York: P.
Lang, 2004.
Wilson, Suzanne M., and Penelope L. Peterson. Theories of Learning and Teaching: What Do They
Mean For Educators. Washington, DC: NEA, 2006.

INTERNET RESOURCES
The American Philosophical Association http://www.udel.edu/apa/
Concord Museum http://www.concordmuseum.org/
Core Knowledge Foundation http://coreknowledge.org/CK/index.htm
Educational Philosophy: Classic Texts and Manuscripts in Education
http://carbon.cudenver.edu/~mryder/itc_data/etexts.html
Jonathan Kozol
http://www.learntoquestion.com/seevak/groups/2002/sites/kozol/Seevak02/ineedtogoHOMEPAGE/ho
mepage.htm
Marietta Johnson Museum http://www.mariettajohnson.org/
National Paideia Center http://www.paideia.org/content.php/system/index.htm
Orchard House http://www.louisamayalcott.org/
The Paulo Freire Institute http://www.paulofreireinstitute.org/

Copyright © Cengage Learning. All rights reserved.

Chapter 6: Philosophical Roots of Education IM 6-9

Philosophy of Education Society http://philosophyofeducation.org/

Sudbury Valley School http://www.sudval.org/
Summerhill http://www.summerhillschool.co.uk/
The Thoreau Society http://www.thoreausociety.org/
Walden Pond State Reservation http://www.mass.gov/dcr/parks/walden/index.htm

Copyright © Cengage Learning. All rights reserved.