The Definition & Notion in Philosophy of Education - Princip of Edu

Nur Alfin Karimah (18070835029)
Tisa Arum Wardani (18070835039)
z
The Definition &
Notion in Philosophy
of Education
zTHE DEFINITION PHILOSOPHY OF
EDUCATION
 Philosophy of education is a branch of philosophy that address philosophical

questions concerning the nature, the aim, and the problem of education
z
THE NOTION IN PHILOSOPHY OF EDUCATION

z
The Interdependence of Philosophy and
Education
 “The art of education will never attain complete clearness in itself without philosophy.”
- Fitche -
 PHILOSOPHY EDUCATION
Philosophy determines Education is the
? the real destination

towards which education
EDUCATION
PHILOSOPHY dynamic side of
philosophy. ?
has to go. 2 essential things for
completing task:
Philosophy: Guidance -
1) Thought/plan side
Supervision - achieve the
(philosophy)
Goal
2) Practicability/application
side (education)
Philosophy. The Definition & Notion in Philosophy of Education. Nur Alfin Karimah (18070835029) Tisa Arum Wardani (18070835029). Philosophy.
z
Philosophy and the curriculum
ACTIVITY
ACTIVITY
“Our first step must obviously be to classify,

in the order of their importance,
the leading kinds of activity which constitute
human life.”
- Spencer -
Observing, Asking, Collecting information, Associating, Communicating.

z
Philosophy and text-books
 “Everyone familiar with the ways in which text-books are selected must be
convinced of the need for ideals and standards.”
- Briggs -
z
Philosophy and the teacher
TEACHER
BELIEFS,
CHILDREN
IDEOLOGY POWERFUL /
AND IMPACT
STUDENT
BEHAVIOUR
PRINCIPLES
z
Philosophy and Discipline
NATURALISM
IDEALISM
PRAGMATISM
z
NATURALISM
Principles of Characteristic of
Meaning
Naturalism Naturalistic Education
Methods
Aim of Education Curriculum
of Teaching
z
Philosophy
NATURALISM
NATURE
SUPERNATURAL
REALITY
X
Principles of Naturalism 1. The universe
z is a huge machine. Human is also
part of this machine.
f e
li de 2. Life and Dead is a sum total of physical and
ad
Something
hidden SCIENCE chemical reaction.
Other
3. The present life is the real life.
world? X
God, Soul, Mind,
The heaven and the hell, illusion 4. Matter is the ultimate reality.
moral value
Characteristics of Naturalistic Education
1. Back to Nature
z
Nature Education:
Natural Environment
the best teacher
2. Progressive
Infancy Childhood Adolescence Adulthood
Stage: Needs and Problem.

Difficulty level. Natural environment?
3. Opposition to bookish knowledge
Aims of Education
z
1. To perfect human
machines
Education:
develop the student
(tendencies, interest,
aptitudes, and capacities )
2. Attainment of present happiness
and future happiness
Education:
make individual Education:
work very efficiently cooperate in this process & bring
It to success
Human + Universe
= EFFICIENT
3. Natural development
Curriculum
z
Habits and idea, knowledge &
information of The purpose of the curriculum is to unfold the
natural powers of the child in order to meet his natural
need.
1. Activities which springs naturally from the needs of child’s

life. Physical activities: Running, jumping, Climbing,
Swimming. (Fun)
2. Measuring distance, counting and weighing things.

(High curiosity)
3. Speech & drawing to stimulate free expression. (Fun)

CURRICULUM
X 4. Agriculture & carpentry for the development of sense

perception and practical judgment. (Active learner)
5. Astronomy and geography are not to be studied from

books but directly from nature.
Methods of Teaching
z Naturalists emphasize on:
1 2
z
IDEALISM
Meaning
Methods
of Teaching
Meaning IDEALISM
z
Abstract does not mean ‘not exist’, but
it is only cannot be captured by human
sense.
Something that can be captured by

ID
human sense is fake instead.
THO EA,
UGH
MND TS,
✔ (Why do all of the people are called as
human? We believe that every single
S
person is different with each other.)
REALITY
?
MATERIAL Creation
OBJECTS
Natural
phenomenon of the
mind
Philosophy WORLD WORLD
x reality ✔ reality
Principles of Idealism z
>
The whole world according to idealism are spiritual world and material world.
more
transitory and
importance
mortal
2. Ideas are important than object.
- Knowledge of mind can be obtained through ideas only.
Truth, Beauty, & Goodness

- Ideas are the ultimate reality whereas object die out sooner orUndying
later. ad permanent
3. Faith in Spiritual Values

Characteristics of Idealism in Education
1. Education
z is based on spiritualism
2. Emphasizes book learning
3. Both individual and society are valued

4. Teacher and curriculum are the centres of education
Aims of Education 1. Spiritual development
z
2. Preparation for a holy life

3. Self - realization
Curriculum
z
 Idealism regard education as self-development.
 Therefore, the biological and social emotions
of the students should be developed to make

Religious studies,
him a well developed self.
Language, Sociology,
child’s experience, expression, Literature, Music
and management of emotions
and the ability to establish
positive and rewarding
Main subjects
relationships with others.
Methods of Teaching
1. Question-Answer
z
conversation
2. Discussion
3. Lecture
4. Book study
z
PRAGMATISM
Meaning
Methods
of Teaching
Meaning
z
Only criterion of
TRUTH PRAGMATISM
Activity / Experiment
PRACTICABILITY
Utility Result
Principles/ideas
Principles of Pragmatism z 1. Problems as the motives of truth
Individual experiment
problem
Success experiment = search of truth
2. Truth is Formed by its result
Truth x fixed & definite entity

Truth = Relative
New Problem New Thoughts & new effort
Situation
Principles of Pragmatism z 3. Changing nature of truth
Time, place, and situation

changing
4. Emphasis on the principle of utility
“It is true because it is useful”
5. Opposition to Fixed Ideals and Values
God and Soul are mortal

Values & Idea X FIXED Value in Religion cannot develop human personalities
Characteristic of Pragmatism z
Useful process to
bring the growth and development
1. Education of individuals as well as of society.
as Growth
?
parent son
parent girl
Dead & 2. Education
lifeless as life
Passive
Spirit ?
recipient
Real knowledge
Activity / Experiments
& real life experience
3. Education as
Continuous
Education is development,
not only from x
Reconstruction
of Experiences
✔
Real knowledge
Experiments
& experience
by the child himself
Aim of Education
z
x Old & traditional education
pragmatism
Modern education
prepare
Present day
problem
Curriculum z reference ✔
book-worm x
encyclopedia
- Language
- Hygiene
- Physical Training
Worthwhile experience - Agricultural science
To learn new techniques
for applying to new problems
Methods of Teaching
Learning by doing
z
Activities and practical experience
Teaches
CHEMISTRY
systemically
x
Methods of Teaching
Project method
z
Active and
dynamic Own activities and
method experiences
Guiding and
suggesting
wherever and
learn whenever there’s
any necessity for
help
z
TENDENCY IN EDUCATION
1. Behaviorism as philosophy of education

2. The Scientific tendency in education
3. The Sociological tendency in education
4. modern humanism and education
z
Behaviorism as a philosophy in education

(psychological tendency in education )
z Behaviourism as philosophy
Logical Positivism Progressive Education

1. Influenced by pragmatic Education 1. Emphasis on student
2. How to deal successfully with new and changing

2. Pragmatism refers to Atomistic
situations
Psychology
3. Education is social process
3. The mind is active (Dewey, John. 1930’s)
Scientific empiricism Rousseu’s Philosophy of

1. Unity of Science movement Naturalism
2. Gaining knowledge by scientific methods 1. The role of student based on their old
3. Emphases on experience and experimental 2. Emphasis on student’s capacities, interests,

and aptitudes based on their growth.
z Remember the Notions
 Knowing and Acting are continuous have had

direct and important implication for the field
 Psychological Tendency in Education was the

reduction of naturalistic movement to scientific
movement and to practical classroom procedure
Characteristics of behaviorism or Psychological
tendency
z
1.Emphasis on Child Psychology

2.Considering child as child
3.Respect of child’s individuality
4.Child as an active factor in education
5.Education as unfolding the child capacities
6.Following the course of nature while imparting education
7.Importance of primary education
8.Emphasis on individual differences
9.Making the instruction interesting
Position of teacher as helper
10.
The notion from some philosopher in psychological/ behaviourism
tendency
z
Click icon to add
1. Johan Henrich Pestalozzy(1746-1827)
picture
“Education is natural, harmonious, and progressive development of man’s innate power”
2. John Frederic herbart (1776-1841)
“ Mind is made up of three parts : “Knowing, Filling, Willing”
3. Fedrick William August Froebel (1782-1853)
“By the will of God everything develops through higher stages external interference doesn’t change
the creation which develops from within spontaneously according to its own laws”
z
The scientific tendency in education (sense

realism and scientific empiricism in education
z Sense realism and scientific empiricism
 Definition of Scientific  Sense realism  Design of Empiricism

Tendency
1. Mother tongue as medium of 1. Logical positivism
• To include and give instruction
prominent place to scientific 2. Logical empiricism
subjects 2. observation of Nature and study
scientific subjects 3. Scientific empiricism
• Developed by behaviorism
3. More emphasis on useful and 4. Unity of science movement
practical education
4. Help for psychological findings

and researches
5. Deductive method more

important than inductive method
The notion by philosopher in sense of Realism
z
1. Mulcaster (1530-1611)
 “ Education must be imparted through the medium of mother tongue”
 2. Francis Bacon (1562-1623)

“The object of all knowledge is to give man power over nature”
 3. Ratke (1571-1625)
“Education is a process of development and its develop the child according to his nature”

4. Herbart Spencer (1820-1903)
 Education should develop the capacity of self defense, earning of live hood, up bringing his families, understanding
philosophical and the social relationships to lead their life happily
(Social Realism, behaviorism, and
Scientific Empiricism in Education)
z
Sociological tendency
in education
z
Sociological tendency
 Individualism  Related Psychological  Social Realism

tendency
 Emphasize the development  Wished to improve the condition  Curriculum should include the
according interest, lead life happily society phenomena and happiness
of society
contributing the social welfare
1. Rousseau (1712-1778)
“state exist by the virtue of “the general will”, everything is good as it leaves the hands of the creator,
everything degenerates in the hands of man
2. Tolstoy
“Education should cultivate a love of country and nationalism”
z
Characteristics of Sociological tendency
1. Preparation of Social life
2. Development of social values
3. Modifying individual’s behavior according to environment
4. Opposition of individualism
5. Study of problem connected with practical life
6. Emphasis on Vocational Education
7. Importance of Social Subjects in the Curriculum
8. Understanding the complexities of Life
9. State Education System (democratic)
10. Free and Compulsory Education
Modern HUMANISM AND EDUCATION
(Philosophy of Renaissance and
humanistic realism in Education)
z
z
Modern HUMANISM AND EDUCATION
Ideals of Renaissance Erasmus and Humanism
The middle class became more The humanist did much to popularize
important during the Renaissance, scholarship (Scholarship become
nationalism and glorification of wealth cosmopolitan)
became permanent aspect of European Agencies of active religious reform

civilization
Universities become social and
political storm center
Philosophical aspect of modern humanist
z (Principal postulates of humanism)
 Humanist doesn’t believe in naturalism
 Believes in science and thinks that man being a product of nature
 The man is the maker of their destiny
 Man’s happiness lies in this world
 Want’s to make man free to have the highest aesthetic experience of art and beauty
 Stands for national and international democracy in order to establishing an everlasting peace in
the world
z
source
Shrivastava, k. Philosophical
Foundations of Education, New
Delhi, kanishka Publisher, 2003

The Definition & Notion in Philosophy of Education - Princip of Edu

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

The Definition & Notion in Philosophy of Education - Princip of Edu

Uploaded by

Copyright:

Available Formats

Nur Alfin Karimah (18070835029)

Tisa Arum Wardani (18070835039)

 Philosophy of education is a branch of philosophy that address philosophical

THE NOTION IN PHILOSOPHY OF EDUCATION

Philosophy determines Education is the

? the real destination

“Our first step must obviously be to classify,

Observing, Asking, Collecting information, Associating, Communicating.

Infancy Childhood Adolescence Adulthood

Stage: Needs and Problem.

3. Opposition to bookish knowledge

1. Activities which springs naturally from the needs of child’s

2. Measuring distance, counting and weighing things.

3. Speech & drawing to stimulate free expression. (Fun)

X 4. Agriculture & carpentry for the development of sense

5. Astronomy and geography are not to be studied from

Something that can be captured by

Philosophy WORLD WORLD

2. Ideas are important than object.

- Knowledge of mind can be obtained through ideas only.

Truth, Beauty, & Goodness

3. Faith in Spiritual Values

2. Emphasizes book learning

3. Both individual and society are valued

2. Preparation for a holy life

 Idealism regard education as self-development.

 Therefore, the biological and social emotions

of the students should be developed to make

2. Truth is Formed by its result

Truth x fixed & definite entity

Time, place, and situation

4. Emphasis on the principle of utility

“It is true because it is useful”

5. Opposition to Fixed Ideals and Values

God and Soul are mortal

Activities and practical experience

1. Behaviorism as philosophy of education

Behaviorism as a philosophy in education

Logical Positivism Progressive Education

2. How to deal successfully with new and changing

Scientific empiricism Rousseu’s Philosophy of

3. Emphases on experience and experimental 2. Emphasis on student’s capacities, interests,

 Knowing and Acting are continuous have had

 Psychological Tendency in Education was the

1.Emphasis on Child Psychology

2. John Frederic herbart (1776-1841)

“ Mind is made up of three parts : “Knowing, Filling, Willing”

3. Fedrick William August Froebel (1782-1853)

The scientific tendency in education (sense

 Definition of Scientific  Sense realism  Design of Empiricism

4. Help for psychological findings

5. Deductive method more

 “ Education must be imparted through the medium of mother tongue”

 2. Francis Bacon (1562-1623)

 Individualism  Related Psychological  Social Realism

1. Preparation of Social life

2. Development of social values

3. Modifying individual’s behavior according to environment

5. Study of problem connected with practical life

6. Emphasis on Vocational Education

7. Importance of Social Subjects in the Curriculum

8. Understanding the complexities of Life

9. State Education System (democratic)