Education: Philosophies and Ideologies

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Education Philosophies and Ideologies

• Dr. Janet Fredericks

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Introduction

• Philosophy and ideology theories are used
  interchangeably but differ significantly
• Objectives of tonights class
• To provide an overview of major philosophies
  and ideologies and to examine their impact on
  education and educational practice
• To discuss and consider your views

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Aspects of Education Impacted by Philosophy and
Ideology

• Student v Subject Emphasis
• Curriculum
• Methods and Materials
• School Organization Staff Utilization
• Objectives of Education
• Grading
• Role of Parents/Students/Community
• and Experience

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Differences between Philosophies and Ideologies

• PHILOSOPHIES
• SPECULATIVE
• TRUTH IS UNIVERSAL
• FOCUSES ON METAPHYSICS, ETC...
• TRANSCEND TIME

• IDEOLOGIES
• PROGRAMMATIC
• TRUTH IS RELATIVE
• FOCUSES ON THE POLITICAL, SOCIAL, AND ECONOMIC
• TIME BASED

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Ideologies

• Incomplete in Comparison to Philosophy
• Formed by
• View of the past myth, heroes, pattern of life
• View of Present Selective, formed by view
• of past, history and myth are intertwined
• Theory of Social Change Active, historical
• movement, programmatic, slogans
• Program for Future based on Social Change
• doctrine, platform, issues

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IDEOLOGIES

• CREDAL AND DOCTRINAIRE
• SECULAR FOCUS MAN, SOCIETY
• PROGRAMMATIC AND ATTEMPT
• TO CHANGE BEHAVIOR
• BEHAVIOR IS CHANGED BY
• Persuasion, Conversion
• Conditioning, Indoctrination

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Philosophies

• Complete body of thought
• Metaphysics What is real reality?
• Epistemology What is knowledge?
• Axiology What is of Value?
• Ethics What is morally correct?
• Aestethics What is beautiful?
• Logic How does one think/reason?
• Ontology Is there a God? If yes,
• Describe attributes

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IDEALISM

• IDEAS EXIST INDEPENDENT OF EXPERIENCE
  ABOUT THEM
• THROUGH INTROSPECTION ONE RECALLS WHAT
  EXISTS IN THE MIND
• VALUES ORDER, SYNTHESIZATION INTEGRATION

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IDEALISM

• SCHOOL IS A SOCIAL AGENCY IN WHICH THE
  STUDENT DISCOVERS TRUTH
• PLATO, J. DONALD BUTLER, WILLIAM T.
  HARRIS, HERMAN HORNE

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REALISM

• OBJECTS PERCEPTION IS THE BASIS OF
  UNDERSTANDING THE REAL WORLD
• CURRICULUM IS ORGANIZED SEPARATE SUBJECTS
• LEARNING IS SYSTEMATIC

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REALISM

• TEACHER IS THE AUTHORITY IN KNOWLEDGE
  OF SUBJECT AND METHOD OF TEACHING
• ARISTOTLE, AQUINAS, LOCKE
• JOHANN PESTOLOZZI
• JOHANN HERBART
• HERBART SPENCER

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PRAGMATISM

• MEANS AND ENDS ARE NOT SEPARATED
• SCIENTIFIC THINKING METHODS
• EXPERIENCE IS AN ESSENTIAL ASPECT OF
  EDUCATION

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PRAGMATISM PROGRESSIVISM

• TRAINING EDUCATION ARE DIFFERENT
• FLEXIBLE METHODS MATERIALS ACTIVITY
  INQUIRY BASED
• TEACHERS MOTIVATE GUIDE
• DEWEY, KILPATRICK

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RECONSTRUCTIONISM

• SOCIETY NEEDS CHANGE RECONSTRUCTION
• SOCIAL CHANGE REQUIRES A RECONSTRUCTED
  EDUCATION THE USE OF EDUCATION IN THE
  RECONSTRUCTION OF SOCIETY

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RECONSTRUCTIONISM

• DEWEY
• MARX
• UTOPIANS
• BERTRAND RUSSELL
• GEORGE S. COUNTS
• THEODORE BRAMELD

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EXISTENTIALISM

• EMPHASIS IS ON INDIVIDUAL LIFE
  EXPERIENCES
• EDUCATION SHOULD FOSTER ANXIETY
  ENCOURAGE EXPLORATION OF FUNDAMENTAL
  QUESTIONS

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EXISTENTIALISM

• EMPHASIS ON CHOICE, ACTION
  CONSEQUENCES
• SCHOOL MUST BE TRUTHFUL
  NON-MANIPULATIVE
• KIERKEGAARD, BUBER, A.S. NEILL, JOHN
  HOLT, IVAN ILLICH

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PERENNIALISM

• SCHOOLS SHOULD CULTIVATE TRUTH
  INTELLECTUAL ABILITY
• CULTURE IS NOT RELATIVE
• EMPHASIS ON FUNDAMENTAL, RECURRING THEMES
• MORTIMER ADLER, HUTCHINS

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ESSENTIALISM

• BELIEVE AN ESSENTIAL BODY OF KNOWLEDGE
  SHOULD BE PASSED ON TO THE YOUNG
• USUALLY EUROCENTRIC
• RICKOVER, ARTHUR BESTOR, HIRSCH CULTURAL
  LITERACY

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YOUR PHILOSOPHY

• What is the purpose of education?
• What should the curriculum include?
• What materials methods should be used?
• Who is the teacher ? Whats their role?
• How should the school be structured?
• Who are the experts? Who makes
  educational decisions?
• What should the students do ?
• What is the function of the community?