EDUC H530
Introduction to Philosophy; Schools & Branches of
Philosophy; Theories/Philosophies of Education
What is Philosophy & Why Study it?
What is it: “Love of Wisdom” – philo (Greek) = love, sophos (Greek) =
wisdom
Analysis of language & argument
Study of the “big” questions
Why Study It?
Increase one’s general knowledge about human endeavors, ways of thinking,
the world around us
Learn methods of analysis
Broaden the mind
Analyze & assess one’s values & norms
Branches of Philosophy
Metaphysics – nature of reality
Asks questions such as: What is real? What causes events to happen? Are we free
or determined?
Epistemology – knowledge, belief, truth
Asks questions such as: What do we know? How do we know what we know?
Issues of positionality of “knower,” knowledge validation, objectivity (scientific
knowledge not strictly objective)
Axiology – values and norms
Aesthetics – concerns art & beauty
Ethics – concerns human conduct
Schools of Philosophy
Idealism – the idea that minds/ideas are primary reality
Example: Idealists (note the root of the word here is “idea” and not “ideal”) believe the
perception of objects is reality, such as the idea of a table – it is the idea of a “table”
(what makes a table a table – when I say “table” you all have an idea in your mind of
what I am talking about)
Plato held that ideas are universal characteristics of things – “forms”/”universals”
He believed that ideas are more real than matter, because matter changes
In today’s classroom – guided discovery
Socrates – Socratic method: Socratic dialogue
“Socratic ignorance”
Socratic seminars
Realism – the idea that matter is primary reality
Example: Realists believe the physical world as it appears to our senses is the real world
– it is what a table is made of (wood, etc.) that is real
Schools of Philosophy Cont’d.
Pragmatism – primary concern here is “what works”; reality is what works
Existentialism – primary concern here is with choice & the individual
Reality is lived existence, and final reality resides within the individual; individual is
responsible for their choices
Postmodernism – questions fundamental assumptions of society; questions
the absolutes handed down by society
Theories/Philosophies of Education
Perennialism – holds that principles of knowledge are lasting, enduring; views
human nature as constant
Philosophy: derives from idealism
Goals: development of the mind
Curriculum: “great works” – use of “Great Books”
Methods: teacher oriented
Essentialism – holds that there is a common core of information & skills that all
educated persons must have & schools should transmit these
Philosophy: derives from idealism & realism
Goal: transmit existing “mainstream” culture
Curriculum: subject-centered – basic skills & concepts
Methods: teacher oriented & teaching toward mastery (work sheets, etc.)
Theories/Philosophies of Education Cont’d.
Progressivism
Philosophy: derives from pragmatism\
Goal: what works
Curriculum: projects, experimental method (science), social interaction, teacher as
facilitator, relevance to students, democratic, hands-on
Methods: student oriented
Critical Pedagogy – critiques the status quo and power structures of society –
examines who benefits at the expense of whom; reflection + action to work for
equity
Philosophy: draws from pragmatism, critical theory, postmodernism
Goal: creation of a more equitable society
Curriculum: critical process, activism
Methods: society oriented – students with teacher become agents of change
