Philosophy of man 10
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This document discusses several educational philosophies including pragmatism, perennialism, essentialism, and existentialism. Pragmatism views education as a means to solve practical problems and believes truth is determined by what works best in real-world practice. Perennialism believes education should teach eternal truths and values stability, while essentialism emphasizes the authority of teachers and learning prescribed subjects. Existentialism views reality as individual lived experience and believes people are responsible for their own choices and learning.
Philosophy of man 10
- 2. Man’s Educational Philosophy 1. Nature of learner 2. Role of teacher 3. Curriculum what is real, true, of value 4. Purpose of schooling EDUCATION: the imparting and acquiring of knowledge through teaching and learning, especially at a school or similar institution. Education developed from the human struggle for survival and enlightenment It may be formal or informal. I. Informal Education refers to the general social process by which human beings acquire the knowledge and skills needed to function in their culture. II. Formal Education refers to the process by which teachers instruct students in courses of study within institutions.
- 3. Philosophy: An Activity In 3 Styles • Speculative given to forming conclusions or opinions that are not based on fact a way of thinking systematically • Prescriptive establishing or adhering to rules and regulations establish standards to assess values & judge conduct • Analytic able or inclined to separate things into their constituent parts in order to study or examine them, draw conclusions, or solve problems words and meaning
- 4. Man’s Educational Philosophy • Concerns mainly the branch of Metaphysics, which seeks to determine the nature of ultimate reality • Attempts to establish coherence throughout the whole domain of experience
- 5. Main schools of Metaphysical thought • Idealism Ultimate reality is spiritual rather than physical, mental rather than material. Nature possesses meaning and purpose. • Realism Physical mater is the ultimate reality. Nature and science are real. • Pragmatism Ultimate reality is change. Man is social, biological & intelligent. Values are relative
- 6. Philosophical Educational Policy Considerations 1. Objectives of education 2. Nature of man: The student 3. Society in which the student will function 4. Ultimate nature of reality which we are trying to communicate
- 7. Pragmatism A straightforward practical way of thinking about things or dealing with problems, concerned with results rather than with theories and principles • FEATURE: 1. The only philosophy developed in America 2. Emphasized testing ideas by acting on them 3. Rejected universal and eternal truths 4. Argued that philosophy should deal with real human problems rather than metaphysical speculation
- 8. Pragmatism: Major Authors (1) As a philosopher, he emphasized the practical, striving to show how philosophical ideas can work in everyday life. His sense of logic and philosophy was ever-changing, adaptive to need and circumstance. The process of thinking, in his philosophy, is a means of planning action, of removing the obstacles between what is given and what is wanted. Truth is an idea that has worked in practical experience. (3) American psychologist and philosopher who helped to popularize the philosophy of pragmatism with his book Pragmatism: A New Name for Old Ways of Thinking (1907). He held that truth is what works, or has good experimental results. In a related theory, He argued the existence of God is partly verifiable because many people derive benefits from believing. (4) The self, he argued, emerges out of a social process in which the organism becomes self-conscious This self-consciousness arises as a result of the organism's interaction with its environment, including communication with other organisms. (2) According to his pragmatic philosophy, no object or concept possesses inherent validity or importance. Its significance lies only in the practical effects resulting from its use or application. The “truth” of an idea or object, therefore, can be measured by empirical investigation of its usefulness.
- 9. Pragmatism Taught that theory and practice, and thus, thinking and doing, should be united Proposed that the scientific method should be used to solve human problems Believed in a democratic society Believed that change is the essence of reality
- 11. 1. Education should be life itself, not a preparation for living Learning situations should be oriented toward experiences in life
- 12. 2. Learning should be directly related to the interests of the learner Content should be relevant to the real world of the learner
- 13. 3. Real learning occurs through problem solving Knowledge is a tool for managing experience
- 14. 4. The teacher’s role is not to direct but to advise The teacher should employ his greater knowledge and experience to guide learning
- 15. 5. The school should encourage cooperation rather than competition Students should compete with each other only when it fosters personal growth
- 16. 6. Only democracy permits true personal growth Democracy is more than a system of government, it is shared experience
- 17. Perennialism Allegiance to absolute principles Permanence is more real than change and more desirable as an ideal Stability is the most important educational value • PERENNIAL constantly recurring, or lasting for an indefinite time
- 18. Perennialism Major Authors • Aristotle • Thomas Aquinas • Robert M. Hutchins • Alfred Adler • David Livingstone
- 20. 1. Despite differing environments, human nature remains the same everywhere Education should, therefore, be the same for everyone
- 21. 2. Man must use his rationality to carefully chosen ends No learner should be able to choose their own educational experience
- 22. 3. Education’s task is to teach eternal truth Adjustment to truth is the result of learning
- 23. 4. Education is preparation for life School can never, nor should be a “real-life situation”
- 24. 5. Students should be taught basic subjects based upon permanencies Vocational education is best left to practitioners in their field
- 25. 6. Curriculum should be the great works of literature, philosophy, history & science The message of the past is never dated
- 26. Essentialism An early 20th century educational reform movement The doctrine that things have an essence or ideal nature that is independent of and prior to their existence
- 27. 3 main Essentialists efforts 1. Reexamination of the curriculum 2. Distinguish the essential and nonessential elements 3. Reestablish the authority of the teacher in instruction
- 30. 1. Learning, of its very nature, involves hard work and often unwilling application Discipline is essential to learning
- 31. 2. The initiative in education should lie with the teacher Authority resides with the teacher
- 32. 3. The purpose of education is to learn prescribed subject matter Content and method are prescribed by the teacher
- 33. 4. The school should retain traditional methods of mental discipline Deferred rewards are preferred for motivation
- 34. Existentialism
- 35. Major Existentialists Authors • Saren Kierkegaard • Friedrich Nietzsche • Jean-Paul Sartre • Gabriel Marcel • Paul Tillich • Martin Buber • MartinHeidegger
- 36. Existentialist World View • Ultimate Reality Is Lived Reality What is real to us is what we experience What a person becomes is his own responsibility He either chooses or allows the choice to be made for him
- 38. In itself freedom is neither goal nor an ideal. It is the potential for action People can change (learn) because they can always act differently
- 39. Choice can be either active or passive Failing to choose is also a choice. You are responsible for the results of your actions
- 40. People know things as they are presented to their private consciousness Learning is an individual act
- 41. Subjectivity is inseparable from truth The test of being is always being-for- me
- 42. Teaching can only come from inner experience One can only teach what they know
- 43. No subject matter is more important (in itself) than any other The importance of subject matter is the value to the individual student