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ORNSTEIN
LEVINE
GUTEK
VOCKE
Philo-Social Foundations of
Education
What is Philosophy?
the science that seeks to organize and systemize all
fields of knowledge as a means of understanding ...
Main Branches of Philosophy
 1. Metaphysics – deals with the first principles,
the origin an essence of things, the cause...
Main Branches of Philosophy
3. Axiology – deals with purposes and values.
4. Logic – deals with the correct way of think...
FUNCTIONS of the PHILOSOPHIES OF EDUCATION
1. Provide guidelines in the formulation of the
educational policies and progr...
FUNCTIONS of the PHILOSOPHIES OF EDUCATION
3. Provide theories and hypothesis which may be
tested for their effectiveness...
IMPORTANCE OF PHILOSOPHY OF EDUCATION TO
THE TEACHER
1. Provides the teacher with basis for making his
decision concernin...
IMPORTANCE OF PHILOSOPHY OF EDUCATION TO
THE TEACHER
3. Makes a teacher more aware of his own life and
work, and makes hi...
NEED OF PHILOSOPHY OF EDUCATION IN
MODERN TIMES
Every behaviour or action has its own principles.
The principles underly...
Implications for Today’s Classroom Teacher
Idealism
Seeks to create schools that are intellectual centers of teaching and...
Realism
Teachers bring students’ ideas about the world into
correspondence with reality by teaching skills ( reading,
wri...
Pragmatism
If idealists and realists make teaching subject matter their primary
responsibility, pragmatists are more conc...
Existentialism
Teaching from existentialist perspective is always difficult
because curricula and standards are imposed o...
Postmodernism
Postmodernists argue that teachers must first
empower themselves as professional educators
Real empowermen...
Perennialism
The school’s primary role is to develop students reasoning
powers.
Teachers need to have a solid academic f...
Essentialism
Purpose of education is to transmit and maintain the
necessary fundamentals of human culture.
Schools have ...
Progressivism
Learners learn successfully if they explore their
environment and construct their own conception of reality...
Critical Theory
Teachers must focus on issues of power and control
in school and society
Learn who their students are by...
Philosophical foundation of education
Philosophical foundation of education
Philosophical foundation of education
Philosophical foundation of education
Philosophical foundation of education
Philosophical foundation of education
Philosophical foundation of education
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Philosophical foundation of education

  1. 1. ORNSTEIN LEVINE GUTEK VOCKE Philo-Social Foundations of Education
  2. 2. What is Philosophy? the science that seeks to organize and systemize all fields of knowledge as a means of understanding and interpreting the totality of reality. The systematic and logical explanation of the nature, existence, purpose and relationships of things, including human beings in the universe
  3. 3. Main Branches of Philosophy  1. Metaphysics – deals with the first principles, the origin an essence of things, the causes and end of things. 2. Epistemology – deals with knowledge and with ways of knowing.
  4. 4. Main Branches of Philosophy 3. Axiology – deals with purposes and values. 4. Logic – deals with the correct way of thinking.
  5. 5. FUNCTIONS of the PHILOSOPHIES OF EDUCATION 1. Provide guidelines in the formulation of the educational policies and programs and in the construction of curricula. 2. Provide direction toward which all educational effort should be exerted.
  6. 6. FUNCTIONS of the PHILOSOPHIES OF EDUCATION 3. Provide theories and hypothesis which may be tested for their effectiveness and efficiency. 4. Provide norms or standards for evaluation purposes.
  7. 7. IMPORTANCE OF PHILOSOPHY OF EDUCATION TO THE TEACHER 1. Provides the teacher with basis for making his decision concerning his work. 2. Help the teacher develop a wide range of interest, attitudes, and values concomitant to his professional life as teacher.
  8. 8. IMPORTANCE OF PHILOSOPHY OF EDUCATION TO THE TEACHER 3. Makes a teacher more aware of his own life and work, and makes him more dynamic, discriminating, critical and mentally alert. 4. Philosophy of education saves time, money and effort.
  9. 9. NEED OF PHILOSOPHY OF EDUCATION IN MODERN TIMES Every behaviour or action has its own principles. The principles underlying all educational behaviour are derived from philosophy of education. It is only through a philosophy of education that one determines the curriculum, the textbooks, the methods of teaching, methods and standards of evaluation, the methods of maintaining discipline, etc.
  10. 10. Implications for Today’s Classroom Teacher Idealism Seeks to create schools that are intellectual centers of teaching and learning. Teachers are vital agents in guiding students to realize the fullest intellectual potential Encourages teachers and students to experience and appreciate the achievements of their culture. Teachers introduce students to the classics-art, literature, music- so they can experience and share in the time-tested cultural values of these work Recognize that the internet can make great books accessible Idealists should insist that technology should be a means, instrument of education rather than an end. Content matters most, not the apparatus.
  11. 11. Realism Teachers bring students’ ideas about the world into correspondence with reality by teaching skills ( reading, writing, computation) and subjects (history, math, science, etc.) that are based on authoritative and expert knowledge. Focus on cognitive learning and subject matter mastery. Realist oppose nonacademic activities that interfere with school’s purpose as a center of disciplined academic inquiry. Content mastery is important, and methodology is a necessary but subordinate means to educate. Implications for Today’s Classroom Teacher
  12. 12. Pragmatism If idealists and realists make teaching subject matter their primary responsibility, pragmatists are more concerned with teaching students to solve problems using interdisciplinary approach. Rather than transmitting subjects to students, pragmatists facilitate student research and activities, suggesting resources useful in problem solving, such as those accessible through educational technology. Teachers expect that students will learn to apply problem-solving method to situations both in and out of school and thus connect the school to society. Social networking can create a global community with opportunities to share insights and ideas Implications for Today’s Classroom Teacher
  13. 13. Existentialism Teaching from existentialist perspective is always difficult because curricula and standards are imposed on teachers from external agencies. Teachers cannot specify goals and objectives in advance because students should be free to choose their own educational purposes. Teachers stimulate an intense awareness that students are responsible for his own education and self-definition. Teachers must encourage students to examine institutions, forces, and conditions that limit freedom of choice Implications for Today’s Classroom Teacher
  14. 14. Postmodernism Postmodernists argue that teachers must first empower themselves as professional educators Real empowerment means that as teachers proceed from pre-service to practice, they take responsibility for determining their own futures and encouraging students to determine their own lives. Implications for Today’s Classroom Teacher
  15. 15. Perennialism The school’s primary role is to develop students reasoning powers. Teachers need to have a solid academic foundation to act as intellectual mentors and models. Primary teachers- fundamental skills Secondary teachers- great works of art, history, literature and philosophy Standards based on the classics Technology can be used as an avenue to appreciate and communicate about classics cognitively Implications for Today’s Classroom Teacher
  16. 16. Essentialism Purpose of education is to transmit and maintain the necessary fundamentals of human culture. Schools have the mission to transmit skills and subjects to the young to preserve and pass them on to future generations Essentialist use deductive logic to organize instructions- basic concepts to facts to general. Implications for Today’s Classroom Teacher
  17. 17. Progressivism Learners learn successfully if they explore their environment and construct their own conception of reality based on their direct experience. Opposed authoritarian teachers, book-based instruction, passive memorization, isolation of school from society. Affirmed that the child should be free to develop naturally, interest-motivated by his direct experience, needs cooperation with school, home and community. Ex. West Tennessee Holcaust Project- The Paper Clip Project Implications for Today’s Classroom Teacher
  18. 18. Critical Theory Teachers must focus on issues of power and control in school and society Learn who their students are by exploring their own self-identities Collaborate with local people to improve school and community Join organizations to empower themselves Participate in critical dialogues about politics, social, economic, and educational issues Implications for Today’s Classroom Teacher
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