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Why Educate

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The 'building block' of the reflective practitioner ... We engage in philosophical inquiry using logic and analysis. ... The nature of values called axiology ... – PowerPoint PPT presentation

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Title: Why Educate


1
Why Educate?
  • What Is An Educated Person?

2
What is Philosophy of Education?
  • The building block of the reflective
    practitioner
  • Without your own grounding in your philosophical
    thinking, teaching becomes rote.
  • We engage in philosophical inquiry using logic
    and analysis.
  • Basically we are asking ourselves-why do I
    teach? What do I teach? How do I teach?
  • What constitutes an educated person?
  • But, as you can see, philosophy is more than just
    analysis

3
What is Philosophy?
  • Philosophers study the nature of our being as
    humansasking questions such as
  • What is reality?
  • What is knowing?
  • What is truth?

4
Philosophical Inquiry Happens in 3 areas
  • The nature of reality called metaphysics
  • The nature of knowledge called epistemology
  • The nature of values called axiology
  • In education we are mostly concerned with
    epistemological issues, with some exceptions.
  • What is the purpose of education? Of schooling?
  • What does it mean to be an educated person?
  • What is important for my students to know?
  • What are the most important things to teach?
  • What values to I bring to my classroom?
  • What are my beliefs about teaching?
  • What do I believe about the nature of human
    beings that I will bring to my classroom?

5
Philosophy
  • Helps you to understand who you are
  • What kind of teacher you are
  • Why you do some of the things you do

6
Philosophers Historically Have Pondered the
Nature of Reality
  • Do we use use reason or empiricism to discover
    the nature of reality?
  • Here are what some educational philosophers have
    to say
  • Plato-400 B.C.-education should be for the
    highest good. Most important thing to teach is
    values of the highest sort.
  • John Jacques Rousseau-1700s in Europe-individuals
    are born good and society corrupts them.
    Education based on natural experiences. Roots of
    Deweys ideas

7
Roots of Western Philosophy
  • Rests on the Enlightenment-1700s in Europe. Turn
    to science and reason for an understanding of the
    universe
  • The early U.S. intellectuals, such as Franklin
    and Jefferson, also were products of the
    Enlightenment.
  • The mystery of learning could be put to
    scientific reasoning.
  • How would education help benefit society in the
    long-term? Apply scientific principles to this

8
  • During the 19th century, pragmatism began to
    overrule reason-the belief in unchanging laws of
    nature.
  • Emphasize the changing nature of reality.
  • This paved the way for the progressives.

9
Maria Montessori-early 1900s in Italy
  • Uniting of school and home
  • Radical for her time-child sized furniture
  • Maximize the growth of the child during key,
    sensitive periods
  • Children are divine
  • Environment should maximize individual expression
  • Children can save the world
  • Education can lay the foundation for peace

10
Jane Roland Martin
  • First educational philosopher to deal with
    differences in experiences of men and women.
  • Argued for the experiences of women-nurturing and
    caring for others to be considered part of what
    is important to include in what is taught
  • Before that the ideal had been based on knowing
    and understanding concepts in mathematics,
    science, history, literature and philosophy

11
  • Martin argues that the reproductive processes of
    society had been, up until that point, left out
    of educational philosophical discourse.
  • Concerns for personal relationships and feelings
    had no part

12
John Dewey
13
Dewey
  • I believe education is the fundamental method of
    social progress and reform. All reforms which
    rest simply upon the law, or the threatening of
    certain penalties, or upon changes in mechanical
    or outward arrangements, are transitory and
    futile. But through education society can
    formulate its own purposes, can organize its own
    means and resources and thus shape itself with
    definitiveness and economy in the direction in
    which it wishes to moveeducation thus conceived
    marks the most perfect and intimate union of
    science and art conceivable in human experience.

14
Key Points of Deweys Philosophy
  • Education and life are inseparable
  • Education should conform to real life experiences
  • Morals are inseparable from educational
    experiences
  • Aims of education are for maximum societal
    participation and moral reflection
  • Play and work are nearly synonymous

15
Dialectic of Freedom (Maxine Greene)
  • Tension between schools necessity of balancing
    the needs of society and of individuals

16
  • Dewey felt schools were ignoring the reality of
    the growing industrial revolution. He was
    attempting to make stronger links between
    classroom and out of classroom learning.
  • Educated person is always within a social
    context. Education and morality are linked
  • Deweys philosophy reflect a pattern of
    experience, learning (construction), reflection
    and so forth (can be seen in a circle).
  • P. 360-stimulation of childs powers

17
What is the School?
  • What is the school? A social institution.can
    this argument lead one to thinking that it is the
    duty of schooling and education to inculcate
    students with the overarching values of a society
    or culture?
  • Teachers role is to select those influences which
    will be most beneficial. (363).

18
  • Teachers role is to select the appropriate
    experiences for the child. All educational
    experiences in schooling are interrelated.forerun
    ner of interdisciplinary learning.
  • Education is the fundamental method of social
    progress and reform.
  • Communitys duty to education is a moral one

19
2 Purposes for Schooling-Sizer
  • We are in an era when school is only one of the
    educational influences on youth
  • Education of the intellect
  • Education of the character

20
Essential Claims of the State on the Minds of
Youth-what should be taught
  • Literacy
  • Numeracy
  • Civic Understanding
  • Both minimal and maximal
  • Should fit the needs of a particular school

21
What is Good Curriculum?
  • Put in the Form of questions
  • Can graduates teach themselves?
  • Are they decent people?
  • Can they effectively use the knowledge gained in
    the academic disciplines in which they have been
    steeped?

22
What is My Philosophy of Education?
  • What to Teach? The Most Important Things
  • Why Teach These?
  • One or Two Ways You Will Implement These

23
Finally
  • What to Take Away With You
  • These two questions might serve as a gift to
    yourself as you leave each class
  • At the end of class today, what is one thing I
    will take away with me?
  • At the end of class, what are one or two
    questions that remain?
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