PHILOSOPHIES OF EDUCATION

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PHILOSOPHIES OF EDUCATION

• Introduction
• The broad knowledge of philosophy can be
  synthesized in to distinct systems of thought.
• Njoroge and Bennars (198620) puts it that when
  philosophy used in plural form it refers to
  system of thought presented in a unified,
  systematic manner and can be divided into
  different types.
• These systems of thought can enable us to
  distinguish one from another and have a
  comprehensive understanding of philosophy.

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• In terms of history these systems can be
  categorized in to four groups as seen by Moore
  and Bruder (199012)
• Categorization to time
• Ancient /traditional philosophies (Idealism
  Realism)
• Medieval (Neo-platonic, Christian )
• Modern Philosophies (Pragmatism Existentialism)
• Contemporary Philosophies (Analytic philosophy,
  Phenomenology

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Ancient Philosophies (Idealism and Realism)

• These philosophies emerged between 6th century
  BC and 3rd century AD
• We study them in order to acquire some tools of
  analysis and expand our ideas in education.
• They provide a framework of theories applicable
  in education.

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Idealism

• Popkin Stroll (1981120) write that it is a
  theory that holds that the most important element
  in the nature of reality is mind or spirit.
• So this means that physical or material world is
  less important in understanding reality.
• Njoroge and Bennaars (1987) the system that
  holds that reality is an expression of mind.
• In this case knowledge or understanding is based
  on the recognition and remembrance of latent or
  inborn ideas already present in the mind.

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• The entire universe or any physical object exists
  in and depends on the mind. Without being
  perceived by the mind no object can be known.
• Physical objects are not ultimately real. They
  are just manifestations of what is perceived in
  the mind.
• Ultimate reality is spiritual in nature rather
  than physical, mental rather than material.
  Everything exists in the form of ideas.

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• Popkin Stroll (1981) basing on the ideas of
  Berkeley (1685-1753) put it that physical objects
  are families of sense experience. If experiences
  can not exist un-experienced so physical object
  can not exist un-experienced.
• We can only prove and verify the existence of
  physical objects through experience. If not
  experienced what is the basis of saying it exists
  or has existed.

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• Berkeley (read Halverson1981pp88-95 Moore
  Bruder 1990 pp84-90) the strongest exponent of
  idealism who believes that there are no material
  things or physical world that exists
  independently of mind. They are only collection
  of ideas in infinite minds. They are sensations
  and perceptions of a thinking being.
• Our minds have ability to form patterns of the
  things we perceive

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• Plato (427-347 B.C) mans reality is soul. Man
  is a spiritual being. The child is part of
  spiritual universe, has spiritual destiny to
  fulfill.
• Everything that exists derives its shape and
  meaning from its form-that can only be grasped
  intellectually. Examples of form are ideas of
  things like book, trees, justice, freedom or
  beauty. We do not see the stone but the idea of a
  stone or freedom or idea of justice.

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• For Idealists, there are two realms, the world of
  appearance perceived by the senses and the world
  of reality perceived by the intellect or mind.
• The physical world is a mere shadow. It can only
  be understood by referring it to the mind.
• The spiritual part of man is more important
  than the physical part. Other creatures depend
  on human mind for order and purpose.

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Idealism and education

• The philosophy emphasizes the relationship
  between the child/learner and the spiritual
  elements (attitude, values, intellect and
  characters). So, the aim of education is to
• Develop or to mould these elements.
• Develop innate abilities and characteristics to
  the highest potential.
• Develop the childs ability to communicate, read,
  count and draw

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• Develop human ideas, intellect and virtue
  emphasis on liberal education general education
  for the overall development of the childs mind,
  intellectual capacity critical thinking and
  imagination power of reasoning, analysis,
  creativity and organization of ideas reflection,
  recall and dealing with concepts.
• A teacher is considered as
• A highly knowledgeable person in content, a
  master of skills and a supervisor of learners
  values and discipline

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• A model of quality behaviour, high intellectual
  ability, virtuous,
• Authoritarian as his role to impart knowledge
• A leader, motivator and inspirational person,
  knowledgeable of students needs.
• Method of teaching is expository lectures and
  discussions organized, monitored and supervised
  by the teacher.

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• The teacher a dispenser of knowledge, students
  are receivers
• Teaching approach teacher-centred classroom
  interaction dominated by the teacher explaining,
  giving examples and instructing.
• Curriculum must be well organized, content
  carefully structured.
• Subjects humanities history, literature
  language, math and arts, subjects that develop
  reasoning capability

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Realism

• Rooted in the ideas of Aristotle (384-322), a
  disciple of Plato (427-347)
• It is a contrasting view of idealism which holds
  that the physical world has separate existence
  independent of the mind.
• Hospers (1967494) contends that realism is the
  belief that the physical world exists whether we
  perceive it or not and that we can know various
  things about that.

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• Experience on something is not a condition to
  make it exist. Everything can be known by its
  qualities whether we are aware of it or not.
• Its existence is separate from consciousness,
  mind or awareness.
• Religious realists believe that everything that
  is divinely created must be real although spirit
  is more important.
• Kneller (1971) writes that the basic principle of
  realists is that matter is the ultimate reality

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• Basic assumptions of realism according to Hospers
  (1967494)
• There exists a world of physical objects chairs,
  trees, hills or buildings.
• Statements or qualities about these objects can
  be known to be true through sense experience.
• These objects exist when they are perceived or
  not. They are independent of our perception
  (thinking, consciousness or awareness)

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1. By means of our senses, we perceive the physical
   world as it is and our knowledge we claim about
   it can be justified.
2. The sense impressions we have about physical
   things are caused by physical things themselves.
   The experience of the book is caused by the book
   itself not by the qualities we have in our mind
   of the things to be perceived
   

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Main points

• There is a separate material world.
• The general principles or laws of the natural
  world can be discovered through empirical methods
  (observation, experimentation and by observing
  specific events or objects qualities and
  properties and generalize them)
• The physical world and its content are in a
  particular order and it can be known through our
  senses. It has its laws, relationships and
  particular pattern of operation

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• Acquisition of knowledge depends on the
  interaction between our mind and material
  objects. We can claim that something is true only
  when we observe and discover it.
• The values that guide and control our behavior
  are formed by our experiences with the natural
  world.
• Without experience, we can not form our moral
  laws and values because we can not know what
  suits, fits or harmonizes our living and our
  interrelationship. We can only judge our moral
  values through practical experiences.

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• As realists believe in natural order, it is only
  through discovery of the natural order that we
  can be able to discover ethical and moral values
  through observation and experience. So, ethical
  and aesthetic values are stable, orderly and
  rooted in nature.
• Aristotle (classical realist)
• The most reliable source of knowledge is sense
  experience. Reasoning is important for
  understanding the essence of things. Reasoning
  can enable us to check the truth of observation
  and experience.

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John Locke (1632-1704) a critical/scientific
realist

• Man is born tabula rasa (empty slate). He is not
  born with knowledge of anything.
• The only way we can acquire knowledge is through
  experience. There is no innate or natural
  ability. Knowledge only comes through senses
• True knowledge is learned. We understand our
  world through studying our surroundings

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Realism in education

• The goal of education to enable the learner to
  understand laws of nature. Learners should be
  left to explore the world through their senses.
• Methods emphasize on practice and engagement in
  discovery.
• Those that permit students to use their senses
  observation, manipulation and using of real
  objects, experimentation and verification of
  the natural environment in order to understand it.

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• Inductive approach learning the specifics
  characteristics of objects or particular facts
  and coming out with general principles.
• Role of the teacher provide opportunities for
  students to conduct their own discoveries
  through active interaction with their
  environment.

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• The teacher is expected to have high knowledge of
  natural laws and principles of the subject
  mastery of scientific knowledge, ability to
  verify knowledge through scientific procedures.
• Teachers mastery of knowledge is useful for
  organizing learners activities and discoveries.
• Teaching must focus on the subject matter mainly
  science subjects so as to understand the nature
  and orderliness of the universe

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• Emphasis on common values in school, based on
  natural laws. Harmonizing school rules and
  regulations with laws of nature.
• Every teacher and student must adhere with
  certain conventions as these conventions are
  derived from nature and are collectively applied
• Teacher is the supervisor of school conventions,
  rules and regulations.

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• Subjects science (physics, chemistry and
  biology) mathematics and geography.
• Social science subjects should be taught to
  develop learners rational powers and their
  understanding of the natural world and natural
  principles.
• Realists prefer separate subjects rather than
  integration but must be well organized.