Philosophy of man 10
Transcript of Philosophy of man 10
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In
Educational Philosophy
PragmatismProgressivismPerennialismEssentialism
Existentialism
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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 Educationrefers 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.
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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 regulationsestablish 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
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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
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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
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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
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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
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Pragmatism: Major Authors1. John Dewey
2. Charles S. Pierce
3. William James
4. George H. Mead
(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-consciousThis 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.
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PragmatismTaught 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 societyBelieved that change is the essence of
reality
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Six Major AssertionsOf
PRAGMATISM
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1. Education should be life itself, not a preparation for living
Learning situations should be oriented toward experiences in life
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2. Learning should be directly related to the interests of the
learnerContent should be relevant to the real
world of the learner
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3. Real learning occurs through problem solving
Knowledge is a tool for managing experience
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4. The teacher’s role is not to direct but to advise
The teacher should employ his greater knowledge and experience to
guide learning
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5. The school should encourage cooperation rather than
competition
Students should compete with each other only when it fosters personal
growth
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6. Only democracy permits true personal growth
Democracy is more than a system of government, it is shared experience
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PerennialismAllegiance to absolute principles
Permanence is more real than change and more desirable as an ideal
Stability is the most important educational value
• PERENNIALconstantly recurring, or lasting for an
indefinite time
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Perennialism Major Authors• Aristotle• Thomas Aquinas• Robert M. Hutchins• Alfred Adler• David Livingstone
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PERENIALISM
Six Basic Principles
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1. Despite differing environments, human nature remains the same everywhere
Education should, therefore, be the same for everyone
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2. Man must use his rationality to carefully chosen ends
No learner should be able to choose their own educational experience
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3. Education’s task is to teach eternal truth
Adjustment to truth is the result of learning
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4. Education is preparation for life
School can never, nor should be a “real-life situation”
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5. Students should be taught basic subjects based upon
permanencies
Vocational education is best left to practitioners in their field
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6. Curriculum should be the great works of literature,
philosophy, history & science
The message of the past is never dated
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EssentialismAn 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
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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
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Major Essentialist Authors
•Bagley•Briggs•Breed•Kandel•Horne
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Essentialism
Four Basic Principles
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1. Learning, of its very nature, involves hard work and often
unwilling application
Discipline is essential to learning
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2. The initiative in education should lie with the teacher
Authority resides with the teacher
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3. The purpose of education is to learn prescribed subject matter
Content and method are prescribed by the teacher
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4. The school should retain traditional methods of mental
disciplineDeferred rewards are preferred for
motivation
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ExistentialismLived reality informed by passion
A philosophical movement begun in the 19th century that denies that the
universe has any intrinsic meaning or purpose. It requires people to take
responsibility for their own actions and shape their own destinies
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Major Existentialists Authors• Saren Kierkegaard• Friedrich Nietzsche• Jean-Paul Sartre• Gabriel Marcel• Paul Tillich• Martin Buber• MartinHeidegger
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Existentialist World View
• Ultimate Reality Is Lived RealityWhat is real to us is what we
experienceWhat a person becomes is his own
responsibilityHe either chooses or allows the
choice to be made for him
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Existentialist Beliefs
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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
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Choice can be either active or passive
Failing to choose is also a choice. You are responsible for the results of
your actions
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People know things as they are presented to their private
consciousness
Learning is an individual act
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Subjectivity is inseparable from truth
The test of being is always being-for-me
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Teaching can only come from inner experience
One can only teach what they know
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No subject matter is more important (in itself) than any
otherThe importance of subject matter is the value to the individual student
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ENDQUIZ NEXT
MEETING