Prof Ed 1 - Social Dimensions of Education - Competencies 4 and 5

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COMPETENCY 4

Interpret educational problems in the

light of philosophical and legal

foundations of education.

1

THE TEACHING PROFESSION AND THE

SOCIAL DIMENSIONS OF EDUCATION

Educational

Philosophy

Branches and Orientations

2


Philosophy and Teacher

Professionalism

All professions have philosophical underpinnings.

Educational philosophy is one important aspect of teachers professional

knowledge.

3


What is Philosophy?

The study of theories of knowledge, truth, existence, and morality.

Theory: a set of related principles that are based on observation and are used to explain additional observations.

Normative Philosophy: a description of the way professionals ought to practice.

4


PHILOSOPHICAL

BRANCHES

Metaphysics Epistemology Axiology

Reality Knowledge Values

Logic

Deductive

Inductive

Ethics (moral values)

Aesthetics (beauty)

5


PHILOSOPHICAL

BRANCHES

How is knowledge determined? What is the relationship between cognition and

knowledge? EPISTEMOLOGY

How is beauty determined?

AXIOLOGY (aesthetics)

To what extent is your life basically free? METAPHYSICS

6


Major Branches of Philosophy

Epistemology: investigates the origin, nature, methods, and limits of human knowledge.

Metaphysics or Ontology: studies the nature of existence or being and the underlying principles.

Axiology: investigates values and ethics.

Logic: process of deriving valid conclusions from basic principles.

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Traditional Schools of

Philosophy

Idealism

Realism

Pragmatism

Existentialism

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IDEALISM

A traditional philosophy asserting that because the physical world is always changing, ideas are the only

reliable form of reality.

Ideas should be the focus of teaching and learning.

Meaning is in the ideals of life itself.

Reality is made up of absolute truths.

In education, this means the use of inductive reasoning, lecturing.

Plato

9


REALISM

A traditional philosophy suggesting that the features of the universe exist whether or not a human being is

there to perceive them.

There are important ideas and facts that must be understood and that they can only be understood by

studying the material world.

Meaning comes through empirically proven facts.

Reality is made up of natural laws, facts.

Educationally this involves scientific reasoning.

Aristotle

10


PRAGMATISM

A philosophy that rejects the idea of absolute, unchanging truth, instead asserting that truth is

what works

Learning how to learn, direct experiences, problem solving, integration.

John Dewey

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EXISTENTIALISM

A philosophy suggesting that humanity isnt part of an orderly universe; rather individuals create their

own realities.

Primary emphasis on the individual we teach children, not subjects.

Schools should be places where students are free to engage in activities because these activities are

interesting and help them define who they are.

Criticized for subjectivity, no core values.

Jean-Paul Sartre

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EDUCATIONAL

PHILOSOPHY

(WESTERN)

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PERENNIALISM

An educational philosophy suggesting that nature, including human nature, is constant.

Rigorous intellectual curriculum for all students, classic works.

Great Books (the humanities/liberal education)

Great Books refers to a curriculum and a book list, as well as a method of education.

The following is an example list from How to Read a Book by Mortimer Adler and Charles Van Doren. 1. Homer: The

Iliad, The Odyssey; 2. The Old Testament; 3. Aeschylus:

Tragedies; 4. Sophocles: Tragedies; 5. Herodotus:

Histories

Robert Hutchins, Jacque Maritain, Mortimer Adler, Allan Bloom

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ESSENTIALISM

An educational philosophy suggesting that a critical core of knowledge and skills exists that all

people should possess.

Back to the basics movements.

Focus on logical sequencing of the curriculum and longer calendar days.

William Bagley; Arthur Bestor, E. D. Hirsch, Chester Finn, Diane Ravitch, Theodore Sizer

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PROGRESSIVISM

Meaning comes through concrete facts.

Theory based on truth makes up reality.

Problem solving and experimenting are instructional

techniques.

Educational progressivism is the belief that education

must be based on the principle that humans are social

animals who learn best in real-life activities with other

people.

Most progressive educators believe that children learn

as if they were scientists, following a process similar

to John Dewey's model of learning.

John Dewey, William Kilpatrick

16


RECONSTRUCTIONISM

Reconstructionism is a philosophy that centers on

the idea of constant change.

To a reconstructionists point of view, the world is a

ceaselessly evolving whole and its inhabitants need

to ceaselessly evolve themselves in order to cope

with the situations around them.

Paulo Freire

17


HUMANISM

Intellect distinguishes humans from animals.

Humans have potential/innate goodness.

J.J. Rousseau, Abraham Maslow, Carl. Rogers

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RATIONALISM

Any view appealing to reason as a source of knowledge or justification.

It is a method or a theory "in which the criterion of the truth is not sensory but intellectual and

deductive.

Human reason is the sole determiner whether things or actions are acceptable or not.

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NATURALISM

The idea that all phenomena can be explained in terms of natural causes and laws.

The metaphysical position that "nature is all there is and all basic truths are truths of nature."

Education should be in accordance with the nature of the child.

Jean Jacques Rosseau

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OTHER WESTERN

PHILOSOPHIES

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PHENOMENOLOGIST

Phenomenology" comes from the Greek words

phainmenon, meaning "that which appears," and

lgos, meaning "study."

Primarily concerned with making the structures of

consciousness, and the phenomena which appear in

acts of consciousness, objects of systematic reflection

and analysis.

Edmund Husserl

22

HEDONISM

The basic idea behind hedonistic thought is that

pleasure is the only thing that is good for a person.

This is often used as a justification for evaluating

actions in terms of how much pleasure and how little

pain (i.e. suffering) they produce.

In very simple terms, a hedonist strives to maximize

this net pleasure (pleasure minus pain).

23

EPICUREANISM

Epicureanism is a system of philosophy based upon the

teachings of Epicurus.

Epicurus believed that the greatest good was to seek

modest pleasures in order to attain a state of tranquility and

freedom from fear (ataraxia) as well as absence of bodily

pain (aponia) through knowledge of the workings of the

world and the limits of our desires.

Although Epicureanism is a form of hedonism, insofar as it

declares pleasure as the sole intrinsic good, its conception

of absence of pain as the greatest pleasure and its

advocacy of a simple life make it different from "hedonism"

as it is commonly understood.

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UTILITARIANISM

Utilitarianism is the idea that the moral worth of an

action is determined solely by its contribution to

overall utility: that is, its contribution to happiness or

pleasure as summed among all persons.

It is thus a form of consequentialism, meaning that

the moral worth of an action is determined by its

outcome: put simply, the ends justify the means.

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RATIONALISM

Rationalism is "any view appealing to reason as a

source of knowledge or justification".

In more technical terms it is a method or a theory "in

which the criterion of the truth is not sensory but

intellectual and deductive".

Rationalism is often contrasted with empiricism.

At issue is the fundamental source of human

knowledge, and the proper techniques for verifying

what we think we know

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EMPIRICISM

Empiricism is a theory of knowledge which asserts that

knowledge arises from experience.

Empiricism emphasizes the role of experience and

evidence, especially sensory perception, in the formation of

ideas, while discounting the notion of innate ideas.

Empiricism is a theory of knowledge which asserts that

knowledge arises from experience.

Empiricism emphasizes the role of experience and

evidence, especially sensory perception, in the formation of

ideas, while discounting the notion of innate ideas.

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STOICISM

The stoics considered passionate emotions to be

the result of errors in judgment, and that a sage, or

person of "moral and intellectual perfection," would

not have such emotions.

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SKEPTICISM

In ordinary usage, skepticism or scepticism refers to:

a) an attitude of doubt or a disposition to incredulity

either in general or toward a particular object;

b) the doctrine that true knowledge or knowledge in

a particular area is uncertain; or

c) the method of suspended judgment, systematic

doubt, or criticism that is characteristic of

skeptics.

29

AGNOSTICISM

The philosophical view that the truth value of certain

claims is unknown or, depending on the form of

agnosticism, inherently impossible to prove or

disprove and hence unknowable.

30

NATURALISM

The idea that all phenomena can be explained in

terms of natural causes and laws.

Naturalism is the metaphysical position that "nature

is all there is and all basic truths are truths of

nature."

31

DIALECTICAL MATERIALISM

In Marx's thinking, the term refers to the material

forces causing social and economic changes.

It is sometimes seen complementary to historical

materialism which is the name given to Marx's

methodology in the study of society, economics and

history.

32

SCHOLASTICISM

A method of learning taught by the academics

(scholastics, school people, or schoolmen) of

medieval universities.

Scholasticism originally started to reconcile the

philosophy of the ancient classical philosophers with

medieval Christian theology.

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MONASTICISM

The religious practice in which one renounces wordly

pursuits in order to fully devote one's life to spiritual

work.

34


RADICALISM

People themselves create meaning

Knowledge leads to an understanding of reality

and, ultimately, necessary change

This approach can be idealistic in nature and often

leads to confrontation

Teach by dialogue and problem solving

Paulo Freire prominent proponent

35


LIBERALISM

Freedom comes through a liberated mind

Humans endowed with reasoning ability

Thus, educationally you teach learners the

classics and develop their minds

But, the past may not relate to modern problems

and situations

Aristotle

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POSTMODERNISM

An educational philosophy contending that many

of the institutions in our society, including

schools, are used by those in power to

marginalize those who lack power.

Roots in Existentialism

History / Classics examined for power issues,

struggles of marginalized groups

Criticized for using schools for political purposes

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ECLECTICISM

Eclecticism is not a philosophical system or model,

but rather is the synthesizing and personal

interpretation of various models.

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EASTERN

PHILOSOPHY

39


EASTERN (RELIGION)

PHILOSOPHY

Hinduism

Buddhism

Confucianism

Taoism

Zen Buddhism

Islam

40


HINDUISM

The term refers to the collect faiths that

originated in India.

Karma- chain of causes & consequences

(Actions we perform today can have

consequences for us into the future)

Nirvana- permanent liberation from life

(Liberation from the cycle of samsara, we

cease to exist and become one with the

universe).

41


BUDDHISM

A philosophical tradition, founded by

Gautama Siddhartha Buddha.

Buddhism attempts to help the individual

conquer the suffering of human existence

through the elimination of desire and ego

and attainment of the state of nirvana.

42


ISLAM

The word Islam means "entering into a

condition of peace and security with God,

through allegiance or surrender to him".

Islam was revealed to the Prophet

Muhammad who lived from 570 CE to 632

CE in Mecca in modern-day Saudi Arabia.

43


ISLAM

Muhammad

Muhammad is the founder of the world religion of

Islam and is regarded by Muslims as the

messenger and prophet of God (Allh), the last and the greatest in a series of prophets of Islam.

Muslims consider him the restorer of the original,

uncorrupted monotheistic faith (Islam) of Adam,

Abraham and others.

The name Muhammad literally means

"Praiseworthy". 44


TAOISM

Taoism is based on the idea that behind all

material things and all the change in the

world lies one fundamental, universal

principle: the Way or Tao.

The Tao is the source of all being, ultimate

reality.

The Tao that can be spoken of is not the real Tao. The name that can be named

is not the true name. 45


TAOISM

This principle gives rise to all existence and

governs everything, all change and all life.

Behind the bewildering multiplicity and

contradictions of the world lies a single unity,

the Tao.

The purpose of human life, then, is to live life

according to the Tao, which requires passivity,

calm, non-striving (wu wei ), humility, and lack

of planning, for to plan is to go against the

Tao.

46


TAOISM

Lao Tzu

Founder of Taoism,

held that the Tao is

ineffable and beyond

our ability to alter. He

emphasized the

importance of

effortless nonstriving.

47


CONFUCIANISM

Primarily a system of ethical precepts for the

proper management of society.

Filial relation is usually stressed.

Some consider it to be the state religion of

East Asian countries because of

governmental promotion of Confucian values.

48


CONFUCIANISM

Confucius

Founder of the most dominant system of

Chinese though.

Confucius himself had a simple moral and

political teaching: to love others; to honor one's

parents; to do what is right instead of what is of

advantage; to practice "reciprocity," i.e. "don't do

to others what you would not want yourself"; to

rule by moral example instead of by force and

violence; and so forth.

49


CONFUCIUS

Confucius

Emphasized personal and governmental

morality, correctness of social relationships,

justice and sincerity.

His teachings may be found in the Analects of

Confucius.

50


ZEN BUDDHISM

A form of Buddhism that reached its zenith in

China and later developed in Japan, Korea,

and the West; its name (Chinese Ch'an,

Japanese Zen) derives from the Sanskrit

dhyana (meditation).

In early China, the central tenet of Zen

Buddhism was meditation rather than

adherence to a particular scripture.

51


Zen is a school of Mahayana Buddhism,

which developed in China in the 6th and 7th

centuries from the meeting of Dhyana

Buddhism and Taoism.

Zen is a set of teachings and practices

directed towards self-realization and finally to

complete awakening (enlightenment).

ZEN BUDDHISM

52


COMPETENCY 5

Apply the four pillars of learning-learning to

know, learning to do, learning to live together,

learning to be-in responding to the

aspirations of the learner and the community.

THE TEACHING PROFESSION AND THE

SOCIAL DIMENSIONS OF EDUCATION

53


54

FOUR PILLARS OF

EDUCATION

(UNESCO, 1996)


UNESCO Task Force on Education for the

Twenty-first Century put forward the idea

that education throughout life is based

upon four pillars:

1. Learning to know

2. Learning to do

3. Learning to live together

4. Learning to be

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What is UNESCO?

UNESCO stands for

United Nations

Educational

Scientific and

Cultural

Organization

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What is UNESCO?

Founded on 16 November 1945

The Preamble to the Constitution of UNESCO:

Since wars begin in the minds of men, it is in the minds of men that the defenses of peace must be

constructed.

The founding fathers believed:

in full and equal opportunities for education for all

in the unrestricted pursuit of objective truth

and in the free exchange of ideas and knowledge

57


What is UNESCO?

Purpose of the organization

To contribute to peace and security

by promoting collaboration among nations through education, science and culture

in order to further universal respect for justice, for the rule of law and for the human rights and

fundamental freedoms

which are affirmed for the peoples of the world,

without distinction of race, sex, language or religion,

by the Charter of the United Nations. 58


UNESCO on Education

UNESCO's core mandate is to bring education to all.

UNESCO believes that education is key to social and economic development.

UNESCO works for a sustainable world with just societies that value knowledge, promote a culture of peace, celebrate diversity and defend human rights, achieved by providing EFA

The mission of the UNESCO Education Sector is to: Provide international leadership to create learning societies

with educational opportunities for all populations

Provide expertise and foster partnerships to strengthen national educational leadership and the capacity of countries to offer quality education for all.

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UNESCO and the Millennium

Development Goals (UN, Sept. 2000)

Ensure that, by 2015, children everywhere, boys and

girls alike, will be able to complete a full course of primary schooling

Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015

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(from left to right) Mr Jacques Delors, Mr Federico Mayor (Director General of UNESCO) at UNESCO Headquarters, Paris in April 1996 at the presentation of the report to UNESCO of the International Commission on Education for the

Twenty-first Century, Learning: the treasure within. 61


Learning to know

Learning to know lays the foundations of lifelong learning

It is about basic knowledge that we need to be able to understand our environment and to live in dignity

It is about competences to acquire information and search actively for knowledge

It is about arousing curiosity, allowing to experience the pleasures of research and discovery

It is about developing the powers of concentration, memory and thought

Learning to know is learning to learn

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Learning to do

Learning to do refers to the acquisition of practical

skills, but also of social and psychological skills

It refers to an aptitude for teamwork and initiative, and

a readiness to take risks.

It is about personal initiative and the ambition to

innovate

It is about the competence of putting what we have

learned into practice so as to act creatively on our

environment.

Learning to do enables us to turn our knowledge into

effective innovations.

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Learning to live together

Learning to live together is the pillar that the UNESCO

Commission emphasizes more than any other.

It refers to developing an understanding of others

through dialogue leading to empathy, respect and appreciation.

And, if we are to understand others, we must first know

ourselves.

It is about recognizing our growing interdependence,

about experiencing shared purposes, and about

implementing common projects and a joint future

(peace, education for all, environment)

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Learning to be

Learning to be is founded on the fundamental principle

that education needs to contribute to the all-round

development of each individual

It is about the broadening of care for each aspect of the

personality

It deals with the freedom of thought, feeling and

imagination that we need to act more independently,

with more insight, more critically, and more

responsibly.

The end of education is to discover and open the

talents which are hidden

like a treasure within every person.

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Prof Ed 1 - Social Dimensions of Education - Competencies 4 and 5

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