Further approaches to the philosophy of educationFurther approaches to the

philosophy of education

David R ColeDavid R Cole

“I believe that education is the fundamental method of social progress and reform…I believe that the art of thus giving shape to human powers and adapting them to social service, is the supreme art; one calling into its service the best of artists…I believe finally that the teacher is engaged, not simply in the training of individuals, but in the formation of proper social life…”

- Dewey My pedagogic creed Article V

“I believe that education is the fundamental method of social progress and reform…I believe that the art of thus giving shape to human powers and adapting them to social service, is the supreme art; one calling into its service the best of artists…I believe finally that the teacher is engaged, not simply in the training of individuals, but in the formation of proper social life…”

- Dewey My pedagogic creed Article V

Impact of Dewey on teacher identity Impact of Dewey on teacher identity

Role is as a facilitator, not to direct the learning We all have a mission to make the world a better place Subject matter assists in problem-solving Emphasis on the democratic classroom Assist students to make mistakes and learn from experience Focus on the immediate experience, not preparing students for future

learning School is just one place where education takes place The influences are not just socio-cultural but also ecological Education through experience, emphasis on inquiry, problem-solving

and cooperative learning. Start with the students’ needs as a way of motivating and interesting

them Whole purpose of education is to help students to grow.

Role is as a facilitator, not to direct the learning We all have a mission to make the world a better place Subject matter assists in problem-solving Emphasis on the democratic classroom Assist students to make mistakes and learn from experience Focus on the immediate experience, not preparing students for future

learning School is just one place where education takes place The influences are not just socio-cultural but also ecological Education through experience, emphasis on inquiry, problem-solving

and cooperative learning. Start with the students’ needs as a way of motivating and interesting

them Whole purpose of education is to help students to grow.

Existentialism Existentialism

Soren Kierkegaard

John-Paul Sartre

Soren Kierkegaard

John-Paul Sartre

Common Aspects of Existentialism Common Aspects of Existentialism Existence precedes essenceHuman beings have free willLife is a series of choices in which

responsibility must be taken Some things are irrational or absurd and

without explanation

Existence precedes essenceHuman beings have free willLife is a series of choices in which

responsibility must be taken Some things are irrational or absurd and

without explanation

Implications of existentialism for education?Implications of existentialism for education?

Task is for schools to make students aware of who they are and of all their potentialities for becoming.

Stresses the importance of individuality of each of our students and teachers.

Schools should not indoctrinate so that students think and act the same.

Greater importance on emotions and irrationalPrimary aim of education is to help individuals understand

themselvesTeachers and students need to be taught to be true to themselvesEmphasis on increasing students’ awareness of their existence as

authentic beings who have the freedom to choose what they make of themselves.

Emphasis on the arts and humanities

Task is for schools to make students aware of who they are and of all their potentialities for becoming.

Stresses the importance of individuality of each of our students and teachers.

Schools should not indoctrinate so that students think and act the same.

Greater importance on emotions and irrationalPrimary aim of education is to help individuals understand

themselvesTeachers and students need to be taught to be true to themselvesEmphasis on increasing students’ awareness of their existence as

authentic beings who have the freedom to choose what they make of themselves.

Emphasis on the arts and humanities

poststructuralismpoststructuralism

FoucaultDerridaDeleuze

Discourse analysisBiopolitics

DeconstructionRhizomatics…

FoucaultDerridaDeleuze

Discourse analysisBiopolitics

DeconstructionRhizomatics…

Implications of poststructuralism for education?Implications of poststructuralism for education?

Offers valuable insights into school culture and the hidden power relationships

Highlights the “hidden curriculum”Raises questions about core values, commonality and

difference in a pluralistic society Focuses the learning on difference or “otherness”Encourages students to question knowledge and its possible

misinterpretations and the ideologies shaping it. Encourages us to criticise the conventions or traditional

structures Helps bring forth more self-consciousnessProvides understanding about how schooling makes us

‘normal’

Offers valuable insights into school culture and the hidden power relationships

Highlights the “hidden curriculum”Raises questions about core values, commonality and

difference in a pluralistic society Focuses the learning on difference or “otherness”Encourages students to question knowledge and its possible

misinterpretations and the ideologies shaping it. Encourages us to criticise the conventions or traditional

structures Helps bring forth more self-consciousnessProvides understanding about how schooling makes us

‘normal’

Paulo Freire Paulo Freire “What I have been proposing from my political

convictions, my philosophical convictions, is a profound respect for the total autonomy of the educator. What I have been proposing is a profound respect for the cultural identity of students- a cultural identity that implies respect for the language of the other, the color of the other, the gender of the other, the class of the other, the sexual orientation of the other, the intellectual capacity of the other; that implies the ability to stimulate the creativity of the other. But these things take place in a social and historical context and not in pure air. These things take place in history and I, Paulo Friere am not the owner of history.” – 1997 pp307-308

“What I have been proposing from my political convictions, my philosophical convictions, is a profound respect for the total autonomy of the educator. What I have been proposing is a profound respect for the cultural identity of students- a cultural identity that implies respect for the language of the other, the color of the other, the gender of the other, the class of the other, the sexual orientation of the other, the intellectual capacity of the other; that implies the ability to stimulate the creativity of the other. But these things take place in a social and historical context and not in pure air. These things take place in history and I, Paulo Friere am not the owner of history.” – 1997 pp307-308

Underlying principles of Freire’s approach to education Underlying principles of Freire’s approach to education 1. The world must be approached as an object to be

understood and known by the efforts of learners themselves.

2. Acts of knowing are to be grounded in students’ own being, experiences, needs, circumstances and destinies.

3. The historical and cultural world need to be understood in the light of the ideologies which created them.

4. Learners must be able to consider how they have created their own lived reality and the possibility of new makings of reality.

5. The voices of all participants in education must be shared.6. Learners must come to know how the myths of current

discourses oppress and marginalise them.

1. The world must be approached as an object to be understood and known by the efforts of learners themselves.

2. Acts of knowing are to be grounded in students’ own being, experiences, needs, circumstances and destinies.

3. The historical and cultural world need to be understood in the light of the ideologies which created them.

4. Learners must be able to consider how they have created their own lived reality and the possibility of new makings of reality.

5. The voices of all participants in education must be shared.6. Learners must come to know how the myths of current

discourses oppress and marginalise them.

“…teachers have to transcend their merely instructive task and to assume the ethical posture of a mentor who truly believes in the total autonomy, freedom and development of those he or she mentors…”

Pedagogy of the Oppressed p. 309

“…teachers have to transcend their merely instructive task and to assume the ethical posture of a mentor who truly believes in the total autonomy, freedom and development of those he or she mentors…”

Pedagogy of the Oppressed p. 309

What is “critical pedagogy”? What is “critical pedagogy”?

“Critical pedagogy is a way of thinking about, negotiating, and transforming the relationship among classroom teaching, the production of knowledge, the institutional structures of the school, and material relations of the wider community, society and nation-state.”

McLaren, P. (2007) A Pedagogy of Possibility

“Critical pedagogy is a way of thinking about, negotiating, and transforming the relationship among classroom teaching, the production of knowledge, the institutional structures of the school, and material relations of the wider community, society and nation-state.”

McLaren, P. (2007) A Pedagogy of Possibility

LoveLove

“Dialogue cannot exist…in the absence of a profound love for the world and for people…Domination reveals the pathology of love: sadism in the dominator and masochism in the dominated. Because love is an act of courage, not of fear, love is a commitment to others. No matter where the oppressed are found, the act of love is a commitment to their cause – the cause of liberation…As an act of bravery, love cannot be sentimental: as an act of freedom, it must not serve as a pretext for manipulation. It must generate other acts of freedom; otherwise it is not love…If I do not love the world – if I do not love life – if I do not love people – I cannot enter into this dialogue…”

- Pedagogy of the Oppressed 1993 pp 70 -71

“Dialogue cannot exist…in the absence of a profound love for the world and for people…Domination reveals the pathology of love: sadism in the dominator and masochism in the dominated. Because love is an act of courage, not of fear, love is a commitment to others. No matter where the oppressed are found, the act of love is a commitment to their cause – the cause of liberation…As an act of bravery, love cannot be sentimental: as an act of freedom, it must not serve as a pretext for manipulation. It must generate other acts of freedom; otherwise it is not love…If I do not love the world – if I do not love life – if I do not love people – I cannot enter into this dialogue…”

- Pedagogy of the Oppressed 1993 pp 70 -71

Advice from Henry Giroux Advice from Henry Giroux “Never separate learning from the precepts of social

justice; recognise that schooling must be understood in a broader social and political context; never allow yourself to be reduced to simply a technician implementing educational recipes; always take seriously the knowledge and experience that students bring to school; heed John Dewey’s advice about connecting the meaning of curriculum and schooling to the imperatives of a substantive democracy; and never lose sight of how crucial education is for sustaining democracy and keeping justice alive.”

In Ornstein, A. et al 2007 Contemporary Issues in Curriculum p. 4

“Never separate learning from the precepts of social justice; recognise that schooling must be understood in a broader social and political context; never allow yourself to be reduced to simply a technician implementing educational recipes; always take seriously the knowledge and experience that students bring to school; heed John Dewey’s advice about connecting the meaning of curriculum and schooling to the imperatives of a substantive democracy; and never lose sight of how crucial education is for sustaining democracy and keeping justice alive.”

In Ornstein, A. et al 2007 Contemporary Issues in Curriculum p. 4

Final remark (Dewey)Final remark (Dewey)

“I believe that the only true education comes through the stimulation of the child’s powers by the demands of the social situation in which he finds himself..”

My Pedagogic Creed

“I believe that the only true education comes through the stimulation of the child’s powers by the demands of the social situation in which he finds himself..”

My Pedagogic Creed

Choices…Choices…

Constructivism Existentialism PoststructuralismCritical pedagogy …

Contact; david.cole@uws.edu.auhttps://uws.academia.edu/DavidRCole

Constructivism Existentialism PoststructuralismCritical pedagogy …

Contact; david.cole@uws.edu.auhttps://uws.academia.edu/DavidRCole