Educational Philosophy - Essay Example

? Educational Philosophy Philosophy is of great significance in education. The latter provides individuals with the wherewithal to function as productive and responsible members in a democratic society. Verily it is education philosophy that enables a school, district, state or nation to segregate the skills and information that a student is to imbibe and the manner in which these are to be learned. In addition, education philosophy provides the justification for selecting a particular curriculum, method of instruction and student teacher relationship (Kaplan & Owings, 2010, p. 167). As such, education philosophy helps the student in acquiring many skills. Education philosophy helps the student to develop himself into a good human, in addition to acquiring the required skills to solve the present day problems. Education is a process of inculturation, into some specific culture. This process transpires, informally in the family, church, media, government and the press. Educational institutions enable formal enculturation. Thus, interaction between the people and society is of great significance. People share values and behaviour, and education transmits values to the succeeding generations(Kritsonis). In general, the good inherent in a society is transmitted to the pupils. The long established philosophies serve to influence the perceptions of the people, and education transmits these philosophies. There are several factors that determine the effectiveness of education. These include instruction, curriculum, role of the teacher, role of the student, and the commitment of the school to effect change(Kritsonis). Educational philosophy nurtures the character of individuals, helps them to gain knowledge, and makes them ready to undertake responsibility in each and every aspect of their life. Teenagers are enabled to obtain the elements of mankind, and this places them in a better position to circumvent social problems (Hassan, 2009, p. 466). Through educational philosophy, one can teach good things to others in a much simpler manner. Educational philosophy consists of some important factors. These are based on the manner in which children acquire knowledge, the objective behind education and schools, and the function of the teacher. These elements permit one to assess the subjects to be taught and the procedure to be adopted in such teaching. Moreover, classroom management and discipline techniques have a direct bearing on the elements of educational philosophy(Widick). Philosophy of education emerged predominantly from the analytical efforts of the English thinkers. However, education issues were not strangers to the classical philosophers, such as Plato, Aristotle and Socrates, and the more recent stalwarts, like Kant and Dewey. Nevertheless, the pioneering work in this genre has been deemed to be that of C. D. Hardy(Seshadri, 2008). From the perspective of Emotional Literacy Education, it is incumbent upon every individual to comprehend himself and other individuals. On the other hand, the extant education system is founded on the belief that every person should acquire the ability to perform arithmetical calculations, read and write(Zimmerman, 2005). These latter accomplishments enable the student to obtain a certain degree of economic capability. Mere economic capability cannot enable a man to attain knowledge that is useful for leading a happy and productive life. Despite the seemingly pragmatic approach of the existing educational system, there are quite a few drawbacks. For instance, no method is taught by means of which the pupil can achieve happiness, which has been described as an emotional and economic state. This resulted in the emergence of Emotional Literacy Education, which employ terms that enable a student to evaluate his emotional beliefs(Zimmerman, 2005). Emotional beliefs cannot resolve problems in a meaningful manner. This is the major drawback with the present educational system. The stalwarts of education philosophy, of the ilk of Prof. R.S. Peters have declared that education philosophy constitutes a system of conceptual analysis and interpretation and not a mere collage of true proposals. This field of analytic study, includes several formal tasks, such as, analysis of educational beliefs, logical evaluation of the various educational statements, and substantiation of theoretical deductions(Seshadri, 2008). Philosophical knowledge is employed in educational psychology to comprehend phenomena in a deductive manner. Thus, a researcher might peruse Plato’s dialogues, in order to gain understanding about epistemology. Plato had provided a detailed description of knowledge and beliefs in his writings. In addition, philosophical thought can be utilised as a device for elaborating upon theories and ideas (Murphy, 2003, p. 143). Moreover, philosophical thought can be employed as an expedient for authenticating ideas that have not been dealt with in the extant literature. The renowned Greek philosopher Socrates believed education to be an enduring avocation. His practice of philosophy proved to be edifying for all. Socrates adopted an approach, wherein all were welcome; and none was excluded from his discussions. Another distinguishing feature of this redoubtable philosopher was that he never claimed any special qualifications for his endeavours in self-education (Rorty, 1998, p. 14). Society is obliged to cater to the educational needs of the disabled, and this has been highlighted in the philosophy of education and democracy by John Dewey (Lekan, 2009, p.214). As such, one can help the disabled through the philosophy of education. The development of the young occupies centre stage in the educational writings of Dewey, with regard to the concept of growth. This all important issue has been dealt with from the point of view of those who have to promote such development. In a manner that is akin to that of parents, educators are charged with promoting the welfare of the young. This assumes significance, when it is realised that it is essential to ensure a fair distribution of resources to students (Lekan, 2009, p.220). Education philosophy promotes the fair distribution of resources among students. The educational procedures of a nation have a major bearing in engendering social transformation. This was brought to the fore by the education philosopher Paulo Freire. In his considered opinion, the components and design of education were factors that wrought significant transformation to society. This is borne out by the fact that all schoolchildren are taught the value of indifference, resignation or active citizenship (Althaus-Reid, 2006, p. 1). In order to promote critical awareness, Freire developed a procedure that was aptly designated as education for liberation. This process entailed interaction with adults, and was founded on the notion that the poor and neglected sections of society were to be taught to question and discover the techniques behind the oppression that had made them remote from society (Althaus-Reid, 2006, p. 1). Furthermore, Freire was instrumental in depicting the effect of Christian education in promoting the spiritual and material well-being of believers. This was clearly visible in the poorer nations of Latin America, wherein the majority of the excluded communities subsisted in poverty, ignorance and fear. These hapless groups were in the main committed Christians (Althaus-Reid, 2006, p. 1). Thus, Freire’s exemplary work has made the Churches aware of their responsibility to intervene and succour these underprivileged communities. The philosophers of the past, such as Aristotle, Plato, Hume, Kant, Mill, Habermas and Locke continue to elucidate contemporary experience. This is possible, on account of the fact that philosophy chiefly deals with alterations in specific expression (Oancea & Bridges, Philosophy of Education in the UK: The Historical and Contemporary Tradition, 2009, p. 553). The philosophy of education has undergone a paradigm change. Thus, the emphasis is no longer on introspection and the ambit has been vastly extended, in order to include a wide range of ideas and practices. Some academics have pointed out the intricacy and range of ideas and information that education philosophy has come to include. Undoubtedly, some of these features are conflicting, and there is considerable disparity in the works of its practitioners (Chambliss, 2009, p. 236). Moreover, there are several incompatible answers that arise from the different traditions of philosophy. As such, there is no independent yardstick of rationality that could be employed to determine the superiority of one tradition over the others. Every standard is based on some philosophical tradition. Principally, the developments in general philosophy have been seen to improve understanding of education philosophy (Chambliss, 2009, p. 236). Intrinsically, education depends on practice, whereas philosophy focuses on the abstract. Consequently, teacher educators and philosophers adopt approaches that display significant differences in their approach to the philosophy of education (Duemer & Simpson, 2010, p.186). It is a distinct possibility that philosophy and philosophical thinking may infuse research and practice in the field of education. This could be on account of the development of analysis and argument, and also due to issues that could be naturally related to practice and practitioners. The concepts of philosophy, policy, and practice are connected with each other, and this relationship develops democratic rhetoric about education (Oancea & Bridges, 2009, p. 557). The latter concept is instrumental in developing critique, public dialogue, evidence, and better human relations. A number of major issues in the fields of education and education research can be addressed by employing philosophy. Philosophy can also be used to address a number of issues concerning the role of the state, private sector, and parents. It can be used to better understand contemporary issues, like globalisation, environment policies, technological changes, multiculturalism, and social cohesion. When philosophy is inculcated into the education system it serves many of these objectives. Humans search for the underlying truth, and philosophy is of great assistance in achieving this objective in an impartial manner. It encourages individuals to analyse social problems and their implications in the development of mankind (Hassan, 2009, p. 465). Furthermore, philosophy enables individuals to discover solutions that are based on reasonableness and consequences, Philosophy encourages humans to analyse their lives and the challenges they face in their life. It also provides the necessary systems and tools that enable individuals to critically examine their life and the world, in which they live. Philosophy constitutes the oldest subject of study and it admits of no boundaries. Philosophy is the knowledge of matter and the existence of the universe. It is knowledge of nature and human life. Philosophy is the knowledge of truth about matter and objects. It is different from other sciences, which also provide knowledge. The knowledge provided by philosophy is superior to the knowledge provided by the sciences. The human eye perceives knowledge about visible objects but philosophy makes deep enquiries about matter and objects that are beyond the capacity of science to perceive(Hassan). Educational philosophy entails methodical and all inclusive attention, with regard to analysis, review and reasoning. Policy and practice are important features of educational philosophy, which promotes democratic discussion regarding education. It also encourages practical discussion at every level and in every aspect of educational practice (Oancea & Bridges, 2009, p. 553). Western educational philosophy, with its trappings of scientific research, does not provide as comprehensive an approach as the oriental educational philosophies. For instance, the Confucian educational philosophy advocates lifelong learning and addresses the various issues in a holistic manner (Sun, 2008, p. 560). These approaches have the capacity to provide immense benefit to the activity of learning. It was the firm belief of this great Chinese philosopher that a continuous process of self – cultivation was essential for human development. In addition, he was of the considered opinion that learning was indispensable for achieving the status of a moral entity. However, people devote varying levels of effort to this endeavour, with the result that morality is not uniform among all. This redoubtable philosopher reinstated the most proximate bonds betwixt human behaviour and the great world system (Sun, 2008, p. 565). He strongly propounded the idea that human behaviour and actions should be in concord with the general course of the world. Overall growth is indispensable for obtaining goodness and perfection in life. Education philosophy influences the growth of individuals who learns experiences throughout their life irrespective of the time, place, location, and the type of school. Philosophy of education helps individuals to understand social problems and provides them with the ability to deal with them. It can be surmised that one can teach beneficial things to others, in an evidence based and systematic manner, through educational philosophy. References Althaus-Reid , M. (2006). Education for Liberation. Studies in World Christianity, 12(1), pp.1-4. Chambliss , J. J. (2009). Philosophy of Education Today . Educational Theory, 59(2) pp. 233-251 . Duemer, L., & Simpson, D. (2010). At the crossroads: Altercations and transformations in philosophy of education. Journal of Philosophy and History, 60, 184 – 190. Educational Philosophy. (n.d.). Retrieved April 10, 2011, from http://education.csm.edu/students/bwidick/educational_philosophy.htm Hassan, A. (2009). The Approach of Educational Philosophy in Overcoming Social Problem. European Journal of Scientific Research, 27(3), pp. 463 – 471. Hassan, S. Z. (n.d.). Philosopy and the advantages of studying it. Retrieved April 10, 2011, from http://www.allamaiqbal.com/publications/journals/review/apr06/02.htm Kaplan , L. S., & Owings , W. A. (2010). American Education: Building a Common Foundation. Cengage Learning. Kritsonis, W. A. (n.d.). Philosophical Perspectives in Education. Retrieved April 8, 2011, from http://www.scribd.com/doc/22683712/Philosophical-Perspectives-in-Education-William-Allan-Kritsonis-PhD-Questions-For Lekan , T. (2009). Disabilities and Educational Opportunity: A Deweyan Approach. Transactions of the Charles S. Peirce Society, 45(2), pp. 214 – 230. Murphy, P. K. (2003). The Philosophy in Thee: Tracing Philosophical Influences in Educational Psychology. Education Psychologist, 38(3), pp. 137 – 145. Oancea, A., & Bridges, D. (2009). Philosophy of education in the UK: the historical and contemporary tradition. Oxford Review of Education, 35(5), pp. 553 – 568. Rorty , A. (1998). Philosophers on education: historical perspectives. Routledge. Seshadri, C. (2008, March 31). Philosophy of Education as a Knowledge Field. Retrieved April 9, 2011, from Eminent Scholar Lecture Series: http://www.nuepa.org/Download/Eminent_Seshadri_22042008_Report.pdf Sun , Q. (2008). Confucian educational philosophy and its implication for lifelong learning and lifelong education. International Journal of Lifelong Education, 27(5), pp. 559 – 578. Why Study Philosophy? (n.d.). Retrieved April 10, 2011, from http://www.ius.edu/philosophy/pdf/whystudyphilosophy.pdf Widick, B. (n.d.). Educational Philosophy. Retrieved April 10, 2011, from http://education.csm.edu/students/bwidick/educational_philosophy.htm Zimmerman, M. (2005). Emotional Literacy Education and Self-Knowledge How to Make the World a Better Place Chapter 1. Retrieved April 9, 2011, from Emotional Literacy Education: http://emotionalliteracyeducation.com/index.shtml Read More