Introduction: Philosophy of Education and Philosophy - Oxford Handbooks
It was founded in with a radical new philosophy of education: self-directed and life-long learning, problem-based learning and group-based learning. Philosophy Determines The Various Aspects of Education: According to Ross, “ Philosophy and education are like the two sides of the same. (changethru.info philosophy-and- education). EDUCATION AND PHILOSOPHY In view of the.
Sound mind in Sound Body or Virtuous Man The main purpose of education is to have sound mind in a sound body, and virtuous person.
Philosophy gives answers and discuss that what is sound mind, sound body, and what virtuous person is. How we can say the philosophy is the contemplative aspect of education and education is the dynamic aspect philosophy. Change in Education, Culture and Society In order to bring the desire change in society or in the existing education set up, a very pre-planned philosophy should be behind that kind of reformation.
Like the western nations want reforms in our education system especially in maddarasa through induction of computer and other subjects. Relationship between education and philosophy is very close. They are called the two sides of the same coin. Michael Porters Strategic Tools. Our primary interest in this essay is in philosophy as critical inquiry. Wisdoms and ideologies are usually inculcated into us in a way which gives us little opportunity for reflection and criticism: But critical philosophy, as we will see, is characterized by an attitude of critical reflection and a practice of analysis that inculcators of wisdoms and ideologies avoid.
However, wisdoms, ideologies and critical inquiry are intimately and importantly related, especially in educational practice. Let's examine more closely the difference between these three ideas of philosophy and how each relates to educational practice.
Philosophy as Wisdoms Philosophy, however one conceives it, is expected to be more than a passing feeling or a kneejerk opinion. It's supposed to be a thoughtful response to a question or situation. The response may not be very extensively thought out, but it's got some element of reflection in it.
Philosophy as wisdom incorporates, at the very least, this notion of reflection, of thoughtful response. This conception of philosophy as wisdoms includes two related ideas: Such philosophy is generally seen as arising out of personal experience or as having sacred origins. For these reasons we tend not to challenge them with a critical question such as, "How do you know that?
RELATIONSHIP BETWEEN PHILOSOPHY AND EDUCATION
You can't expect too much from life without being disappointed sometimes; or b. Live and let live, that's what I say; c. Don't smile until Christmas common advice to new teachers. Such statements are thought to be philosophical. They are general, they are often offered as reasons for acting, and they have a certain air of thoughtfulness about them. We generally concede people the right to these sorts of reflective opinions and do not press them for further justification.
Then there are the statements or writings of prophetic individuals many of us have been taught to consider both wise and worthy of veneration: Do not covet the favors by which Allah has exalted some of you above others.
Thou shalt not bear false witness against thy neighbor. Train up a child in the way he should go: It is important to notice that when people offer philosophy in the form of sacred writings they do not welcome challenge.
Meaning & Relationship between Philosophy and Education
Indeed, a questioning or skeptical attitude is often thought to be rude or even blasphemous. Similarly, in education we frequently encounter some statements so deeply embedded in schooling culture that they are treated as religious fundamentals.
Always treat a child so as to bolster his or her self-esteem. Philosophy as Ideology Philosophy can also be thought of as ideology. An ideology is, by comparison with wisdoms, a more highly organized body of opinion. It usually serves programs of action and organizational needs. Philosophy as ideology is what we normally find in schools. For licensing purposes, state departments of education require schools, public and private, to have available a document that states the school's "philosophy" of education.
Significantly, such school philosophies can be acquired pre-packaged. Educational accrediting agencies publish books of them that school planners and directors can use to choose among different philosophies of education like so many items on a menu. The social development of elementary school students proceeds as the child becomes aware of the various authority structures that operate throughout the school, the community, the region, and the nation.
We believe the school must help the child establish a perspective on the responsibilities and opportunities inherent in the multitude of authority systems in a democratic social order. This may be subject to debate. Although the example above mentions a "democratic social order," given its emphasis on authority, one could imagine that with this ideology, a school run like a miniature police-state could be rationalized.
In developing an ideology, the wisdoms of individuals, prophetic or otherwise, is called on to justify policies and day-to-day procedures. But did Moses, Jesus or Mohammed ever talk or write about hall passes, or detentions?
What philosophy as ideology requires is an imagination that stretches the original intents and statements into broader or novel applications. Sometimes this imagination goes far beyond any reasonable interpretation.
Indeed, deeply pious people may complain that the ideology of a church organization violates the essential spirit of the prophetic teachings, as when they complain that teachers in their schools fail exercise forgiveness as often as they should.
A key point here is that organizational demands often substantially change the spirit of the original philosophy. Deep moral concerns may be lost in service of expediency. Properly pursued, philosophy enhances analytical, critical and interpretive capacities that are applicable to any subject-matter, and in any human context. It cultivates the capacities and appetite for self-expression and reflection, for exchange and debate of ideas, for life-long learning, and for dealing with problems for which there are no easy answers.
It doesn't matter who said or wrote what. Nor does it matter what effect critical inquiry might have on an organization. The point of the activity is not to honor individuals or to bolster organizations, but to try to get to the truth.
Most importantly, in philosophy as critical inquiry, any statement purporting to be truth is challengable. But what are the rules for making such a challenge more than just an expression of dislike? What rules there are have been developed through millennia in a literature tracing back to Plato and earlier. We will look more closely at these rules for challenge and investigation later. Assumptions of the Tradition of Critical Inquiry. Early on in critical philosophy, Greek philosophers distinguished between what they saw as "received opinion" and "truth.
Received opinion might be true, but it was the task -- those ancient philosophers believed -- not of traditional or religious authorities but of critical analysis to determine if it was so. There is a potential here for significant conflict.
It is important that a central story in the history of philosophy is that of Socrates. He was condemned to death by the Athenian Court for "impiety" and "corrupting youth" by teaching them critical inquiry.
To emphasize an important point, however, critical inquiry is not confined to the irreligious. The tools of critical inquiry have long been recognized as useful by religiously committed philosophers in their struggle with the wisdoms of competing religious groups. There are recognized critical philosophers in many major religions. Islamic, Jewish and Christian philosophers have practiced in the tradition of critical inquiry.
Hence, Philosophy is not only a professional tool for the educator but also a way of improving the quality of life because it helps us to gain a wider and deeper perspective on human existence and the world around us.
Further, Philosophy of Education is based on an adequate Philosophy of life. Philosophy and Education are, therefore, reconstructive; they give to and take from each other in ebb and flow of thought and action; they are means to one another, and ends; they are process and product Kiran, Education on the other hand is the dynamic side of Philosophy.
It is the active aspect and the practical means of realising the ideals of life. Education is a sacred necessity of life, both from the biological and sociological point of view. It is true that Education works like a catalyst for a better life, a social desirable life.
As a pot is made out of clay and a finished product comes out of raw material, so also from the immature child comes out the civilized man through Education. Education renews and re-builds the social structure in the pattern of philosophical ideals. Human being, who is born and grows up with inherited propensities, determines the basic trails of man, but education paves a long way for his success in life http: In order to bring about the desired change in society or any educational reform, Philosophy must necessarily influence this move.
Education is the dynamic side of Philosophy. If one is contemplative the other is active side.
- Introduction: Philosophy of Education and Philosophy
- Meaning & Relationship between Philosophy and Education
Philosophy is an attempt to answer the ultimate question of Education. Educational transformations are always the result and the symptom of social transformations in terms of 6 which they are to be explained in Philosophical thoughts. In order for people to feel at any particular moment in time the need to change an educational system, it is necessary that new ideas and needs have emerged in which the former system is no longer adequate Durkheim, Therefore, Philosophy of education undertakes the systematic discussion of educational problems on a philosophical basis and proffers the needed reforms and changes http: Therefore, any educational reform must be informed by deep Philosophical thoughts which further enhances their interdependence.
Philosophy is wisdom and Education transmits that wisdom from one generation to the other. Philosophy is in reality the theory of Education.