Philosophy of education Philosophy of education

1 philosophy of education

1.1 idealism

1.1.1 plato
1.1.2 immanuel kant
1.1.3 georg wilhelm friedrich hegel


1.2 realism

1.2.1 aristotle
1.2.2 avicenna
1.2.3 ibn tufail
1.2.4 john locke
1.2.5 jean-jacques rousseau
1.2.6 mortimer jerome adler
1.2.7 harry s. broudy


1.3 scholasticism

1.3.1 thomas aquinas
1.3.2 john milton


1.4 pragmatism

1.4.1 john dewey
1.4.2 william james
1.4.3 william heard kilpatrick
1.4.4 nel noddings
1.4.5 richard rorty


1.5 analytic philosophy

1.5.1 richard stanley peters (1919–2011)


1.6 existentialist
1.7 critical theory

1.7.1 paulo freire


1.8 other continental thinkers

1.8.1 martin heidegger
1.8.2 hans-georg gadamer
1.8.3 jean-françois lyotard
1.8.4 michel foucault

philosophy of education
idealism
plato

inscribed herma of plato. (berlin, altes museum).

date: 424/423 bc – 348/347 bc

plato s educational philosophy grounded in vision of ideal republic wherein individual best served being subordinated society due shift in emphasis departed predecessors. mind , body considered separate entiies. in dialogues of phaedo, written in middle period (360 b.c.e.) plato expressed distinctive views nature of knowledge, reality, , soul:

when soul , body united, nature orders soul rule , govern, , body obey , serve. of these 2 functions akin divine? , mortal? not divine appear…to naturally orders , rules, , mortal subject , servant?

on premise, plato advocated removing children mothers care , raising them wards of state, great care being taken differentiate children suitable various castes, highest receiving education, act guardians of city , care less able. education holistic, including facts, skills, physical discipline, , music , art, considered highest form of endeavor.

plato believed talent distributed non-genetically , must found in children born in social class. built on insisting suitably gifted trained state might qualified assume role of ruling class. established system of selective public education premised on assumption educated minority of population were, virtue of education (and inborn educability), sufficient healthy governance.

plato s writings contain of following ideas: elementary education confined guardian class till age of 18, followed 2 years of compulsory military training , higher education qualified. while elementary education made soul responsive environment, higher education helped soul search truth illuminated it. both boys , girls receive same kind of education. elementary education consisted of music , gymnastics, designed train , blend gentle , fierce qualities in individual , create harmonious person.

at age of 20, selection made. best students take advanced course in mathematics, geometry, astronomy , harmonics. first course in scheme of higher education last ten years. had flair science. @ age of 30 there selection; qualified study dialectics , metaphysics, logic , philosophy next 5 years. after accepting junior positions in army 15 years, man have completed theoretical , practical education age of 50.

immanuel kant

date: 1724–1804

immanuel kant believed education differs training in former involves thinking whereas latter not. in addition educating reason, of central importance him development of character , teaching of moral maxims. kant proponent of public education , of learning doing.

georg wilhelm friedrich hegel

date: 1770–1831

realism
aristotle

bust of aristotle. roman copy after greek bronze original lysippos 330 b.c.

date: 384 bc – 322 bc

only fragments of aristotle s treatise on education still in existence. know of philosophy of education through brief passages in other works. aristotle considered human nature, habit , reason equally important forces cultivated in education.[1] thus, example, considered repetition key tool develop habits. teacher lead student systematically; differs, example, socrates emphasis on questioning listeners bring out own ideas (though comparison perhaps incongruous since socrates dealing adults).

aristotle placed great emphasis on balancing theoretical , practical aspects of subjects taught. subjects explicitly mentions being important included reading, writing , mathematics; music; physical education; literature , history; , wide range of sciences. mentioned importance of play.

one of education s primary missions aristotle, perhaps important, produce , virtuous citizens polis. have meditated on art of governing mankind have been convinced fate of empires depends on education of youth.

avicenna

date: 980 ad – 1037 ad

in medieval islamic world, elementary school known maktab, dates @ least 10th century. madrasahs (which referred higher education), maktab attached mosque. in 11th century, ibn sina (known avicenna in west), wrote chapter dealing maktab entitled role of teacher in training , upbringing of children , guide teachers working @ maktab schools. wrote children can learn better if taught in classes instead of individual tuition private tutors, , gave number of reasons why case, citing value of competition , emulation among pupils usefulness of group discussions , debates. ibn sina described curriculum of maktab school in detail, describing curricula 2 stages of education in maktab school.

ibn sina wrote children should sent maktab school age of 6 , taught primary education until reach age of 14. during time, wrote should taught qur an, islamic metaphysics, language, literature, islamic ethics, , manual skills (which refer variety of practical skills).

ibn sina refers secondary education stage of maktab schooling period of specialization, when pupils should begin acquire manual skills, regardless of social status. writes children after age of 14 should given choice choose , specialize in subjects have interest in, whether reading, manual skills, literature, preaching, medicine, geometry, trade , commerce, craftsmanship, or other subject or profession interested in pursuing future career. wrote transitional stage , there needs flexibility regarding age in pupils graduate, student s emotional development , chosen subjects need taken account.

the empiricist theory of tabula rasa developed ibn sina. argued human intellect @ birth rather tabula rasa, pure potentiality actualized through education , comes know , knowledge attained through empirical familiarity objects in world 1 abstracts universal concepts developed through syllogistic method of reasoning; observations lead prepositional statements, when compounded lead further abstract concepts. further argued intellect possesses levels of development material intellect (al-‘aql al-hayulani), potentiality can acquire knowledge active intellect (al-‘aql al-fa‘il), state of human intellect in conjunction perfect source of knowledge.

ibn tufail

date: c. 1105 – 1185

in 12th century, andalusian-arabian philosopher , novelist ibn tufail (known abubacer or ebn tophail in west) demonstrated empiricist theory of tabula rasa thought experiment through arabic philosophical novel, hayy ibn yaqzan, in depicted development of mind of feral child tabula rasa of adult, in complete isolation society on desert island, through experience alone. latin translation of philosophical novel, philosophus autodidactus, published edward pococke younger in 1671, had influence on john locke s formulation of tabula rasa in essay concerning human understanding .

john locke

date: 1632–1704

in thoughts concerning education , of conduct of understanding locke composed outline on how educate mind in order increase powers , activity:

business of education not, think, make them perfect in 1 of sciences, open , dispose minds may best make them capable of any, when shall apply it.

if men long time accustomed 1 sort or method of thoughts, minds grow stiff in it, , not readily turn another. therefore give them freedom, think should made sorts of knowledge, , exercise understandings in wide variety , stock of knowledge. not propose variety , stock of knowledge, variety , freedom of thinking, increase of powers , activity of mind, not enlargement of possessions.

locke expressed belief education maketh man, or, more fundamentally, mind empty cabinet , statement, think may of men meet with, 9 parts of ten are, or evil, useful or not, education.

locke wrote little , insensible impressions on our tender infancies have important , lasting consequences. argued associations of ideas 1 makes when young more important made later because foundation of self: are, put differently, first mark tabula rasa. in essay, in introduced both of these concepts, locke warns against, example, letting foolish maid convince child goblins , sprites associated night darkness shall ever afterwards bring frightful ideas, , shall joined, can no more bear 1 other.

associationism , theory come called, exerted powerful influence on eighteenth-century thought, particularly educational theory, every educational writer warned parents not allow children develop negative associations. led development of psychology , other new disciplines david hartley s attempt discover biological mechanism associationism in observations on man (1749).

jean-jacques rousseau

jean-jacques rousseau maurice quentin de la tour

date: 1712–1778

rousseau, though paid respects plato s philosophy, rejected impractical due decayed state of society. rousseau had different theory of human development; plato held people born skills appropriate different castes (though did not regard these skills being inherited), rousseau held there 1 developmental process common humans. intrinsic, natural process, of primary behavioral manifestation curiosity. differed locke s tabula rasa in active process deriving child s nature, drove child learn , adapt surroundings.

rousseau wrote in book emile children designed organisms, ready learn surroundings grow virtuous adults, due malign influence of corrupt society, fail so. rousseau advocated educational method consisted of removing child society—for example, country home—and alternately conditioning him through changes environment , setting traps , puzzles him solve or overcome.

rousseau unusual in recognized , addressed potential of problem of legitimation teaching. advocated adults truthful children, , in particular never hide fact basis authority in teaching purely 1 of physical coercion: m bigger you. once children reached age of reason, @ 12, engaged free individuals in ongoing process of own.

he once said child should grow without adult interference , child must guided suffer experience of natural consequences of own acts or behaviour. when experiences consequences of own acts, advises himself.

rousseau divides development 5 stages (a book devoted each). education in first 2 stages seeks senses: when Émile 12 tutor begin work develop mind. later, in book 5, rousseau examines education of sophie (whom Émile marry). here sets out sees essential differences flow sex. man should strong , active; woman should weak , passive (everyman edn: 322). difference comes contrasting education. not brought in ignorance , kept housework: nature means them think, will, love cultivate minds persons; puts these weapons in hands make lack of strength , enable them direct strength of men. should learn many things, such things suitable (everyman edn.: 327). Émile

mortimer jerome adler

date: 1902–2001

mortimer jerome adler american philosopher, educator, , popular author. philosopher worked within aristotelian , thomistic traditions. lived longest stretches in new york city, chicago, san francisco, , san mateo, california. worked columbia university, university of chicago, encyclopædia britannica, , adler s own institute philosophical research. adler married twice , had 4 children. adler proponent of educational perennialism.

harry s. broudy

date: 1905–1998

broudy s philosophical views based on tradition of classical realism, dealing truth, goodness, , beauty. influenced modern philosophy existentialism , instrumentalism. in textbook building philosophy of education has 2 major ideas main points philosophical outlook: first truth , second universal structures found in humanity s struggle education , life. broudy studied issues on society s demands on school. thought education link unify diverse society , urged society put more trust , commitment schools , education.

scholasticism
thomas aquinas

thomas aquinas carlo crivelli, 1476)

date: c. 1225 – 1274

see religious perennialism.

john milton

date: 1608–1674

the objective of medieval education overtly religious one, concerned uncovering transcendental truths lead person god through life of moral , religious choice (kreeft 15). vehicle these truths uncovered dialectic:

to medieval mind, debate fine art, serious science, , fascinating entertainment, more modern mind, because medievals believed, socrates, dialectic uncover truth. scholastic disputation not personal contest in cleverness, nor sharing opinions ; shared journey of discovery (kreeft 14–15).

pragmatism
john dewey

date: 1859–1952

john dewey in 1902.

in democracy , education: introduction philosophy of education, dewey stated education, in broadest sense, means of social continuity of life given primary ineluctable facts of birth , death of each 1 of constituent members in social group . education therefore necessity, life of group goes on. dewey proponent of educational progressivism , relentless campaigner reform of education, pointing out authoritarian, strict, pre-ordained knowledge approach of modern traditional education concerned delivering knowledge, , not enough understanding students actual experiences.

william james

date: 1842–1910

william heard kilpatrick

date: 1871–1965

william heard kilpatrick american philosopher of education , colleague , successor of john dewey. major figure in progressive education movement of 20th century. kilpatrick developed project method childhood education, form of progressive education organized curriculum , classroom activities around subject s central theme. believed role of teacher should of guide opposed authoritarian figure. kilpatrick believed children should direct own learning according interests , should allowed explore environment, experiencing learning through natural senses. proponents of progressive education , project method reject traditional schooling focuses on memorization, rote learning, strictly organized classrooms (desks in rows; students seated), , typical forms of assessment.

nel noddings

date: 1929–

noddings first sole-authored book caring: feminine approach ethics , moral education (1984) followed close on 1982 publication of carol gilligan’s ground-breaking work in ethics of care in different voice. while work on ethics continued, publication of women , evil (1989) , later works on moral education, of later publications have been on philosophy of education , educational theory. significant works in these areas have been educating intelligent belief or unbelief (1993) , philosophy of education (1995).

richard rorty

date: 1931–2007

analytic philosophy

g.e moore (1873–1858)

bertrand russell (1872–1970)

gottlob frege (1848–1925)

richard stanley peters (1919–2011)

date: 1919–

existentialist

the existentialist sees world 1 s personal subjectivity, goodness, truth, , reality individually defined. reality world of existing, truth subjectively chosen, , goodness matter of freedom. subject matter of existentialist classrooms should matter of personal choice. teachers view individual entity within social context in learner must confront others views clarify or own. character development emphasizes individual responsibility decisions. real answers come within individual, not outside authority. examining life through authentic thinking involves students in genuine learning experiences. existentialists opposed thinking students objects measured, tracked, or standardized. such educators want educational experience focus on creating opportunities self-direction , self-actualization. start student, rather on curriculum content.

critical theory
paulo freire

paulo freire

date: 1921–1997

a brazilian philosopher , educator committed cause of educating impoverished peasants of nation , collaborating them in pursuit of liberation regarded oppression, freire best known attack on called banking concept of education, in student viewed empty account filled teacher. freire suggests deep reciprocity inserted our notions of teacher , student; comes close suggesting teacher-student dichotomy abolished, instead promoting roles of participants in classroom teacher-student (a teacher learns) , student-teacher (a learner teaches). in early, strong form kind of classroom has been criticized on grounds can mask rather overcome teacher s authority.

aspects of freirian philosophy have been highly influential in academic debates on participatory development , development more generally. freire s emphasis on describes emancipation through interactive participation has been used rationale participatory focus of development, held participation in form can lead empowerment of poor or marginalised groups. freire proponent of critical pedagogy. participated in import of european doctrines , ideas brazil, assimilated them needs of specific socio-economic situation, , expanded , refocused them in thought-provoking way [2]

other continental thinkers
martin heidegger

date: 1889–1976

heidegger s philosophizing education related higher education. believed teaching , research in university should unified , aim towards testing , interrogating ontological assumptions presuppositions implicitly guide research in each domain of knowledge.

hans-georg gadamer

date: 1900–2002

jean-françois lyotard

date: 1924–1998

michel foucault

date: 1926–1984