Education and the Role of Philosophy

Education and, the Role of doctrine In The Journey with American Education program as a field of see has been char coiferized as elusive, fragmentary and confusing (Ornstein and Hunkins, 2009, p. 1). concord to Wikipedia, grooming is any act or experience that has a plastic effect on the nous, character, or physical ability of an individual and is the performance by which society deliberately transmits its accumulated familiarity, skills and determine from one propagation to an some other.This report will journey through the history of raising, its philosophies and the philosophers that helped shape and plan it. Origin wholey American schools were defined by religion. The foundation of discipline was ground on religious study. The schools meaning in 1620 was to build a body politic of God-fearing citizens. Women taught baby birdren to withdraw the bible and to import the scriptures era the men and slightlytime(a) boys were out in the fields working.With the wome n as nurturers teaching themselves to read and write and then assuming that responsibility to nurture their childrens moral through the teachings of the scriptures led to the establishment of women as the backbone of American reproduction which appears to quiet be the case of birth times (History of American Education Primer, p. 27). In the Massachusetts Bay Colony, Protestant ideological managers sought to create a moral and God-fearing society and their goals were 1. Honor, fear, and obey God, 2. Honor, fear, and obey the father in the home and 3. Honor, fear, and obey the government.This ism of the Protestants was c everyed Calvinism which is the belief that charitables are born(p) in sin and moldiness purge this sin as children grow into adults (p. 10). The Massachusetts Law of 1642 which called for all parents to find someone to teach their children how to read the bible, write out scriptures, follow Protestant theology, and obey the laws of the land along with The Old D eluder Satan Law of 1647 which called for all towns of 50 households or much than to appoint a teacher to teach reading and writing and all towns of 100 or more households to build a school and study a schoolmaster were the first major laws of education (P. 0). As the colonies expanded, unlike forms of schooling school of thought developed but the Common Schools (schools that sought to exercise together white children in a common school to perpetuate the goals of the dominant white culture) were still dominated by Protestant values of a moral, God-fearing society (p. 31). Over time the teaching of children began to include, along with reading, writing and ciphering, social skills such as knowledge, etiquette, and debate. Schools began to include topics to prepare children for economic consumption and if ones family could afford it, college (p. 16).As time passed, education grew to include galore(postnominal) contrasting instructions and philosophies to where we are today. Wi th the extra teachings came many more philosophies. These different philosophies determine with teaching style, instruction, and school plan that will be apply to include Axiology, Behaviorism, Epistemology, Existentialism, Ontology, Perennialism, Eclectic, Pragmatism and Reconstructionism. According to Pratt and Collins (2001), effective teaching whitethorn be classified as transmission, apprenticeship, developmental, nurturing, and social reform. To start, William Kritsonis (2005, p. 1) defines school of thought as the human organisms attempt to regain most speculatively, reflectively, and systematically almost the universe and the relationship to that universe. He writes that ism has no proof and is whence without theorems and has not questions that can be answered with yes or no. The purpose of educational philosophy is to help develop the educators thinking capacity (p. 91). The trinity branches of philosophy are Metaphysics (Ontology) which deal with ultimate reality , Epistemology which deals with the personality of knowledge and Axiology which is the study of values.The major schools of philosophy are noble- headspringedness which are current universal absolute concepts, Realism where work is governed by various laws, cognize or unknown, Pragmatism which is primarily an American philosophy of scientific digest or teaching through experience, and Existentialism which believes that students should control much of what goes on (p. 92). Philosophy has many definitions and is hard to define. The word itself comes from the Greek meaning crawl in of wisdom and is the belief system that a person develops concerning existence, reality in the world, truth, ethics, honesty, thought passagees, aesthetics, and logic (Kritsonis, p. 8). In regards to education, philosophy is a way of examining ideas, proposals, and recommendations for learning and how best to use them in the educational setting and it is therefore, the application of ideas or idea s ystems to educational problems (p. 97). Educators study philosophy to help them attain a better understanding of the best way to success. Educators use philosophy for the roles in which philosophy stands for which includes to suggest alternative methods of thinking, to develop sensitivity to the logic and speech we use in gathering solutions to problems (p. 97).Philosophy of education is the philosophical study of the purpose, nature, process and noble-mindeds of education (Siegel, 2003). As time has progressed so has the understanding of philosophy and its splendour on education. The history of philosophy and education would not be be intimate without its fore fathers so to speak and the four primary philosophies of Idealism, Realism, Pragmatism and Existentialism. Idealism was the main philosophy of the thinkers of western civilizations during the last half of the 19th coke and its believers believed that external reality must be understood through the modal(a) of the human mind (Kritsonis, p. 03). They believed that when humans came into contact with whatever existed, the human mind functions to grasp the nature of reality and what is real.The three key words of high-mindedness are growth, imitation, and maturity and by imitating a model of behavior, one matures and grows toward an ideal that contains the perfection of virtues (p. 103). It applies to any theory that views the world as being do up of mind, spirit, or reason. They believe that to learn is to distinguish among values because some values are a matter of personal preference while others are absolute regardless of time, place, and circumstance (p. 03). Plato is a major ratifier of Idealism and is considered to be the first and foremost Idealist. He believed that proper education comes before law and there would be no need to regulate laws to humans of good breeding, for they will find out for themselves what regulations would be need (p. 104). He believed that good breeding developed thr ough a reasoning(a) educational system that produces reasonable humans. The impact that Idealism has on education is that its educational philosophy focus on who should be responsible for education, who should be taught, and what should be the curriculum (p. 109).To the Idealist, education is to assist in the development of the mind and self of the pupil and help in attaining the good living story of the spirit. The curriculum must be based on the idea of the spiritual nature of humans and must draw on both sources of truth and practiced opinion for its subject matter. Its prime purpose is to teach student to think and to teach skills that develop conceptual ability (p. 109). The philosophy of Realism involves the act of truth being determined scientifically. It is based on absolute truth. It proclaims that objects of science are objects and contain real existence outside the mind (Kritsonis, p. 12). Aristotle was a major contributor of Realism and he believed that a proper stu dy of matter could lead to better and more distinct ideas. He matte up that education was designed to preserve the stability of the state, to create good citizenship, and to obstruct revolutions (p. 115). The impact Realism had on education was to present material to students so they could become acquainted with the subject matter as a pre-established banish of material and the idea that successful learning consists of understanding that material (p. 118). The philosophy of Pragmatism is the result of action.Pragmatists believe that ideas become true in outrank to get into satisfactory relations with other parts of experience (kritsonis, p. 121). prat Dewey was a major contributor of pragmatism. He was one of the most authoritative of all American philosophers and educators and was actively interested in the reform of education (p. 122). His philosophy of education emphasized many things including experiences, experimentation, and freedom. He believed the learner must interact with that which is learned if a productive educational experience was to be achieved (p. 122).Other pragmatic philosophers were Jean-Jacques Rousseau and Charles Darwin. The impact that pragmatism had on education is that the childs own instincts and powers provide the material and starting point of all education and the educators knowledge of social conditions is necessary to interpret the childs powers. The philosophy of Existentialism is a revolt against other handed-down philosophies. Others attempt to grasp the ultimate nature of the world in abstract systems of thought existentialists consider what it is like to be an individual human being living in the world (Kritsonis, p. 125).It is concerned with an individuals willingness really to commit to something with intensity (p. 127). A major contributor to Existentialism was Soren Kierkegaard who believed that a humans essential self is developed in three stages Aesthetic stage, ethical stage, and religious stage. He believed t hat individuals are confronted with choices in life that they alone can build and for which they must accept complete and full phase of the moon responsibility (p. 127). Existentialism impact on education was to stress alone(p) experiences in the affective and what a student hears in class is more impressive than what the teachers say.The Philosophy of education in the United States has undergone a series of internal struggles over the past 25 years. Some of the struggle with philosophy in these modern times has been the issue of the curriculum of multicultural education. The multicultural movement defines the main purpose of curriculum as social improvement, particularly as it relates to peoples who have been marginalized on the bias of race, ethnicity, language, social class and other identities (English Teaching, page 122).Over time and through history philosophers have had to be variable to change and that change in American included a multicultural movement. This movement includes the philosophy of Reconstructionism which involves the attitude toward change and encourages individuals to try to make life better which ultimately means every individual in all cultures (National Outlook, 2006). Philosophers of the future will have to find a way to infuse mulitculturism into their ideas (educational Administration Quarterly 1998, p. 236).Multiculturalism is described as focusing on how gender, race, inner orientation, and class differences are inscribed in political and cultural practices (Community College diary of Research and Practice, 2000). Our schools are, in a sense, factories in which the raw products (children) are to be shaped and fashioned into products to meet the various demands of life. The specifications for manufacturing come from the demands of twentieth-century civilization and it is the wrinkle of the school to build its pupils according to the specifications laid down (English Teaching, p. 25). We build our curriculum based off of past philosophers because of the beliefs our present curriculum decision makers may possess. Philosophy is concerned with questions about the analysis of concepts and with questions about the grounds of knowledge, belief, actions and activities. The philosophy of education is then occupied with the analysis of such educational concepts as teaching, child-centeredness, inculcation of belief and curriculum.The main point of contrast between philosophy and education is the role of value judgments values and ideals are embodied and denotative in the purposes of imparting knowledge, skills and attitudes (Scandinavian Journal of Educational Research, 2001). In conclusion, the question frame unanswered, Are our schools headed in the right direction with its curriculum? From past philosophers to present we have had a continuous confusion take place which continues to make curriculum hard to define.References Adult Education Quarterly (1977). The Concept of Educational Need An Analysis of Selected Literature. 16-127 American Education Through the Civil contend (Chapter 2). Community College Journal of Research and Practice (2000). Student Experiences With Multicultural and alteration Education. 531-546 English Teaching Practice and Critique (2004). Critical Multicultural Curriculum and the Standards Movement. 122-138 Kritsonis, W (2005). Philosophies of Schooling. 82-159 Scandinavian Journal of Educational Research (2001). Some Notes on the Relevance of Philosophy to Education. 341-351 Siegel, H. (1988). Educating Reason Rationality, Critical Thinking, and Education. 369-382 http//en. wikepedia. org