1. Pursuing an Educational Philosophy Chapter 8

2. My philosophy is 1. Live for today, tomorrow we die. 2. Reach for the stars. 3. Expect little and you won’t be disappointed. 4. It doesn’t matter what you believe as long as you’re sincere.

3. Branches of Philosophy Metaphysics…what is the nature of reality Metaphysics…what is the nature of reality Epistemology…what can be known Epistemology…what can be known Axiology…ethics and aesthetics: the good, the true and the beautiful Axiology…ethics and aesthetics: the good, the true and the beautiful Logic…principles of right reasoning: induction and deduction Logic…principles of right reasoning: induction and deduction

4. The value of philosophy 1. Brings new interpretation and syntheses as well as analyzing, refining, modifying existing concepts and procedures 2. Acts as a clearinghouse for analyzing and clarifying ideas and problems 3. Offers a source of ethical guidance 4. Induces habits of mind like tolerance, impartiality, and suspension of judgment

5. Philosophy Love of wisdom, the quest for knowledge Love of wisdom, the quest for knowledge Philosophers often concerned with such things as power, provocation, personality offering ideas to people caught up in the whirlwinds of social crisis, ideological arguments Philosophers often concerned with such things as power, provocation, personality offering ideas to people caught up in the whirlwinds of social crisis, ideological arguments Philosophers of education concerned with questions of schools and society Philosophers of education concerned with questions of schools and society

6. Western philosophy Thales, 6 th century B.C.E., founder of western philosophy…searching for the unity of things in the world…not satisfied with religious and mythical answers, but sought “scientific” answers Thales, 6 th century B.C.E., founder of western philosophy…searching for the unity of things in the world…not satisfied with religious and mythical answers, but sought “scientific” answers Themistoclea, a priestess of Delphi significant in Pythagoras’ development of ideas of deductive ethical doctrines Themistoclea, a priestess of Delphi significant in Pythagoras’ development of ideas of deductive ethical doctrines

7. Socrates, Plato, Aristotle Socrates (470-399B.C.E.) philosophy was a way of life to Socrates Socratic dialogue, dialectic method of questions and answers…what makes humans sin is the lack of knowledge Socrates (470-399B.C.E.) philosophy was a way of life to Socrates Socratic dialogue, dialectic method of questions and answers…what makes humans sin is the lack of knowledge Plato (427-347B.C.E.) founder of the Academy The Republic outlines a plan for a perfect society ruled by the philosopher king, knowledge consistent with temperance and justice…for women as well as men Plato (427-347B.C.E.) founder of the Academy The Republic outlines a plan for a perfect society ruled by the philosopher king, knowledge consistent with temperance and justice…for women as well as men Aristotle (384-322B.C.E.) founded the Lyceum, the first person to classify knowledge by dividing and subdividing, developed syllogistic, deductive logic Aristotle (384-322B.C.E.) founded the Lyceum, the first person to classify knowledge by dividing and subdividing, developed syllogistic, deductive logic

8. All fish can swim. This is a fish. Therefore…. 1. This is a Platonic dialectic 2. This is Socratic questioning 3. This is Aristotelian logic

9. Far Eastern Philosophy 21 st century technology, global commerce, and population demographics demand that we know something of Eastern philosophy 21 st century technology, global commerce, and population demographics demand that we know something of Eastern philosophy Confucianism…concerned with ethics and morality (foundation of Chinese civilization) five key relationships: ruler and subject, father and son, husband and wife, elder brother and younger brother, friend and friend Confucianism…concerned with ethics and morality (foundation of Chinese civilization) five key relationships: ruler and subject, father and son, husband and wife, elder brother and younger brother, friend and friend Confucius (Kung Fu-tzu, 551-479B.C.E.)those most capable, should govern…moral and ethical men make the best rulers, principle of li…courtesy and ceremony Confucius (Kung Fu-tzu, 551-479B.C.E.)those most capable, should govern…moral and ethical men make the best rulers, principle of li…courtesy and ceremony Confucianism…a language of morals and laws Confucianism…a language of morals and laws Taoism…oneness with nature, noninterference Taoism…oneness with nature, noninterference

10. Indian Philosophy Karma…what a person does influences what will happen to that person in the future Karma…what a person does influences what will happen to that person in the future Study, meditation, yoga can lead one to transcend cares and suffering Study, meditation, yoga can lead one to transcend cares and suffering Buddha…Siddhartha Gautama (6 th century B.C.E.)…all suffering is based on an inability to discern what is real and what is fictitious Buddha…Siddhartha Gautama (6 th century B.C.E.)…all suffering is based on an inability to discern what is real and what is fictitious Gandhi (1869-1948) nonviolence toward living things Satyagraha…holding fast to the truth Gandhi (1869-1948) nonviolence toward living things Satyagraha…holding fast to the truth

11. Educational Philosophies Perennialism…there are absolute truths and standards…related to idealism, experiences are a mental representation rather than a representation of the world, classical humanism refers to the Greek philosophers dedicated to discovering reason and truth for humankind Perennialism…there are absolute truths and standards…related to idealism, experiences are a mental representation rather than a representation of the world, classical humanism refers to the Greek philosophers dedicated to discovering reason and truth for humankind Essentialism…preserve the basic elements of human culture and transmit them to the young Essentialism…preserve the basic elements of human culture and transmit them to the young

12. Educational Philosophies Experimentalism…the primary purpose of school is to teach children to think effectively…analyze, criticize, select between alternatives, propose solutions Experimentalism…the primary purpose of school is to teach children to think effectively…analyze, criticize, select between alternatives, propose solutions Experimentalism…progressivism…pragmatis m Dewey, Peirce, William James Experimentalism…progressivism…pragmatis m Dewey, Peirce, William James Social Reconstructionism…change society through education…George Counts, Theodore Brameld, Paulo Freire Social Reconstructionism…change society through education…George Counts, Theodore Brameld, Paulo Freire

13. Existentialism What is it like to be an individual living in the world What is it like to be an individual living in the world Passionate encounter with the problems of life and the inevitability of death Passionate encounter with the problems of life and the inevitability of death Kierkegaard, Nietzsche, Heidegger, Sartre, Camus, Buber, Simone de Beauvoir Kierkegaard, Nietzsche, Heidegger, Sartre, Camus, Buber, Simone de Beauvoir Important decisions with limited knowledge Important decisions with limited knowledge

14. Postmodernism Roots in 1950s world of art Roots in 1950s world of art Themes including truth, language and its relation to thought, human nature and the self, the Other Themes including truth, language and its relation to thought, human nature and the self, the Other “What kind of power is embedded in educational issues, problems, and traditions?” “What kind of power is embedded in educational issues, problems, and traditions?” Michel Foucault, Cleo Cherryholmes Michel Foucault, Cleo Cherryholmes

15. Philosophy of Education The nature of the learner The nature of the learner The nature of the subject matter The nature of the subject matter The nature of the learning process The nature of the learning process

16. Philosophies of Education Perennialism…stresses intellectual attainment and the search for truth Perennialism…stresses intellectual attainment and the search for truth Idealism…all material things are explainable Idealism…all material things are explainable Realism…propositions are true only if they correspond with known facts Realism…propositions are true only if they correspond with known facts Pragmatism…search for things that work Pragmatism…search for things that work Reconstructionism…seeks to reconstruct society through education Reconstructionism…seeks to reconstruct society through education

17. Philosophies of Education Existentialism…importance of the individual, subjectivity, inner nature Existentialism…importance of the individual, subjectivity, inner nature Postmodernism…de-centers the subject Postmodernism…de-centers the subject

18. Paulo Freire: Pedagogy of the Oppressed (1970) “This then is the great humanistic and historical task of the oppressed: to liberate themselves and their oppressors as well….True generosity lies in striving so that these hands whether of individuals or of whole peoples– need be extended less and less in supplication, so that more and more they become human hands which work, and working, transform the world.” “This then is the great humanistic and historical task of the oppressed: to liberate themselves and their oppressors as well….True generosity lies in striving so that these hands whether of individuals or of whole peoples– need be extended less and less in supplication, so that more and more they become human hands which work, and working, transform the world.”

19. Michel Foucault “Power is not an institution, and not a structure; neither is it a certain strength we are endowed with; it is the name that one attributes to a complex strategical situation in a particular society.” “Power is not an institution, and not a structure; neither is it a certain strength we are endowed with; it is the name that one attributes to a complex strategical situation in a particular society.” “The work of an intellectual is not to mould the political will of others; it is, through the analyses that he does in his own field, to re-examine evidence and assumptions, to shake up habitual ways of working and thinking, to dissipate conventional familiarities, to re-evaluate rules and institutions and to participate in the formation of a political will (where he has his role as citizen to play).” “The work of an intellectual is not to mould the political will of others; it is, through the analyses that he does in his own field, to re-examine evidence and assumptions, to shake up habitual ways of working and thinking, to dissipate conventional familiarities, to re-evaluate rules and institutions and to participate in the formation of a political will (where he has his role as citizen to play).”