Branches of Philosophy T-109 Table 11.1 Branches of Philosophy Branch Description Key Questions Metaphysics An attempt to determine what is real What is the meaning of life? Does life have a purpose? Are people born good or evil? Does the universe have a design or purpose? Epistemology Questions about knowledge and knowing What are the limits of knowledge? Where do we find the sources of knowledge? How do we acquire knowledge? Are there ways of determining the validity of knowledge? What is the truth? Logic Procedures for arguing that bring people to valid conclusions What is the validity of ideas and how can this be determined? How can we communicate with others without contradicting ourselves? What do our arguments mean? Axiology Seeking wisdom about the nature of ethical and aesthetic values Ethical: What are values and why are they important? How should we live our lives? What is right and what is wrong? Aesthetic: How do we judge what we see, touch and hear? What is beauty? Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Types of Reasoning Table 11.2 Type of Reasoning Description Example Deductive Reasoning from general to specific Generalization: All students at this school wear uniforms. Specifics: Uniforms help students feel part of the group. Uniforms discourage labeling due to economic status. Inductive Reasoning from specific to general Students benefit from clear expectations for their conduct. School policies help identify uniform procedures for all teachers and staff. Generalization: Because of its benefits, the school should develop a handbook that clearly states expectations for students. Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Philosophy of Education Figure 11.1 Components of an Educational Philosophy Perceptions of Students Beliefs about Teaching and Learning Philosophy of Education An Understanding of Knowledge Determining What is Worth Knowing Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Perennialist Perspectives on Education Table 11.3 Perennialist Perspectives on Education Perceptions of Students Beliefs About Teaching and Learning Understanding of Knowledge What is Worth Knowing Human nature is constant. All students learn and grow in similar ways. Teaching is orderly and carefully articulated. Traditional subjects of study emphasized. Internalizing wisdom of the ages. Teacher dispenses knowledge, students absorb. Eternal truths learned through studying great books. Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Progressivist Perspectives on Education Table 11.4 Progressivist Perspectives on Education Perceptions of Students Beliefs About Teaching and Learning Understanding of Knowledge What is Worth Knowing Learners are active, self-motivated. Every student has unique needs and interests. Teacher serves as a facilitator. Students learn best from active involvement. Knowledge is obtained by students as they interact with people and things. Students construct knowledge from what they see, hear, and do. Information and skills are of interest to the student. Process of knowing is more important than product. Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Essentialist Perspectives on Education Table 11.5 Essentialist Perspectives on Education Perceptions of Students Beliefs About Teaching and Learning Understanding of Knowledge What is Worth Knowing Student motivation frequently comes from teacher. Students need to be disciplined and work hard to learn. Teacher is responsible for motivating students. Teacher dispenses knowledge of traditional subjects, students absorb. Knowledge comes from memorizing content and internalizing skills of traditional subjects. Knowledge comes from hard work. Traditional academic subjects, plus technology, seen as valuable. Vocational education not encouraged. Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Existentialist Perspectives on Education Table 11.6 Existentialist Perspectives on Education Perceptions of Students Beliefs About Teaching and Learning Understanding of Knowledge What is Worth Knowing Every student is an individual. Students should have freedom to choose, take responsibility for actions. Teacher’s role is to demonstrate importance of discipline in pursuing academic goals. Individualized educational experiences are promoted. Knowledge is discovering who we are as individuals. Personalized information is needed to make responsible choices in life. Individually determined learning is based on life experiences and understanding of the world. Knowledge that leads to self- discovery and responsible choice is sought. Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Social Reconstructionist Perspectives on Education Table 11.7 Social Reconstructionist Perspectives on Education Perceptions of Students Beliefs About Teaching and Learning Understanding of Knowledge What is Worth Knowing Students are the hope for future growth and change in society. Students are capable of changing society if given necessary knowledge and skills. Teachers lead by modeling democratic actions and exciting students about the needs for social change. Much of true learning occurs outside the classroom as students work to change society. The information and skills needed to be a part of society while working to implement positive change are important. Life skills necessary for serving as successful change agents in society are sought. Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Social Reconstructionism Table 11.8 Philosophical Perspectives on Curriculum Content Perennialism Progressivism Essentialism Existentialism Social Reconstructionism Train the mind in traditional subjects. Core curriculum consists of social studies, mathematics, the sciences, music, and art. Individual topics are learned through meaningful experiences. Integrated curriculum includes topics of interest to students. Rigorous common core of traditional courses is taught. Computer literacy is also considered important. Individual curriculum is designed to help students understand selves and life’s meanings. Understanding social justice and equity issues are important. Strategies are needed to implement social change. Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Social Reconstructionism Table 11.9 Philosophical Perspectives on Instructional Methods Perennialism Progressivism Essentialism Existentialism Social Reconstructionism Direct instruction, Socratic method used. Traditional methods of instruction are used. Constructive and cooperative learning is preferred. Traditional methods such as direct instruction and Socratic method are used. Other methods are used when they can be effective. Methods model decision making and choosing between alternatives such as story telling and discussions of existential questions. Methods vary, with their intent being to guide students to an understanding of social issues and constructive methods of dealing with them. Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.

Social Reconstructionism Table 11.10 Philosophical Perspectives on Management and Discipline Perennialism Progressivism Essentialism Existentialism Social Reconstructionism Traditional methods emphasizing control and student respect for the teacher as educational leader are used. Students actively participate in planning for and implementing classroom management and discipline. Students are expected to follow the rules, work hard, and allow others to engage in learning. Character training is also emphasized. Open approach to management and discipline in which students are given equal responsibility with teacher for dealing with problems and conflict. Stresses importance of community building. Students need skills for effective group action. Henniger The Teaching Experience: An Introduction to Reflective Practice Copyright ©2004 by Pearson Education, Inc. All rights reserved.