1.  A search for meaning(s) and truth(s) o the general beliefs and attitudes of an individual or group o the body of principles underlying a branch of learning or major discipline

2.  “Love of Wisdom” [Philo] love of [Sophia] wisdom  The systematic development of theories of : Knowledge Truth Existence Cause Good

3.  Subjective Begin with the personal  Systematic “Schools” of philosophy  Philosophical Approach Branches of philosophy  Relationship between Theory and Practice

4.  Everyone has a “philosophy of Life” Usually at a tacit level (metaphorical) Often fails the three “C”s  clarity  coherence  consistency A Philosophy of Education should grow out of a personal philosophy or a personal set of beliefs

5.  Idealism  Realism  Eastern  Pragmatism  Reconstructionism  Existentialism  Marxism  Postmodernism

6.  The Traditional Branches of Philosophy Ontology  What is real?  What is truth? Epistemology  What does it mean to know? Logic  What are the “rules” of reasoning? Axiology  How do we know the good? right from wrong? (Ethics)  How do we make judgments about beauty? (Aesthetics)

7.  Concerned with theories of the nature of reality. What is the nature of existence? Is reality limited to what we can experience? Can reality be pursued through the application of intellect and reason? Is reality subjective or objective? Is truth eternal and unchanging? Is truth situational and contextual?

8.  Concerned with theories of the nature of knowledge  Epistemological questions: How do people learn? What knowledge is of utmost value? What are the different types of knowledge? What are the educational goals of schools?

9.  Concerned with theories of value  Two major divisions of axiology ethics  What is right and wrong?  What is evil and good? aesthetics  What is beautiful and ugly?

10. aims  What are the educational aims of a philosophy? methods  What are the educational methods of a philosophy? curriculum  What curriculum fits the philosophy? Role of the Teacher  What is the Role of the Teacher?

11. As a philosophy of Education

12.  Ontology reality is a duality. The world of ideas (world of forms) and the ever- changing world of matter

13. The Divided Line

14.  Epistemology truth is perfect and eternal  Knowledge is obtained through the dialectic.  The most important attributes of thought are clarity and consistency. How do we learn?  The doctrine of remembrance  We do not create knowledge. Rather, we discover it. “The Meno”

15.  Axiology a search for the Good. (Philosopher-King) "Know thyself" the search is inward (Socrates)

16. Allegory of the Cave

17.  God is transcendent  The City of God and the City of Man  Christ is the model for behavior

18.  Subjective reality "I think, therefore I am“  Scientific skepticism (doubt) the criteria (clear and distinct)  Deduction- build a system  Christianity is the “given”

19.  Society /Civilization not of central importance.  HUMAN VALUES In a purposeful, spiritual environment, the individual personality develops. Thus society is a means to a higher goal (i.e. The Republic)

20.  Absolutist- The search for “TRUTH”- True Ideas  Rationalist- The search for truth is a rational process. Thus, to be educated, is to reason effectively.  Subjectivist- Individuals should strive for self-realization  Character Development Wisdom Moral conviction Good will Loyalty

21.  Depth over breadth  Concepts over specific facts  Confront problems that arise from the “human condition.”  “Self-Directed” learning  Lecture to stimulate thought, not to convey information

22.  Materials that promote “critical thinking.”  Focus on reading and writing.  Reading materials should foster discussion of “big ideas.”  Classic works are favored because they have passed the test of time.  Student writing should emphasize both personal expression and clear reasoning.

23.  Socrates might serve as the prototype Socratic questioning  Teachers serve as role models Intellectual Moral  An Idealist teacher tends to see teaching as a calling- more than just an occupation

24. As a Philosophy of Education

25.  Aristotle 384-322 B.C.  He was a student at Plato’s Academy  He opened his own school, The Lyceum.

26.  Prime Matter Principle of Potentiality  Pure Form Principle of Actuality  FORM and MATTER are separate concepts, but they are never found alone

27. PURE FORM Actuality MindRationalityLaw PURE MATTER Potentiality BodyMaterialityExamples of behavior

28.  The Universe is one of orderly design  All things exist according to a rational design  All things have a rational function or purpose. Acorns become Oak trees, not Elm trees  Man’s defining characteristic is Rationality. Homo Sapiens- the rational animal.  Syllogistic Logic All men are mortal Socrates is a man Therefore, Socrates is Mortal

29. MaterialMatterWood,nails FormalDesignBlueprint EfficientAgentCarpenter FinalPurposeHouse THEORY OF CASUATION

30.  The Golden Mean is described as "the smaller is to the larger, what the larger is to the whole.“  It's also known as the Golden Section or the Divine Proportion. It divides a line in such a way as to create an ideal relationship between the parts.

31.  Man’s purpose is to lead a rational life of moderation.  The “Good” life is one of avoiding extremes

32. Argued against Syllogistic logic. Deductive A priori reasoning is flawed because you have TRUTH in hand before you begin.  For Bacon, the proper method is Induction You begin with observation, then you reason to general statements Francis Bacon

33. The IDOL of the DENLimited experience The IDOL of the TRIBEFollow the Majority The IDOL of the MARKETPLACE Current (faddish) language The IDOL of the THEATER Emotion

34.  Empiricism What we know is what we experience  Tabula Rasa We are born as blank tablets and experience “writes upon us” John Locke

35.  GOD is PURE REASON  The UNMOVED MOVER- FINAL CAUSE- who gives meaning and purpose to the universe  Man can use his reason to reach GOD through a study of the material world.  Faith and Reason are one  TELEOLOGY the Universe (and Man) is moving toward a Destiny St. Thomas Aquinas

36.  Absolutist- Education should focus on the truth of the natural and physical world  Empiricist- Teach students the scientific method of problem solving by exploring the material world  Objectivist- Emphasize basic skills and basic facts- “3Rs” There are objective skills and facts that all students should learn.  Character Development: Establish high standards and increased rigor and hold students accountable Emphasize practical knowledge that will prepare students for the world of work Aims of Education

37. Methods of Education o Direct teaching techniques are preferable. o Students should be presented information in an organized, efficient and logical format. o Given the “information overload” in today’s society, it is important that “non-essential” learning should be eliminated. o Students should be taught based upon their strengths and abilities. o Scientific testing should be used to diagnose and place students in settings most appropriate to their needs o Technology should be utilized whenever appropriate in schools

38. Curriculum o Curricula should be practical and useful o Curricula should concentrate on the “Basics” and avoid fads and frills. o Curricula should be highly organized, correlated and aligned throughout the scope and sequence offered by schools o Curricula should be based upon pre-established standards and criteria. o Curricula should be “experiential” whenever possible

39. Role of the Teacher o A Realist teacher should be a subject matter expert. o A Realist teachers should be able to present material in an organized and systematic way. o A Realist teacher should be able to explain the lesson objectives in a way that is understandable to the learner. o A Realist teacher should be able to effectively assess students in such a way that all students are challenged and motivated to learn. o A Realist teacher should understand current research and technology and be able to utilize it in the classroom.