Although three conceptions of philosophy can be distinguished, there are many common elements shared by them. A person may derive an ideology from a wisdom, and then subject it to critical philosophy. A truth discovered through critical philosophy may come to be uncritically venerated, as, for example, was the insight in America that education should center on the child. The three conceptions of philosophy, in practice, are found in a mix in the day-to-day practice of the schools. Almost every major philosopher in the critical tradition -- famed philosophers like Socrates, Aristotle, Aquinas, Locke, Kant and others -- have had much to say in the way of wisdoms about education and much in the way of ideology to say about how we should go about schooling.
Our primary interest in this essay is in philosophy as critical inquiry. Wisdoms and ideologies are usually inculcated into us in a way which gives us little opportunity for reflection and criticism: we are taught them as absolute truths as children. But critical philosophy, as we will see, is characterized by an attitude of critical reflection and a practice of analysis that inculcators of wisdoms and ideologies avoid. However, wisdoms, ideologies and critical inquiry are intimately and importantly related, especially in educational practice. Let's examine more closely the difference between these three ideas of philosophy and how each relates to educational practice.
“Rousseau categorically denies the educational power of example” (p. 513). Explain your agreement or disagreement with Rousseau’s philosophy of education as it applies to your experience in gaining knowledge.
However, there is another consequence of this institutional housing ofthe vast majority of philosophers of education that is worthnoting—one that is not found in a comparable way in philosophersof science, for example, who almost always are located in departmentsof philosophy—namely, that experience as a teacher, or in someother education-related role, is a qualification to become aphilosopher of education that in many cases is valued at least as muchas depth of philosophical training. The issue is not that educationalexperience is irrelevant—clearly it can be highlypertinent—but it is that in the tradeoff with philosophicaltraining, philosophy often loses. (And this is exacerbated by theabsence of philosophy of education from the list of courses offered bymany philosophy departments and of faculty members claiming it as anarea of specialization or competence, so much so that far too manyphilosophy graduate students are unaware of the basic character of thesubject or even that it constitutes a part of the parent discipline'sportfolio [Siegel 2009b].) But there are still other factors at workthat contribute to the field's diffuseness, that all relate in someway to the nature of the discipline of philosophy itself.
Philosophy of Education Essay - 556 Words
In describing the field of philosophy, and in particular the sub-fieldof philosophy of education, one quickly runs into a difficulty notfound to anything like the same degree in other disciplines. Forexample, although there are some internal differences in opinion,nevertheless there seems to be quite a high degree of consensus withinthe domain of quantum physics about which researchers are competentmembers of the field and which ones are not, and what work is a strong(or potential) contribution. The very nature of philosophy, on theother hand, is “essentially contested”; what counts as asound philosophical work within one school of thought, orsocio-cultural or academic setting, may not be so regarded (and mayeven be the focus of derision) in a different one. Coupled with thisis the fact that the borders of the field are not policed, so that thephilosophically untrained can cross into it freely—indeed, overthe past century or more a great many individuals from across thespectrum of real and pseudo disciplines have for whatever reasonexercised their right to self-identify as members of this broad andloosely defined category of “philosophers” (as a fewminutes spent browsing in the relevant section of a bookstore or someof the less scholarly education journals will verify).
Philosophy of Education Essay | Cram
We live in a society where wisdoms and ideologies compete. Educators must be able to fairly select among them in a way which they understand to enhance their practice. Such a selection among competing wisdoms should be as reasonable and as unbiased as possible. Critical philosophy has at its disposal a wide variety of tools for analyzing and appraising educational debates. Educational disputes in our society tend to be particularly ideological. Practitioners need tools which are neutral to these disputes in order to deal with day-to-day problems in schools. Here, for example, is a list of the kinds of questions educators confront on a day-to-day basis, and, in effect, decide upon, whether thoughtfully or not
This essay offers a description and assessment of the field as seen byscholars rooted firmly in the formal branch of “philosophy ofeducation”, and moreover this branch as it has developed in theEnglish-speaking world (which does not, of course, entirely rule outinfluences from Continental philosophy); but first it is necessary tosay a little more about the difficulties that confront the individualwho sets out, without presuppositions, to understand the topography of“philosophy of education”.
Philosophy of Education Essay - 537 Words
The question of how to educate our youth has been a tradition in philosophy since the time of the ancients and now has become highly debated issue in contemporary society. While answers to this problem take on many different forms, there is a way to interpret much of the canon as arguing for an education that strives to pass down the ability to learn on one's own. 'How educators are supposed to support such an aim,' is the primary question of this work. To thoroughly answer this question, many aspects of education must be considered: classroom behavior, curriculum, theories of learning, teaching, and evaluation. These problems are addressed in the spirit of a constructivist view on education and are supported foundationally by philosophical arguments - primarily Wilfrid Sellars's views regarding the process of becoming a language user. Accepting Sellars's model of language acquisition and a modern view on the nature of knowledge, an immersive approach to 'learning how to learn' is taken. Designing a curriculum that emulates a structure of knowledge, slow and thorough inculcation of creative and critical thinking skills, and taking seriously the notion of teaching as a practice are all central themes to the proposed system. Elaborating on how to bring these pieces together into one view on education is the fundamental thread of the work, though, secondarily, there is discussion of harmful practices that are current in education. To actualize a system that truly aims at learning, it will be argued that grades and standardized tests are methods of evaluating that must be disabused. The argument for this is that their affectation on the attitudes of students and teachers has an undermining effect on the educational ideology that is central to this thesis. Bringing all of these parts together, the hope is to not only build an educational ideal with a system that inculcates students with the ability to properly learn, but also provide for an institution that supports human flourishing.