Pursuing an Educational Philosophy

1. Pursuing an EducationalPursuing an Educational
PhilosophyPhilosophy
Dr.Omprakash H M, ProfessorDr.Omprakash H M, Professor
Head, SMRS M.Ed P.G CollegeHead, SMRS M.Ed P.G College
Reshmi VidyabhavanReshmi Vidyabhavan
Kalaburagi-585 106, KarnatakaKalaburagi-585 106, Karnataka

2. Philosophy of EducationPhilosophy of Education
 Essential Questions:Essential Questions:
 What can be known?What can be known?
 What is the good life?What is the good life?
 What is the nature of the learner?What is the nature of the learner?
 What is the nature of the subject matter?What is the nature of the subject matter?
 What is the nature of the learning processWhat is the nature of the learning process

3. The value of philosophyThe value of philosophy
1.1. Brings new interpretation and syntheses asBrings new interpretation and syntheses as
well as analyzing, refining, modifyingwell as analyzing, refining, modifying
existing concepts and proceduresexisting concepts and procedures
2.2. Acts as a clearinghouse for analyzing andActs as a clearinghouse for analyzing and
clarifying ideas and problemsclarifying ideas and problems
3.3. Offers a source of ethical guidanceOffers a source of ethical guidance
4.4. Induces habits of mind like tolerance,Induces habits of mind like tolerance,
impartiality, and suspension of judgmentimpartiality, and suspension of judgment

4. PhilosophyPhilosophy
 Love of wisdomLove of wisdom , the quest for, the quest for
knowledgeknowledge
 Philosophers often concerned with suchPhilosophers often concerned with such
things asthings as power, provocation,power, provocation,
personalitypersonality offering ideas to peopleoffering ideas to people
caught up in the whirlwinds of socialcaught up in the whirlwinds of social
crisis, ideological argumentscrisis, ideological arguments
 Philosophers of education concernedPhilosophers of education concerned
with questions of schools and societywith questions of schools and society

5. My approach to life is…My approach to life is…
Live
fortoday,tom
o...
R
each
forthe
stars.
Expectlittle
and
you...
Itdoesn’tm
atterw
ha...
0% 0%0%
100%1.1. Live for today, tomorrowLive for today, tomorrow
we die.we die.
2.2. Reach for the stars.Reach for the stars.
3.3. Expect little and youExpect little and you
won’t be disappointed.won’t be disappointed.
4.4. It doesn’t matter what youIt doesn’t matter what you
believe as long as you’rebelieve as long as you’re
sincere.sincere.
121121 122122 123123 124124 125125 126126 127127 128128 129129 130130 131131 132132 133133 134134 135135 136136 137137 138138 139139 140140
141141 142142 143143 144144 145145 146146 147147 148148 149149 150150 151151 152152 153153 154154 155155 156156 157157 158158 159159 160160

6. MetaphysicsMetaphysics
 Greek word – “what is the nature of reality?”Greek word – “what is the nature of reality?”
 What is real – “real nature” or “ideas?”What is real – “real nature” or “ideas?”
 Is reality absolute and unchanging?Is reality absolute and unchanging?
 Is reality ever changing and evolving?Is reality ever changing and evolving?
 Some of our understandings areSome of our understandings are a prioria priori
 Some of our understandings areSome of our understandings are a posterioria posteriori

7. I believe that the world (reality) is…I believe that the world (reality) is…
50%50%
Changeless, etern... Evolving, dynamic...
1.1. Changeless, eternal,Changeless, eternal,
and absoluteand absolute
2.2. Evolving, dynamicEvolving, dynamic
and unstableand unstable

8. Branches of PhilosophyBranches of Philosophy
 Metaphysics…what is the nature of realityMetaphysics…what is the nature of reality
 For Schools: What is worth Knowing?For Schools: What is worth Knowing?
 Epistemology…what can be known and what is the nature of what is knownEpistemology…what can be known and what is the nature of what is known
 For Schools: What is Learning? What is good teaching?For Schools: What is Learning? What is good teaching?
 Axiology…ethics and aesthetics: the good, the true and the beautifulAxiology…ethics and aesthetics: the good, the true and the beautiful
 For Schools: What is the role of the school in society?For Schools: What is the role of the school in society?
 Logic…principles of right reasoning: induction and deductionLogic…principles of right reasoning: induction and deduction
 For Schools: What is good thinking?For Schools: What is good thinking?
 Politics…what is just?Politics…what is just?
 What is the role of school in society?What is the role of school in society?

9. Socrates, Plato, AristotleSocrates, Plato, Aristotle
 Socrates (470-399B.C.E.) philosophy was a way ofSocrates (470-399B.C.E.) philosophy was a way of
life to Socrates Socratic dialogue, dialectic methodlife to Socrates Socratic dialogue, dialectic method
of questions and answers…what makes humans sinof questions and answers…what makes humans sin
is the lack of knowledgeis the lack of knowledge
 Plato (427-347B.C.E.) founder of the AcademyPlato (427-347B.C.E.) founder of the Academy TheThe
RepublicRepublic outlines a plan for a perfect society ruledoutlines a plan for a perfect society ruled
by the philosopher king, knowledge consistent withby the philosopher king, knowledge consistent with
temperance and justice…for women as well as mentemperance and justice…for women as well as men
 Aristotle (384-322B.C.E.) founded the Lyceum, theAristotle (384-322B.C.E.) founded the Lyceum, the
first person to classify knowledge by dividing andfirst person to classify knowledge by dividing and
subdividing, developed syllogistic, deductive logicsubdividing, developed syllogistic, deductive logic

10. IdealismIdealism
 Roots in ancient Greece….Roots in ancient Greece….
 Reality lies in the mind….Reality lies in the mind….
 Deductive Reasoning…our power to reasonDeductive Reasoning…our power to reason
clearly from general principles.clearly from general principles.

11. The opposite of Idealism is…The opposite of Idealism is…
 Nihilism – the absolute belief that no meaningNihilism – the absolute belief that no meaning
or ideals or understanding can be found byor ideals or understanding can be found by
human beings.human beings.
 Note: Teenagers often ‘flirt’ with varieties ofNote: Teenagers often ‘flirt’ with varieties of
nihilism.nihilism.

12. PlatoPlato
 From text,From text, The Republic.The Republic. Plato recounts thePlato recounts the
teaching and dialogues of Socrates.teaching and dialogues of Socrates.
 Socratic Dialogue.Socratic Dialogue.
 ““The Allegory of the Cave.”The Allegory of the Cave.”

13. RealismRealism
 Reality can be found in the world available toReality can be found in the world available to
the senses.the senses.
 A sensible, orderly functioning.A sensible, orderly functioning.
 EmpiricismEmpiricism
 Roots in Aristotle …the ‘forms.’Roots in Aristotle …the ‘forms.’
 Enlightenment ValuesEnlightenment Values
 Empiricism– Francis BaconEmpiricism– Francis Bacon
 Tabula Rasa– John LockeTabula Rasa– John Locke

14. AristotleAristotle
 Focuses philosophical attention on the ‘realFocuses philosophical attention on the ‘real
world.’world.’
 Perception…the senses.Perception…the senses.
 CategoriesCategories
 Logical Propositions.Logical Propositions.
 Foundational to Western Scientific MethodFoundational to Western Scientific Method

15. All fish can swim. This is a fish.All fish can swim. This is a fish.
Therefore….Therefore….
25%
25%25%
25%
This is a Platoni... This is Socratic...
This is Aristotel... This is metaphysics
1.1. This is a PlatonicThis is a Platonic
dialecticdialectic
2.2. This is SocraticThis is Socratic
questioningquestioning
3.3. This is AristotelianThis is Aristotelian
logic (a syllogism)logic (a syllogism)
4.4. This is metaphysicsThis is metaphysics

16. Breitborde & Swiniarski’s “Isms”Breitborde & Swiniarski’s “Isms”
 PerennialismPerennialism
 EssentialismEssentialism
 BehaviorismBehaviorism
 Romantic NaturalismRomantic Naturalism
 ProgressivismProgressivism
 ExistentialismExistentialism
 ReconstructionismReconstructionism
 LiberationismLiberationism

17. Versions of IdealismVersions of Idealism
 Perennialism…there are absolute truths andPerennialism…there are absolute truths and
standards…related to idealism, experiencesstandards…related to idealism, experiences
are a mental representation rather than aare a mental representation rather than a
representation of the world, classicalrepresentation of the world, classical
humanism refers to the Greek philosophershumanism refers to the Greek philosophers
dedicated to discovering reason and truth fordedicated to discovering reason and truth for
humankindhumankind
 Essentialism…preserve the basic elements ofEssentialism…preserve the basic elements of
human culture and transmit them to thehuman culture and transmit them to the
youngyoung
 Romantic Idealism….innocence of youth…Romantic Idealism….innocence of youth…
truth in natural world (senses).truth in natural world (senses).

18. Versions of ‘Realism’Versions of ‘Realism’
 Behaviorism….behavior can be managed,Behaviorism….behavior can be managed,
shaped, reinforced. Learning is the “real”shaped, reinforced. Learning is the “real”
consequence of sensory input. Mechanistic.consequence of sensory input. Mechanistic.
Pragmatism….a compromise between the IdealPragmatism….a compromise between the Ideal
and the Realistic….Education should be ‘whatand the Realistic….Education should be ‘what
works.’ In its Progressive form, Pragmatismworks.’ In its Progressive form, Pragmatism
was associated with democratic ideals; i.e. thewas associated with democratic ideals; i.e. the
work of John Dewey.work of John Dewey.

19. For me, life is ….For me, life is ….
25%
25%25%
25%
A trial to be end... A wonderful gift ...
Survival of the f... Without any parti...
1.1. A trial to beA trial to be
enduredendured
2.2. A wonderful giftA wonderful gift
from the creatorfrom the creator
3.3. Survival of theSurvival of the
fittestfittest
4.4. Without anyWithout any
particular meaningparticular meaning

20. Notions of Philosophy in EducationNotions of Philosophy in Education
Modern –PostmodernModern –Postmodern
 Existentialism….truth is impossible. Life is absurd, onlyExistentialism….truth is impossible. Life is absurd, only
‘existence.” Some existentialism shades toward the ideal; i.e.‘existence.” Some existentialism shades toward the ideal; i.e.
if we must endure our trial in life, it is best to ‘live as if’ truth,if we must endure our trial in life, it is best to ‘live as if’ truth,
god, beauty, etc. were possible to achieve.god, beauty, etc. were possible to achieve.
 Reconstructionism…seeks to reconstruct society throughReconstructionism…seeks to reconstruct society through
education. Based on Progressive notions, civil rights eraeducation. Based on Progressive notions, civil rights era
learnings, and multicultural realities of a Postcolonial world.learnings, and multicultural realities of a Postcolonial world.
Anticipated by Gandhi….Anticipated by Gandhi….
 Liberationism….basis in Marx. Class struggle, politicalLiberationism….basis in Marx. Class struggle, political
literacy, critical literacy. An impetus toward the dynamic ofliteracy, critical literacy. An impetus toward the dynamic of
‘critical reflection.’‘critical reflection.’

21. ExistentialismExistentialism
 What is it like to be an individual living in the world?What is it like to be an individual living in the world?
 What we have isWhat we have is existence…nothing else.existence…nothing else.
 Life characterized by absurdity and imminence ofLife characterized by absurdity and imminence of
death.death.
 Passionate encounter with the problems of life andPassionate encounter with the problems of life and
the inevitability of deaththe inevitability of death
 Kierkegaard, Nietzsche, Heidegger, Sartre, Camus,Kierkegaard, Nietzsche, Heidegger, Sartre, Camus,
Buber, Simone de BeauvoirBuber, Simone de Beauvoir
 Important decisions with limited knowledgeImportant decisions with limited knowledge

22. ReconstructionismReconstructionism
 Origins in Dewey, so progressive. WorldOrigins in Dewey, so progressive. World
needs workable change (progress). Learningneeds workable change (progress). Learning
is about construction of worthwhile societalis about construction of worthwhile societal
structures.structures.
 Global, trans-cultural perspective.Global, trans-cultural perspective.
 George Counts – reaction to U.S. Depression:George Counts – reaction to U.S. Depression:
 Something new needed to be built….Something new needed to be built….

23. Paulo Freire:Paulo Freire: Pedagogy of thePedagogy of the
Oppressed (Oppressed (1970); Liberationism1970); Liberationism
 ““This then is the great humanistic andThis then is the great humanistic and
historical task of the oppressed: to liberatehistorical task of the oppressed: to liberate
themselves and their oppressors asthemselves and their oppressors as
well….True generosity lies in striving so thatwell….True generosity lies in striving so that
these hands whether of individuals or of wholethese hands whether of individuals or of whole
peoples– need be extended less and less inpeoples– need be extended less and less in
supplication, so that more and more theysupplication, so that more and more they
become human hands which work, andbecome human hands which work, and
working, transform the world.”working, transform the world.”

24. Philosophies of EducationPhilosophies of Education
 Postmodernism…de-centers the subjectPostmodernism…de-centers the subject
 There is no linear path to truth. Truth isThere is no linear path to truth. Truth is
variable, flexible, flattened. “The World isvariable, flexible, flattened. “The World is
Flat.”Flat.”

25. PostmodernismPostmodernism
 Roots in 1950s world of artRoots in 1950s world of art
 Themes including truth, language and itsThemes including truth, language and its
relation to thought, human nature and the self,relation to thought, human nature and the self,
the Otherthe Other
 ““What kind of power is embedded inWhat kind of power is embedded in
educational issues, problems, and traditions?”educational issues, problems, and traditions?”
 Michel Foucault, Cleo CherryholmesMichel Foucault, Cleo Cherryholmes

26. Indian PhilosophyIndian Philosophy
 Karma…what a person does influences whatKarma…what a person does influences what
will happen to that person in the futurewill happen to that person in the future
 Study, meditation, yoga can lead one toStudy, meditation, yoga can lead one to
transcend cares and sufferingtranscend cares and suffering
 Buddha…Siddhartha Gautama (6Buddha…Siddhartha Gautama (6thth
centurycentury
B.C.E.)…all suffering is based on an inabilityB.C.E.)…all suffering is based on an inability
to discern what is real and what is fictitiousto discern what is real and what is fictitious
 Gandhi (1869-1948) nonviolence toward livingGandhi (1869-1948) nonviolence toward living
things Satyagraha…holding fast to the truththings Satyagraha…holding fast to the truth

27. Far Eastern PhilosophyFar Eastern Philosophy
 2121stst
century technology, global commerce, and populationcentury technology, global commerce, and population
demographics demand that we know something of Easterndemographics demand that we know something of Eastern
philosophyphilosophy
 Confucianism…concerned with ethics and moralityConfucianism…concerned with ethics and morality
(foundation of Chinese civilization) five key relationships:(foundation of Chinese civilization) five key relationships:
ruler and subject, father and son, husband and wife, elderruler and subject, father and son, husband and wife, elder
brother and younger brother, friend and friendbrother and younger brother, friend and friend
 Confucius (Kung Fu-tzu, 551-479B.C.E.)those mostConfucius (Kung Fu-tzu, 551-479B.C.E.)those most
capable, should govern…moral and ethical men make thecapable, should govern…moral and ethical men make the
best rulers, principle ofbest rulers, principle of li…li…courtesy and ceremonycourtesy and ceremony
 Confucianism…a language of morals and lawsConfucianism…a language of morals and laws
 Taoism…oneness with nature, noninterferenceTaoism…oneness with nature, noninterference

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