What is the nature and justification of the authority that teachers exercise over their students? Out in the countryside, rather than having a set curriculum that he is forced to follow, Emile learns when some natural stimulus or innate interest motivates him—and under these conditions learning comes easily.
What is it to reason well? The philosophy of the teacher is reflected in the child by his method of teaching. Its relevance, reach, and potential impact make it perhaps the most fundamental and wide-ranging area of applied philosophy.
It is important to note, too, that there is a sub-category within this domain of literature that is made up of work by philosophers who are not primarily identified as philosophers of education, and who might or might not have had much to say directly about education, but whose philosophical work has been drawn upon by others and applied very fruitfully to educational issues.
Fourth, and in contrast to the group above, there is a type of work that is traditionally but undeservedly given a prominent place in the annals of philosophy of education, and which thereby generates a great deal of confusion and misunderstanding about the field.
The art of education cannot be completed without philosophy and philosophy cannot convert others to its aims and values without education. These three critical movements are neither internally univocal nor unproblematically combinable; what follows is therefore oversimplified.
In the closing decades of the twentieth century there were numerous discussions of curriculum theory, particularly from Marxist and postmodern perspectives, that offered the sobering analysis that in many educational systems, including those in Western democracies, the curriculum does indeed reflect and serve the interests of the ruling class.
Unfortunately, ordinary language analysis did not produce unanimity of opinion about where this border was located, and rival analyses were put forward.
There is more here than can be briefly summarized; for more systematic treatment cf.
According to Ernst von GlasersfeldJean Piaget is "the great pioneer of the constructivist theory of knowing. How is it best conducted, and how are its results best interpreted and translated into policy?
Detail of a Roman copy 2nd century bce of a Greek alabaster portrait bust of Aristotle, c. Sex education, special education, science education, aesthetic education, theories of teaching and learning, religious education, knowledge, truth and learning, cultivating reason, the measurement of learning, multicultural education, education and the politics of identity, education and standards of living, motivation and classroom management, feminism, critical theory, postmodernism, romanticism, the purposes of universities, affirmative action in higher education, and professional education.
All this is evident in a volume published in in which the editor attempted to break down borders by initiating dialogue between scholars with different approaches to philosophy of education; her introductory remarks are revealing: When these goals conflict, as they appear inevitably to do, which set of interests—those of society or those of individuals—should take precedence?
He emphasized intuition as a neglected but essential feature of productive thinking. An Encyclopedia, New York: One of my hopes as an educator is to instill a love of learning in my students, as I share my own passion for learning with them.
This is in part a function of the inherent openness of philosophical inquiry. When students have ownership in the curriculum, they are motivated to work hard and master the skills necessary to reach their goals. Show them all the beauty they possess inside. Consequently, thoughtful and defensible educational practice depends upon philosophical awareness and understanding.
The debate between liberals and communitarians is far more than a theoretical diversion for philosophers and political scientists. All this, of course, has been the subject of intense discussion among philosophers of education: Education may, therefore, be rightly called applied philosophy.Metaphysics / Philosophy of Education: Discussion on Educational Philosophy, Teaching Philosophy, Truth and Reality - Famous Philosophers (Albert Einstein, Jean Jacques Rousseau, Michel de Montaigne, Aristotle, Plato) Quotes Quotations on Education, Educational Philosophy, Teaching Philosophy.
Sample Educational Philosophy Statements Sample #1 My Philosophy Statement on Education. I believe that each child is a unique individual who needs a secure, caring, and stimulating atmosphere in which to grow and mature emotionally, intellectually, physically, and socially.
Philosophy is vital to the study of education, and a sound knowledge of different philosophical perspectives leads to a deeper engagement with the choices and commitments you make within your educational practice.
Philosophy of education: Philosophy of education, philosophical reflection on the nature, aims, and problems of education, focusing on both basic philosophical issues and more specific issues arising from educational practice.
Read more about the history, problems, issues, and tasks of the philosophy of education in this article. If philosophy (including philosophy of education) is defined so as to include analysis and reflection at an abstract or “meta-level”, which undoubtedly is a domain where many philosophers labor, then these individuals should have a place in the annals of philosophy or philosophy of education; but too often, although not always, accounts.
Philosophy of education can refer either to the application of philosophy to the problem of education, examining definitions, goals and chains of meaning used in education by teachers, administrators or policymakers.Download