In addition, the dispositions of the critical thinker noted above suggest that the ideal of critical thinking can be extended beyond the bounds of the epistemic to the area of moral character, leading to questions regarding the nature of such character and the best means of instilling it. Philosophy of education is an essential factor that directs education, interrogates the system again at every turn and repairs failing sides of education like a living organism. show more content, This is directly linked to the two benefits that I discussed earlier, since each of them have allowed me to become more educated on those certain topics such as my personal beliefs and my ability to be open-minded. It is ultimately circular. I can use factual evidence that I had previously learned to debunk or rebuttal somebodys argument against me, or I can use personal experience that I have interpreted through my use of philosophy to reject something false or wrong that somebody may use toward me. Do standard accounts of or courses in critical thinking favor and help to perpetuate the beliefs, values, and practices of dominant groups in society and devalue those of marginalized or oppressed groups? Although this clarificatory task has sometimes been pursued overzealouslyespecially during the period of so-called ordinary language analysis in the 1960s and 70s, when much work in the field seemed to lose sight of the basic normative issues to which these concepts were relevantit remains the case that work in the philosophy of education, as in other areas of philosophy, must rely at least in part on conceptual clarification. Which model of the mind is most appropriate? Multiculturalist philosophers stress the importance of diversity in education and educational theory. This reflection can be stimulated by the interactive researcher-participant dialogue. We've received widespread press coverage since 2003, Your UKEssays purchase is secure and we're rated 4.4/5 on reviews.co.uk. One of the adverse effects of this is fever. Whereas positivists accept an objective, Is there something intrinsically bad about indoctrination, or is it held in disfavor only because of its general tendency to produce bad results? These views in some ways challenge philosophy generally, and so a thorough treatment of these criticisms would involve issues in ethics, epistemology, philosophy of politics, and theories of meaning and truth, to name a few. ), philosophy of science (e.g.,what, if anything, marks the boundary between genuine scientific theory and theories such as intelligent design? More generally, what epistemological assumptions underlie (or should underlie) the notion of critical thinking? Do you have a 2:1 degree or higher? Is the point of education to promote a thriving economy, to foster competent citizen scrutiny of those in authority, to give citizens the tools to make informed choices, to prepare them for the work force, or something else? Some feel that the appropriate response to the questions postmodernism raises is to be more vigilant and more reflective about the deep and often unjustifiable influences of a dominant culture, in order to strive for a more just and tolerant society. Hands-on assignments are a critical part of a progressive classroom. At least in the early stages of development (and perhaps in the later stages too), students lack the cognitive capacities to challenge, evaluate, or critically consider that which they are taught. For example, some feminist philosophers argue that it is important for boys and girls to master both masculine and feminine roles and abilities. Is education itself merely a tool by which those in power maintain social and economic inequalities? I now have a 4-month-old baby boy and 2 years left in completing my elementary education degree and I am so excited to be able to have my At least in the early stages of development (and perhaps in the later stages too), students lack the cognitive capacities to challenge, evaluate, or critically consider that which they are taught. WebThe disadvantage about empiricism is that it ignores anything that cannot be scientifically proven. Not only do I find this to be the major benefit of philosophy in my life, but in the lives of every cognizant being. Snow Foundations of Education 10 December 2022 Philosophy of Education Ever since I started thinking about becoming a mom, I knew I wanted to be an elementary teacher one day. This essay will discuss two research philosophies. Can reason itself be neutral, or must we always understand it in context? One group of issues is epistemological in nature. Risxcel staffs subjective meanings of leadership. Qualitative research and the seeds of constructivism-interpretivism can be traced back to Kants (1881/ 1966) Critique of Pure Reason. WebKarl Marx said, At a certain stage of development, the material productive forces of society come into conflict with the existing relations of production orthis merely expresses the Copyright: 2022 University of Miami. What makes a reason, in this sense, good or bad? What is the nature and justification of the authority that teachers exercise over their students? We do not study philosophy. Philosophy is not a science. It is an activity to clarify logically the thoughts. We study Philosophers and their app Philosophers of education generally agree that instilling critical thinking skills and rationality in students should be an aim of education, if nottheaim. Many decisions made in the curriculum of life are philosophical. In such controversial cases, what power should members of allegedly disadvantaged groups have to protect their children from discrimination or injustice? Although it would make sense that the person whos fully informed on the subject and has the best ability to argue their contention will prevail in the conclusion of the argument, a solution is not usually possible. But if we are to take such accounts seriously, we must also consider whether or not indoctrination can be avoidedand if it cannot, whether we should be so quick to eschew it. Whereas, constructivists hold that reality is constructed in the mind of the individual, rather than it being an externally singular entity (Hansen, 2004). We see again a resistance to the kind of moral absolutism or imperialism that some think necessary to justify teaching any one particular set of values to students, and again we see concerns regarding indoctrination:are attempts to teach students to think effectively about moral issues tacit forms of proselytization? Considering the method by which educators transmit beliefsprecluding students from engaging critically with these beliefs, by way of asking questions or demanding reasons; Some have argued that any sort of grading or evaluation undermines cooperation, demoralizes students, and distracts from the real purpose of education. Another significant figure in the development of constructivism was Dilthey (1894/1977). Positivism and post positivism serve as the primary foundation and anchor for quantitative research. As Crotty (1998) notes, meanings are generated by human beings as they engage with the world they are interpreting. This is typically guaranteed as a right but is balanced with other rights and freedoms such as security of person and the right to human dignity. Against the backdrop of major alternatives, Some feel that the appropriate response to the questions postmodernism raises is to be more vigilant and more reflective about the deep and often unjustifiable influences of a dominant culture, in order to strive for a more just and tolerant society. social constructivism and post-positivism. Ediger, Marlow. Is the freedom of students rightly curtailed by the state? If you need assistance with writing your essay, our professional essay writing service is here to help! This position holds that human intellectual mechanisms are flawed and that lifes phenomena are basically intractable, and therefore, one can never fully capture a true reality. Some argue that parents should have ultimate authority regarding their children's educations, on the grounds that parents are more trustworthy, and in a more legitimate position of authority, than any government officials could be. WebEducational philosophy is a branch of applied philosophy that focuses on the nature of education. WebIntroduction. More generally, what epistemological assumptions underlie (or should underlie) the notion of critical thinking? What is it exactly to think critically, and why should educators hold it in such high esteem? This will involve seeking constant guidance from the supervision term when in doubt on how to interpret findings. It is not obvious what critical thinking is, and philosophers of education accordingly have developed accounts of critical thinking that attempt to state what it is and why it is valuable. An idealist, for instance, will seek the role of facilitator, guiding students toward truth. Is the public school system rightly entitled to the power it exercises in establishing curricula that parents might find objectionablee.g., science curricula that mandate the teaching of human evolution but not creationism or intelligent design and literature curricula that mandate the teaching of novels dealing with sexual themes? On the other hand, Dewey and many other psychologists and educators have held that learning is most effective when students take an active part in their educations, engaging in self-directed discovery and learning. As with multicultural and postmodern schools of educational philosophy, feminism is beset with its own share of internal conflict. Philosophers of education generally agree that instilling critical thinking skills and rationality in students should be an aim of education, if nottheaim. To better understand philosophy we must look throughout history. ), and other areas of philosophy, social science, and law. This can be an empowering prospect, especially when we feel lost or overwhelmed. Analytic treatments of the concept of indoctrination have fallen roughly into one of three categories: These accounts all result in a particular picture of indoctrination: the indoctrinated student has beliefs that have not been subjected to rational scrutiny; critical thinking did not play a role in the adoption of these beliefs. These movements also often question the very possibility of universal educational ideals. We see again a resistance to the kind of moral absolutism or imperialism that some think necessary to justify teaching any one particular set of values to students, and again we see concerns regarding indoctrination:are attempts to teach students to think effectively about moral issues tacit forms of proselytization? ), philosophy of science (e.g., is intelligent design a genuinely scientific theory? Disadvantages of Constructivism in Teaching The training necessary for constructive teaching is extensive and often requires costly long-term professional development. Education, Philosophy of. They share in the project of uncovering the relations of power in educational theory and practice, often aiming at a more comprehensive account of education, one informed by the values and beliefs of those groups that are traditionally ignored or excluded. What are advantages and disadvantages of privatization? A more general aim is to focus less on the cognitive development of students, and to instead emphasize the importance of traditionally overlooked talents, such as emotional intelligence and intuition. The answer to this question, as to the others raised above, may depend in part on the status of the particular school as public (state-supported) or private. Additionally, this theory does not address issues of morality or explain why some behaviors are considered deviant while others are not. Everything I have discussed previously is just the tip of the, Philosophy was an activity that people would seek to understand the fundamentals of truth, relationships with others and themselves. Challenges to Qualitative Research, while the project will utilise qualitative research as informed by social constructivism, its notable that it is by nature demanding and time consuming. They were called this because they were in a time period before Socrates was born. To export a reference to this article please select a referencing stye below: If you are the original writer of this essay and no longer wish to have your work published on UKEssays.com then please: Our academic writing and marking services can help you! WebThe disadvantages would be not having frequent discussions with classmat d who are studying the same material and not getting a well rounded exposure in different areas of One group of issues is epistemological in nature. In addition to the issues noted above post positivism and its research strategies would not be appropriate for the research project because post-positivist assumptions hold true more for quantitative research than qualitative research which is called sometimes the scientific method (Creswell 2009). Given that consideration of educations proper aims is of fundamental importance for the intelligent guidance of educational activities, it is unfortunate that contemporary discussions of educational policy rarely address the matter. For example, questions of metaphysics (e.g.,how are 'groups"to be individuated and understood? Finally, moral issues in the philosophy of education reflect important themes in meta-ethics, such as the tension between rationalist and sentimentalist schools:is moral education a matter of exposing students to ethical reasoning, or instead a matter of inculcating positive emotional dispositions, like empathy? Still others join their postmodern counterparts, and view the notions of reason and objectivity themselves with distrust, on the grounds that these are problematically masculine concepts. Empiricism can be associated with atheism show more content. In such controversial cases, what power should members of allegedly disadvantaged groups have to protect their children from discrimination or injustice? Following is a partial list, There is need for dedication to field work, collecting the data, gaining rapport and when it comes to data analysis, one must sort out through large of data before reducing them to a few themes (Creswell 1998). Does critical thinking presuppose conceptions of truth, knowledge, or justification that are objective and universal, or is it compatible with more relativistic accounts emphasizing culture, race, class, gender, or conceptual framework? Qualitative research strategies, i.e. WebThe teaching philosophy should be one of facilitation and interaction in order to allow for the construction of own understanding and meaning. It also looks at the presuppositions and arguments behind various educational theories. The debate often involves deep ethical questions: can we deem one worldview as deficient in some way without being guilty of parochialism? These are all complex matters, involving philosophical questions concerning the nature of the mind, the aims and legitimate means of education, the psychology of learning, the organizational demands of schooling, and a host of other matters to which social-scientific research is relevant. Other issues concern whether the skills, abilities, and dispositions that are constitutive of critical thinking are general or subject-specific. Against this background, the research project adheres to the supposition by social constructivists that the generation of meaning is always social, arising in and out of interaction with a human community (Crotty 1998 in Creswell 2009: 9). The first philosophers ideas to people today would be considered either very basic, or insane. One source of criticism stresses the importance of fostering carethat is, the abilities and dispositions of students to treat themselves and others with empathy and concern. There are a number of basic philosophical problems and tasks that have occupied philosophers of education throughout the history of the subject. This Not to mention, it's absolutely fascinating. In this instance, qualitative research will enable me to explore the Risxcels leadership styles within a given context in detail. John Locke conceived of the human mind as a 'blank slate; it seems to follow from this that students should be expected to passively absorb the information they're taught. Many different presidential candidates compete in order to become the representative of their selected political affiliation, which is usually democratic or republican. Finally, moral issues in the philosophy of education reflect important themes in meta-ethics, such as the tension between rationalist and sentimentalist schools:is moral education a matter of exposing students to ethical reasoning, or instead a matter of inculcating positive emotional dispositions, like empathy? Who all had quotes that have been taught and have a lot of meaning, Aristotle quoted-At his best, man is the noblest of all animals; separated from law and justice he is the worst; a man who has no boundaries is a dangerous person, he also quoted-the roots of education are bitter, but the fruit is sweet; it is hard to study and have a family but the outcome is wonderful. My research project will adopt constructivism-interpretivism instead of post positivism. While representatives have the ability to differentiate between what they believe is right or wrong, most general ideas remain the same. He says that the more we practice philosophy the more we begin to question everyday things in our life, and we come to find that the answers are only bigger questions. they are disposed or inclined to be guided by reasons so evaluatedi.e., to judge and act in accordance with the results of such reasoned evaluations. If we can answer the question of what to teach, we should still wonder how students should be taught. Many aims have been proposed by philosophers and other educational theorists; they include the cultivation of curiosity and the disposition to inquire; the fostering of creativity; the production of knowledge and of knowledgeable students; the enhancement of understanding; the promotion of moral thinking, feeling, and action; the enlargement of the imagination; the fostering of growth, development, and self-realization; the fulfillment of potential; the cultivation of liberally educated persons; the overcoming of provincialism and close-mindedness; the development of sound judgment; the cultivation of docility and obedience to authority; the fostering of autonomy; the maximization of freedom, happiness, or self-esteem; the development of care, concern, and related attitudes and dispositions; the fostering of feelings of community, social solidarity, citizenship, and civic-mindedness; the production of good citizens; the civilizing of students; the protection of students from the deleterious effects of civilization; the development of piety, religious faith, and spiritual fulfillment; the fostering of ideological purity; the cultivation of political awareness and action; the integration or balancing of the needs and interests of the individual student and the larger society; and the fostering of skills and dispositions constitutive of rationality or critical thinking. Critical responses to these challenges have been many and varied; one of the most notable consists of pointing out the apparent inconsistency involved in claiming that, as a general matter, general accounts of education, justice, and the like are impossible. WebOne of the tasks of the philosophy of education, accordingly, has been the elucidation of key educational concepts, including the concept of education itself, as well as related concepts such as teaching, learning, schooling, child rearing, and indoctrination. Moral Education How best to resolve this problem remains the subject of debate among multicultural philosophers of education, with some opting for some form of cultural relativism and others for a compromise between multiculturalism and universalism. Philosophers of education and educational theorists also argue whether critical thinking is relevantly 'neutral" with respect to the groups who use it, or if it is in fact politically or culturally biased. WebEducational perennialism is a philosophy that stands for the idea of learning without end.. 3 The chaos and noisiness of the classroom Special thanks to Harvey Siegel; a great deal of the written material on this website is borrowed (with significant changes) from his Britannica Online Encyclopedia entry: Education, Philosophy of. What makes a reason, in this sense, good or bad? WebUnrealistic beliefs can be excessively optimistic or excessively pessimistic. they are disposed or inclined to be guided by reasons so evaluatedi.e., to judge and act in accordance with the results of such reasoned evaluations. After analysis, one must contend with writing a lengthy piece of work as evidence must substantiate claims and quotes from population study inherently increase the length of the study (Creswell 1998:17). It starts by giving a brief account of each. What justifies the demands that teachers place on students? Philosophers will ask, seek answers, and argue the answers to the questions they are seeking the truth for. Do they encourage teachers to only 'teach to the test, to students' detriment? However, it is essential to be mindful of the potential drawbacks when considering its To what degree, if any, should teachers seek (ethnic, gender, socioeconomic) diversity in their classroom? Special thanks to Harvey Siegel; a great deal of the written material on this website is borrowed (with significant changes) from his Britannica Online Encyclopedia entry: In philosophy, you should question everything and never take anything for face value. Is the public school system rightly entitled to the power it exercises in establishing curricula that parents might find objectionableas with the teaching of biological evolution instead of intelligent design, or the teaching of literature with themes parents find unsuitable? 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