RELATIONSHIP BETWEEN EDUCATION AND PHILOSOPHY ~ posavski-obzor.info NOTES
The Relationship Between Philosophy And Education Religion Essay connected set of such hypotheses whose main function is to explain the subject matter. May 9, Philosophy and psychology are two fields of study with a common place in history . Psychology arises out of philosophy. It arose in order to. Apr 11, Principles and values of life learnt through education and experience gives birth to philosophy in one's posavski-obzor.infoophy lays the foundation of leading one's life.
Interpretations of findings are limited because the researcher does not know whether particular variables e. The following assumptions were made relative to the conduct of this study: Educational philosophies can be analyzed and compared relative to their positions on knowledge ontologytruth epistemologyand values axiologyy.
The instrument developed by the researcher was appropriate for identifying certain philosophical orientations. A review of the literature on this topic reveals many studies on preservice teachers' beliefs e.
However, according to Rodriguez several studies have refuted this claim and demonstrated that students indeed have been significantly influenced by their academic course work. Alverman states that some students welcomed the inner struggle produced by the dissonance between the university courses and the practicum experience and that, in fact, it served as driving force for encouraging reflection on the value of their teaching strategies and beliefs.
Goodman proposes a proactive approach to teacher education by first, and foremost, identifying the students' intuitive screens, that is the points of reference students use to make sense of their experiences as they sift through the information educational theories, ideas and strategies presented to them during their teacher education program p This study is unique in its contribution to the volume of knowledge in the field of teacher education because it explores how the educational philosophies ofpreservice teachers relate to their substantive preferences for improving curriculum.
The primary focus in the study is to compare the educational philosophies and orientations of curriculum held by these students. A secondary focus is to assess the extent to which these images may be related to students' program of study and academic specialization. The findings of this study will provide information that will be of value to teacher educators, and most importantly, should be useful to the prospective teachers themselves. Many teacher educators are engaging student teachers in the practice of reflective teaching; making rational and ethical choices about what and how to teach and assuming responsibility for those choices Ross et al.
According to Killion and Todnem busy people, including student teachers, rarely engage in reflective experiences unless they are given some time, some structure, and expectations to do so.
It would be useful for students of teaching to have a tool that will enable them to reflect upon and construct practical knowledge of the reasons or explanations for their decisions Johnston, Connelly and Clandinin suggest that images of curriculum can provide a language of practice for teachers because they can use these images to articulate the basis of their decisions and explore the reason they hold particular beliefs.
Further, as a student-teacher makes choices to accept or reject philosophies overtly representative of their particular program of study, such as those endorsed for example in middle level education, there may be reason for foundational course work that provides constructs for reflection on the reasons for those choices.
Definition of Terms Definitions of selected terms and concepts adopted for use in this study are listed below: Academic specialization refers to a block of required course work chosen by preservice teachers from a specific subject area or academic department.
Examples include English, mathematics, social science, science, and special education. Curriculum is a plan for providing sets of learning opportunities for persons to be educated Saylor et al.
Curriculum improvement refers to the positive change in curriculum brought about in the course of everyday actions among teachers, curriculum leaders, and students Schubert, Curriculum orientation is a general school of thought regarding curriculum research, theory, and practice. Each position represented; Experientialist, Intellectual Traditionalist, and Social Behaviorist is characterized by wide-ranging and overlapping assumptions about what is most important to teach, how learning occurs, the roles of teachers and students, and what classrooms ought to be like Schubert, Early adolescent names a stage of human development that begins just prior to puberty and extends through the early stage of adolescence.
The nature of the student at the middle level is generally considered from three major perspectives: Educational philosophy refers to a reasonably coherent set of values and fundamental assumptions used as a basis for evaluating and guiding educational practice Phenix, Images of curriculum are a personal practical knowledge that embodies a person's experience, finds expression in practice, and is the perspective from which new experience is taken Clandinin, Middle level proponents are professional educators who, in the late s and early s, began a movement toward consensus about the purposes of intermediate schooling.
Preservice teachers are students engaged in the formal study of teaching within a program consisting of three dominant features: Program of study is a college program designed for the preparation of professional teachers in either elementary, middle, or secondary education.
Relationship between Education and Philosophy in the modern world
Philosophy of Education There is a separate branch of philosophy which is called philosophy of education. The branch investigates that what should be the nature of education?
Whether the educational aims be based on specific religion, social, moral, scientific basis. And how these aims can be achieved? Education is the Dynamic Side of Philosophy Here the great scholars like Ghazali, Iqbal, Plato, and Aristotle wanted that their philosophies should be given practical shape.
The shape can be given only through well planned education system. Sound mind in Sound Body or Virtuous Man The main purpose of education is to have sound mind in a sound body, and virtuous person. Philosophy gives answers and discuss that what is sound mind, sound body, and what virtuous person is.
Education on the other hand is the dynamic side of philosophy. It is the active aspect and the practical means of realising the ideals of life. Education is a sacred necessity of life, both from the biological and sociological point of view. It is true that education works like a catalyst for a better life, a social desirable life.
As a pot is made out of clay and a finished product comes out of raw material, so also from the immature child comes out the civilized man through education. Education renews and re-builds the social structure in the pattern of philosophical ideals.
- Introduction: Philosophy of Education and Philosophy
- Relationship between Education and Philosophy in the modern world
Human being, who is born and grows up with inherited propensities, determines the basic trails of man, but education paves a long way for his success in life. Education according to Indian tradition is not merely a means to earn living, nor is it only a nursery of thought or a school for a citizenship.
What is the Relationship Between Philosophy and Psychology?
Rather, it is the initiation into the life of spirit, a training of human souls in pursuit of truth and the practice of virtue. The basic relationship between philosophy and education can be analysed as follows. It is philosophy, that provides the purpose or the aim and it is education which makes it practical. Philosophy shows the way and education moves on in that direction.
When we define education as the modification or behaviour, the direction in which, modification to be carried out is determined by philosophy.
Meaning & Relationship between Philosophy and Education
Thus philosophy deals with the end and education with the means. In fact, we can observe that the great philosophers of all times have been also great educators.
For example, Socretes and Plato, the great philosophers, were also famous educators. According to Thomson, every teacher should realize the importance of philosophy in education.
Good philosophy thus would not only conceive the type of society which is needed in the society. It is philosophy which would give to the teachers a sense of adventure. The choice of students must cater to the principles and purposes of philosophy.
Choice of curriculum needs philosophers or leaders of thought. With the change of time and circumstances, the curricula also changes and this change can be brought out by philosophers alone.
The necessary conditions should be fulfilled so that the child is allowed to go in a free atmosphere with the ultimate aim of becoming a happy and a rightly adjusted person of the society.