Prof Ed 1 - Social Dimensions of Education - Competencies 4 and 5

THE TEACHING PROFESSION AND THE SOCIAL DIMENSIONS OF EDUCATION

COMPETENCY 4

Interpret educational problems in the light of philosophical and legal foundations of education.

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Educational Philosophy Branches and Orientations

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Philosophy and Teacher Professionalism • All professions have philosophical underpinnings. • Educational philosophy is one important aspect of teacher‟s professional knowledge.

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What is Philosophy? • The study of theories of knowledge, truth, existence, and morality.

• Theory: a set of related principles that are based on observation and are used to explain additional observations. • Normative Philosophy: a description of the way professionals ought to practice.

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PHILOSOPHICAL BRANCHES Metaphysics Reality

Epistemology Knowledge

Axiology Values

Logic

Ethics (moral values)‫‏‬

• Deductive

Aesthetics (beauty)‫‏‬

• Inductive

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PHILOSOPHICAL BRANCHES How is knowledge determined? What is the relationship between cognition and knowledge? EPISTEMOLOGY How is beauty determined? AXIOLOGY (aesthetics)‫‏‬ To what extent is your life basically free? METAPHYSICS 6 Exclusively for My Review Coach online LET review. Not for redistribution. © 2011 My Review Coach of

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Major Branches of Philosophy • Epistemology: investigates the origin, nature, methods, and limits of human knowledge. • Metaphysics or Ontology: studies the nature of existence or being and the underlying principles. • Axiology: investigates values and ethics. • Logic: process of deriving valid conclusions from basic principles. 7 Exclusively for My Review Coach online LET review. Not for redistribution. © 2011 My Review Coach of

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Traditional Schools of Philosophy • Idealism • Realism • Pragmatism

• Existentialism

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IDEALISM • A traditional philosophy asserting that because the physical world is always changing, ideas are the only reliable form of reality. • Ideas should be the focus of teaching and learning. • Meaning is in the ideals of life itself. • Reality is made up of absolute truths. • In education, this means the use of inductive reasoning, lecturing.

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REALISM • A traditional philosophy suggesting that the features of the universe exist whether or not a human being is there to perceive them. • There are important ideas and facts that must be understood and that they can only be understood by studying the material world. • Meaning comes through empirically proven facts.

• Reality is made up of natural laws, facts. • Educationally this involves scientific reasoning.

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PRAGMATISM • A philosophy that rejects the idea of absolute, unchanging truth, instead asserting that truth is “what works”

• Learning how to learn, direct experiences, problem solving, integration. • John Dewey

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EXISTENTIALISM • A philosophy suggesting that humanity isn‟t part of an orderly universe; rather individuals create their own realities. • Primary emphasis on the individual – we teach children, not subjects. • Schools should be places where students are free to engage in activities because these activities are interesting and help them define who they are. • Criticized for subjectivity, no core values.

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EDUCATIONAL PHILOSOPHY (WESTERN)

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PERENNIALISM • An educational philosophy suggesting that nature, including human nature, is constant.

• Rigorous intellectual curriculum for all students, classic works. • Great Books (the humanities/liberal education) • Great Books refers to a curriculum and a book list, as well as a method of education. • The following is an example list from How to Read a Book by Mortimer Adler and Charles Van Doren. 1. Homer: The Iliad, The Odyssey; 2. The Old Testament; 3. Aeschylus: Tragedies; 4. Sophocles: Tragedies; 5. Herodotus: Histories • Robert Hutchins, Jacque Maritain, Mortimer Adler, Allan Bloom 14 Exclusively for My Review Coach online LET review. Not for redistribution. © 2011 My Review Coach of

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ESSENTIALISM • An educational philosophy suggesting that a critical core of knowledge and skills exists that all people should possess. • Back to the basics movements. • Focus on logical sequencing of the curriculum and longer calendar days.

• William Bagley; Arthur Bestor, E. D. Hirsch, Chester Finn, Diane Ravitch, Theodore Sizer

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PROGRESSIVISM • • • •

•

•

Meaning comes through concrete facts. Theory based on truth makes up reality. Problem solving and experimenting are instructional techniques. Educational progressivism is the belief that education must be based on the principle that humans are social animals who learn best in real-life activities with other people. Most progressive educators believe that children learn as if they were scientists, following a process similar to John Dewey's model of learning. John Dewey, William Kilpatrick 16

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RECONSTRUCTIONISM Reconstructionism is a philosophy that centers on the idea of constant change.

To a reconstructionists point of view, the world is a ceaselessly evolving whole and its inhabitants need to ceaselessly evolve themselves in order to cope with the situations around them. Paulo Freire

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HUMANISM •

Intellect distinguishes humans from animals.

•

Humans have potential/innate goodness.

•

J.J. Rousseau, Abraham Maslow, Carl. Rogers

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RATIONALISM • Any view appealing to reason as a source of knowledge or justification. • It is a method or a theory "in which the criterion of the truth is not sensory but intellectual and deductive“. • Human reason is the sole determiner whether things or actions are acceptable or not.

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NATURALISM •The idea that all phenomena can be explained in terms of natural causes and laws. •The metaphysical position that "nature is all there is and all basic truths are truths of nature." •Education should be in accordance with the nature of the child. •Jean Jacques Rosseau

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OTHER WESTERN PHILOSOPHIES

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PHENOMENOLOGIST Phenomenology" comes from the Greek words phainómenon, meaning "that which appears," and lógos, meaning "study." Primarily concerned with making the structures of consciousness, and the phenomena which appear in acts of consciousness, objects of systematic reflection and analysis. Edmund Husserl 22

HEDONISM The basic idea behind hedonistic thought is that pleasure is the only thing that is good for a person. This is often used as a justification for evaluating actions in terms of how much pleasure and how little pain (i.e. suffering) they produce. In very simple terms, a hedonist strives to maximize this net pleasure (pleasure minus pain).

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EPICUREANISM Epicureanism is a system of philosophy based upon the teachings of Epicurus. Epicurus believed that the greatest good was to seek modest pleasures in order to attain a state of tranquility and freedom from fear (ataraxia) as well as absence of bodily pain (aponia) through knowledge of the workings of the world and the limits of our desires. Although Epicureanism is a form of hedonism, insofar as it declares pleasure as the sole intrinsic good, its conception of absence of pain as the greatest pleasure and its advocacy of a simple life make it different from "hedonism" as it is commonly understood. 24

UTILITARIANISM Utilitarianism is the idea that the moral worth of an action is determined solely by its contribution to overall utility: that is, its contribution to happiness or pleasure as summed among all persons. It is thus a form of consequentialism, meaning that the moral worth of an action is determined by its outcome: put simply, the ends justify the means.

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RATIONALISM Rationalism is "any view appealing to reason as a source of knowledge or justification". In more technical terms it is a method or a theory "in which the criterion of the truth is not sensory but intellectual and deductive". Rationalism is often contrasted with empiricism. At issue is the fundamental source of human knowledge, and the proper techniques for verifying what we think we know

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EMPIRICISM Empiricism is a theory of knowledge which asserts that knowledge arises from experience. Empiricism emphasizes the role of experience and evidence, especially sensory perception, in the formation of ideas, while discounting the notion of innate ideas. Empiricism is a theory of knowledge which asserts that knowledge arises from experience. Empiricism emphasizes the role of experience and evidence, especially sensory perception, in the formation of ideas, while discounting the notion of innate ideas. 27

STOICISM The stoics considered passionate emotions to be the result of errors in judgment, and that a sage, or person of "moral and intellectual perfection," would not have such emotions.

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SKEPTICISM In ordinary usage, skepticism or scepticism refers to: a) an attitude of doubt or a disposition to incredulity either in general or toward a particular object; b) the doctrine that true knowledge or knowledge in a particular area is uncertain; or c) the method of suspended judgment, systematic doubt, or criticism that is characteristic of skeptics.

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AGNOSTICISM The philosophical view that the truth value of certain claims is unknown or, depending on the form of agnosticism, inherently impossible to prove or disprove and hence unknowable.

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NATURALISM The idea that all phenomena can be explained in terms of natural causes and laws.

Naturalism is the metaphysical position that "nature is all there is and all basic truths are truths of nature."

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DIALECTICAL MATERIALISM In Marx's thinking, the term refers to the material forces causing social and economic changes.

It is sometimes seen complementary to historical materialism which is the name given to Marx's methodology in the study of society, economics and history.

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SCHOLASTICISM A method of learning taught by the academics (scholastics, school people, or schoolmen) of medieval universities. Scholasticism originally started to reconcile the philosophy of the ancient classical philosophers with medieval Christian theology.

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MONASTICISM The religious practice in which one renounces wordly pursuits in order to fully devote one's life to spiritual work.

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RADICALISM •

People themselves create meaning

•

Knowledge leads to an understanding of reality and, ultimately, necessary change

•

This approach can be idealistic in nature and often leads to confrontation

•

Teach by dialogue and problem solving

•

Paulo Freire prominent proponent 35

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LIBERALISM •

Freedom comes through a liberated mind

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Humans endowed with reasoning ability

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Thus, educationally you teach learners the classics and develop their minds

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But, the past may not relate to modern problems and situations

•

Aristotle 36

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POSTMODERNISM •

An educational philosophy contending that many of the institutions in our society, including schools, are used by those in power to marginalize those who lack power.

•

Roots in Existentialism

•

History / Classics examined for power issues, struggles of marginalized groups

•

Criticized for using schools for political purposes 37

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ECLECTICISM •

Eclecticism is not a philosophical system or model, but rather is the synthesizing and personal interpretation of various models.

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EASTERN PHILOSOPHY

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EASTERN (RELIGION) PHILOSOPHY •

• • • • •

Hinduism Buddhism Confucianism Taoism Zen Buddhism Islam

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HINDUISM •

The term refers to the collect faiths that originated in India.

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Karma- chain of causes & consequences (Actions we perform today can have consequences for us into the future)

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Nirvana- permanent liberation from life (Liberation from the cycle of samsara, we cease to exist and become one with the universe).

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BUDDHISM •

A philosophical tradition, founded by Gautama Siddhartha Buddha.

•

Buddhism attempts to help the individual conquer the suffering of human existence through the elimination of desire and ego and attainment of the state of nirvana.

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ISLAM •

The word Islam means "entering into a condition of peace and security with God, through allegiance or surrender to him".

•

Islam was revealed to the Prophet Muhammad who lived from 570 CE to 632 CE in Mecca in modern-day Saudi Arabia.

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ISLAM Muhammad •

Muhammad is the founder of the world religion of Islam and is regarded by Muslims as the messenger and prophet of God (Allāh), the last and the greatest in a series of prophets of Islam.

•

Muslims consider him the restorer of the original, uncorrupted monotheistic faith (Islam) of Adam, Abraham and others.

•

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TAOISM •

Taoism is based on the idea that behind all material things and all the change in the world lies one fundamental, universal principle: the Way or Tao.

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The Tao is the source of all being, ultimate reality.

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“The Tao that can be spoken of is not the real Tao. The name that can be named is not the true name.” 45

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TAOISM •

This principle gives rise to all existence and governs everything, all change and all life. Behind the bewildering multiplicity and contradictions of the world lies a single unity, the Tao. • The purpose of human life, then, is to live life according to the Tao, which requires passivity, calm, non-striving (wu wei ), humility, and lack of planning, for to plan is to go against the Tao. 46 Exclusively for My Review Coach online LET review. Not for redistribution. © 2011 My Review Coach of

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TAOISM •

•

Lao Tzu Founder of Taoism, held that the Tao is ineffable and beyond our ability to alter. He emphasized the importance of effortless nonstriving. 47 Exclusively for My Review Coach online LET review. Not for redistribution. © 2011 My Review Coach of

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CONFUCIANISM •

Primarily a system of ethical precepts for the proper management of society. • Filial relation is usually stressed. • Some consider it to be the state religion of East Asian countries because of governmental promotion of Confucian values.

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CONFUCIANISM Confucius •

Founder of the most dominant system of Chinese though.

•

Confucius himself had a simple moral and political teaching: to love others; to honor one's parents; to do what is right instead of what is of advantage; to practice "reciprocity," i.e. "don't do to others what you would not want yourself"; to rule by moral example instead of by force and violence; and so forth. 49 Exclusively for My Review Coach online LET review. Not for redistribution. © 2011 My Review Coach of

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CONFUCIUS Confucius •

Emphasized personal and governmental morality, correctness of social relationships, justice and sincerity.

•

His teachings may be found in the Analects of Confucius.

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ZEN BUDDHISM •

A form of Buddhism that reached its zenith in China and later developed in Japan, Korea, and the West; its name (Chinese Ch'an, Japanese Zen) derives from the Sanskrit dhyana (meditation).

•

In early China, the central tenet of Zen Buddhism was meditation rather than adherence to a particular scripture. 51

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ZEN BUDDHISM •

Zen is a school of Mahayana Buddhism, which developed in China in the 6th and 7th centuries from the meeting of Dhyana Buddhism and Taoism.

•

Zen is a set of teachings and practices directed towards self-realization and finally to complete awakening (enlightenment).

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THE TEACHING PROFESSION AND THE SOCIAL DIMENSIONS OF EDUCATION

COMPETENCY 5

Apply the four pillars of learning-learning to know, learning to do, learning to live together, learning to be-in responding to the aspirations of the learner and the community.

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FOUR PILLARS OF EDUCATION (UNESCO, 1996)

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UNESCO Task Force on Education for the Twenty-first Century put forward the idea that education throughout life is based upon four pillars: 1. 2. 3. 4.

Learning to know Learning to do Learning to live together Learning to be

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What is UNESCO? UNESCO stands for… United Nations Educational Scientific and Cultural Organization

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What is UNESCO? 

Founded on 16 November 1945  The Preamble to the Constitution of UNESCO: ‘Since wars begin in the minds of men, it is in the minds of men that the defenses of peace must be constructed.”  The „founding fathers‟ believed: – in full and equal opportunities for education for all – in the unrestricted pursuit of objective truth – and in the free exchange of ideas and knowledge 57 Exclusively for My Review Coach online LET review. Not for redistribution. © 2011 My Review Coach of

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What is UNESCO? 

Purpose of the organization – “To contribute to peace and security – by promoting collaboration among nations through education, science and culture – in order to further universal respect for justice, for the rule of law and for the human rights and fundamental freedoms – which are affirmed for the peoples of the world, – without distinction of race, sex, language or religion, – by the Charter of the United Nations.” 58

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UNESCO on Education 

UNESCO's core mandate is to bring education to all.  UNESCO believes that education is key to social and economic development.  UNESCO works for a sustainable world with just societies that value knowledge, promote a culture of peace, celebrate diversity and defend human rights, achieved by providing EFA  The mission of the UNESCO Education Sector is to: – Provide international leadership to create learning societies with educational opportunities for all populations – Provide expertise and foster partnerships to strengthen national educational leadership and the capacity of countries to offer quality education for all. 59 Exclusively for My Review Coach online LET review. Not for redistribution. © 2011 My Review Coach of

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UNESCO and the Millennium Development Goals (UN, Sept. 2000) 

Ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling



Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015

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(from left to right) Mr Jacques Delors, Mr Federico Mayor (Director General of UNESCO) at UNESCO Headquarters, Paris in April 1996 at the presentation of the report to UNESCO of the International Commission on Education for the Twenty-first Century, Learning: the treasure within. Exclusively for My Review Coach online LET review. Not for redistribution. © 2011 My Review Coach of

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Learning to know  

 

 

Learning to know lays the foundations of lifelong learning It is about basic knowledge that we need to be able to understand our environment and to live in dignity It is about competences to acquire information and search actively for knowledge It is about arousing curiosity, allowing to experience the pleasures of research and discovery It is about developing the powers of concentration, memory and thought Learning to know is learning to learn 62

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Learning to do 

Learning to do refers to the acquisition of practical skills, but also of social and psychological skills  It refers to an aptitude for teamwork and initiative, and a readiness to take risks.  It is about personal initiative and the ambition to innovate  It is about the competence of putting what we have learned into practice so as to act creatively on our environment.  Learning to do enables us to turn our knowledge into effective innovations.

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Learning to live together  

 

Learning to live together is the pillar that the UNESCO Commission emphasizes more than any other. It refers to developing an understanding of others through dialogue – leading to empathy, respect and appreciation. And, if we are to understand others, we must first know ourselves. It is about recognizing our growing interdependence, about experiencing shared purposes, and about implementing common projects and a joint future (peace, education for all, environment…) 64

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Learning to be 

 

 

Learning to be is founded on the fundamental principle that education needs to contribute to the all-round development of each individual It is about the broadening of care for each aspect of the personality It deals with the freedom of thought, feeling and imagination that we need to act more independently, with more insight, more critically, and more responsibly. The end of education is to discover and open the talents which are hidden like a treasure within every person. 65

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