Philosophical Schools of Thought PDF

PHILOSOPHICAL SCHOOLS OF THOUGHT TOPIC 5 HED3153 - DR SITI NOOR AZILAH 5.1 IDEALISM ◦ the unrealistic belief in or pursuit of perfection. ◦ the metaphysical view that associates reality to ideas in the mind rather than to material objects. ◦ It comes from...

PHILOSOPHICAL SCHOOLS OF THOUGHT TOPIC 5 HED3153 - DR SITI NOOR AZILAH 5.1 IDEALISM ◦ the unrealistic belief in or pursuit of perfection. ◦ the metaphysical view that associates reality to ideas in the mind rather than to material objects. ◦ It comes from the Ancient Greek, idea meaning "to see". ◦ The ancient Greek philosopher Plato (circa 427 BCE to circa 347 BCE) is considered to be the Father of Idealism ◦ Idealism thought, provides complete guidelines for education sector. ◦ However it emphasizes humanity and under rates science and technology. HED3153 - DR SITI NOOR AZILAH IDEALISM IN EDUCATION ◦ 1.To develop and apply practical knowledge and skills for life in a society. ◦ 2.For individual growth through processes ,experience and problem solving. ◦ 3.For the cultivations of moral values in oneself. ◦ 4.To drag oneself out from their own comfort zone. ◦ 5.To preserve, enrichment and transmission of culture for the development of a culture. HED3153 - DR SITI NOOR AZILAH THE IMPLICATIONS OF IDEALISM ◦1.Helps a person become more rational. ◦2.Contribute to the development of overall culture. ◦3.Helps preserve, enrich and spread cultural values. ◦4.Can develop a good relationship between students and teachers. HED3153 - DR SITI NOOR AZILAH IDEALISM & TEACHING METHODS ◦1.The teacher-center approach: ◦a) The teacher first teach the students the topic > The teacher will ask the students about the topic. ◦b) The feedback from the students will determine how they further in the topic. ◦2.The student-center approach: ◦a) The teacher ask the students about what they know about the topic ◦1.If they know ,the teacher will ask them to share about what they know correct them if they are wrong. ◦2.iI they doesn’t know ,the teacher will ask them to research about it and share it with everyone. ◦3.Other methods of teaching: ◦a) learn through reading. ◦b) learn through lecturing. ◦c) learn through discussion. ◦d) learn through imitation. ◦e) employ the device of simple to complex. HED3153 - DR SITI NOOR AZILAH 5.2 REALISM ◦ the attempt to represent subject matter truthfully, without artificiality and avoiding speculative fiction and supernatural elements. ◦ Henrik Ibsen was a Norwegian playwright in the 19th century, considered the father of realism. ◦ Idealism is when you envision or see things in an ideal or perfect manner. Realism, on the other hand, tends toward a more pragmatic and actual view of a situation. HED3153 - DR SITI NOOR AZILAH REALISM IN EDUCATION ◦Realism in education is the belief that we should study logic, critical thinking, and the scientific method to teach students to perceive and understand reality. ◦the job of schools is to teach students about the world around them. HED3153 - DR SITI NOOR AZILAH  4 CHARACTERISTICS OF REALISM i. Realistic characters and setting. ii. Comprehensive detail about everyday occurrences. iii. Plausible plot (a story that could happen in your town) iv. Real dialects of the area. HED3153 - DR SITI NOOR AZILAH  6 TYPES OF REALISM i. Magical realism - a realistic view of the world while also adding magical elements ii. Social realism - the real socio-political conditions iii. Kitchen sink realism- describe a movie, TV show, or play that portrays the problems of everyday life iv. Socialist realism - idealized realistic art to depict communist values v. Naturalism-scientific method to support that all beings and events in the universe. HED3153 - DR SITI NOOR AZILAH 5.3 PRAGMATISM ◦ an approach to things that focuses on the practical or logical response. ◦ A reasonable and logical way of doing things or of thinking about problems that is based on dealing with specific situations ◦ “The term is derived from the same Greek word pragma meaning action, from which the words 'practice' and 'practical' come. ◦ Realism is favoring practicality and accepting the physical facts of life, Pragmatism is having the view that practical consequences are the criteria of knowledge, meaning and value. They actually overlap in meaning. HED3153 - DR SITI NOOR AZILAH PRAGMATISM IN EDUCATION ◦ In education, pragmatism is an approach to learning and teaching that focuses on keeping things practical. ◦ Its key theorist is John Dewey. ◦ It has four principles: ◦ Utility, ◦ Interest, ◦ Experience, and ◦ Integration. HED3153 - DR SITI NOOR AZILAH 2 ELEMENTS OF PRAGMATISM ◦ PRACTICAL LEARNING -which focuses on the real-world applications of lessons, and ◦ EXPERIENTIAL LEARNING - which involves learning through experience, not through simple ideas. HED3153 - DR SITI NOOR AZILAH 5.4 EXISTENTIALISM ◦ we are each responsible for creating purpose or meaning in our own lives. ◦ Our individual purpose and meaning is not given to us by Gods, governments, teachers or other authorities. ◦ Søren Kierkegaard is generally considered the father of existentialism. ◦ The basic principle of existentialism is that existence (creation) precedes essence(purpose) for human beings. Essence precedes existence for objects. ◦ Objects always have a definite purpose and this purpose is known prior to the creation of the object. HED3153 - DR SITI NOOR AZILAH EXISTENTIALISM IN EDUCATION ◦ focuses on the student's freedom and agency to choose their future. ◦ Existentialist educators believe there is no god or higher power guiding their students. ◦ existentialism has influenced many disciplines outside of philosophy, including theology, drama, art, literature, and psychology. HED3153 - DR SITI NOOR AZILAH 5.5 PERENNIALISM ◦ One should teach the things that are of everlasting pertinence to all people everywhere based on principles, not facts. ◦ The perennial philosophy (Latin: philosophia perennis) is a perspective in philosophy and spirituality that views all of the world's religious traditions as sharing a single, metaphysical truth or origin. ◦ Thomas Aquinas is the father of Perennialism HED3153 - DR SITI NOOR AZILAH PERENNIALISM IN EDUCATION ◦ Perennialist curriculum is a subject-centered lessons, organized body of knowledge and a focuses on developing the thinking skills of students. ◦ Lecture, question, and answer are common instructional methods. ◦ The goal of a perennialist education is to teach students to think rationally and develop minds that can think critically. ◦ Teacher-centered philosophies emphasize that the best way to ensure student learning is to ensure teaching uniformity. ◦ The focus of education should be the ideas that have lasted over centuries. HED3153 - DR SITI NOOR AZILAH 5.6 PROGRESSIVISM ◦ A political philosophy in support social reform with advancements in science, technology, economic development and social organization to improve human condition. ◦ Emerged from social changes brought by industrialism. ◦ Progress was made silent by economic inequality and conflict between laborers and economic elites. ◦ Aims to represent the interests of ordinary people through political change and the support of government actions. HED3153 - DR SITI NOOR AZILAH PROGRESSIVISM IN EDUCATION ◦ a theory of education that is concerned with “learning by doing “that children learn best when pursuing their own interests and satisfying their own needs. ◦ students must be invested in what they were learning. ◦ Dewey argued that curriculum should be relevant to students' lives. ◦ teachers should foster the development of the whole child through hands-on learning, experimentation and play. HED3153 - DR SITI NOOR AZILAH HED3153 - DR SITI NOOR AZILAH 5.7 ESSENTIALISM ◦ the view that objects have a set of attributes that are necessary to their identity(purpose). ◦ William C Bagley is the father of “Essentialism,” ◦ Essentialists' goals are to instill students with the "essentials" of academic knowledge, patriotism, and character development through traditional (or back-to-basic) approaches. ◦ Essentialists believe that teachers should try to embed traditional moral values and virtues HED3153 - DR SITI NOOR AZILAH ESSENTIALISM IN EDUCATION ◦ strives to ensure that students acquire a common core of knowledge in a systematic, disciplined way. ◦ children should learn the traditional basic subjects thoroughly. ◦ , the aim is to instill students with the "essentials" of academic knowledge, enacting a back-to-basics approach. ◦ Essentialism ensures that the accumulated wisdom of our civilization as taught in the traditional academic disciplines is passed on from teacher to student. Such disciplines might include Reading, Writing, Literature, Foreign Languages, History, Mathematics, Science, Art, and Music. HED3153 - DR SITI NOOR AZILAH HED3153 - DR SITI NOOR AZILAH 5.8 SOCIAL RECONSTRUCTIVISM ◦ societies should continually reform themselves in order to establish more perfect governments or social networks. ◦ The philosophy of reconstructionism contains two major premises: 1) Society is in need of constant reconstruction or change and 2) such social change involves a reconstruction of education and the use of education in reconstructing society. ◦ Theodore Burghard Hurt Brameld was best known as the founder of Social Reconstructionism. ◦ Social reconstruction is a condition in which the population i. achieves a level of tolerance and peaceful co-existence ii. gains social unity through acceptance of a national identity that exceeds individual differences iii. has the mechanisms and will to resolve disputes nonviolently. HED3153 - DR SITI NOOR AZILAH  SOCIAL RECONSTRUCTION IN EDUCATION a. The educational aims of reconstructionism is that people act as change agents. b. Schools should NOT be separate from society, and educators should be more involved in the social cause. c. Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education. d. Social reconstructionist believe that education should be used to transform the existing society into a new society that is just, moral, satisfying, and empowering for everyone. HED3153 - DR SITI NOOR AZILAH 5.9 CRITICAL THEORY ◦ a philosophy that involves being critical of the main view of society. ◦ Max Horkheimer first defined critical theory ◦ focuses on deep assessment and critique of society and culture in order to reveal and challenge power structures. ◦ all knowledge, even the most scientific or "commonsensical," is historical and broadly political in nature. ◦ knowledge is shaped by human interests of different kinds. ◦ Critical theorists maintain that a primary goal of philosophy is to understand and to help overcome the social structures through which people are dominated and oppressed. HED3153 - DR SITI NOOR AZILAH CRITICAL THEORY IN EDUCATION ◦ Knowledge is power ◦ Understanding the ways one is oppressed enables one to take action to change oppressive forces. ◦ how our educational system can best offer education to all people. ◦ It offers opportunities and understanding of the different perspective of disadvantaged members of society. ◦ students to develop critical-thinking skills and to take critical action, teachers need to encourage students to question and challenge existing beliefs, structures, and practices. HED3153 - DR SITI NOOR AZILAH  5 STEPS CRITICAL PEDAGOGY i. Challenge yourself.... ii. Change the classroom dynamic.... iii. Present alternative views.... iv. Change your assessments.... v. Encourage activism. HED3153 - DR SITI NOOR AZILAH