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Branches of Philosophy appropriate for learning in education.

20141453 Alex Saunders

The Mico University College

EDUC2005 – Introduction to Foundations in Education

Ms. Young

February 24, 2014

To what extent are the pillars and branches of philosophy appropriate for learning in
education?

The pillars and branches of philosophy are suitable for learning in education to the extent

that it caters to all portions of life itself, each branch of philosophy play vital roles and it can be

linked back to the educational system. They are four main branches of philosophy; epistemology,

axiology, logic, metaphysics. Teaching is considered to be one of oldest profession in the world.

There is a reason for this; which is children are born uneducated to the norms and cultures of the

society so a teacher will then mold the minds of these young learners based on the branch of

philosophy they were taught or through experiences. Life as we know is a discovery process

from the moment of birth we are exposed to a continuous flow of sensory experience. In its

broadest sense education is the means of the “social continuity of life” (Dewey 1916, 3).

Therefore we believe that philosophy is appropriate for learning in education.

Philosophy helps teachers to reflect on key issues and concepts in education, through

questions such as: What is being educated? What is the good life? What is knowledge? What is

the nature of learning? And what is teaching? Your educational philosophy is your beliefs about

why, what and how you teach, whom you teach, and about the nature of learning. It is a set of

principles that guides professional action through the events and issues teachers face daily.

Sources for your educational philosophy are your life experiences, your values, the environment

in which you live, interactions with others and awareness of philosophical approaches. Learning

about the branches of philosophy, philosophical world views, and different educational

philosophies and theories will help you to determine and shape your own educational

philosophy, combined with these other aspects.

How is Epistemology appropriate for learning in education?

According to an online definition, Epistemology is the study of knowledge. The term is

derived from the Greek epistēmē “knowledge” and logos “reason”, and accordingly the field is

sometimes referred to as the theory of knowledge. The ‘Open Educational Resources of UCD

Teaching and Learning’ states that Epistemology is a branch of philosophy that investigates the

origin, nature, methods, and limits of human knowledge. Such beliefs influence the development

of knowledge because they are considered to be the central values or theories that are

functionally connected to most other beliefs and knowledge (Hofer & Pintrich, 1997). Examples,

How would an anthropologist look at this classroom? A political scientist? A biologist? How do

we know what a child knows? Our own personal epistemology influences our own theories of

learning, and consequently, how we approach, design, and delivery our classes. The terms used

to describe epistemological positions vary, depending on whether it’s describing the origin or the

acquisition of knowledge. Learners with simple epistemological beliefs view knowledge as

absolute, black or white, handed down by authority, acquired quickly or not at all and that the

ability to learn is fixed at birth. With sophisticated epistemological beliefs learners embrace

knowledge as complex and tentative and the source of knowledge shifts from the simple transfer

of knowledge from authority to processes of rational thinking (Schommer, 1994). The

epistemology that is dominant in most educational settings today is similar to objectivism. That

is to say, most teachers view knowledge as existing outside the bodies of cognizing beings, as

being separate from knowing and knower’s. Knowledge is "out there," residing in books,

independent of a thinking being. Science is then conceptualized as a search for truths, a means of

discovering theories, laws and principles associated with reality. Objectivity is a major

component of the search for truths which underlie reality; learners are encouraged to view
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objects, events and phenomena with an objective mind, which is assumed to be separate from

cognitive processes such as imagination, intuitions, feelings, values, and beliefs (Johnson, 1987).

As a result, teachers implement a curriculum to ensure that students cover relevant science

content and have opportunities to learn truths which usually are documented in bulging

textbooks.

How is Axiology appropriate for learning in education?

According to an online definition, the branch of Philosophy concerned with the general

problem of values that is, the nature, origin, and permanence of values-is called Axiology.

Axiology focuses on questions about what ‘ought to be’. It deals with the nature of values and

relates to the teaching of moral values and character development. Most philosophers include, as

subdivision of axiology, Ethics, the branch of Philosophy that is concerned with morals; and

Aesthetics, the branch that is concerned with the problems of beauty and art. Moral values reflect

across the whole school though; The articulated school mission, purpose and values, all school

policies and guidelines, the behaviour of students, teachers, school staff and parents, the

curriculum and learning materials in all subjects’ areas. Everywhere, more greed, more

selfishness, lack of sincerity and integrity has been spread. So it is necessary to sown the seed of

peace, love, cooperation and moderation in the minds of men and women very early from their

childhood through the education for peace. Education examples are, Is morality defined by our

actions, or by what is in our hearts?, what values should be taught in character education?

Tomar, B. (2014) Pedagogies of Axiology are: Work in group, give equal opportunity to

all the students and keep them alert, respect students. Use personalization and student's

imagination, involve the students more and give them more opportunities, encourage student’s
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generated activities, motivate them; expose them to variety of questions, active in constructing

knowledge makes use of collaborative work to facilitate learning.

How is Logic appropriate for learning in education?

According to an online definition, Logic is the study of rules of valid reasoning and

argumentation. From an educational perspective, of the nature and types of logic, including

problems in the field and the relation of logic to psychology, mathematics and statistics,

linguistics, computer science. According to (Bilash, O) As a "branch" of philosophy, Logic in

education is divided into two parts: inductive reasoning and deductive reasoning. Inductive

reasoning is a method of reasoning from the specific to the general. Example, “after

experimenting with plant growth under varied conditions, students conclude plants need water

and light”. Deductive reasoning is a method of reasoning from the general to the particular.

Example, “all children can learn. Bret is a fifth grader. He has a learning disability. Can Bret

learn?” Two very distinct and opposing instructional approaches are inductive and deductive.

Both approaches can offer certain advantages, but the biggest difference is the role of the

teacher. In a deductive classroom, the teacher conducts lessons by introducing and explaining

concepts to students, and then expecting students to complete tasks to practice the concepts; this

approach is very teacher-centered. Example, “when teaching a new grammar concept, the teacher

will introduce the concept, explain the rules related to its use, and finally the students will

practice using the concept in a variety of different ways”. Conversely, inductive instruction is a

much more student-centred approach and makes use of a strategy known as ‘noticing’. Noticing

is the process of students becoming aware of something. Using the same grammar example, “the

teacher would present the students with a variety of examples for a given concept without giving

any preamble about how the concept is used. As students see how the concept is used, it is hoped
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that they will notice how the concept is to be used and determine the grammar rule. As a

conclusion to the activity, the teacher can ask the students to explain the grammar rule as a final

check that they understand the concept.”

How is Metaphysics appropriate for learning in education?

According to Section III - Philosophical Perspectives in Education Part 2, the term

metaphysics means "beyond the physical." This area of philosophy focuses on the nature of

reality. Metaphysics attempts to find unity across the domains of experience and thought.

Metaphysics has two sub-branches, Ontology which is “What issues are related to nature,

existence, or being?”  Example, ‘Is a child inherently evil or good? How might your view

determine your classroom management? and Cosmology which is “What is the nature and origin

of the cosmos or universe?” Example, “Is the world and universe orderly or is it marked by

chaos? What would one or the other mean for a classroom?” At the metaphysical level, there are

four broad philosophical schools of thought that apply to education today. They are idealism,

realism, pragmatism (experientialism), and existentialism. These four general frameworks

provide the root or base from which the various educational philosophies are derived. Idealism is

a philosophical approach that has as its central tenet that ideas are the only true reality, the only

thing worth knowing. Realists believe that reality exists independent of the human mind. For

pragmatists, only those things that are experienced or observed are real. The nature of reality for

Existentialists is subjective, and lies within the individual.

In idealism, the aim of education is to discover and develop each individual's abilities and

full moral excellence in order to better serve society. The curricular emphasis is subject matter of

mind: literature, history, philosophy, and religion. Teaching methods focus on handling ideas
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through lecture, discussion, and Socratic dialogue this is a method of teaching that uses

questioning to help students discover and clarify knowledge.

The Realist curriculum emphasizes the subject matter of the physical world, particularly

science and mathematics. The teacher organizes and presents content systematically within a

discipline, demonstrating use of criteria in making decisions. Teaching methods focus on

mastery of facts and basic skills through demonstration and recitation. Students must also

demonstrate the ability to think critically and scientifically, using observation and

experimentation. Curriculum should be scientifically approached, standardized, and distinct-

discipline based. Character is developed through training in the rules of conduct.

For Pragmatists, teaching methods focus on hands-on problem solving, experimenting,

and projects, often having students work in groups. Curriculum should bring the disciplines

together to focus on solving problems in an interdisciplinary way. Rather than passing down

organized bodies of knowledge to new learners, Pragmatists believe that learners should apply

their knowledge to real situations through experimental inquiry. This prepares students for

citizenship, daily living, and future careers.

In an existentialist classrooms teachers view the individual as an entity within a social

context in which the learner must confront others' views to clarify his or her own. Character

development emphasizes individual responsibility for decisions. Real answers come from within

the individual, not from outside authority. Examining life through authentic thinking involves

students in genuine learning experiences. Existentialists are opposed to thinking about students

as objects to be measured, tracked, or standardized. Such educators want the educational

experience to focus on creating opportunities for self-direction and self actualization. They start

with the student, rather than on curriculum content.

Philosophies that are practiced at the Mico University College

At The Mico University College the branches of philosophy that we saw being used by

the lecturers are Logic, Epistemology and Axiology. A combination of these three creates an

interactive classroom setting, where participation adds interest, encourages dialogue among and

between students and it also provides the teacher feedback so learning and sharing are both

taking place based on the different philosophies. These approaches are as a result of departure

from classical educational philosophy.

With Logic being the study of rules of valid reasoning and argumentation. At the Mico

you will see lectures using inductive reasoning more than deductive reasoning. Where the

lectures will have discussions with the class about a topic by asking questions or using strategies

to activate prior knowledge before telling the students what the concept is really about. Relating

to argumentation students will get into debates about topics where they will have to do some

research and present valid information.

Epistemology simply being the study of knowledge, The Mico is a centre for higher

learning. A sub-branch of epistemology is empiricism, this is the knowledge based upon your

experiences. At The Mico students are encouraged to use their experience to form schemas based

on information they have read or researched.

With The Mico being a teachers college the teaching of moral values and character

development is crucial. This is so because teachers should have good values and the right

character or personality in the classroom when dealing with students. If not it can have a

negative impact on the lesson or the environment of the classroom. Students have had multiple

simulations of how they are suppose to operate in a class room setting. Example, doing multiple

presentations. Also to develop higher level critical thinking skills and core values. The aesthetics

aspect is to help the students to accept the art form behind teaching and to practice it to its fullest.
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References

The data is adapted from “The Stanford Encyclopedia of Philosophy” (2008). Retrieved from

http://plato.stanford.edu/entries/education-philosophy/

Maryellen Weimer, PhD. (2011, February 15). 10 Benefits of Getting to Participate in

Classroom Discussions. Retrieved from

http://www.facultyfocus.com/articles/teaching-and-learning/10-benefits-of-getting-students-to-

participate-in-classroom-discussions/

Philosophy.lander.edu, (08/29/12). The Divisions and Definitions of Philosophy. Retrieved from

http://philosophy.lander.edu/intro/what.shtml

Hintikaka,J.J (05/01/2013). Encyclopaedia Britannica: Philosophy of Logic. Retrieved from,

http://www.britannica.com/EBchecked/topic/346240/philosophy-of-logic

Cohen, L.M.(1999), OSU- School of Education: Section III - Philosophical Perspectives in

Education part 1. Retrieved from,

http://oregonstate.edu/instruct/ed416/PP1.html
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Cohen, L.M.(1999), OSU- School of Education: : Section III - Philosophical Perspectives in

Education part 2. Retrieved from,

http://oregonstate.edu/instruct/ed416/PP2.html

Open Educational Resources of UCD Teaching and learning, University College Dublin:

Epistemology and Learning Theories. Retrieved from,

http://www.ucdoer.ie/index.php/Education_Theory/Epistemology_and_Learning_Theories

Tomar, B. (2014), IOSR Journal of Research & Method in Education, PP 51-54, Axiology in

Teacher Education: Implementation and Challenges. Retrieved from,

http://www.iosrjournals.org/iosr-jrme/papers/Vol-4%20Issue-2/Version-3/H04235154.pdf

Bilash, O.(2011) Best of Bilash, Inductive and Deductive Instruction. Retrieved from,

http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/inductivedeductive.html