PROGRAM DOKTOR PTK

FAKULTAS TEKNIK
UNIVERSITAS NEGERI PADANG
YUDHA ADITYA FIANDRA 2021
21193022
 “
“ PERSPECTIVE PHILOSOPHY
OF EDUCATION AND
VOCATIONAL EDUCATION

YUDHA ADITYA FIANDRA

21193022
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

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PHILOSOPHY EDUCATION

“EDUCATIONAL PHILOSOPHY ”
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

What is Philosophy
of Education?
PHILOSOPHY OF EDUCATION is that
branch of philosophy that addresses
philosophical questions concerning
the nature, aims, and problems
of education.
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

“THE MAJOR What is the nature of the learner?

QUESTIONS
ABOUT
EDUCATION
THAT What is the role of the teacher?
PHILOSOPHY
ATTEMPTS
TO ANSWER” What is the purpose of schooling, Teaching, Curriculum
Methods of instruction?
A. PERSPECTIVE PHILOSOPHY OF EDUCATION
Cabang ilmu filsafat yang paling sering digunakan dalam pendidikan:

Episteme dan Logos.

Episteme = pengetahuan dan logos = teori atau ilmu.
Jadi, epistemologi merupakan suatu ilmu yang mengkaji tentang
Epistemologi sumber pengetahuan atau asal mula metode, struktur,
dan valid tidaknya suatu pengetahuan.

Axio dan Logos

Aksiologi Axio = pantas atau layak dan logos = ilmu.
Jadi, aksiologi merupakan suatu teori nilai yang berhubungan dengan
kegunaan dari pengetahuan yang telah diperoleh.

Logika Logikos
berarti: sesuatu yang diutarakan, suatu pertimbangan akal (fikiran),
kata,atau ungkapan lewat bahasa.
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

ESSENTIALISM
PERENIALISM
PROGRESSIVISM
BEHAVIORISM EXISTENTIALISM
CONSTRUCTIVISM
RECONSTRUCTIVISM
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

ESSENTIALISM William C. Bagley was America's most influential

philosopher of teacher education. Although he has
#1 become known as the father of “Essentialism

The Essentialist movement first began in the United States in the year 1938
The term essentialist first appeared in the book An Introduction to the
Philosophy of Education which was written by
Michael John Demiashkevich
Educational essentialism is an educational philosophy whose adherents
believe that children should learn the traditional basic subjects thoroughly.

The role of the teacher as the leader of the classroom is a very important
tenet of Educational Essentialism
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

ESSENTIALISM
#1 To instill student with the “essentials” of academic
Why Teach? knowledgeand enacting a back-to-basic approach

Basic skill or fundamental, such as reading, writing

What to Teach? and arithmetic

How to Teach? Emphasis on mastery of subject matter and

Observance of core requirements and longer
academic year
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

ESSENTIALISM
#1 “Training the mind with
what are essential (3R)”
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

PERENNIALISM Aristotle was a Greek philosopher and polymath

during the Classical period in Ancient Greece
#2
Thomas Aquinas was an Italian Dominican friar,
philosopher, Catholic priest, and Doctor of the Church

Perennialists believe that the focus of education should be the ideas that
have lasted over centuries

Perennialist classrooms are also centered on teachers in order to

accomplish these goals
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

PERENNIALISM
#2 To teach student to think rationally and develop
Why Teach? minds that can think critically

What to Teach? Lesson are lifted from classic and great books

How to Teach? Classrooms are teacher -centered

A. PERSPECTIVE PHILOSOPHY OF EDUCATION

PERENNIALISM
#2 “Teaching ideas that
are everlasting”
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

PROGRESSIVISME John Dewey was an American philosopher and

educator who was a pioneer in functional
#3 psychology, a proponent of the philosophical
movement known as pragmatism, and is the
father of progressive education theory.

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

Progressivists believe that individuality, progress, and change

are fundamental to one's education.
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

PROGRESSIVISME
#3 To develop learners into becoming enlightened
Why Teach? and intelligent citizens

Curriculum that responds to student's need and

What to Teach? that relates to their personal lives and experience

How to Teach? - Teacher employ experiental methods

- Learn by doing
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

PROGRESSIVISME
#3
“Education
comes from
experience”
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

EXISTENTIALISM Søren Aabye Kierkegaard was a Danish

philosopher, theologian, poet, social critic,
#4 and religious author who is widely considered to
be the first existentialist philosopher

Existentialism in education is a teaching and learning philosophy

that focuses on the student's freedom and agency to choose their future.

Encourage all students to exercise personal agency and create

their own meaning for life life.
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

EXISTENTIALISM
#4 To help students understand and appreciate thems
Why Teach? elves as unique individuals

Students are given a wide variety of options from

What to Teach? which to choose. Humanities are given emphasis

How to Teach? - Method focus on the individual

- Learning is self-paced and self-directed
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

EXISTENTIALISM
#4 “Focuses on individual's
Freedom to choose their own
purpose in life”
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

BEHAVIORISM B.F. Skinner was the Edgar Pierce Professor of

Psychology at Harvard from 1959 to 1974.
#5 He completed his PhD in psychology at
Harvard in 1931.

John Broadus Watson was an American psychologist who

popularized the scientific theory of behaviorism,
establishing it as a psychological school.

Behaviorism focuses on the idea that all behaviors are learned through
interaction with the environment.
Behaviorists believe that our responses to environmental stimuli
shape our behaviors.
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

BEHAVIORISM
#5
Why Teach? To modify and shape students behavior

Teachers teach student to respond favorably to

What to Teach? various stimuli in the environment

How to Teach? - Teachers arrange environmental conditions

- They provide reinforcement and punishment
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

BEHAVIORISM
#5 “The acquisition of new
behavior based on
environmental conditions”
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

CONSTRUCTIVISM
#6 Jean Piaget was a Swiss psychologist known for his work
on child development. Piaget's theory of cognitive
development and epistemological view are together
called "genetic epistemology".
Piaget placed great importance on the education
of children.

Constructivism is the theory that says learners construct knowledge

rather than just passively take in information
Learners use their previous knowledge as a foundation and
build on it with new things that they learn
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

CONSTRUCTIVISM
#6
To develop intrinsically motivated and
Why Teach?
independent learners equipped with learning skills

What to Teach? Students are taught how to learn

How to Teach? Teacher provide students with data or experience

s that alloq them hypothesize, predict, manipulate,
pose questions, research and invent
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

CONSTRUCTIVISM
#6 “People construct their own
understanding and knowledge
of the world”
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

RECONSTRUCTIVISM Theodore Burghard Hurt Brameld was a leading

educational philosopher of the 20th century.
#7 As an American educator and educational
philosopher, Brameld was best known as the
founder of Social Reconstructionism.

Reconstructivism is a philosophical theory holding that societies

should continually reform themselves in order to establish better
governments or social networks
The reconstructionist classroom contains a teacher who involves the
students in discussions of moral dilemmas to understand the implications
of one's actions. Students individually select their objectives and
social priorities and then, with guidance from the teacher, create
a plan of action to make the change happen
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

RECONSTRUCTIVISM
#7
Why Teach? To attain social reform

Curriculum focuses on student taking social action

What to Teach? in solving real problems

How to Teach? - Social issues are dealt through inquiry, dialogue

- Community-based learning is utilized
A. PERSPECTIVE PHILOSOPHY OF EDUCATION

RECONSTRUCTIVISM
#7
“Emphasizes the addressing
of social questions and a quest
to create a better society”
B. PHILOSOPHY OF VOCATIONAL EDUCATION
Prosser’s Sixteen Theorems on Vocational Education

Charles Allen Prosser was the Father of Vocational

Education in the United States and the architect
of the 1917 Smith-Hughes Act.
His mission in life was to help improve the education of
American children.
B. PHILOSOPHY OF VOCATIONAL EDUCATION

#1 “Vocational education will be efficient in

proportion as the Environment in which the
learner is trained is a replica of the environment
in which he must subsequently work.”
This theorem dictates that the type, kinds, amount, use and arrangement of
space, materials, equipment and supplies for a preparatory program be a r
eplica of those in employment
B. PHILOSOPHY OF VOCATIONAL EDUCATION

#2 “Effective vocational training can only be given

where the training jobs are carried on in the same
way with the same operations, the same tools
and the same machines as in the
occupation itself.”
The implications of this statement are that instructors must have recent
employment experience in order to be skillful in the use of the latest
equipment and must make use of the same types of tools and equipment as
would be currently found in employment.
B. PHILOSOPHY OF VOCATIONAL EDUCATION

#3 “Effective vocational training can only be given

where the training jobs are carried on in the same
way with the same operations, the same tools
and the same machines as in the
occupation itself.”
Two important education factors are implied in this statement.
First— thinking habits which implies that the scientific or problem solving
method is being developed in students;
and second—that manipulative skills be performed with sufficient repetition
that habit formation takes place.
B. PHILOSOPHY OF VOCATIONAL EDUCATION

#4 “Vocational education will be effective in

proportion as it enables each individual to
capitalize his interest, aptitudes and intrinsic
intelligence to the highest possible degree.”

This theorem has direct implications to class size, to individualized

instruction, to instructional methods, to effective guidance and
selection of learners, and to the promotional plan for the program
B. PHILOSOPHY OF VOCATIONAL EDUCATION

#5 “Effective vocational education for any

profession, calling, trade, occupation or job can
only be given to the selected group
of individuals who need it, want it,
and are able to profit by it.”
Vocational education is not for everyone and this statement implies
that those admitted should be carefully selected through effective
guidance procedures and should be potentially successful as future
productive workers.
B. PHILOSOPHY OF VOCATIONAL EDUCATION

#6 “Vocational training will be effective in proportion

as the specific training experiences for forming right
habits of doing and thinking are repeated to
the point the habits developed are those of the
finished skills necessary for gainful employment.”

This statement effects one of the most crucial requirement for success
ful vocational preparation
B. PHILOSOPHY OF VOCATIONAL EDUCATION

#7 “Vocational education will be effective in

proportional as the instructor has had successful
experience in the application of skills and
knowledge to the operations and processes
he undertakes to teach.”
The implication in this case is that the teacher cannot teach that
which they do not know
B. PHILOSOPHY OF VOCATIONAL EDUCATION

#8 “For every occupation there is a minimum of

productive ability which an individual must possess
in order to secure or retain employment in that
occupation. If vocational education is not carried to
that point with that individual, it is neither
personally or socially effective.”
Vocational education must prepare the individual to meet the
employment requirements of employers.
B. PHILOSOPHY OF VOCATIONAL EDUCATION

#9 “Vocational education must recognize conditions as

they are and must train individuals to meet the
demands of the “market” even though it may
be true that more efficient ways of conducting the
occupation may be known and that better working
conditions are highly desirable.”

Vocational education programs can never exist as merely course in a

school system but must be considered a community-wide project
B. PHILOSOPHY OF VOCATIONAL EDUCATION

#10 “The effective establishment of process habits in

any learner will be secured in proportion as the
training is given on actual jobs and not on
exercises or pseudo jobs.”

This theorem emphasizes again the need for practical, live work on
which learners may practice developing the skills essential to
an occupation
B. PHILOSOPHY OF VOCATIONAL EDUCATION

#11 “The only reliable source of content for specific

training is an occupation is in the experience
of masters of that occupation.”

This statement reaffirms the need for occupational analysis as

the basic method of curriculum development.
B. PHILOSOPHY OF VOCATIONAL EDUCATION

#12 “For every occupation there is a body of content

which is peculiar to that occupation and to which
has practically no functional value in any other
occupation.”

This statement has direct implication to the close coordinated

instructional program between the related technical construction and
the skill development phase of the program
B. PHILOSOPHY OF VOCATIONAL EDUCATION

#13 “Vocational education will render efficient social

service in proportion as it meets the specific
training needs of any group at the time that
they need it and in such a way they can most
effectively profit by the instruction.”

vocational education should provide what the learner wants at

the time he wants it, and in relation to his own recognized needs.
B. PHILOSOPHY OF VOCATIONAL EDUCATION

#14 “Vocational education will be socially efficient

in proportion as in its methods of instruction
and its personal relations with learners it takes
into consideration the particular characteristics of
any particular group which it serves.”
This theorem implies that there is no single set of general characteristics
uch as school grades, IQs or other such characteristics that should
be used as a basis for projecting vocational success; but, rather by
knowing the individual student’s interests, aptitudes and abilities
B. PHILOSOPHY OF VOCATIONAL EDUCATION

#15 “The administration of vocational education will be

efficient in proportion as it is elastic and fluid rather
than rigid and standardized.”

Here the implication is for flexibility within the framework of sound

standards that support good vocational education rather than
maintaining a rigid and inflexible plan.
B. PHILOSOPHY OF VOCATIONAL EDUCATION

#16 “While every reasonable effort should be made

to reduce per capita cost, there is a minimum
below which effective vocational education
cannot be given, and if the course does not permit
this minimum per capita cost, vocational education
should not be attempted.”
However, this statement directly implies that it is better not to attempt a
vocational program than to operate it below the economic level that
would lead to success. Vocational education is not cheap education, but
it is economically sound to provide it.
 PROGRAM DOKTOR PTK
FAKULTAS TEKNIK
UNIVERSITAS NEGERI PADANG
2021

Yudha Aditya Fiandra

21193022