Ed Philosophy Essay

ism of pedagogy fag end refer to either the schoolman handle of applied philosophical system or to one of some(prenominal) commandmental philosophies that promote a specific type or vision of cultivation, and/or which examine the definition, goals and meaning of education. As an pedantic theme, philosophical system of education is the philosophic study of education and its problems its central subject matter is education, and its methods atomic number 18 those of ism. 1 The doctrine of education may be either the doctrine of the exploit of education or the philosophy of the discipline of education.That is, it may be transgress of the discipline in the sense of macrocosm concerned with the aims, forms, methods, or results of the unconscious process of educating or being educated or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline. 2 As such, it is both part of the field of education and a field of a pplied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and political platform, as healthful as the process of development, to name a few.3 For example, it might study what constitutes education and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between educational theory and practice. Instead of being taught in philosophy departments, philosophy of education is usually housed in departments or colleges of education, akin(predicate) to how philosophy of law is generally taught in law schools.1 The multiple ways of conceiving education coupled with the multiple fields and approaches of philosophy make philosophy of education not only a very diverse field but overly one that is not easily defin ed. Although there is overlap, philosophy of education should not be conflated with educational theory, which is not defined specifically by the application of philosophy to questions in education. Philosophy of education also should not be confused with philosophy education, the practice of teaching and learning the subject of philosophy.Philosophy of education can also be mum not as an academic discipline but as a normative educational theory that unifies pedagogy, curriculum, learning theory, and the purpose of education and is grounded in specific metaphysical, epistemological, and axiological speculations. These theories are also called educational philosophies. For example, a teacher might be said to follow a perennialist educational philosophy or to follow a perennialist philosophy of education. Contents * 1 Philosophy of breeding * 1. 1 Idealism * 1. 1. 1 Plato * 1. 1. 2 Immanuel Kant * 1.1. 3 Georg Wilhelm Friedrich Hegel * 1. 2 Realism * 1. 2. 1 Aristotle * 1. 2. 2 Avic enna * 1. 2. 3 Ibn Tufail * 1. 2. 4 basin Locke * 1. 2. 5 Jean-Jacques Rousseau * 1. 2. 6 Mortimer Jerome Adler * 1. 2. 7 Harry S. Broudy * 1. 3 Scholasticism * 1. 3. 1 Thomas Aquinas * 1. 3. 2 John Milton * 1. 4 Pragmatism * 1. 4. 1 John Dewey * 1. 4. 2 William James * 1. 4. 3 William Heard Kilpatrick * 1. 4. 4 Nel Noddings * 1. 4. 5 Richard Rorty * 1. 5 Analytic Philosophy * 1. 5. 1 Richard Stanley Peters * 1. 5. 2 Paul H. Hirst * 1. 6 Existentialism * 1. 6. 1 Karl Jaspers * 1. 6.2 Martin Buber * 1. 6. 3 Maxine Greene * 1. 7 overcritical system * 1. 7. 1 Paulo Freire * 1. 8 Postmodernism * 1. 8. 1 Martin Heidegger * 1. 8. 2 Hans-Georg Gadamer * 1. 8. 3 Jean-Francois Lyotard * 1. 8. 4 Michel Foucault * 2 Normative Educational Philosophies * 2. 1 Perennialism * 2. 1. 1 Allan Bloom * 2. 2 Progressivism * 2. 2. 1 Jean Pi shape upt * 2. 2. 2 Jerome Bruner * 2. 3 Essentialism * 2. 3. 1 William Chandler Bagley * 2. 4 Social Reconstructionism and Critical Pedagogy * 2. 4. 1 George Coun ts * 2. 4. 2 Maria Montessori * 2. 5 Waldorf * 2. 5. 1 Rudolf Steiner * 2.6 Democratic Education * 2. 6. 1 A. S. Neill * 2. 7 Classical Education * 2. 7. 1 Charlotte Mason * 2. 8 Unschooling * 2. 8. 1 John Holt * 2. 8. 2 Contemplative education * 3 Professional organizations and associations * 4 References * 5 Further reading * 6 External links Philosophy of Education Idealism Plato Inscribed herma of Plato. (Berlin, Altes Museum). primary(prenominal) word Plato sequence 424/423 BC 348/347 BC Platos educational philosophy was grounded in his vision of the nousl Republic, wherein the individual was best served by being subordinated to a just society.He advocated removing children from their mothers care and raising them as wards of the state, with gravid care being taken to differentiate children suitable to the various castes, the highest receiving the close to education, so that they could act as guardians of the city and care for the less able. Education would be holistic, including facts, skills, physical discipline, and music and art, which he considered the highest form of endeavor. Plato believed that talent was distributed non-genetically and thence must be found in children born in any social class.He builds on this by insisting that those suitably expert are to be trained by the state so that they may be competent to assume the role of a ruling class. What this establishes is fundamentally a system of selective public education premised on the assumption that an educated minority of the population are, by virtue of their education (and indwelling educability), sufficient for healthy governance. Platos musical compositions contain some of the pursuance ideas master(a) education would be confined to the guardian class process the sequence of 18, followed by two years of compulsory military cookery and then by high education for those who qualified.While elementary education made the soul responsive to the environment, higher education helped the soul to lookup for truth which illuminated it. Both boys and girls receive the same kind of education. Elementary education consisted of music and gymnastics, designed to train and blend gentle and tearing qualities in the individual and create a harmonious person. At the age of 20, a selection was made. The best one would take an advanced crease in mathematics, geometry, astronomy and harmonics. The first course in the scheme of higher education would last for ten years.It would be for those who had a flair for science. At the age of 30 there would be another selection those who qualified would study dialectics and metaphysics, logic and philosophy for the next five years. They would study the idea of broad(a) and first principles of being. After accepting junior positions in the troops for 15 years, a man would capture completed his theoretical and interoperable education by the age of 50. Immanuel Kant Main bind Immanuel Kant Date 17241804 Immanuel Kant believe d that education differs from training in that the latter involves thinking whereas the former does not.In addendum to educating occasion, of central importance to him was the development of character and teaching of moral maxims. Kant was a proponent of public education and of learning by doing. 4 Georg Wilhelm Friedrich Hegel Main article Georg Wilhelm Friedrich Hegel Date 17701831 Realism Aristotle Bust of Aristotle. Roman copy after a Greek bronze original by Lysippos from 330 B. C. Main article Aristotle Date 384 BC 322 BC Only fragments of Aristotles treatise On Education are still in existence.We thus know of his philosophy of education mainly through brief passages in other works. Aristotle considered merciful nature, habit and reason to be equally important forces to be cultivated in education. 1 Thus, for example, he considered repetition to be a key tool to develop good habits. The teacher was to lead the student systematically this differs, for example, from Socrate s emphasis on unbelieving his listeners to bring out their own ideas (though the comparison is perhaps incongruous since Socrates was dealings with adults).Aristotle placed great emphasis on balancing the theoretical and pragmatic aspects of subjects taught. Subjects he explicitly mentions as being important included reading, writing and mathematics music physical education literature and history and a wide range of sciences. He also mentioned the importance of play. One of educations primary missions for Aristotle, perhaps its most important, was to produce good and virginal citizens for the polis. All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth.2 Avicenna Main article Avicenna Date 980 AD 1037 AD In the medieval Islamic world, an elementary school was known as a maktab, which dates back to at least the 10th century. Like madrasahs (which referred to higher education), a maktab was often co nnected to a mosque. In the 11th century, Ibn Sina (known as Avicenna in the West), wrote a chapter dealing with the maktab entitled The Role of the Teacher in the Training and upbringing of Children, as a guide to teachers working at maktab schools.He wrote that children can learn better if taught in classes instead of individual tuition from buck private tutors, and he gave a number of reasons for why this is the case, citing the value of competition and aspiration among pupils as well as the usefulness of group discussions and debates. Ibn Sina described the curriculum of a maktab school in some detail, describing the curricula for two plays of education in a maktab school.5 Ibn Sina wrote that children should be sent to a maktab school from the age of 6 and be taught primary education until they reach the age of 14. During which time, he wrote that they should be taught the Quran, Islamic metaphysics, language, literature, Islamic ethics, and manual skills (which could refer to a variety of applicatory skills). 5 Ibn Sina refers to the secondary education stage of maktab schooling as the period of specialization, when pupils should dispirit to acquire manual skills, regardless of their social status.He writes that children after the age of 14 should be given a choice to choose and constringe in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the students emotional development and chosen subjects need to be taken into account.6 The empiricist theory of tabula rasa was also unquestionable by Ibn Sina. He argued that the human intellectual at birth is rather like a tabula rasa, a pure potentiality that is actualized through educati on and comes to know and that acquaintance is reach through empirical familiarity with objects in this world from which one abstracts universal concepts which is developed through a syllogistic method of reasoning observations lead to prepositional statements, which when compounded lead to further abstract concepts. He further argued that the intellect itself possesses levels of development from the material intellect (al-aql al-hayulani), that potentiality that can acquire knowledge to the active intellect (al-aql al-fail), the state of the human intellect in sexual union with the perfect source of knowledge. 7