Foundation of Education TOPIC 3 THE PURPOSE OF SCHOOLING.pptx

THE PURPOSE OF SCHOOLING

1. Foundation of Education ESEM5113 Dr Siti Farhah A.Aziz

2. TOPIC 3: THE PURPOSE OF SCHOOLING 2

3. 3 INTRODUCTION This lecture will relate the philosophy, aims, goals and objectives of education to the purpose of schooling. Why did we go to school? Why do children go to school? What was the purpose of schooling 300 years ago? What would have happen to us if we did not go to school? What is the purpose of schooling now?

4. The Philosophy, Aims, Goals and Objectives of Education To understand the process of education, we need to understand curriculum development, content development, content delivery, and assessment of content learning . 4 Understanding Education Curriculum Development Content Development Content Delivery Assessment of Content

5. 5 1 Curriculum Development 2 Content Development 3 Content Delivery 4 Assessment of Content Learning TO UNDERSTAND THE EDUCATION PROCESS

6. The Philosophy, Aims, Goals and Objectives of Education Includes determining the philosophy, the aims, the goals and the objectives of education, as shown the figure below. 6

7. 7 Objectives Philosophy Aims Goals The curriculum (syllabus) development includes determining the philosophy, the aims, the goals and the objectives of education, as shown the figure below. The Philosophy, Aims, Goals and Objectives of Education

8. The Philosophy, Aims, Goals and Objectives of Education Philosophy of education, as we know, focuses on the values , beliefs and attitudes in relation to the growth process of individuals and society. These values, beliefs and attitudes determine the direction of our education, particularly the aims, goals, objectives, contents, delivery and assessment of education. 8 Objectives Philosophy Aims Goals

9. The Philosophy, Aims, Goals and Objectives of Education For example : Pragmatism defines the truth and meaning of ideas (knowledge) according to their physical consequences and practical values. It views the world as not fixed, but constantly changing; and views knowledge as process. It suggests education should focus on experiencing the process, for example, learning occurs as pupil engages in problem solving. Knowing is considered an interaction between the learner and environment, of which both are undergoing constant changes. 9 Objectives Philosophy Aims Goals

10. National Philosophy of Malaysian Education (NPME) 10 “Education In Malaysia Is An On-going Effort  Towards Further Developing The Potential Of Individuals In A Holistic And Integrated Manner So As To Produce Individuals Who Are Intellectually, Spiritually, Emotionally And Physically Balanced And Harmonic , Based On A Firm Belief In And Devotion To God.” “Such An Effort Is Designed To Produce Malaysian Citizens Who Are Knowledgeable And Competent, Who Possess High Moral Standards And Who Are Responsible And Capable Of Achieving High Level Of Personal Well-being As Well As Being Able To Contribute To The Harmony And Betterment Of The Family, Society And Nation At Large”

11. The Philosophy, Aims, Goals and Objectives of Education Aim of education (What education expects students will achieve) can be defined as “general statement of the functions to be transferred to learners through education, or simply the purpose of education ”. The earlier aims of American education were to “ascertain the continuation and enforcement of democratic ideals, and to save the souls”. These aims had been associated with the philosophy of pragmatism, which many people claimed to be the unofficial American philosophy. 11 Objectives Philosophy Aims Goals

12. The aims of Malaysian Education The aims of Malaysian education are : “to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonic, based on a firm belief in and devotion to God; so that they become Malaysian citizens who are knowledgeable and competent, possess high moral standards and are responsible and capable of achieving high level of personal well-being as  well as being able to contribute to the harmony and betterment of the family, society and nation”. 12

13. The Philosophy, Aims, Goals and Objectives of Education Goal of education (What students can do after completing education) can be defined as “statement of specific purpose with some outcomes in mind”. The aim gives the purpose of education, such as “ Making individual literate ”; while the goal gives more specific outcomes of education, such as “ All Year-1 pupils should be able to read and write simple sentences in English” . Hence, the goal of education is the statement about what pupils should be able to do to achieve the aim/purpose of education. 13 Objectives Philosophy Aims Goals

14. Statements of purpose with some outcome in mind Address certain characteristics of the learner who attains the goals Desired outcomes for students as a result of experiencing the curriculum Derived from various aims Aims become goals when they become more specific and refer to a particular school or school system and to a specific subject area of the curriculum Address the needs of society, of students, or the particular community. 14

15. The Philosophy, Aims, Goals and Objectives of Education Objective of education can be defined as “statement of specific learning outcomes at various levels of learning”; e.g. at program level, course level, topic level, or lesson level. An example of course level educational objective is: “ At the end of this course, students should be able to write short stories in English ”. The objectives are usually written in behavioural terms, such as “write, read, explain, compare, compute, or draw” and so on. The curriculum is then developed based on the various objectives of a particular school subject. 15 Objectives Philosophy Aims Goals

16. 16 Taxonomic Levels Cognitive Domain Affective Domain Psychomotor Domain Taxonomic Levels

17. 17 Cognitive Domain Affective Domain Psychomotor Domain Taxonomic Levels Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation Krathwohl’s Taxonomy Receiving Responding Valuing Organization Characterization Harrow’s Taxonomy Reflex Movements Fundamental Movements Perceptual Abilities Physical Abilities Skilled Movements Nondiscursive Communication

18. The Purpose Of Schooling 18 Socialization Screening Human capital investment Class reproduction Transmission – knowledge and skills Personal Development

19. Socialization Functionalism ( Durkheim, 1922; Parsons, 1959) Schooling, a systematic socialization of young generation Schooling as ‘functional’ to the larger society’s integration or survival Schooling as the socialization (integration) of young members into society Schooling as conformation to society’s values and goals School to produce “ideal adults” of society 19

20. Socialization (cont’d) School attempts to introduce student to be most noble, meaningful of human creation Usually high culture Socialization: respect culture to become functioning members of society due to functioning of civic, emotion, cognitive, vocational and social. 20

21. Screening Schooling as credentials (proof of possessing knowledge) (Spence, 1973) Schooling to identify students with particular attributes, but not to produce or improve attributes School credentials as a hiring screen (“statistical discrimination”) Knowledge (credentials) as a major mechanism for the struggles between groups in society (Weber, 1958, 1968); as a major exclusion to non-members 21

22. Human capital investment Founder : Schultz (1961), Becker (1964) Human capital Abilities acquired by & embedded in individuals increases one’s earnings over life time contributes to society’s economic growth Schooling, education & training are important investments on human capital Knowledge & skills Schooling is not a ‘commodity’ nor ‘commodification’; Though education can be ‘commercialized’ or ‘commercialization ’ 22

23. Class Reproduction Apple (1988) Schools operate to produce the ideological hegemony of the dominant class Schools are the major sites in which ideological conflicts/struggles are often fought Bowles and Gintis (1976) Capitalist schools are mini-factories, promoting same values in the capitalist labor market The social relations of schools reproduce the social division of labour under capitalism 23

24. Class Reproduction Carnoy & Levin (1985) Conflict in schools is ultimately between the dominant and the dominated sectors of society The dominant class seeks to impose its values, norms, purposes, and goals on schools and to socialize the young into its ideology 24

25. Transmission of Knowledge Fact Concept Processes and procedures Principles and laws 25

26. Personal Development Civic development Emotional development Cognitive development Vocational development Social development ESEM 2014 Dr. Norizan Ahmad

27. Civic Development Civic development has played a major role in the purpose of school in the past and present. Creating effective citizenship education accountability systems continues to be a priority that a wide range of experts and state coalitions nationwide now agree must be addressed by policymakers. identifying and/or developing high-quality civic assessments of all kinds would enhance accountability for civic teaching and learning, and motivate states to refine and strengthen their civic standards.  Good citizen ESEM 2014 Dr. Norizan Ahmad

28. Emotional Development Emotional development is an important and frequently cited purpose of school, particularly for schools serving younger students includes the child’s experience, expression, and management of emotions and the ability to establish positive and rewarding relationships with others (Cohen and others 2005). It encompasses both intra- and interpersonal processes ESEM 2014 Dr. Norizan Ahmad

29. Cognitive Development to prepare middle school students to meet the challenges of the new millennium by providing an academically enriched program which includes the ability to read, write, listen, calculate, create, and critically think. that students learn by active participation in the classroom and through lessons that stimulate critical thinking. provide continual individual development through a variety of academic experiences, student-centered environments, and community opportunities. provide technological skills, fine arts and health exploration and multi-cultural awareness. ESEM 2014 Dr. Norizan Ahmad

30. Vocational Development The vocational development of students is frequently cited and promoted as one of the most important roles that schools serve. ESEM 2014 Dr. Norizan Ahmad

31. Social Development To foster positive student behaviors, reduce negative behaviors, and ultimately, improve academic performance the development of social competencies during middle childhood has been linked to adjustment to schooling and academic success while the failure to develop them can lead to problem behavior that interferes with success in school. ESEM 2014 Dr. Norizan Ahmad

32. THANK YOU 32