Philosophy Education in the Twenty-First Century and Beyond.

“Philosophy of Education as a Guiding Framework for Pedagogy and Practice: A Critical Exploration of Historical Foundations, Epistemological Questions, and Educational Aims Across Time and Culture, with Particular Emphasis on the Interplay of Idealism, Realism, Naturalism, Pragmatism, and Behaviorism as Foundational Theories; the Contribution of Thinkers such as Plato, Aristotle, Dewey, Freire, and Skinner in Shaping Educational Thought; the Tensions Between Knowledge Transmission and Transformative Learning; the Role of the Teacher as Facilitator, Instructor, and Moral Guide; the Purpose of Education as the Formation of Knowledge, Skills, Values, and Character for Individual and Collective Flourishing; the Relationship Between Education and Broader Social, Political, and Cultural Contexts; the Challenges of Aligning Curriculum, Instruction, and Assessment with Philosophical Aims; the Ongoing Debates on Whether Education Should Primarily Serve the Needs of the State, the Economy, or the Individual; the Critical Role of Philosophy in Questioning Assumptions About Power, Authority, and Knowledge in the Classroom; the Contemporary Relevance of Philosophical Traditions in Addressing Issues of Diversity, Inclusion, and Equity; the Ethical Responsibilities of Teachers Toward Learners in a Rapidly Changing World; and the Practical Implications of Philosophical Inquiry for Developing Inclusive Pedagogy that Meets the Needs of Neurodiverse Learners, Supports Lifelong Learning, and Balances the Competing Demands of Standardization and Personalization in Education, Ultimately Positioning Philosophy of Education as a Vital and Living Discipline that Shapes Not Only How We Teach and Learn, but How We Conceive the Purposes of Human Development, Social Progress, and Civic Responsibility in the Twenty-First Century and Beyond.

1. Philosophy of Education PgCert in Education Level 7

2. Major Educational Philosophies Idealism 1 Realism 2 Pragmatism 3 Perennialism 4 5 Essentialism Positivism 6 7 8 9 Existentialism 10 Naturalism Critical Pedagogy Neoliberism

3. Idealism 1 Idealism in education is a belief that knowledge comes from within. Originally conceived by Socrates and then carried forward by Plato, idealism states that the only true reality is the reality within the mind. While developing curriculum, idealist give more importance to thought, feelings, ideals and values than to the child and his activities. They hold that curriculum should be concerned with the whole humanity and experiences. For teachers, this implies the need to develop children to their true potential and guide their minds so that they are living up to their purpose.

4. Socrates and Idealism Socrates applied a method called the Socratic method , by which, through questioning, the teacher could make the student come to new knowledge through his own logical deductions. Socrates tried to find the essence of things. To understand reality, its essence had to be known. Another deep concern of Socrates was morality; he differed from the Sophists, who said truth was subjective and could only be demonstrated according to the ability of the interlocutor to convince others. Socrates believed in the duality of the soul and body and that, in order to transcend, one had to control the impulses of the latter and thus come to knowledge, which was clouded by the senses. By finding the essence of things, the soul could then handle itself correctly. EDUCATION IS THE KINDLING OF A FLAME, NOT THE FILLING OF A VESSEL (SOCRATES)

5. Exploring The Epistemology of Idealism in Education https://zoneofeducation.medium.com/exploring-the-epistemology-of-idealism-in-education-92610c2f492e 6 Types of Socratic Questions https://websites.umich.edu/~elements/probsolv/strategy/cthinking.htm

6. Plato and Idealism Plato's most important ideas regarding idealism are the realm of forms, reminiscence theory of knowledge and his ideas about the nature of the soul. The Realm of Forms Regarding the realm of forms, Plato proposed that all we can perceive of our reality are just imperfect shadows of ideas that are in another world, abstract, intelligible, eternal, and immutable. This is explained in detail in his work The Allegory of the Cave. The Reminiscence Theory of Knowledge The reminiscence theory of knowledge suggested that all knowledge had already been acquired by the soul before possessing the body. However, as they entered the body, sensory experiences deformed the knowledge that the soul already had. For this reason, Plato believed that to "recover" knowledge, the introspective should be used. THERE IS NOTHING MORE DIVINE THAN EDUCATION. IT IS ONLY THROUGH EDUCATION THAT ONE TRULY BECOMES MAN (PLATO)

7. https://www.youtube.com/watch?v=xOULKUK07kU&t=224s

8. Realism 2 Realism is the doctrine that is associated with the study of the world we live in. It is a philosophy away from the world of ideas or spiritual things. In Realism the word ‘real’ denotes actual or the existing. It indicates those things or events which exist in the world in its own right. It opposes the thing or event which is imaginary or fictitious. It holds the view that knowledge acquired through senses is true and what we observe and perceive through our own senses is real and the true entity of the world. It says that physical world is objective and factual whereas personal feelings and desires are subjective and secondary.

9. Aristotle and Realism/Naturalism Aristotle was Plato's disciple. Unlike Plato, who rejected the sensitive world and argued that only by disconnecting from the sensory deformations caused by the body could knowledge be obtained He, as a realist, studied the nature of things and not only did he believed the material world to be real and independent of our imagination but also for it to be the human comprehension’s ultimate objective. He believed in a much realistic approach to things and stuck to the actual character of it compared to Plato’s forms and ideas. He founded the fundamental structure of the development of western philosophy. Aristotle believed that the essence of things could be found if studied in nature. Unlike Plato, who believed that knowledge and nature were separated Aristotle believed that knowledge was in the study of nature and were therefore intertwined. EDUCATING THE MIND WITHOUT EDUCATING THE HEART IS NO EDUCATION AT ALL (ARISTOTLE)

10. The Three Classic Philosophers https://www.youtube.com/watch?v=nFlOl_cD2ww

11. Perennialism 3 Derived from the word perennial, which means to endure the test of time, perennialism in education means to teach what is everlasting. The teacher is seen as the authority figure in the classroom. As the authority figure, it is up to the teacher to disseminate the truth. Perennialism focuses on teaching reasoning and wisdom through subjects and doctrine with a highly disciplined approach. https://www.youtube.com/watch?v=hKaUq-Hi660&t=7s

12. Thomas Aquinas (1224 – 1274) and Perennialism Perennial means “everlasting” or something that “returns year after year.” As implied by its name, Perennialism is based upon the belief that there are everlasting ideas and universal truths. Therefore, the 
primary goal of education within this philosophy is to search for and disseminate truth. In addition, this philosophy of education advocates for the cultivation of human intellect. Perennialism philosophy of education is a very conservative and inflexible philosophy of education. Students are taught to reason through structured lessons and drills.The students are supposed to learn the “truth” as taught to them by the teacher. Since truth does not change, students’ interests or experiences are not reflected in what is taught in a Perennialist classroom. St. Thomas Aquinas, the Angelic took the work as Aristotle and after accepting his form and matter thesis, added to it the concept of existence. He reconciled the Christian principles of his faith with the realism of Aristotle by insisting that beyond essence (the combination of form and matter) lay existence. http://www.vkmaheshwari.com/WP/?p=166

13. Naturalism 4 Naturalism is an educational philosophy that emphasizes the role of nature in the development of the individual. It is based on the idea that education should be centered on the natural world and that the natural environment should be used as a primary source of learning They should be allowed to learn in natural setting The learning should be self-paced There should not be any rigid curriculum The teacher should help create curiosity and respect for the natural world The learning should be experiential and hands-on

14. Rousseau (1712-1778) and Naturalism Emile emphasizes Rousseau's belief that men are to be taught reasoning so that they may become self-governing, free individuals. Rousseau's aim throughout Émile is to show how a natural education, unlike the artificial and formal education of society, enables Émile to become social, moral, and rational while remaining true to his original nature. https://www.youtube.com/watch?v=kHrbtjI4uMQ “ I hate books; they only teach us to talk about things we know nothing about.” ― Jean-Jacques Rousseau “To live is not to breathe but to act. It is to make use of our organs, our senses, our faculties, of all the parts of ourselves which give us the sentiment of our existence. The man who has lived the most is not he who has counted the most years but he who has most felt life.” ― Jean-Jacques Rousseau, Emile, or On Education

15. Emile https://books.googleusercontent.com/books/content?req=AKW5QafRIdtABQYo2EL91ig_MgYhxkYfFd7NzZ7cSV5q6i70-RqqlHWyC7em1uztxkDI4cEfkWyfltfPgZ4B6Eqhb2dvfCWIDZ8g9fCGfsssN3XurS3uHibhGuEDA8cj2zcWpOxLkHbWNw5AJtZ55b_BMvnlkyRbMfFIAXuIfBjITE8vq_yLrPG3xLFzHrJ6A_EV5LewBfgu34rvnlA2Oy7UqsNYEZcTMLnoQ3vAjfEn6UuqrCFt7uU

16. Positivism 5 In the enlightenment period, there were paradigm shifts that took place in the eighteenth century. It led to an increase in belief in the scientific method of knowledge construction. The emphasis has shifted to an empirical method for knowing the truth It asserts that knowledge can only be acquired through the senses. Positivism is a teacher centered philosophy that rejects intuition, matters of mind, essences, and inner causes. This philosophy relies on laws of matter and motion as valid, and bases truth on provable fact. It is also known as logical positivism. Intentionally or unintentionally, our textbooks reproduce the positivist notion of knowledge construction because they are written by subjectmatter experts who have achieved success in this positivistic model of education. Thus, curriculum development and education are caught in a positivist loop. The curriculum is designed by those who achieve success in this model, who then reproduce it by emphasising positivistic values even more. Thus, a close examination of the curricula reveals that they are replete with abstract concepts that are far removed from the concrete experiences of students while remaining objective and morally neutral. This is the consequence of their positivist worldview and values.

17. Positivism and Isidore Auguste Comte (1798–1857) https://www.rep.routledge.com/articles/biographical/comte-isidore-auguste-marie-francois-xavier-1798-1857/v-1

18. Think https://www.youtube.com/watch?v=xOULKUK07kU&t=224s

19. Activity What I knew What I learned What questions arose in my mind

20. THANKS