Course: Philosophy of Education (8609)
Semester: Spring, 2022
ASSIGNMENT No. 1
Q.1 Discuss the ways in which philosophy provides guidelines to education.
Philosophy is at the heart of curriculum development. It helps educators in formulating beliefs, arguments, and assumptions and in making value judgments. Philosophy develops a broad outlook, and it also helps in answering what schools are for, what subjects are important, how students should learn, and what materials and methods should be used. Philosophy provides the starting point . . . in decision making about education in its totality
Idealism is considered one of the oldest philosophical systems, whose main proponent was the Greek philosopher, Plato. Idealism advocates that ideas constitute what is real and permanent, i.e. ideas are the only true reality. Idealism also emphasizes the spiritual component of man, i.e., man is a spiritual being.
According to this philosophy, education is the process of development of a person, his/her conscious and spiritual self. The ultimate responsibility for learning rests with learners. The school exists to develop character, increase knowledge, and cultivate aesthetic taste. The teacher is expected to be a model, friend, and guide to the learners.
Q.3 Define different educational philosophies. Which philosophy is dominant in our present curriculum?
An education philosophy is a set of educational beliefs and core values of a person and/or organisation. It focuses on the purpose and objectives of educational planning, programmes and processes when it comes to teaching and inspiring students to learn.
An education philosophy for a place of education may influence what and how subjects are taught. Additionally, it can impact upon the beliefs and values that are taught around the national curriculum. As a result, it could be used to identify and elucidate the principles and themes that align with them when it comes to the aspirations of an educational organisation.
Different subdivisions of the philosophy of education have been suggested. One categorization distinguishes between descriptive and normative issues. Descriptive theories aim to describe what education is and how to understand its related concepts. This includes also epistemological questions, which ask not whether a theory about education is true or false, but how one can arrive at the knowledge to answer such questions. Normative theories, on the other hand, try to give an account of how education should be practiced or what is the right form of education. Some normative theories are built on a wider ethical framework of what is right or good and then arrive at their educational normative theories by applying this framework to the practice of education. But the descriptive and the normative approaches are intertwined and cannot always be clearly separated since descriptive findings often directly imply various normative attitudes.
Q.5 Discuss the authoritative knowledge is not objective and logical.
The first method of knowing is intuition. When we use our intuition, we are relying on our guts, our emotions, and/or our instincts to guide us. Rather than examining facts or using rational thought, intuition involves believing what feels true. The problem with relying on intuition is that our intuitions can be wrong because they are driven by cognitive and motivational biases rather than logical reasoning or scientific evidence. While the strange behavior of your friend may lead you to think s/he is lying to you it may just be that s/he is holding in a bit of gas or is preoccupied with some other issue that is irrelevant to you.