Philosophy of Education in Action

An Inquiry-Based Approach

David W. Nicholson

• Publisher: Routledge
• Year: 2022
• ISBN:
  9781000528909
• Edition: 2
• Topic: Education
• Subtopic: Education General

Philosophy of Education in Action: An Inquiry-Based Approach (Second Edition) is an innovative introductory text that invites readers to explore philosophy of education through the lens of their own observations and experiences. Using the Wonder Model of Inquiry, readers investigate the purposes of education, how schools are designed to fulfill those purposes, and the influence of philosophy on educational practices.

Grounded in authentic classroom vignettes and supported by examples from actual schools and educational programs, readers think critically and creatively about philosophical issues. Probing questions analyze the curriculum, examine pedagogy, conceptualize the role of the teacher and student in the learning process, and explore the role of school organization and design. Readers are guided to reflect upon their own practices and articulate their own philosophical beliefs. Readers also imagine and design a hypothetical school using project-based methods to interpret, synthesize, and evaluate different educational philosophies. The Continuum of Educational Philosophy locates practices in relation to philosophical perspectives.

The Second Edition includes updated sources and examples of schools and programs that represent different philosophical perspectives. In addition to applying the "3Cs" criteria of evaluation, two new chapters highlight voices that respond to and challenge different educational philosophies. The final chapter adds guidance on how to construct and compose a personal philosophy of education statement.

Part I

How Does Philosophy Influence Education?

DOI: 10.4324/9781003095033-1

Part I examines why the study of philosophy in education is important and relevant, introduces basic philosophical concepts and terms, describes a model for conducting inquiry, and poses the inquiry questions that will guide the study of educational philosophy throughout the book.

Chapter 1 asks, “Why Study Philosophy of Education?” Following a brief overview of the field of philosophy, the chapter explores questions about the relationship of philosophy to teaching and learning, including how philosophy relates to learning theory, pedagogy, and instructional methods, strategies, and techniques. The “3Cs” criteria (Consistency, Compatibility, and Coherence) are introduced as a means to evaluate educational design.

In Chapter 2, “How Do I Conduct Inquiry into Philosophies of Education?,” different types of inquiry are described and the kinds of questions philosophy asks are explained. The Wonder Model of Inquiry is introduced as a process for conducting inquiry into the philosophy of education. The Continuum of Educational Philosophy serves as a tool for comparing educational practices to philosophical perspectives. The major inquiry questions are posed that will guide the study of philosophy in action.

1 Why Study Philosophy of Education?

DOI: 10.4324/9781003095033-2

What Is Your Philosophy of Education?

Teachers typically encounter this question at the beginning of their careers, when they may arguably be in the least qualified position to answer it. A foundations course in a teacher education program may require an essay on the topic, a job application may request a written response, or the subject may arise during an interview. How would you answer this question? In particular, how would you answer this question without resorting to vague generalities and empty platitudes?

One may not give the matter of philosophy much thought, or even be aware one has a philosophy of education, until encountering practices or decisions with which one agrees or disagrees. An occasion to assess one’s personal philosophy of education surfaces when confronted with outlooks different from one’s own. What you believe becomes more apparent when you begin to implement practices compatible with your thinking. A feeling of uneasiness or even discontent can result if asked or required to teach in a manner that conflicts with your preferences. If you are certain about what you agree with or support, you can discover what it is you believe. You may also modify your beliefs when exposed to the ideas of others or adjust your outlook after spending time acclimatizing to a new or altered environment.

Studying the viewpoints of others offers a way to develop your own philosophy of education. How have other educators expressed their thoughts about education? In discussing beliefs, we may ask how philosophers have explored the subject. More important, we may wish to know how philosophy influences education and directly relates to the process of teaching and learning.

To begin, imagine you have successfully completed a job interview and have been offered a teaching position. After celebrating your accomplishment, your mind turns to preparing for the school year. The following questions immediately arise:

• How will I arrange my classroom space? How will the use of space relate to instruction?
• What will I teach? In what sequence will I present the content?
• How will I teach? What kinds of instructional activities will I plan?
• What resources, supplies, and materials will I need?
• What kinds of assessments will I choose, develop, and administer?
• What will be my classroom management plan?
• How will I manage instructional time?

These practical, concrete concerns all relate to philosophy. How you organize learning spaces, enact the curriculum, implement instruction, utilize resources, assess learning, conduct yourself in the classroom, and expect students to behave reflect a way of thinking about education. Your classroom may represent your own beliefs, be created in collaboration with others, or be prescribed by the school or school district. Some values and habits may conform to institutional, social, and cultural traditions spanning generations that are rarely called into question. In whatever way your belief system is constructed, the practices observed in your classroom will convey to students, colleagues, administrators, parents, and others a particular mindset about the profession and the purpose of education. This textbook explores the influence of philosophy on the practice of education as it occurs in schools.

The Study of Philosophy

“Philosophy begins in wonder.”

(Socrates)

Philosophy asks fundamental questions about the nature of reality and existence. The word philosophy comes from the Greek word, philosophia. Philo means “loving” or “love of” and sophia means “wisdom.” Therefore, philosophy means “love of wisdom.” Philosophy is concerned with the search for meaning. What is the meaning of the things we think about? What is the meaning of the things we do? What is the meaning of life? What does it all mean? “Philosophy begins in wonder,” the Greek philosopher Socrates declares (Plato, Theaetetus 155d).¹

Philosophy as a field of study has a rich history. The original meaning of the word implies seeking truth and wisdom, which therefore can lead to pursuing knowledge in any subject. For example, before the development of the field of natural sciences as we know it, the study of nature was known as natural philosophy. Universities retain the connection to this connotation by awarding Doctor of Philosophy (PhD) degrees. Individuals with a PhD, however, have rarely attained an advanced education in philosophy. Professors and other professionals hold PhD degrees in the humanities, sciences, and many specialized areas. Someone who has earned a PhD in Education, for example, has conducted formal research that contributes to the knowledge base of the profession. In this sense, a Doctor of Philosophy is someone who has devoted extensive scholarship to an area of study. Philosophy as we will use the term connotes systematic inquiry into the nature and meaning of reality, existence, truth, knowledge, reasoning, and values.

A philosopher’s outlook is general and reflective, examining major issues while attempting to account for a wide range of stances that compete for attention at any given time. Many who are known as philosophers of education have been philosophers in the broadest sense, whose work has touched upon education within arguments dealing with matters on a grand scale. Others may have never referred to themselves as philosophers, but the contemplative nature of their work has impacted views on how to think about education. Some philosophers of education have been practitioners while others may have never worked directly with students in a school setting. Therefore, the field has sometimes been accused of lacking clear criteria for what constitutes philosophy of education and who should be counted among its ranks.²

Notwithstanding such debates, schools offer educational programs and confer upon graduates a recognized status in the form of certificates, licenses, diplomas, and degrees. We acknowledge the existence of systems designed for the expressed purpose of providing education, and those systems make decisions affecting those it educates and society-at-large. Therefore, we will proceed by conducting inquiry into beliefs about the purposes and practices of education.

What is the Relationship of Philosophy to Teaching and Learning?

“Philosophy is not a theory but an activity.”

(Ludwig Wittgenstein)

The influence of philosophy on teaching and learning may not be readily apparent, especially within the demands of planning and implementing instruction on a daily basis. We need to see the connection between philosophical perspectives and educational practices to understand the influence one has on the other. Picture philosophy as the most comprehensive way of thinking about education, with learning theory and other aspects of teaching arranged in order from the most general to the more specific (Figure 1.1).

Figure 1.1 Relationship of philosophy to teaching

Philosophy of education answers WHY to include certain techniques, strategies, methods, and learning theories in one's pedagogy.Pedagogy, learning theories, methods, strategies, and techniques answer HOW to put one's philosophy of education into action.

In preparing to enter a career in education, and in pursuing ongoing professional growth, teachers focus primarily on developing a repertoire of effective teaching skills. Learning theories and educational research that support instructional approaches receive a great deal of emphasis, while underlying philosophical arguments may be downplayed, ignored, or deliberately avoided. The application of skills in isolation from a larger context, however, can lead to haphazard or even incoherent practice. As one acquires each new teaching skill, two questions should be asked: 1) “Why am I incorporating this skill into my practice?” and 2) “How will this skill help me achieve my overall goals?” Educational philosophy can help answer both of these questions by providing an underlying foundation.

Philosophy of education answers why one might choose to include certain techniques, strategies, methods, and learning theories in one’s pedagogy. As Figure 1.1 shows, every teaching decision (moving from the most specific element upward to the most general) answers the “Why?” question:

• Why am I using this technique? (Techniques can fulfill a strategy.)
• Why am I using this strategy? (Strategies can combine to create a method.)
• Why am I using this method? (Methods can develop a pedagogy.)
• Why am I using this learning theory? (Learning theory can support and justify instructional decisions)
• Why am I using this pedagogy? (Pedagogy can represent one’s philosophy of education in action.)

Pedagogy, learning theories, methods, strategies, and techniques answer how to put one’s philosophy of education into action. To answer the “How?” question, move from the most general element (at the top of Figure 1.1) downward:

• How can I put my philosophy of education into action? (Through pedagogy, methods, strategies, and techniques, informed by learning theory.)
• How do I implement my pedagogy? (By selecting the appropriate methods, strategies, and techniques.)

Pedagogy can be developed and refined as you gain knowledge and experience, adding and omitting techniques, strategies, and methods. The integration of these elements helps develop or reveal a philosophy of education. This is accomplished by consistently incorporating teaching techniques, strategies, and methods into pedagogy that are compatible with one another and with one’s philosophical perspective. The role of philosophy is to question our assumptions, challenge our existing practices, and clarify our perspective. Wittgenstein asserts, “Philosophy is not a theory but an activity” (1922, 4.112).

What is the Relationship of Philosophy to Learning Theory?

Philosophy and theory are often used as interchangeable terms, but they can differ in significant ways. Philosophy contemplates complex and abstract issues about the nature of reality and the meaning of existence. Philosophy often asks questions that evade definitive answers, such as what constitutes happiness, virtue, beauty, and goodness. At times, philosophy seeks to explain a phenomenon or solve a problem, but not always. Philosophy sometimes analyzes and critiques the reasoning, use of language, and point of view of a given proposition. “Philosophy simply puts everything before us,” Wittgenstein argues, “and neither explains nor deduces anything” (1958, p. 126).

Learning theory seeks to identify, describe, and explain a problem or phenomenon occurring in education and offer solutions or suggest recommendations for practice, relying on empirical evidence to support its conclusions. In other words, learning theory depends on exacting scientific procedures, whereas philosophy can be an open-ended intellectual pursuit that asks fundamental, probing questions and challenges assumptions.³ Learning theory describes a conceptual framework derived from systematic observation and empirical research to explain how students learn. Learning theory can support practice by justifying methods. The formulation of a learning theory follows the scientific method, posing and testing hypotheses. Theorists state conclusions they believe apply to learning in a variety of situations. Based on the findings, recommendations for practice may b...