Relevance of Philosophy to Education (Philosophy of Education Part 1, Section 16)

Main ideas and concepts

• Educational practice is connected to philosophy in multiple ways:

  • Teachers shape classrooms strategically: teachers who think strategically about their profession can bring philosophical issues and philosophical “practices” into their teaching.
  • Teacher/administrator training transmits philosophies:
    • As education became more professionalized (growth of undergraduate education majors, graduate education programs), there were successive waves of dominant philosophical fashions over the 20th century.
    • Professors trained new generations of teachers, principals, and superintendents, who then implemented reforms influenced by their received philosophical tradition.
  • Politics heavily influences educational philosophy:
    • In the American context, education became increasingly politicized during the 20th century.
    • Political philosophies drove top-down initiatives from politicians at state and increasingly federal levels.
    • This contributed to politically instituted philosophical changes in education.

• Result: American education lacks a single coherent philosophy

  • By the end of the 20th century (as the speaker frames it), American education appears to be a “smorgasbord”—a mixture of:
    • educational theory waves,
    • political philosophy influences,
    • and teachers’ own commitments.
  • Some components may be complementary, others contradictory.

Purpose / values of the course (lessons to learn)

1. Understand where practices come from

   • As a professional educator, learn how educational practices can follow from specific philosophies (examples explicitly mentioned):
     • pragmatism
     • idealism
     • postmodernism
   • This clarifies why the education system contains mixed practices and why no one is fully satisfied with the results.
   • Philosophy is presented as part of the explanation for how practices get instituted.

2. Study philosophies in their own right

   • Educators should develop informed opinions about how to approach educational issues.
   • The goal is to understand major educational philosophies influential in American education so educators can:
     • make their own commitments knowingly, or
     • form a combination of philosophies based on what they judge best.

Education is intensely social, so philosophical literacy is essential

Even though individuals do their own learning, education is deeply collective and social:

• students learn with/from others
• teachers deal with students and other teachers
• teachers interact with parents and politicians

Because people involved often hold different philosophical commitments about what education should be, a democratic/pluralistic approach requires:

• knowing what others are talking about
• understanding disagreements
• articulating one’s own views clearly
• understanding others clearly (including their philosophical background)
• communicating one’s own philosophical context

Communication goal: improve or salvage education

Fruitful, strategic discussion should help:

• fix education in the direction the group believes is appropriate, or
• salvage parts of the current system that are true, important, and working well

…so that education serves students in the next generation.

Methodology / instruction-style takeaways

• When entering educational practice, analyze teaching and policy through philosophy

  • Identify which philosophy a given practice aligns with (e.g., pragmatism, idealism, postmodernism).
  • Use these links to understand:
    • why certain practices exist
    • why they may conflict or complement others
    • and why dissatisfaction can persist across the system

• Study major educational philosophies to support informed personal commitments

  • Become familiar with influential philosophies affecting American education.
  • Make commitments only after understanding the range of major alternatives.
  • Decide either:
    • to adopt one philosophy, or
    • to combine elements into a personal philosophical position.

• Practice philosophical communication in pluralistic educational discussions

  • Clearly articulate your own educational/philosophical views.
  • Understand the other person’s views clearly.
  • Pay attention to the other person’s philosophical background/context.
  • Explain your own philosophical context when disagreeing.
  • Aim for strategic, constructive dialogue to improve education and support students.

Speakers / sources featured

• Pico della Mirandola (Renaissance thinker) — quoted as:

  one cannot reasonably make a commitment to any philosophy without knowing all of them.

• The course lecturer/speaker (unnamed) — provides the main argument and outlines the course’s values and goals.