Prof Ed 1 - Social Dimensions of Education - Competencies 4 and 5

Exclusively for My Review Coach online LET review. Not for redistribution. 2011 My Review Coach of Philippines.
COMPETENCY 4
Interpret educational problems in the
light of philosophical and legal
foundations of education.
1
THE TEACHING PROFESSION AND THE
SOCIAL DIMENSIONS OF EDUCATION
Educational
Philosophy
Branches and Orientations
2
Philosophy and Teacher
Professionalism
All professions have philosophical
underpinnings.

Educational philosophy is one important
aspect of teachers professional
knowledge.

3
The study of theories of knowledge, truth,
existence, and morality.

Theory: a set of related principles that are based
on observation and are used to explain additional
observations.

Normative Philosophy: a description of the way
professionals ought to practice.
4
PHILOSOPHICAL
BRANCHES
Metaphysics Epistemology Axiology
Reality Knowledge Values
Logic
Deductive
Inductive
Ethics (moral values)
Aesthetics (beauty)
5
PHILOSOPHICAL
BRANCHES
How is knowledge determined?
What is the relationship between cognition and
knowledge?
EPISTEMOLOGY

How is beauty determined?
AXIOLOGY (aesthetics)

To what extent is your life basically free?
METAPHYSICS
6
Major Branches of Philosophy
Epistemology: investigates the origin, nature,
methods, and limits of human knowledge.

Metaphysics or Ontology: studies the nature of
existence or being and the underlying principles.

Axiology: investigates values and ethics.

Logic: process of deriving valid conclusions from
basic principles.
7
Traditional Schools of
Philosophy
Idealism

Realism

Pragmatism

Existentialism
8
IDEALISM
A traditional philosophy asserting that because the
physical world is always changing, ideas are the only
reliable form of reality.

Ideas should be the focus of teaching and learning.

Meaning is in the ideals of life itself.

Reality is made up of absolute truths.

In education, this means the use of inductive
reasoning, lecturing.

Plato

9
REALISM
A traditional philosophy suggesting that the features of
the universe exist whether or not a human being is
there to perceive them.

There are important ideas and facts that must be
understood and that they can only be understood by
studying the material world.

Meaning comes through empirically proven facts.

Reality is made up of natural laws, facts.

Educationally this involves scientific reasoning.

Aristotle

10
PRAGMATISM
A philosophy that rejects the idea of absolute,
unchanging truth, instead asserting that truth is
what works

Learning how to learn, direct experiences, problem
solving, integration.

John Dewey

11
EXISTENTIALISM
A philosophy suggesting that humanity isnt part of
an orderly universe; rather individuals create their
own realities.

Primary emphasis on the individual we teach
children, not subjects.

Schools should be places where students are free to
engage in activities because these activities are
interesting and help them define who they are.

Criticized for subjectivity, no core values.

Jean-Paul Sartre

12
EDUCATIONAL
PHILOSOPHY
(WESTERN)

13
PERENNIALISM
An educational philosophy suggesting that nature,
including human nature, is constant.
Rigorous intellectual curriculum for all students, classic
works.
Great Books (the humanities/liberal education)
Great Books refers to a curriculum and a book list, as well
as a method of education.
The following is an example list from How to Read a Book
by Mortimer Adler and Charles Van Doren. 1. Homer: The
Iliad, The Odyssey; 2. The Old Testament; 3. Aeschylus:
Tragedies; 4. Sophocles: Tragedies; 5. Herodotus:
Histories
Robert Hutchins, Jacque Maritain, Mortimer Adler,
Allan Bloom
14
ESSENTIALISM
An educational philosophy suggesting that a
critical core of knowledge and skills exists that all
people should possess.

Back to the basics movements.

Focus on logical sequencing of the curriculum and
longer calendar days.

William Bagley; Arthur Bestor, E. D. Hirsch,
Chester Finn, Diane Ravitch, Theodore Sizer

15
PROGRESSIVISM
Meaning comes through concrete facts.
Theory based on truth makes up reality.
Problem solving and experimenting are instructional
techniques.
Educational progressivism is the belief that education
must be based on the principle that humans are social
animals who learn best in real-life activities with other
people.
Most progressive educators believe that children learn
as if they were scientists, following a process similar
to John Dewey's model of learning.

John Dewey, William Kilpatrick

16
RECONSTRUCTIONISM
Reconstructionism is a philosophy that centers on
the idea of constant change.

To a reconstructionists point of view, the world is a
ceaselessly evolving whole and its inhabitants need
to ceaselessly evolve themselves in order to cope
with the situations around them.

Paulo Freire
17

HUMANISM

Intellect distinguishes humans from animals.

Humans have potential/innate goodness.

J.J. Rousseau, Abraham Maslow, Carl. Rogers

18
RATIONALISM
Any view appealing to reason as a source of
knowledge or justification.

It is a method or a theory "in which the criterion of
the truth is not sensory but intellectual and
deductive.

Human reason is the sole determiner whether things
or actions are acceptable or not.
19
NATURALISM

The idea that all phenomena can be explained in
terms of natural causes and laws.

The metaphysical position that "nature is all there is
and all basic truths are truths of nature."

Education should be in accordance with the nature of
the child.

Jean Jacques Rosseau
20
OTHER WESTERN
PHILOSOPHIES

21
PHENOMENOLOGIST
Phenomenology" comes from the Greek words
phainmenon, meaning "that which appears," and
lgos, meaning "study."

Primarily concerned with making the structures of
consciousness, and the phenomena which appear in
acts of consciousness, objects of systematic reflection
and analysis.

Edmund Husserl
22
HEDONISM
The basic idea behind hedonistic thought is that
pleasure is the only thing that is good for a person.

This is often used as a justification for evaluating
actions in terms of how much pleasure and how little
pain (i.e. suffering) they produce.

In very simple terms, a hedonist strives to maximize
this net pleasure (pleasure minus pain).
23
EPICUREANISM
Epicureanism is a system of philosophy based upon the
teachings of Epicurus.

Epicurus believed that the greatest good was to seek
modest pleasures in order to attain a state of tranquility and
freedom from fear (ataraxia) as well as absence of bodily
pain (aponia) through knowledge of the workings of the
world and the limits of our desires.

Although Epicureanism is a form of hedonism, insofar as it
declares pleasure as the sole intrinsic good, its conception
of absence of pain as the greatest pleasure and its
advocacy of a simple life make it different from "hedonism"
as it is commonly understood.

24
UTILITARIANISM
Utilitarianism is the idea that the moral worth of an
action is determined solely by its contribution to
overall utility: that is, its contribution to happiness or
pleasure as summed among all persons.

It is thus a form of consequentialism, meaning that
the moral worth of an action is determined by its
outcome: put simply, the ends justify the means.
25
RATIONALISM
Rationalism is "any view appealing to reason as a
source of knowledge or justification".

In more technical terms it is a method or a theory "in
which the criterion of the truth is not sensory but
intellectual and deductive".
Rationalism is often contrasted with empiricism.

At issue is the fundamental source of human
knowledge, and the proper techniques for verifying
what we think we know
26
EMPIRICISM
Empiricism is a theory of knowledge which asserts that
knowledge arises from experience.

Empiricism emphasizes the role of experience and
evidence, especially sensory perception, in the formation of
ideas, while discounting the notion of innate ideas.

Empiricism is a theory of knowledge which asserts that
knowledge arises from experience.

Empiricism emphasizes the role of experience and
evidence, especially sensory perception, in the formation of
ideas, while discounting the notion of innate ideas.

27
STOICISM
The stoics considered passionate emotions to be
the result of errors in judgment, and that a sage, or
person of "moral and intellectual perfection," would
not have such emotions.
28
SKEPTICISM
In ordinary usage, skepticism or scepticism refers to:

a) an attitude of doubt or a disposition to incredulity
either in general or toward a particular object;

b) the doctrine that true knowledge or knowledge in
a particular area is uncertain; or

c) the method of suspended judgment, systematic
doubt, or criticism that is characteristic of
skeptics.
29
AGNOSTICISM
The philosophical view that the truth value of certain
claims is unknown or, depending on the form of
agnosticism, inherently impossible to prove or
disprove and hence unknowable.

30
NATURALISM
The idea that all phenomena can be explained in
terms of natural causes and laws.

Naturalism is the metaphysical position that "nature
is all there is and all basic truths are truths of
nature."
31
DIALECTICAL MATERIALISM
In Marx's thinking, the term refers to the material
forces causing social and economic changes.

It is sometimes seen complementary to historical
materialism which is the name given to Marx's
methodology in the study of society, economics and
history.
32
SCHOLASTICISM
A method of learning taught by the academics
(scholastics, school people, or schoolmen) of
medieval universities.

Scholasticism originally started to reconcile the
philosophy of the ancient classical philosophers with
medieval Christian theology.
33
MONASTICISM
The religious practice in which one renounces wordly
pursuits in order to fully devote one's life to spiritual
work.

34
RADICALISM
People themselves create meaning

Knowledge leads to an understanding of reality
and, ultimately, necessary change

This approach can be idealistic in nature and often
leads to confrontation

Teach by dialogue and problem solving

Paulo Freire prominent proponent
35
LIBERALISM
Freedom comes through a liberated mind

Humans endowed with reasoning ability

Thus, educationally you teach learners the
classics and develop their minds

But, the past may not relate to modern problems
and situations

Aristotle
36
POSTMODERNISM
An educational philosophy contending that many
of the institutions in our society, including
schools, are used by those in power to
marginalize those who lack power.

Roots in Existentialism

History / Classics examined for power issues,
struggles of marginalized groups

Criticized for using schools for political purposes
37
ECLECTICISM
Eclecticism is not a philosophical system or model,
but rather is the synthesizing and personal
interpretation of various models.
38
EASTERN
PHILOSOPHY
39
EASTERN (RELIGION)
PHILOSOPHY
Hinduism
Buddhism
Confucianism
Taoism
Zen Buddhism
Islam
40
HINDUISM
The term refers to the collect faiths that
originated in India.

Karma- chain of causes & consequences
(Actions we perform today can have
consequences for us into the future)

Nirvana- permanent liberation from life
(Liberation from the cycle of samsara, we
cease to exist and become one with the
universe).

41
BUDDHISM
A philosophical tradition, founded by
Gautama Siddhartha Buddha.

Buddhism attempts to help the individual
conquer the suffering of human existence
through the elimination of desire and ego
and attainment of the state of nirvana.

42
ISLAM
The word Islam means "entering into a
condition of peace and security with God,
through allegiance or surrender to him".

Islam was revealed to the Prophet
Muhammad who lived from 570 CE to 632
CE in Mecca in modern-day Saudi Arabia.
43
ISLAM
Muhammad

Muhammad is the founder of the world religion of
Islam and is regarded by Muslims as the
messenger and prophet of God (Allh), the last
and the greatest in a series of prophets of Islam.

Muslims consider him the restorer of the original,
uncorrupted monotheistic faith (Islam) of Adam,
Abraham and others.

The name Muhammad literally means
"Praiseworthy".
44
TAOISM
Taoism is based on the idea that behind all
material things and all the change in the
world lies one fundamental, universal
principle: the Way or Tao.

The Tao is the source of all being, ultimate
reality.

The Tao that can be spoken of is not the
real Tao. The name that can be named
is not the true name.
45
TAOISM
This principle gives rise to all existence and
governs everything, all change and all life.
Behind the bewildering multiplicity and
contradictions of the world lies a single unity,
the Tao.
The purpose of human life, then, is to live life
according to the Tao, which requires passivity,
calm, non-striving (wu wei ), humility, and lack
of planning, for to plan is to go against the
Tao.

46
TAOISM
Lao Tzu

Founder of Taoism,
held that the Tao is
ineffable and beyond
our ability to alter. He
emphasized the
importance of
effortless nonstriving.

47
CONFUCIANISM
Primarily a system of ethical precepts for the
proper management of society.
Filial relation is usually stressed.
Some consider it to be the state religion of
East Asian countries because of
governmental promotion of Confucian values.
48
CONFUCIANISM
Confucius

Founder of the most dominant system of
Chinese though.

Confucius himself had a simple moral and
political teaching: to love others; to honor one's
parents; to do what is right instead of what is of
advantage; to practice "reciprocity," i.e. "don't do
to others what you would not want yourself"; to
rule by moral example instead of by force and
violence; and so forth.
49
CONFUCIUS
Confucius

Emphasized personal and governmental
morality, correctness of social relationships,
justice and sincerity.

His teachings may be found in the Analects of
Confucius.
50
ZEN BUDDHISM
A form of Buddhism that reached its zenith in
China and later developed in Japan, Korea,
and the West; its name (Chinese Ch'an,
Japanese Zen) derives from the Sanskrit
dhyana (meditation).

In early China, the central tenet of Zen
Buddhism was meditation rather than
adherence to a particular scripture.
51
Zen is a school of Mahayana Buddhism,
which developed in China in the 6th and 7th
centuries from the meeting of Dhyana
Buddhism and Taoism.

Zen is a set of teachings and practices
directed towards self-realization and finally to
complete awakening (enlightenment).
ZEN BUDDHISM
52
COMPETENCY 5
Apply the four pillars of learning-learning to
know, learning to do, learning to live together,
learning to be-in responding to the
aspirations of the learner and the community.
THE TEACHING PROFESSION AND THE
SOCIAL DIMENSIONS OF EDUCATION
53
54
FOUR PILLARS OF
EDUCATION
(UNESCO, 1996)


UNESCO Task Force on Education for the
Twenty-first Century put forward the idea
that education throughout life is based
upon four pillars:

1. Learning to know
2. Learning to do
3. Learning to live together
4. Learning to be
55

UNESCO stands for

United Nations
Educational
Scientific and
Cultural
Organization
56

Founded on 16 November 1945
The Preamble to the Constitution of UNESCO:
Since wars begin in the minds of men, it is in the
minds of men that the defenses of peace must be
constructed.
The founding fathers believed:
in full and equal opportunities for education
for all
in the unrestricted pursuit of objective truth
and in the free exchange of ideas and
knowledge

57

Purpose of the organization
To contribute to peace and security
by promoting collaboration among nations through
education, science and culture
in order to further universal respect for justice, for
the rule of law and for the human rights and
fundamental freedoms
which are affirmed for the peoples of the world,
without distinction of race, sex, language or
religion,
by the Charter of the United Nations.
58

UNESCO on Education

UNESCO's core mandate is to bring education to
all.
UNESCO believes that education is key to social
and economic development.
UNESCO works for a sustainable world with just
societies that value knowledge, promote a culture of
peace, celebrate diversity and defend human rights,
achieved by providing EFA
The mission of the UNESCO Education Sector is to:
Provide international leadership to create learning societies
with educational opportunities for all populations
Provide expertise and foster partnerships to strengthen
national educational leadership and the capacity of
countries to offer quality education for all.

59
UNESCO and the Millennium
Development Goals (UN, Sept. 2000)

Ensure that, by 2015, children everywhere, boys and
girls alike, will be able to complete a full course of
primary schooling

Eliminate gender disparity in primary and secondary
education, preferably by 2005, and in all levels of
education no later than 2015
60
(from left to right) Mr Jacques Delors, Mr Federico Mayor (Director
General of UNESCO) at UNESCO Headquarters, Paris in April
1996 at the presentation of the report to UNESCO of the
International Commission on Education for the
Twenty-first Century, Learning: the treasure within.
61
Learning to know
Learning to know lays the foundations of lifelong
learning
It is about basic knowledge that we need to be
able to understand our environment and to live in
dignity
It is about competences to acquire information and
search actively for knowledge
It is about arousing curiosity, allowing to
experience the pleasures of research and
discovery
It is about developing the powers of concentration,
memory and thought
Learning to know is learning to learn

62
Learning to do
Learning to do refers to the acquisition of practical
skills, but also of social and psychological skills
It refers to an aptitude for teamwork and initiative, and
a readiness to take risks.
It is about personal initiative and the ambition to
innovate
It is about the competence of putting what we have
learned into practice so as to act creatively on our
environment.
Learning to do enables us to turn our knowledge into
effective innovations.
63
Learning to live together

Learning to live together is the pillar that the UNESCO
Commission emphasizes more than any other.
It refers to developing an understanding of others
through dialogue leading to empathy, respect and
appreciation.
And, if we are to understand others, we must first know
ourselves.
It is about recognizing our growing interdependence,
about experiencing shared purposes, and about
implementing common projects and a joint future
(peace, education for all, environment)

64
Learning to be
Learning to be is founded on the fundamental principle
that education needs to contribute to the all-round
development of each individual
It is about the broadening of care for each aspect of the
personality
It deals with the freedom of thought, feeling and
imagination that we need to act more independently,
with more insight, more critically, and more
responsibly.
The end of education is to discover and open the
talents which are hidden
like a treasure within every person.
65

Prof Ed 1 - Social Dimensions of Education - Competencies 4 and 5

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