Dr Róisín Nash [Philosophy of Education]

Philosophy of Education
Abstract
Education philosophies defined by academics or institutions vary in the approaches and methodologies
favoured. The foundation of these philosophies is largely based on the different learning theories and
learning processes introduced by early scholars. This paper examines the challenges in defining an
educational philosophy that is both adaptable and of sound theoretical foundation, but, yet meets the
demands and challenges of a scholar in the 21st century. Students are living in the most intensely
stimulated period of our history during what has been termed the information technology revolution. it
is the cumulation of the old with the new theories and practices, along with the incorporation of
technology in pedagogy that will have the maximum impact on the learning process of students today
and deliver a life-long learner, adapted to today’s society. A contemporary philosophy of education is
one that is student centred, continuously evolving and is influenced by life.

Keywords
Facilitator, theories, student centred learning, technology

Introduction
Education philosophies defined by academics or institutions vary in the approaches and methodologies
favoured. The foundation of these philosophies is largely based on the different learning theories and
learning processes introduced by early scholars (e.g. Erikson, 1950; Piaget, 1952; Skinner, 1954,1976;
Vygotsky 1978). The guiding principle of some philosophies are to instil behavioural change to inspire
learning through exploring and applying the cumulation of knowledge available to them on the many
different approaches and experiences available. From this perspective we can see how educational
philosophies are no different than our planet where, by their very nature, they are dynamic and
continuously evolving with time.

There are several challenges for teachers defining and implementing their philosophies in the current
climate, for example, the rate at which new information is available, a term which has become known
as information overload (Toffler, 1970), the social composition of classes or student diversity
(Barrington, 2004) the different learning styles (Caple and Martin, 1994), and the technological
advances that see the web being applied as an educational tool (Goldin and Katz, 2008). Gillani (2003)
states that there is a dramatic modification in the educational goals set now than those of a century
ago. Sir Ken Robinson stated that “Every country on earth at the moment is reforming education” based
on two reasons the economy and cultural identity (personal communication, Oct 14, 2010). The Irish
National Strategy for Higher Education to 2030 recognises that “the nature of the learning community
and the modes of teaching and learning” will change significantly over the coming years (Higher
Education Strategy Group and Hunt, 2011, p.3). There is already a clear paradigm shift away from
lecturing in the form of the direct delivery of information to Student Centred Learning (SCL) approach
(Navaz, 2014). Research on pedagogy shows that Student Centred Learning (SCL) does not replace
lectures but ‘encompasses active learning’, and ‘integrates self-paced learning programmes’ to allow
the student take responsibility for their learning ‘emphasising deep learning’ and understanding (Navaz,
2014). This paper examines the challenges in defining an educational philosophy that is both adaptable
and of sound theoretical foundation, but, yet meets the demands and challenges of a scholar in the 21st
century. The author will also explore the foundation of her philosophy where the role of a teacher as a
facilitator to guide learners through the learning process as proposed by Freire and Freire (2004) is
central to the underpinnings of the philosophy and one that can withstand time.

Education Theories that undermine the philosophy of education

With the increase in educational research in the areas of theoretical perspectives (Crotty, 1998), the
different perspectives on learning and education (Schunk et al., 2014) and curriculum development
bridging theory and practice (Posner and Rudnitsky, 1994) and the advance of e-learning environments
(Gillani, 2003) it is not unusual to see a mixture of theories applied to the practice of writing educational
philosophies which will reflect the subjects taught, the context, the environment and the available
resources. To illustrate this the educational theories that underline the authors philosophy of education
are outlined and critically assessed in relation to their appropriateness to address the challenges of a
modern-day environment.

The rate of growth of information available means that preparation time for teaching has increased in
recent years and needs to be addressed in a form that does not simply involve the delivery of
information to learners. Learning theories by Dewey (1916; 2004), where students can learn at their
own pace and which was later termed discovery learning, have stood the pace of time and can be used
to encourage self-directed learning. This different perspective on teaching and learning facilitated a SCL
environment which encourages social interaction. SCL inspires the learner to recognise their prior
learning (RPL) and to seek out further knowledge which will add value to the teaching. Through
practicing their new skills in hands on authentic situations and scenarios in the field or laboratories the
learners can appreciate more the background provided and the links between different subjects e.g.
ship-board training on the RV Celtic Voyager and in situ river habitat surveys.

The cognitive constructive approach or the educational approach of Piaget (1968) follows on from or
builds on discovery learning through allowing for trial and error methodologies or experimentation
where learners through interacting with the environment create their own knowledge. Learning occurs
as learners are actively involved, so rather than being influenced by others the learner is driven to
developing themselves, through a constructivist approach which encourages self-directed learning, a
key lifelong learning skill. The Socratic Learning Method described by Paul and Elder (2008), is one such
constructivist learning approach, and is the methodology that the author applies regularly in science
teaching. A Socratic teaching approach engages both student centered learning and critical thinking i.e.
presenting the students with questions as opposed to answers e.g. Flipped classrooms or providing
provocative statements as a cognitive constructive approach. This practice of cognitive constructivism
has worked well for the author in educating the next generation of scientists to work/move through the
skills development model or adult learning model from unconscious incompetence to learners who can
argue and defend theories, make educated and informed decisions.

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Similarly, when a social constructivist approach is applied to technology an interactive learning
environment is created as demonstrated by Papert (1980) who developed a computer language, LOGO,
for learners and has subsequently influenced the development in the area of education technology.
Web 2.0 tools, such as system software for webdesign, are becoming more user friendly and their
communication potential to new audiences is not only wide-ranging but both engaging and supportive
towards potential users. Educational technology is an opportunity to engage with learners to a) help
build on their current knowledge and b) to help achieve new challenges and goals, not unlike Bruner
(1978) and or Vygotsky (1978) for which they use the term ‘scaffolding’ reflecting the changing level of
support to match the cognitive ability of the child and who applied a social constructivist approach.
According to Conole and Alevizou (2010, p. 11), there is a
continual
evolution of
technologies and we

are
only now beginning “to
develop
an
understanding
of
what
the
trajectory of
this
co‐evolution
will
be” as a consequence, philosophies need to be adaptable to grow in tandem. Websites, as blogging
platforms and content management systems create learning environments where several other web 2.0
tools have been integrated by the author very effectively to engage learners to create e-portfolios and
reflective spaces for learning.

Life experiences and skills obtained since being a graduate when shared, encourages the learner to find
their own path in education, recognising that several paths exist. Having travelled full circle and returned
to academia the author has become more aware of how many practices in industry such as the ‘training
needs analysis’ (Gould et al., 2004) can similarly be incorporated in programmatic reviews when designing
and implemented an award programme. Skinner (1954) a leading behaviourist advocated that learning
shaped by the consequences of an action or operant conditioning. It is on this basis that the colleges
system allows progression between years on an award programme, i.e. following successful semester or
end of year evaluations. Where the learner is unsuccessful they will go back to learn the knowledge
required through reattending the module, i.e. repeat, or as Skinner (1954) refers to the operant
conditioning of the response through reinforcement. This learning the author believes helps to empower
learners along their journey through positive reinforcement, however it begs the question, if in fact this
is a realistic reflection of what is needed in society today and whether it is the most appropriate structure
for our educational system?

Educational applied behavioural analysis in the current curriculum includes the logical sequence of
module material, with continuous assessment (CA) used to evaluate a student’s progress throughout a
module, whether it be formative or summative but, that the feedback is vital for either positive or
negative repeated reinforcement. The author has learned how different college years and individual
learners need different focuses to stimulate their engagement and get the most out of their ability and
journey through the educational system and their personal learning. Providing different forms of timely
feedback can improve the speed to which students reach the goals set and the learning outcomes for
the modules. In addition, the author keeps in mind the Kolb’s learning cycle (Kolb and Kolb, 2005) and
Maslow’s Hierarchy of needs (Lester, 2013). What is key to the success of behavioural analysis and does
its rigour withstand time? Today’s society requires critical and divergent thinkers and to achieve this the
type, form and timing of assessment is crucial.

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Conclusion:
On reflection and reading some of the early theories it is clear that in isolation all of the educational
theories published, described and analysed are, while fundamentally sound, based around a very
different economic time, the time of the industrial revolution, where there was no public school
systems. Students are living in the most intensely stimulated period of our history during what has
been termed the information technology revolution (Forester, 1985). It is the author’s opinion that it is
the cumulation of the old with the new theories in learning along with the incorporation of technology
in pedagogy that will have the maximum impact on the learning process of students today and deliver a
life-long learner, adapted to today’s society. Modern day philosophies of education, while trying to be
all encompassing, are for the most part student centred with a set of aims and objectives that will allow
for the open interpretation and inclusion of various learning theories (e.g. Piaget 1968; Skinner 1976;
Vygotsky 1978; Perry, 1999). Collectively the author uses and will continue to use several
methodologies depending on the context and subject being taught. However, of all the theorists the
author aligns more with the teachings of Freire who explores and rejects the banking nature of the
education system and encourages the teacher to become a facilitator of education (Provenzo, 2006). In
conclusion, the author’s philosophy of education is that “all students should be inspired to learn by
teachers, who act as facilitators in helping students find their personal motivation and path to life-long
learning in today’s society”.

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