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CHAPTER 5: EDUCATIONAL PHILOSOPHY AND YOUR TEACHING
CHAPTER OVERVIEW
The chapter begins by examining the difference between philosophy and theory and the nature of normative
philosophy. It continues by examining the different branches of philosophy, the traditional educational
philosophies, and the process of forming a personal philosophy of education. The chapter emphasizes the
practical role of philosophy as a guide for educational practice.
CHAPTER LEARNING OUTCOMES
2. Describe the branches of philosophy and identify examples that illustrate each.
InTASC Core Teaching Standard 9, Professional Learning and Ethical Practice.
4. Explain why a personal philosophy of education is important and describe steps in forming one.
InTASC Core Teaching Standard 9, Professional Learning and Ethical Practice.
POWERPOINT SLIDES
PPT 5.1 Philosophy, Theory, and Your Philosophy of Education (2 slides)
PPT 5.3 Branches of Philosophy (3 slides)
PPT 5.5 Philosophies of Education (2 slides)
PPT 5.7 Personal Philosophies of Education (3 slides)
PPT 5.8 Summarizing and Synthesizing Educational Philosophy (3 slides)
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CHAPTER OUTLINE
I. Philosophy and Philosophy of Education
A. Philosophy and Teacher Professionalism
B. The Relationship between Philosophy and Theory
II. Branches of Philosophy
A. Epistemology
B. Metaphysics
C. Axiology
D. Logic
III. Philosophies of Education
A. Perennialism
B. Progressivism
1. The Progressive Era in American History
2. Progressivism in Classrooms
C. Essentialism
1. Essentialism and educational reform
2. Essentialism in Classrooms
D. Social Reconstructionism
1. Social Reconstructionism in Classrooms
Technology and Teaching: Educational Technology and Philosophy
Educational Technology as a Tool for Producing Technologically Literate
Citizens
Technology as a Tool for Delivering Information
Technology as an Instructional System
Technology as a Tool for Communication and Creating Social Change
Diversity: Philosophy and Cultural Minorities
Diversity and You: Philosophy in Your Classroom
High-Stakes Testing Debate
IV. Developing Your Philosophy of Education
A. The Role of Beliefs in a Philosophy of Education
B. Examining Your Beliefs
C. Forming a Philosophy
D. Urban Education: Philosophy of Education in Urban Environments
2. Developing a Philosophy for Urban Settings
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PRESENTATION OUTLINE
I. Philosophy and Philosophy of Education
Teaching Suggestions:
Philosophy and Philosophy of Education
and
1. Philosophy, Theory, and Your Philosophy of Teaching ese slides illustrate
the difference between philosophy and
2. Philosophy and Theory: An Application
understanding of philosophy and theory to a school-related situation.
II. Branches of Philosophy
A. Epistemology
Teaching Suggestions:
Branches of Philosophy
1. Branches of Philosophy
branches of philosophy.
2. Branches of Philosophy in Our Daily Lives have your students respond to the
question on the slides, and discuss their responses.
III. Philosophies of Education
A. Perennialism
1. Perennialism in Classrooms
B. Progressivism
2. Progressivism in Classrooms
C. Essentialism
1. Essentialism and educational reform
2. Essentialism in Classrooms
D. Social Reconstructionism
1. Social Reconstructionism in Classrooms
Technology and Teaching: Educational Technology and Philosophy
Educational Technology as a Tool for Producing Technologically Literate
Citizens
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Diversity: Philosophy and Cultural Minorities
Teaching Suggestions:
Philosophies of Education
they can be applied in their teaching:
1. Philosophies of Education tlines the different educational
philosophies.
2. Philosophies of Education: Their Influence on Teaching and have your
students respond to the questions on the slides, and discuss their responses.
IV. Developing Your Philosophy of Education
A. The Role of Beliefs in a Philosophy of Education
B. Examining Your Beliefs
C. Forming a Philosophy
D. Urban Education: Philosophy of Education in Urban Environments
2. Developing a Philosophy for Urban Settings
Teaching Suggestions:
Developing Your Philosophy of Education
philosophy of education:
1. Personal Philosophies of Education have them respond to the questions on the
first slide, and discuss their responses.
2. Then,
want to show the video Philosophy of Education
Philosophy of Education
In this 4 minute 3 second video episode a middle school geography teacher has her students gather
information about the climate and geography of Alaska, California, New York, and Florida, and she
Questions 3 and 4 on PPT 5.7 refer to the video episode.
3. To summarize the chapter you may want to have your students examine the questions, which are
Summarizing and Synthesizing Educational Philosophy
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SUGGESTED STUDENT PORTFOLIO ACTIVITIES
Portfolio Activity 5.1 is included at the end of the chapter. The following are additional suggested portfolio
activities.
Portfolio Activity 5.2: Assessing Your Philosophy of Education
InTASC Core Teaching Standard 9: Professional Learning and Ethical Practice
The purpose of this activity is to help you begin to develop a philosophy of education. Review your
responses to the questions we asked in the section, Examining your Beliefs.
1. Do you think your responses accurately reflect your philosophy of education? Why of why not?
2. Which educational philosophy was most congruent with your current beliefs about education?
Least?
3. How will your responses to this survey influence your teaching at your projected first teacher
Portfolio Activity 5.3: Technology and Your Philosophy of Education
INTASC Core Teaching Standard 9: Professional Learning and Ethical Practice
The purpose of this activity is to assist you in thinking about the role that technology will play in your
classroom. Reread th
Then revisit your responses to Portfolio Activity 5.1 and answer the following questions.
1. Do you still believe that the philosophy that you originally selected is still right for you?
2. What role will technology play in your instruction? Is this role compatible with your stated
philosophy of education?
3. How does your prospective future teaching assignment ( (i.e., kindergarten or high school English)
Portfolio Activity 5.4
INTASC Core Teaching Standard 9: Professional Learning and Ethical Practice
The purpose of this activity is to help you to see how educational philosophies influence teaching
practices. Think about an instructor in one of your classes. Based on your observations of the instructor
of education.
your instructor. Ask if he or she considers
Chapter 5: Educational Philosophy and Your Teach
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GOING INTO SCHOOLS
Many Introduction to Education courses include a field component.
includes this component.
1.
Interview an elementary teacher about his or her learning goals and instruction. As a guide, ask the
following questions:
a. What are your most important learning goals for your students? Why do you believe these goals
are most important?
b. What do you emphasize the most in your curriculum? For example, do you believe that having
students develop basic skills is most important, or do you emphasize other aspects of the
curriculum?
c. What is the primary teaching method that you use? Why do you use it?
2.
Interview a middle school, junior high or high school teacher about his or her learning goals and
responses, which of
3. Textbooks and Philosophy
high school). Examine the relative contributions of males versus females, minorities versus
nonminorities. Does the inclusion of topics or literary selections suggest a perennialist, essentialist,
4. tion of a Textbook
obtained from a teacher, found in a school district curriculum library, or at the curriculum library at
your college or university. Read the introduction to the text, and identify elements of the following