The Significance, Nature and Role of Philosophy of Education
G-one T. Paisones
Significance = the quality of being significant (Webster Dictionary)
Significant = meaning, importance (T.F. Hoad, 1996)
Nature = character, kind, or sort (http://dictionary.reference.com)
Role = proper or customary function (The Random House Dictionary)
Philosophy of Education – means an analytical treatment of education together with an attempt to relate it in a certain way to certain parts of speculative philosophy (Kingsley Price, 1967)
According to Noddings, Philosophy of education is "the philosophical study of education and its problems...its central subject matter is education, and its methods are those of philosophy" (1995).
Significance of Philosophy of Education = the philosophy of education which students ought now to study is therefore something which might properly called “the philosophy of curriculum.”
Nature of Philosophy of Education = is a normative theory of education that unifies pedagogy, curriculum, learning theory, and the purpose of education and is grounded in specific metaphysical, epistemological, and axiological assumptions.
Role of Philosophy of Education = ways of conceiving education coupled with the multiple fields and approaches of philosophy make philosophy of education not only a very diverse field but also one that is not easily defined.
Below are some renowned educational philosophers that had been greatly contributed to the foundation of education.
Ø Plato - Education would be holistic, including facts, skills, physical discipline, and music and art, which he considered the highest form of endeavor (retrieve from: http://en.wikipedia.org/wiki/Philosophy_of_education)
Ø St. Thomas Aquinas – used of the Aristotelian distinction between potentiality and actuality, the notion that life as a goal intended by God is also potentially present in all men as what they strive to make equal (Price, 1967)
Ø St. Augustine – Sensation and introspection yield knowledge(Price, 1967)
Ø Comenius – everything we know is discovered by introspection(Price, 1967)
Ø Quintilian – suppose that internal equability has some relation to the order of nature(Price, 1967)
Ø Herbart – advocates religious teaching as a means of moral improvements (Price, 1967)
Ø Locke – the rules of morality follow from the relation of the idea of God and the idea of His Creature (Price, 1967)
Ø Kant – believed that education differs from training in that the latter involves thinking whereas the former does not. In addition to educating reason, of central importance to him was the
(retrieve from: http://en.wikipedia.org/wiki/Philosophy_of_education)
Ø Dewey – All proposition can be mean only experiences connected by operation;