{"id":290,"date":"2019-07-17T02:12:17","date_gmt":"2019-07-17T02:12:17","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-oneonta-education106\/?post_type=chapter&p=290"},"modified":"2024-06-13T19:05:14","modified_gmt":"2024-06-13T19:05:14","slug":"5-1-foundations-of-educational-philosophy","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-hvcc-education106\/chapter\/5-1-foundations-of-educational-philosophy\/","title":{"raw":"5.1 Foundations of Educational Philosophy","rendered":"5.1 Foundations of Educational Philosophy"},"content":{"raw":"A philosophy grounds or guides practice in the study of existence and knowledge while developing an ontology (the study of being) on what it means for something or someone to be\u2014or exist. Educational philosophy, then, provides a foundation which constructs and guides the ways knowledge is generated and passed on to others. Therefore, it is of critical import that teachers begin to develop a clear understanding of philosophical traditions and how the\u00a0<\/span><\/span>philosophical underpinnings inform their educational philosophies; because, a clear educational philosophy will help guide and develop cohesive reasons for how each teacher designs classroom spaces and learning interactions with both teachers and students. A clear philosophy also frames the curriculum along a spectrum from teacher-centered curriculum to student-centered curriculum to society-centered curriculum.\u00a0<\/span><\/span>\u00a0<\/span>\r\n
\r\n\r\nOver the course of history, philosophy has had several\u00a0paradigm\u00a0shifts that influence teaching and learning. Each of these paradigm shifts altered the ontology, epistemology, axiology and school of philosophy, which also shaped what it means to\u00a0be a teacher\u00a0within each historical era. While Occidental metaphysical traditions are grounded in the tradition of the Ancient Greeks and the philosophies of Plato and Aristotle, philosophical traditions from the 19th\u00a0century helped ground the early foundations of educational philosophy and the development of public education in Europe and the United States.\r\n\r\n<\/div>\r\n
\r\n\r\n\u201cWhat does it mean to be?\u201d is the guiding question of ontology, and stemming from one\u2019s stance on this foundational question, a general structure (Table 1) guides an\u00a0educator\u2019s general stance on epistemology, axiology, educational philosophy, and psychological orientations; these, then, inform, or\u00a0should\u00a0inform, an educator\u2019s choice of instructional methods and classroom management techniques.\r\n
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Visual Literacy Activity<\/h2>\r\n<\/div>\r\n
\r\n\r\nRather than focusing on the difficult and the abstract, let\u2019s focus on the concrete and work our way up.\u00a0 Use Table 1 to help answer the following questions:\r\n\r\n<\/div>\r\n
\r\n
    \r\n \t
  1. Choose one instructional activity from Table 1 you feel is an effective method of instruction. Explain why?<\/li>\r\n \t
  2. Choose one classroom management technique from Table 1 you feel is an effective classroom management technique. Explain why?<\/li>\r\n \t
  3. Do your two choices align in a similar area of the outlined shape? If so, explain why they might align? If not, explain why they might not align.<\/li>\r\n \t
  4. Trace your two choices\u00a0up the table to psychological orientations, educational philosophy, axiology, epistemology, and ontology. Does\u00a0this line align with where you placed on the philosophy of education assessment survey? If so, you are beginning to construct an outline for your philosophy of education. If not, you may need to explore more on what you feel is important in being a teacher. In either case, you will use the rest of this chapter to help guide your (re)developing philosophy of education.<\/li>\r\n<\/ol>\r\n<\/div>\r\n<\/div>\r\n
    \r\n
    \r\n\r\n[caption id=\"attachment_437\" align=\"aligncenter\" width=\"974\"]\"\" Table 1: Philosophies of Education Matrix[\/caption]\r\n\r\n<\/div>\r\n
    <\/div>\r\n
    <\/div>\r\n<\/div>\r\n<\/div>","rendered":"

    A philosophy grounds or guides practice in the study of existence and knowledge while developing an ontology (the study of being) on what it means for something or someone to be\u2014or exist. Educational philosophy, then, provides a foundation which constructs and guides the ways knowledge is generated and passed on to others. Therefore, it is of critical import that teachers begin to develop a clear understanding of philosophical traditions and how the\u00a0<\/span><\/span>philosophical underpinnings inform their educational philosophies; because, a clear educational philosophy will help guide and develop cohesive reasons for how each teacher designs classroom spaces and learning interactions with both teachers and students. A clear philosophy also frames the curriculum along a spectrum from teacher-centered curriculum to student-centered curriculum to society-centered curriculum.\u00a0<\/span><\/span>\u00a0<\/span><\/p>\n

    \n

    Over the course of history, philosophy has had several\u00a0paradigm\u00a0shifts that influence teaching and learning. Each of these paradigm shifts altered the ontology, epistemology, axiology and school of philosophy, which also shaped what it means to\u00a0be a teacher\u00a0within each historical era. While Occidental metaphysical traditions are grounded in the tradition of the Ancient Greeks and the philosophies of Plato and Aristotle, philosophical traditions from the 19th\u00a0century helped ground the early foundations of educational philosophy and the development of public education in Europe and the United States.<\/p>\n<\/div>\n

    \n

    \u201cWhat does it mean to be?\u201d is the guiding question of ontology, and stemming from one\u2019s stance on this foundational question, a general structure (Table 1) guides an\u00a0educator\u2019s general stance on epistemology, axiology, educational philosophy, and psychological orientations; these, then, inform, or\u00a0should\u00a0inform, an educator\u2019s choice of instructional methods and classroom management techniques.<\/p>\n

    \n
    \n

    Visual Literacy Activity<\/h2>\n<\/div>\n
    \n

    Rather than focusing on the difficult and the abstract, let\u2019s focus on the concrete and work our way up.\u00a0 Use Table 1 to help answer the following questions:<\/p>\n<\/div>\n

    \n
      \n
    1. Choose one instructional activity from Table 1 you feel is an effective method of instruction. Explain why?<\/li>\n
    2. Choose one classroom management technique from Table 1 you feel is an effective classroom management technique. Explain why?<\/li>\n
    3. Do your two choices align in a similar area of the outlined shape? If so, explain why they might align? If not, explain why they might not align.<\/li>\n
    4. Trace your two choices\u00a0up the table to psychological orientations, educational philosophy, axiology, epistemology, and ontology. Does\u00a0this line align with where you placed on the philosophy of education assessment survey? If so, you are beginning to construct an outline for your philosophy of education. If not, you may need to explore more on what you feel is important in being a teacher. In either case, you will use the rest of this chapter to help guide your (re)developing philosophy of education.<\/li>\n<\/ol>\n<\/div>\n<\/div>\n
      \n
      \n
      \"\"<\/p>\n

      Table 1: Philosophies of Education Matrix<\/p>\n<\/div>\n<\/div>\n

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      Candela Citations<\/h3>\n\t\t\t\t\t
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      CC licensed content, Original<\/div>