Issues and Alternatives in Educational

PhilosophyPhilosophic Issues in

EducationChapter 2

MetaphysicsMetaphysics

What is ultimately real? What is ultimately real?

QuickTime™ and a decompressor

are needed to see this picture.

Metaphysics Cont.Metaphysics Cont.What is real depends on the viewers

perspective. What is real to one, might be viewed differently to others.

What is real depends on the viewers perspective. What is real to one, might be viewed differently to others.

QuickTime™ and a decompressor

are needed to see this picture.

Metaphysics Cont.Metaphysics Cont.• Ex: A table might be describe as

being made of wood, is the color brown, and has 4 legs.

• To a physicist, its reality is it’s made of atoms and molecules.

Who would be correct???????

• Ex: A table might be describe as being made of wood, is the color brown, and has 4 legs.

• To a physicist, its reality is it’s made of atoms and molecules.

Who would be correct???????

Metaphysics Cont.Metaphysics Cont.

Metaphysical questioning subsets: *cosmology: study of theories about nature and the

development of the universe

*theology:religious theory dealing with conceptions about God

*anthropology:the study of human beings

*ontology:the study of nature of existence

Metaphysical questioning subsets: *cosmology: study of theories about nature and the

development of the universe

*theology:religious theory dealing with conceptions about God

*anthropology:the study of human beings

*ontology:the study of nature of existence

Metaphysics and Education

Metaphysics and Education

One might wonder what does studying metaphysics have to do with education?

Metaphysical decision making occurs daily and depending on a person’s sense of the ultimate reality their decisions are metaphysically based dealing with nature and functions of humanity.

One might wonder what does studying metaphysics have to do with education?

Metaphysical decision making occurs daily and depending on a person’s sense of the ultimate reality their decisions are metaphysically based dealing with nature and functions of humanity.

Metaphysics and Education

Metaphysics and Education

It’s “central to any concept of education because it is important that the educational programs of the school be based upon fact and reality rather than fancy, illusion, or imagination.”

It’s “central to any concept of education because it is important that the educational programs of the school be based upon fact and reality rather than fancy, illusion, or imagination.”

Metaphysics and Education

Metaphysics and Education

Due to varying beliefs, this leads to differing educational methods causing some separation of systems in education.

• Private vs. public education

Due to varying beliefs, this leads to differing educational methods causing some separation of systems in education.

• Private vs. public education

QuickTime™ and a

decompressorare needed to see this picture.

Metaphysics and Education

Metaphysics and Education

• (pg. 19) “The anthropological aspect of metaphysics is especially important for educators……they are dealing with malleable human beings at one of the most impressionable stages of their lives. Views on the nature and potential of students lie at the very foundation of the educational process.”

• (pg. 19) “The anthropological aspect of metaphysics is especially important for educators……they are dealing with malleable human beings at one of the most impressionable stages of their lives. Views on the nature and potential of students lie at the very foundation of the educational process.”

Metaphysics and Education

Metaphysics and Education

QuickTime™ and a decompressor

are needed to see this picture.

QuickTime™ and a decompressor

are needed to see this picture.

EpistemologyEpistemology• Branch of philosophy• Studies nature, sources, and

validity of knowledge

• Branch of philosophy• Studies nature, sources, and

validity of knowledge

QuickTime™ and a decompressor

are needed to see this picture.

EpistemologyEpistemologyDimensions of KnowledgeCan reality be known?Gorgias, Greek Sophist, expressed that nothing exists, skepticism. This is related to agnosticism meaning a profession of ignorance.

Is truth relative or absolute?Absolute truth-eternal and universal, irrespective of time or placeRelative truth- what’s true today might not be true tomorrow

Is knowledge subjective or objective?Is there truth independent of human

experience?

Dimensions of KnowledgeCan reality be known?Gorgias, Greek Sophist, expressed that nothing exists, skepticism. This is related to agnosticism meaning a profession of ignorance.

Is truth relative or absolute?Absolute truth-eternal and universal, irrespective of time or placeRelative truth- what’s true today might not be true tomorrow

Is knowledge subjective or objective?Is there truth independent of human

experience?

QuickTime™ and a decompressor

are needed to see this picture.

EpistemologyEpistemologySources of KnowledgeThe sensesRevelation AuthorityReasonIntuition“There is no one source of knowledge that

supplies people with all knowledge.”

Sources of KnowledgeThe sensesRevelation AuthorityReasonIntuition“There is no one source of knowledge that

supplies people with all knowledge.”

QuickTime™ and a decompressor

are needed to see this picture.

EpistemologyEpistemology• Three tests of truth: correspondence theory

-agreement with “fact” base evidence

coherence theory-if one says it’s true and others agree, it’s true

pragmatic theory-reject the correspondence theory and coherence theory, people know only what they experience

• Three tests of truth: correspondence theory

-agreement with “fact” base evidence

coherence theory-if one says it’s true and others agree, it’s true

pragmatic theory-reject the correspondence theory and coherence theory, people know only what they experience

QuickTime™ and a decompressor

are needed to see this picture.

Epistemology and Education

Epistemology and Education

• Stands at the base of human thought and activity

• Assumptions about importance of various sources of knowledge is reflected in curricular emphases∆ science vs. religion

• “Educators must understand their epistemological presupposition before they will be able to operate effectively.” (pg. 27)

• Stands at the base of human thought and activity

• Assumptions about importance of various sources of knowledge is reflected in curricular emphases∆ science vs. religion

• “Educators must understand their epistemological presupposition before they will be able to operate effectively.” (pg. 27)

QuickTime™ and a decompressor

are needed to see this picture.

The Metaphysical-Epistemological

Dilemma

The Metaphysical-Epistemological

Dilemma• A web of circularity- you can not have one without the other

• Everyone lives by a “faith” belief based on their “truths,” which everyone does not and will not agree upon.

• A web of circularity- you can not have one without the other

• Everyone lives by a “faith” belief based on their “truths,” which everyone does not and will not agree upon.

AxiologyAxiology

Axiology answers the question, “What is value?”

Axiology answers the question, “What is value?”

Axiology Cont.Axiology Cont.What has value depends on people’s

preferences. Our system of value is not agreed upon by everyone. Yet, students assimilate their teacher’s value structure.

Pause to answer this question, “What do you really value—what you say or what you do?”

What has value depends on people’s preferences. Our system of value is not agreed upon by everyone. Yet, students assimilate their teacher’s value structure.

Pause to answer this question, “What do you really value—what you say or what you do?”

Axiology Cont.Axiology Cont.Axiology has 2 main branches

1) Ethics – the study of moral values and conduct.

2) Aesthetics – deals with the theoretical aspects of art.

Axiology has 2 main branches

1) Ethics – the study of moral values and conduct.

2) Aesthetics – deals with the theoretical aspects of art.

Axiology Branch 1Axiology Branch 1

Ethics *Ethical theory is concerned with

providing right values as the foundation for right actions.

*It is impossible to escape the teaching of ethical concepts in school.

*Science and technology are neutral but how and when we choose to use them involve ethical consideration.

Ethics *Ethical theory is concerned with

providing right values as the foundation for right actions.

*It is impossible to escape the teaching of ethical concepts in school.

*Science and technology are neutral but how and when we choose to use them involve ethical consideration.

Axiology Branch 2Axiology Branch 2

Aesthetics*Aesthetics relates closely with

imagination and creativity.*It is part of your daily experiences.*Aesthetics helps us move beyond limits

imposed by rational thought.*Aesthetic belief is directly related to

aspects of their philosophy.

Aesthetics*Aesthetics relates closely with

imagination and creativity.*It is part of your daily experiences.*Aesthetics helps us move beyond limits

imposed by rational thought.*Aesthetic belief is directly related to

aspects of their philosophy.

Aesthetic QuestionsAesthetic Questions

Axiology and Education

Axiology and Education

Educators must consider how axiology concerns influence our choices in education in the twentieth century.

Educators must consider how axiology concerns influence our choices in education in the twentieth century.

Philosophic Issues and Educational

Goals and Practices

Philosophic Issues and Educational

Goals and PracticesWe must have a re-emphasis of

axiological concerns in educational practices or education will be part a destructive force in society rather than a constructive resource.

We must have a re-emphasis of axiological concerns in educational practices or education will be part a destructive force in society rather than a constructive resource.

Figure 3: The figure below shows the relationship between philosophic beliefs and educational practices. It is important for educators to choose, select, and

develop practices that are in harmony with their beliefs.

Figure 3: The figure below shows the relationship between philosophic beliefs and educational practices. It is important for educators to choose, select, and

develop practices that are in harmony with their beliefs.

Philosophic Issues and Educational

Goals and Practices

Philosophic Issues and Educational

Goals and PracticesThese factors impact educational practices.These factors impact educational practices.

PerspectivePerspective“Philosophy has been set forth as a

threefold entity (an activity, an attitude, and a body of content) that gives direction to education, since educational goals have a relationship to the metaphysical, epistemological, and axiological content of one’s philosophy.”

“Philosophy has been set forth as a threefold entity (an activity, an attitude, and a body of content) that gives direction to education, since educational goals have a relationship to the metaphysical, epistemological, and axiological content of one’s philosophy.”

Points to PonderPoints to Ponder1 Just what is it that makes metaphysics so important to

education?

2 Evaluate the various sources of knowing. As you examine your thinking, do you find an epistemological hierarchy? What does the answer to that question tell you about your personal philosophic position?

3 Which is more important—epistemology or metaphysics? Why?

4 What is it about the field of axiology that makes it explosive in the schools? What are some of the present-day axiological issues that are at the forefront of educational discussions?

1 Just what is it that makes metaphysics so important to education?

2 Evaluate the various sources of knowing. As you examine your thinking, do you find an epistemological hierarchy? What does the answer to that question tell you about your personal philosophic position?

3 Which is more important—epistemology or metaphysics? Why?

4 What is it about the field of axiology that makes it explosive in the schools? What are some of the present-day axiological issues that are at the forefront of educational discussions?

BibliographyBibliographyKnight, George. (2008). Issues and

Alternatives in Educational Philosophy, fourth edition. Michigan. Andrews University Press.

Knight, George. (2008). Issues and Alternatives in Educational Philosophy, fourth edition. Michigan. Andrews University Press.