Philosophy in Education
The question pertaining to the involvement of philosophy in education has been the matter of debate and puzzle to most students. In this article, you are going to study the relationship between philosophy and education, concept of philosophy of education and the importance of philosophy of education to the teacher/educator.
Relationship between Philosophy and Education
You should know that the philosophical orientation apparent in the idea of making men “critical” is to make the teacher or the educator to be “self-critical”. This is to illustrate the passion for certainty which is perhaps innate in all humans. According to Aminigo (1999:11) “This strong tendency is in part, the source of all human achievements in inquiry and explanation from those of the scientists to the great explorers.”
This fact brings philosophy into close relationship with education, which seeks to impart knowledge through an acceptable manner to the people. The critical attitude developed as a result, enhances human knowledge and creates an avenue for the building of principles of rational beliefs. It creates open mindedness in educational practices by practitioners (teachers and the educators) who allow their beliefs and decisions to be subjected to further study and examination.
Philosophers look at theories, assumptions, postulations, statements and value judgments critically as to justify them. The logicalities and consistencies of any claim in education in the process become clarified. Philosophy equips the teacher to deal with educational problems by obtaining self-reflection, criticism and analysis. He reasons and assesses critically the validity of principles. Dewey (1966) describes the relationship as very close and remarks:
- Philosophy of education is not an external application of readymade ideas to a system of practice having a radically different origin and purpose. It is only an explicit formation of right mental and moral habits in respect to the difficulties of contemporary social life. The most penetrating definition of philosophy which can be given is, then that it is the theory of education in its most general phases.
Nweke (1995:25) was of the view that “philosophy gives education the thought and education gives it an outlet in practice”. This means that philosophy and education are complementary disciplines to each other and they are mutually re-constructive. They are not only a process but also a product in terms of the child maturation, moral and intellectual development. Burns and Brauner (1976) maintain that: “Philosophical activities serve pedagogical purposes as analytic, evaluative, speculative and integrative process”. Finally, philosophy and education work for the harmonization of education policies, theories and practices” evaluation of possibilities in educational practices and benefit to the recipients.
Philosophy and education has a common mode of thought and action that is thinking and acting strategies in educational context.
Philosophy determines all the broad aspects of education. It has been already mentioned that all the problems of education are the problems of philosophy. It is philosophy that provides aims to education. These aims determine the curriculum, methods of teaching, the problem of school organization and discipline and also the role of the teacher in the educational processes.
Aims of Education
Every individual and educational system have some goals, aims or objectives, which act as guides for the educator in educating the child. As a matter of fact, one cannot think of any process of education without specific aims and objectives. Bode (1939) for instance, says, “Unless we have some guiding philosophy in the determination of the objectives, we get nowhere at all”. These aims of education, in different countries are determined by the aims and ideals of life which the people of those countries, cherish at a particular period of time.
The aims and ideals of life, in their turn, are determined by the philosophy of the time. It is the philosophy of the time which determines whether the aims of education should be moral vocational, intellectual liberal or spiritual. Thus, philosophy also helps in solving the problem related to determination of goals/objectives of education and life. Philosophy formulates what should be the end of life, while education offers suggestions how this end is to be achieved. The philosopher struggles hard with the mysteries of life and arrives at his own solutions. He then suggests ways and means of dealing with them. Then he lays down ultimate values and explains their significance to the community.
These ultimate values, as formulated by the philosopher, become the aims of education for that community. The training of the younger generation, according to those aims and values, then lies on the shoulders of the educator in the field. He selects the material for instruction and determines the methods of procedure for the attainment of those aims. In this way, the entire educational programme proceeds with its foundations on sound philosophy.
Curriculum is the means through which the aims of education are realized. Naturally, therefore, educational aims determine the curriculum of studies. But the aims of education in their own turn, are determined by philosophy. Philosophy also determines the aims of education and courses of study. Thus they are closely inter-related. It is philosophy which will decide why a particular subject should be included in the curriculum and what particular discipline that subject will promote. Education seriously needs leaders who hold a sound comprehensive philosophy, of which they can convince others and who can direct its consistent application to the formulation of appropriate curricula”.
Curriculum reflects the curricular and co-curricular activities in educational institutions and courses of study in different subjects and the values these subjects set to achieve. Curriculum is a means, as mentioned above, to realize the aims of education and not an end in itself. Curriculum includes the complete environment of the educational institution involving all the courses, activities and organizations provided to the students.
The Report of the Secondary Education Commission (1952-54) clearly points out the nature of the desirable curriculum “Curriculum does not mean only the academic subjects traditionally taught in the school but includes totality of experiences that a child receives at school. In this sense the whole life of the school becomes the curriculum which can touch the life of the students at all points and help in the evolution of a balanced personality”.
Method of Teaching
Even the choice of methods is ultimately a question of philosophy. Method is the procedure through which the aims of education are realized Kilpatrik, (1951) realizing the ultimate connection between philosophy and method of teaching or education, introduced the significant term ‘Philosophy of Method’. It is through this method the teacher establishes and maintains contact between the child and the subject matter.
Modem methods are paedocentric. They stress the importance of the educand in the process of education more than the subject matter or the educator. This is the direct result of the naturalistic philosophy which lays stress on the interpretation of human behaviour in the light of natural laws and which attaches more importance to the natural, innate potentialities of a child than to his habits acquired through a social medium. Another problem associated with the methodology is that of the exact place of the teacher in educative process.
The question that is often asked is where the teacher should intervene in the learning process of the child or keep away. It raises philosophical issues. Rousseau (17121778) and Fitcher go in for non-intervention of the teacher on account of the child’s nature. They contend that the child’s nature is essentiality good, and any intervention is, therefore, harmful. They defend the negative rather than positive education on that account. Montessori (1870-1952), too, does not like the teacher to intervene in the educational process.
She adopts the environmentalist stand point and argues that since the environment constituted by the didactic approbatory is perfectly suited to the child and can evoke the right type of response, the teachers’ inference is not only unnecessary but unjustifiable. Another school of philosophy defends intervention although they would like it to be prudent, timely and less obtrusive. The followers of this school refuse to ignore the limitations of the human child and do not agree to a method of trial and error.
Discipline
Discipline is another aspect of the educational process determined by philosophy of education. Like curriculum, textbooks, and methods of teaching, discipline too reflects the philosophy of life accepted at a particular period of time. It even reflects the political philosophy prevalent in the country. Discipline as a component of the educational process is governed by the aims of education. In ancient India for instance, when salvation was the chief aim of education, stress was laid on a strict type of discipline.
The student was required to lead a life of austerity and self-denial. In medieval ages when despotic systems of government prevailed a very harsh and strict type of discipline was advocated and practised. “Spare the rod and spoil the child”, was the maxim for the guidance of teacher. In the present age of democracy, however, the concept of discipline is totally different, where as in the past, perfect order and silence prevailed today self-government of students and free discipline are insisted upon. Discipline from within is the cry of the day.
The Teacher
Teacher is the back bone of the entire process of education. It is, therefore, essential that the teacher’s philosophy of life should be in perfect consonance with the philosophy in which the educational system is based. As such, to be a successful teacher the teacher must know his subject, his pupil, the society and the philosophy of education. There are divergent views regarding the role of the teacher in the classroom.
The naturalists insist that the teacher should never interfere with the free activities of children. He simply has to set the educational environment and that is all he is expected to do. Here his role is negative one. The idealists advocate that the teacher’s role should be that of the head of a family. Pupils should be inspired by his personality and develop full faith in him. According to pragmatists, the teacher should never impose anything on the pupil. He simply should provide opportunity to assist pupils in their learning activities
All said and done, the teacher is the most important agent of realizing the educational objectives of the society. History provides ample evidences to the fact that great teachers are the seeds of great civilizations and progress. The future of the country depends on the right kind of teachers. The strength of an educational system largely depends upon the quality of its teachers. Teacher performance is the most crucial input in the field of education.
However, lofty the aims, however modem and abundant the equipment, however effective the administration, whatever policies may be laid down, in the final analysis these have to be interpreted by teachers, as much through their personal example as through teaching learning process. When it comes to the point of implementation, the teacher stands unchallenged. His position is vital and pivotal. Ultimately the responsibility of making education work lies with the teacher. The teacher holds the key position in the learning process. Efficiency of an educational system is determined by the efficiency of teachers.
