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Chapter 3

The chapter provides an overview of analytical philosophy, comparing the works of Russell and Dewey. It raises several key questions, such as whether analysis of word meanings is sufficient and what the role of bias is. It explores concepts like teaching, learning, and indoctrination. The chapter applies both deductive and inductive logic while making assumptions, such as taking for granted a deep understanding of syntax. Implications discussed include the risk of discounting other areas of educational research if analytic philosophy is accepted without question.

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62 views3 pages

Chapter 3

The chapter provides an overview of analytical philosophy, comparing the works of Russell and Dewey. It raises several key questions, such as whether analysis of word meanings is sufficient and what the role of bias is. It explores concepts like teaching, learning, and indoctrination. The chapter applies both deductive and inductive logic while making assumptions, such as taking for granted a deep understanding of syntax. Implications discussed include the risk of discounting other areas of educational research if analytic philosophy is accepted without question.

Uploaded by

api-359979131
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Analyzing the logic of the chapter: Chapter 3

Ashley Hoisington

Purpose: • To give an overview of Analytical philosophy: highlight


• What is the main purpose of the roots, the criticisms, and the main ideas behind this
the chapter? movement
• Are there any related • Compare/contrast the work of Russell and Dewey
purposes? • Give an introduction to analysis of teaching and education

• Is syntactic analysis of terms enough?


• What is analysis?
Question-at-issue:
• What role does the order of words convey meaning?
• What are some key
• What is the role of bias?
questions/issues the chapter
• What is teaching?
is asking/addressing?
• What is learning?
• What questions did the
• Does teaching imply learning? Can you still teach if there
chapter raise for you?
is no learning?
• Is teaching different from indoctrination?
• What is the role/importance of freedom?
• How do students ask questions? Is this important?

• Analytic philosophy serves to analyze and clarify based on


the meaning behind the words
• This form of philosophy has many critics; is it actually the
Answers/conclusions/ best way to understand the world?
interpretations:
• Bias is implicit, can we actually completely remove
• What answers/conclusions/ ourselves from our personal context?
interpretations are in the
• The very nature is concerned with value
chapter?
• Teachers intend to effect learning; sometimes this doesn’t
o These are in response
always happen. Is it still teaching?
to key questions/issues
• Standard thesis: teaching does not imply learning
the chapter is
asking/addressing. • Teaching is a relation- both teachers and students must be
involved
• To teach, is to answer questions
• Teachers must consider the human predicaments caused
by school

Information:
• What information, data, • Russell says intellectual life is analyzable
evidence does the chapter • Dewey is neither a traditional or analytic philosopher…
provide? falls somewhere in between
• What information does the • Analysis is always motivated by something
chapter not include? • Standard Thesis (p. 49)
o This refers to 1. The teacher intends to bring about learning
information that (intentionality criterion)
should have been 2. The strategies chosen by the teacher must be “not
included but wasn’t. unreasonably thought to be likely to achieve the
2
learning aimed at” (reasonableness criterion)
3. What the teacher does must fall under certain
restrictions of manner (criterion of manner)
• Teacher is a guide and director
• Remain cognizant that teaching means different things
across cultures
• Erotetic questions to guide teaching

• Analytic philosophy
Fundamental concepts/ideas: • Rationality
• What key concepts does the • Teaching/learning
chapter unpack? • Indoctrination
o What important • Bias and value
concepts/ideas does • Standard thesis
the chapter explore? • Developmental learning
• Teacher autonomy
• Teach-learn pair
• Erotetic questions
Logic:
• What type(s) of logic is/does • Both deductive and inductive logic are at play
the chapter apply throughout? • We are given the opportunity to make our own
o Ex. deductive, connections, while other areas of reasoning are implied
inductive, analogical?

Assumptions:
• What assumptions does the
chapter make? • Takes for granted a deeper understanding of syntactic
o Does the author structure/importance
assume/take for • This branch of philosophy itself takes for granted the
granted a ability to suspend values and bias
deep/shallow • This chapter gives a more concrete exploration then
understanding of previous chapters have, allows someone with less in
philosophy? depth knowledge of philosophy to understand
o Does the chapter
assume that logical
analysis is the best way
to explore meaning?

Implications and consequences:


• What are some important • If we accept analytic philosophy for what it is, without
implications of the chapter’s question, we run the risk of extinguishing the need for
insights? other areas of educational research/philosophy

Adapted from Nosich, G. (2010). Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum. New
York, NY: Pearson.

Grigg, Fall 2019


3
o If we accept key claims • If all of the answers are found within a deeper meaning of
made in the chapter, the words, we can get stuck- how do we give deeper
what might happen? meaning through lived experience?
• We must remember that analysis cannot be taken at face
value, what happens in the actual classroom has a big
impact. This branch of philosophy disregards experience
and the human aspect- teaching relies on this
connectedness.

• Biased, philosophical, and critical


• Noddings inserts their own opinions frequently, although
Point of view:
they also provide various critiques from other
• How would you describe the
philosophers and schools of thought. Gives the reader a
point of view or perspective of
place to form our own opinions based on a wide range of
the chapter?
information
o Is it descriptive,
• There is a heavy philosophical viewpoint when discussion
critical, philosophical,
of the big questions arises: what is teaching? What is
biased, etc.?
learning?
• What viewpoints are not
• The critiques of this approach are quite evident
considered?
throughout, but gives us a solid base to make our own
assumptions and find where our own beliefs fit within this
tradition.

Adapted from Nosich, G. (2010). Learning to Think Things Through: A Guide to Critical Thinking Across the Curriculum. New
York, NY: Pearson.

Grigg, Fall 2019

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