TOPIC 2 : PHILOSOPHICAL

FOUNDATIONS OF CURRICULUM
 WHAT IS PHILOSOPHY?

Philosophy
Philos Sophia (The love
and thirst
(Love) (Wisdom) for
knowledge)
THE GREAT ISLAMIC PHILOSOPHERS
THE GREAT WESTERN PHILOSOPHERS
THE GREAT EASTERN PHILOSOPHERS
Philosophy and Theory

◼ Theories: …IDEAS
 are based on observation
 used to explain researched observations

◼ Philosophies are based on theories: … BELIEFS

 Explain:
◼ The way things are ought to be
◼ peoples thoughts and emotions
◼ Concepts over long periods of time
The philosophy is the 'What' and 'Why. ' It
clarifies what you believe in or what you
want to do. It also describes why you
believe in the approach. The principles are
the 'How'.

Brainstorming sessions: “I believe it is

important to …” or “I want to …”

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PHILOSOPHY

Philosophy: Normative philosophy:

◼ a search for wisdom ◼ The way education,

architecture, medicine, or
◼ Philosophy of education any other profession
provides a “framework for “ought” to practice within
thinking” about their environment:
educational issues and ◼ Perception
dilemmas, and
◼ It guides professional
practice.
 NPE was formulated in 1988 based
on some our policy documents and
ideologies

https://www.slideshare.net/mrs
nazlan/national-philosophy-of-
education
Major branches of philosophy
◼ Metaphysics or ontology: considers the nature of reality.
What is real.
◼ Epistemology: examines questions of “how” we come to
know what we know. Knowledge
◼ Axiology: considers questions of values and ethics.
◼ Logic: examines the processes of deriving valid
conclusions from basic principles.
EPISTEMOLOGY: “Knowing is”
◼ “How” we come to Practice and experience
know what we know. are important.
◼ A variety of ways of
knowing exist. ◼ What is factual
evidence?
◼ E.g. examining your
beliefs.
◼ What is knowledge?
◼ What is truth?
◼ Where did knowledge
originate?
◼ How do we come to
know?
◼ How do we learn?
◼ Metaphysics (ontology) - ◼ Perceive (Debate) -
considers “what” we know. Independent of our perception
exists.
1) Reality is objective and
observable
2) Reality is actually
perceived, since our
behavior depends on our
perception.
◼ Are people basically good?
AXIOLOGY: “Values are”

Values and ethics debate: Moral education

◼ Character education ◼ Emphasizes the
argues that values, such development of students’
as honesty and moral reasoning and
citizenship, should be doesn’t establish a list of
emphasized, taught, and values that learners
rewarded should acquire.
◼ “What is beauty?”
◼ “I’m getting paid to help
kids learn. If I don’t do my
best, I’m not earning my
salary” (reasoning, value,
moral)
LOGIC

Logic is the processing of deriving

valid conclusions from basic
principles.
◼ Deductive reasoning
◼ A major premise, which can be a
principle or generalization.
1) Minor premise
2) Major premise
3) Conclusion
IDEALISM
◼ Since the physical
world is constantly
changing, ideas are
the only reliable for of
reality.
◼ Ideal situation; what
you would like to
happen
◼ E.g. Perfect marriage;
teaching
REALISM
REALISM

◼ The features of the universe exist

whether or not a human being is
there to perceive them.
 An oak tree outside the window.
 You can perceive it to be anything you
want, but it’s still an oak.

◼ Philosophy of realism emphasize

 observation,
 experimentation, and
 critical reasoning.
PRAGMATISM

◼ Pragmatism rejects the

idea of absolute,
unchanging truth.

◼ Instead, truth is what

works, hence the term
pragmatism.
 Experience is the key
idea
 Individuals need methods
for dealing with changes.
 Pragmatic Solution
Pragmatism

◼ Pragmatism

 doesn’t de-emphasize the

importance of knowledge;
instead, it attempts to connect
it to children’s interests.
◼ Constructivism: build knowledge
◼ Rather than follow the rule,
demonstrate, create understanding
EXISTENTIALISM
◼ Humanity is not part of an orderly universe
 individuals create their own existence in their own
unique way.
◼ With freedom comes responsibility
◼ Emphasis on the individual:
 We don’t teach math, science, reading, and writing;
 We teach people, and the people we teach are at the core
of learning.
◼ Learner-centered curriculum/instruction
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GEICO Caveman bowling
◼ http://www.youtube.com/watch?v=zdZaywluk34
THE TRADITIONAL SCHOOLS OF PHILOSOPHY

IDEALISM REALISM PRAGMATISM EXISTENTIALISM

Metaphysics Reality is the world of Reality is the Reality is the Reality is the
(ontology) unchanging ideas. physical world. interaction of the subjective
individual and the interpretation of the
environment. physical world.

Epistemology Knowing is the Knowing is Knowing is the Knowing is making

personal rethinking observing and result of experience personal choice.
of universal ideas. understanding based on the
natural laws. scientific method.

Axiology Values are absolute Values are absolute Values are relative. Values are chosen
based on enduring based on natural by the individual.
ideas. law.

Educational Curricula focus on Curricula focus on Curricula and Instruction

implications content that content that instruction focus emphasizes
emphasizes time- emphasizes natural on problem discussion designed
honored ideas. laws. solving and the to increase
scientific method. individual self-
awareness.
©2005 by Pearson Education, Inc. All Rights Reserved
 AL FARABI’S PHILOSOPHY

Al-insan al kamil :
Acquisition of values, knowledge and obtained theoretical virtue -
practical skills by the individual, within completing his intellectual knowledge
a particular period and a particular acquired practical moral virtues –
culture.
becoming perfect in his moral
behaviour.
AL FARABI’S PHILOSOPHY
Concept in education Al-farabi’s technical term

Discipline Ta’dib
Correction/assessment Taqwim
Training Tahdhib
Guidance Tasdid
Instruction Ta’lim
Exercise or learning Itiyad
Good manners or culture Adab
CONFUCIUS’ PHILOSOPHY

The main objective of being an

educator was to teach people to
live with integrity

The Golden Rule is the principle

of treating others as one's self
would wish to be treated.

Moral education is at its core in

learning
CONFUCIUS ON CURRICULUM
RABINDRANATH TAGORE’S PHILOSOPHY

Aesthetic development of the senses

was as important as the intellectual.

Music, literature, art, dance and drama

were given great prominence in the
daily life of the school.
RABINDRANATH TAGORE ON CURRICULUM
• National language as the main instruction medium but student should
learn cultures of other countries
• Women and men to be offered similar theoretical courses with
separate practical courses for women since their roles in life
differed from men.
• Education should also develop student’s aesthetic nature and
creativity.
• Nature walks and excursions were part of the curriculum
• Aesthetic development for intellectual development - curriculum
should promote music, art, literature, drama, and dance
• history and culture for progress in breaking down social and
religious barriers.
• Curriculum should be flexible.
Part 2: Branches of Philosophy…
Philosophies of education

◼ Perennialism: suggests that nature, including human

nature is constant.
◼ Essentialism: emphasizes a critical core of
knowledge and skills that all students should learn.
◼ Progressivism: focuses on real-world problem
solving and individual development.
◼ Social reconstructionism: contends that schools,
teachers, and students should play a role in addressing
the social inequities in our society.
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Teacher REMOVES STUDENT from class - The reason WHY will SHOCK
YOU
PERENIALSM
◼ Nature
 including human nature, is constant
◼ Education
 is preparation for future life
◼ Math, science, and particularly
literature are important
 they expose learners to
◼ the rigors of logical thought

◼ the great ideas that have endured

throughout history.
Perennials
◼ Classics
E.g. Classic works ranging from
Homer’s Iliad to Darwin’s The Origin
of Species
◼ Critics question the value of distant
and abstract ideas for poorly motivated
and intellectually unprepared students.
◼ They also suggest that it is the elitists
that places too much emphasis on
ideas that are unrelated to the student’s
lives.
ESSENTIALISM
◼ “Back to the basics”
 learning should focus on essential
basic skills,
◼ reading, writing, mathematics,
and to a certain extent, science
and geography.
 the belief that core of information
exists that all people should
possess.
◼ Reform aimed at improving teacher
training
Essentialism
◼ A “Nation Still at Risk” (Jeanne
Allen, 1998) recommended that
 all high school students
master core requirements
 in five “basics”-English, math,
science, social studies, and
computer science
 sequence of courses
 mastery of essential teaching
skills
◼ Core of knowledge exists that
all pre-service teachers should
master.
 E.g. Knowledge Based for
the Beginning Teacher
Essentialism and Perenialism

◼ Are wary of learner-centered

education and the focus on
learner self-esteem.

◼ Essentialists emphasize
knowledge and skills that are
useful in today’s world.
Essentialism

◼ Teach just what people need ◼ At all stages of design, you

to learn must ask yourself, “What do
◼ Essentialism calls on us to learners need to learn?”
teach the essence of any Analyzing learners' needs—as
subject rather than well as their potential and
unimportant, distracting, and limitations—requires careful
peripheral details. By teaching study. The most efficient and
essentials, we enable learners reliable method of identifying
to master the subject quickly just what you need to teach is
and surely. to test potential learners in the
environment in which they
must apply learning.
Standards ….and essential knowledge
◼ Based on essentialism:
 there is a critical core of
knowledge all students should
master.
 Major role of schools should be to
ensure that all students master a
core of knowledge.

◼ Critics of standards (and

essentialism):
 crucial knowledge is learned
through rote memorization, soon
becoming forgotten or inert, and
 fails to influence students’ current
or future lives.
Progressivism
 Problem solving and learning
concepts
 Curriculum that focuses on
real-world problem solving
and individual development
◼ Critics say:
 places too much emphasis on
student’s interests and self-
esteem
 Constructivism 5 key skills in problem solving skills: analytical
ability, lateral thinking, logical reasoning, initiative,
and persistence.
DISCUSSION

In your opinion, which philosophy is

adopted by Malaysian curriculum?
Provide your reasons.
Classroom application of educational philosophies
Forming a personal philosophy of education

Philosophy is important.
Why?

 it
helps you explain
and defend your
educational goals
 explain what you try
to accomplish in your
classroom
Rationale for classroom decisions: “the
belief behind your action”

◼ Basic skills - are part of a core body of knowledge

◼ Text or curriculum - guide the sequence.
◼ You did your assignment task: (tried and tested). Does
it work?
◼ Systematic changes are made - when teaching
practices are in error or inadequate.
Forming a philosophy

1) Any philosophy is
evolving and dynamic
2) Your personal
philosophy is likely to
include elements of
more than one traditional
and educational
philosophy.
3) Be willing to change your
views if you find that
they are in error (open-
mindedness)
Examining your beliefs

◼ Once identified
 beliefs(philosophy) should be examined and
analyzed (epistemology)
◼ This is where epistemology becomes important.
 How do you know that your beliefs are valid?
◼ Do they “feel” right?

◼ Do they make sense intuitively?

 Isfeeling or intuition adequate to justify beliefs, or

must you have research evidence to indicate that
they’re valid?
Educational philosophies
PERENIALISM ESSENTIALISM PROGRESSIM RECONSTRUCTISM
Traditional Idealism, Realism Idealism, Realism Pragmatism Existentialism
philosophy most
closely related
Educational Goals

Curriculum

Role of the Teacher

Teaching Methods

Learning
environment

Assessment
Classroom applications of the educational
philosophies

PERENIALISM ESSENTIALISM PROGRESSIVISM POSTMODERNISM

Traditional philosophy Idealism, realism Idealism, realism Pragmatism Existentialism

most closely related

Train the intellect; moral Acquire basic skills; Acquire ability to function Critically examine today’s
development. acquire knowledge in the real world; develop institutions; elevate the
Educational goals needed to function in problem-solving skills. status of marginalized
today’s world. people (women and cultural
minorities).

Curriculum Emphasis on enduring Emphasis on basic Emphasis on problem Emphasis on the works of
ideas. skills. solving and skills needed marginalized people.
in today’s world.

Role of the teacher Deliver clear lectures; Deliver clear lectures; Guide learning with Facilitate discussions that
increase student increase student questioning; develop and involve clarifying issues.
understanding with critical understanding with guide practical problem-
questions. critical questions. solving activities.

Teaching methods Lecture; questioning; Lecture; practice and Problem-based learning, Discussion; role play;
coaching in intellectual feedback; questioning. cooperative learning; simulation; personal
thinking. guided discovery. research.

Learning environment High structure; high levels High structure; high Collaborative; self- Community-oriented; self-
of time on task. levels of time on task. regulated; democratic. regulated.

Assessment Frequent objective and Frequent objective, Continuous feedback; Collaborative between
essay tests. essay, and performance informal monitoring of teacher and student;
tests. student progress. emphasis on the exposure of
hidden assumptions.
©2005 by Pearson Education, Inc.
All Rights Reserved
Thank you for listening
ASIAN CURRICULUM PHILOSOPHERS
THE GREAT ISLAMIC PHILOSOPHERS