Download Britannica Concise Encyclopedia defines `Philosophy of Education

Britannica Concise Encyclopedia defines ‘Philosophy of Education’ as the study of the
purpose, process, nature and ideals of education. This can be within the context of education as a
societal institution or more broadly as the process of human existential growth, that is, how it is
that our understanding of the world is continually transformed (be it from facts, social customs,
experiences, or even our own emotions) via physical, emotional, cognitive and transcendental
experiences. It can naturally be considered a branch of both philosophy and education. It is the
application of philosophical methods to the theory and practice of education. Woodson (2015)
posited that philosophers have long conceded, however, that every man has two educators: 'that
which is given to him, and the other that which he gives himself. Of the two kinds the latter is by
far the more desirable. Indeed all that is most worthy in man he must work out and conquer for
himself. It is that which constitutes our real and best nourishment. What we are merely taught
seldom nourishes the mind like that which we teach ourselves. Philosophy in education though,
varies from one person to another. However, most people generally feel that education serves as
the - gateway to various aspects of life. As an educator I take a constructivist approach to
education.
As a child growing up I thought that the teacher was the one who knew everything and so
I must never miss one word that is said or else I will not be able to make it academically. As nI
got older and become more experienced in teaching/learning I began to see the classroom as a
place where the teacher is not the expert who feeds children with information but where children
are able to discover things for himself through experiment and exploration. In taking a look at
Plato (428 – 348 BC) a Greek philosopher who was the pupil of Socrates and the teacher of
Aristotle – and one of the most influential figures in ‘western’ thought. He founded what is said
to be the first university – his Academy (near Athens) in around 385 BC. Plato’s early works
(dialogues) provide much of what we know of Socrates (470 – 399BC). In these early dialogues
we see the use of the so called Socratic Method. This is a question and answer form of arguing
with an ‘expert’ on one side and a ‘searcher’ on the other. In the dialogues, the questioning of the
expert by the ‘searcher’ often exposes gaps in the reasoning. Part of this can be put down to
Plato’s dislike of the Sophists (particularly as teachers of rhetoric) and his concern that teachers
should know their subject. Plato looked at education in three phases. First he believed, and
demonstrated, that educators must have a deep care for the well-being and future of those they
work with. Educating is a moral enterprise and it is the duty of educators to search for truth and
virtue, and in so doing guide those they have a responsibility to teach. He saw teacher acting as a
facilitator who care for the student as a human being.
Secondly, Plato believed that the teacher must know his or her subject matter, but as a
true philosopher he or she should also be aware of the limits of his or her knowledge. This is
where the constructivist approach can be linked. It is here that we see the power of dialogue –
the joint exploration of a subject – ‘knowledge will not come from teaching but from
questioning’. When the teacher is aware of this then the teacher will provide a framework for
education and allowed the students to relate to this framework through research, exploration and
experimentation. This does not have an age limit to it. From the early childhood level the
teacher should act as a facilitator and prepare the environment for children to discover
knowledge for themselves. The teacher will act as guide in this teaching/learning situation.
Plato believed in education as a lifelong experience. There is his conceptualization of the
differing educational requirements associated with various life stages. We see in his work the
classical Greek concern for body and mind. We see the importance of exercise and discipline, of
storytelling and games. Children enter school at six where they first learn the three Rs (reading,
writing and counting) and then engage with music and sports. Plato’s philosopher guardians then
follow an educational path until they are 50. This is where I differ in my thinking on education
for especially young children. It is more than learning the three Rs. Education involves the total
development of the child.
Hare, R. M. (1989) Plato, Oxford: Oxford University Press. Plato (1955) The Republic, London: Penguin
(translated by H. P. D. Lee).
http://www.goodreads.com/author/quotes/142122.Carter_G_Woodson
― Carter G. Woodson, The Mis-Education of the Negro