PHILOSOPHICAL FOUNDATIONS:
In this section, we shall explore several different philosophies of education that influence curricular decisions.
Philosophy and Curriculum
i ) Idealism
ii) Realism
iii) Pragmatism
iv) Existentialism
i ) Idealism
Obviously, teachers would act as role models of enduring values. And the school must be highly structured and ought to advocate only those ideas that demonstrate enduring values. The materials used for instructions, therefore, would centre on broad ideas particularly those contained in great works of literature and/or scriptures. Since it is based on broad ideas and concepts, idealism is not in line with the beliefs of those who equate learning with acquisition of specific facts from various Proponents of realism view the world in terms of objects and matter. They believe that human behavior is rational when it conforms to the laws of nature and is governed by social laws. Applied to education, those ideas begin to reveal a second possible philosophy of education.
ii) Realism
iii) Pragmatism
In contrast to the traditional philosophies, i.e., idealism and realism, Pragmatism gives importance to change, processes and relativity, as it suggests that the value of an idea lies in its actual consequences. The actual consequences are related to those aims that focus on practical aspects in teaching and learning (Nash, 1995).
According to pragmatists, learning occurs as the person engages in transacting with the environment. Basic to this interaction is the nature of change. In this sense, whatever values and ideas are upheld currently would be considered tentative since further social development must refine or change them. For instance, at a particular period of time it was generally believed that the earth was flat which was subsequently disproved through scientific research.
To consider, therefore, what is changeless (idealism) and inherited the perceived universe (rea1ism) and to discard social and/or perceptual change is detrimental to the overall development and growth of children. You can now visualize how pragmatism would have influenced the framing of curriculum.
Curriculum, according to the pragmatists, should be so planned that it teaches the learner how to think critically rather than what to think. Teaching should, therefore, be more exploratory in nature than explanatory. And, learning takes place in an active way as learners solve problems which help them widen the horizons of their knowledge and reconstruct their experiences in consonance with the changing world. What then might be the role of the teacher? The role is not simply to disseminate information but to construct situations that involve both direct experience with the world of the learner and opportunities to understand these experiences.
Having seen three basic philosophical positions that have influenced curriculum development, let us now look at the fourth one.
iv) Existentialism
This doctrine emphasizes that there are no values outside human beings, and thus, suggests that human beings should have the freedom to make choices and then be responsible for the consequences of those choices.
According to this philosophy, learners should be put into a number of choice-making situations, i.e., learners should be given freedom to choose what to study. It emphasizes that education must centre on the perceptions and feelings of the individual in order to facilitate understanding of personal reactions or responses to life situations. Of primary concern in this process is the individual. Since life is based upon personal meanings, the nature of education, the existentialists would argue, should be largely determined by the learner. Individual learners should not be forced into pre-determined programmes of study. Whatever the learner feels he/she must learn should be respected and facilitated by the system. An existentialist curriculum, therefore, would consist of experiences and subjects that lend themselves to philosophical dialogue and acts of making choices, stressing self-expressive activities and media that illustrate emotions and insights. The teacher, then, takes on a non-directive role. The tender is viewed as a partner in the process of learning. As a professional, the teacher serves as a resource facilitating the individual's search for personal meaning rather than imposing some predetermined values or interests on learners.
Philosophy and Curriculum
Studying philosophy helps us deal with our own personal systems of beliefs and values, i.e., the way we perceive the world around us and how we define what is important to us. As philosophical issues have always influenced society and institutions of learning, a study of the philosophy of education in terms of Curriculum development is essential.In essence, a philosophy of education influences, and to a large extent determines, our educational decisions and alternatives. Those who are responsible for curricular decisions, therefore, should be clear about what they believe. If we are unclear or confused about our own beliefs, then our curricular plans are bound to be unclear and confusing. One important step in developing a personal philosophy of education is to understand the various alternatives that others have developed over the years. Here we shall look into the following four major philosophical positions that have, hitherto, influenced curriculum development.
i ) Idealism
ii) Realism
iii) Pragmatism
iv) Existentialism
i ) Idealism
The doctrine of idealism suggests that matter is an illusion and that reality is that which exists mentally. It emphasizes moral and spiritual reality as the chief explanation of the world and considers moral values absolute, timeless and universal.If we apply this view to education what would be the implications for the role of teachers and curriculum in education?
Obviously, teachers would act as role models of enduring values. And the school must be highly structured and ought to advocate only those ideas that demonstrate enduring values. The materials used for instructions, therefore, would centre on broad ideas particularly those contained in great works of literature and/or scriptures. Since it is based on broad ideas and concepts, idealism is not in line with the beliefs of those who equate learning with acquisition of specific facts from various Proponents of realism view the world in terms of objects and matter. They believe that human behavior is rational when it conforms to the laws of nature and is governed by social laws. Applied to education, those ideas begin to reveal a second possible philosophy of education.
ii) Realism
What kind of philosophy will that be? 'Realists' consider Education a matter of reality rather than speculation.Application, The paramount responsibility of the teacher, then, is to impart to learners the knowledge about the world they live in. What scholars of various disciplines have discovered about the world constitutes this knowledge. However, like the idealists, the realists too stress that education should reflect permanent and enduring values that have been handed down through generations, but only to the extent that they do not interfere with the study of particular disciplines. Clearly, unlike the idealists who consider classics ideal subject matter for studies, the realists view the subject expert as the source and authority for determining the curriculum.
iii) Pragmatism
In contrast to the traditional philosophies, i.e., idealism and realism, Pragmatism gives importance to change, processes and relativity, as it suggests that the value of an idea lies in its actual consequences. The actual consequences are related to those aims that focus on practical aspects in teaching and learning (Nash, 1995).
According to pragmatists, learning occurs as the person engages in transacting with the environment. Basic to this interaction is the nature of change. In this sense, whatever values and ideas are upheld currently would be considered tentative since further social development must refine or change them. For instance, at a particular period of time it was generally believed that the earth was flat which was subsequently disproved through scientific research.
To consider, therefore, what is changeless (idealism) and inherited the perceived universe (rea1ism) and to discard social and/or perceptual change is detrimental to the overall development and growth of children. You can now visualize how pragmatism would have influenced the framing of curriculum.
Curriculum, according to the pragmatists, should be so planned that it teaches the learner how to think critically rather than what to think. Teaching should, therefore, be more exploratory in nature than explanatory. And, learning takes place in an active way as learners solve problems which help them widen the horizons of their knowledge and reconstruct their experiences in consonance with the changing world. What then might be the role of the teacher? The role is not simply to disseminate information but to construct situations that involve both direct experience with the world of the learner and opportunities to understand these experiences.
Having seen three basic philosophical positions that have influenced curriculum development, let us now look at the fourth one.
iv) Existentialism
This doctrine emphasizes that there are no values outside human beings, and thus, suggests that human beings should have the freedom to make choices and then be responsible for the consequences of those choices.
According to this philosophy, learners should be put into a number of choice-making situations, i.e., learners should be given freedom to choose what to study. It emphasizes that education must centre on the perceptions and feelings of the individual in order to facilitate understanding of personal reactions or responses to life situations. Of primary concern in this process is the individual. Since life is based upon personal meanings, the nature of education, the existentialists would argue, should be largely determined by the learner. Individual learners should not be forced into pre-determined programmes of study. Whatever the learner feels he/she must learn should be respected and facilitated by the system. An existentialist curriculum, therefore, would consist of experiences and subjects that lend themselves to philosophical dialogue and acts of making choices, stressing self-expressive activities and media that illustrate emotions and insights. The teacher, then, takes on a non-directive role. The tender is viewed as a partner in the process of learning. As a professional, the teacher serves as a resource facilitating the individual's search for personal meaning rather than imposing some predetermined values or interests on learners.
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