Philosophical Foundations of Education

by Ozmon, Howard A.

• ISBN13: 9780130423993
• ISBN10: 0130423998
• Edition: 7th
• Format: Nonspecific Binding
• Copyright: 2003-01-01
• Publisher: Allyn & Bacon

Summary

Presenting breadth and depth of coverage in a highly readable style, the seventh edition of this popular survey book again provides balanced treatment of all the major schools of thought about education. The authors address how philosophical ideas about education developed over time--arranging their coverage in chronological order--and paying close attention to historical context, while emphasizing each philosophy's continuing relevance to education today. For each philosophy, they show its application in aims, curriculum, methods, and teaching. Additionally, they critically assess each philosophy, and examine how numerous other scholars view it. Thorough revision throughout brings every aspect of the coverage as up-to-date as possible, particularly in coverage of Idealism, Eastern philosophy, Pragmatism, and Postmodernism. For today's educators and philosophers.

Table of Contents

Introduction	1	(1)
The Need for Philosophy of Education	1	(1)
Branches of Philosophy	2	(4)
Theory and Practice in Education	6	(4)
The Quest in Philosophy in Education	10	(2)
Developing a Philosophical Perspective on Education	12	(1)
Selected Readings	13	(1)
Idealism and Education	14	(34)
Development of Idealism	14	(6)
Platonic Idealism	15	(3)
Religious Idealism	18	(2)
Development of Modern Idealism	20	(7)
Idealism as a Philosophy of Education	27	(10)
Aims of Education	28	(4)
Methods of Education	32	(3)
Curriculum	35	(1)
Role of the Teacher	36	(1)
Critique of Idealism in Education	37	(4)
Plato: The Republic	41	(3)
Kant: Education	44	(2)
Selected Readings	46	(2)
Realism and Education	48	(43)
Classical Traditions	48	(8)
Aristotelian Realism	48	(5)
Religious Realism	53	(3)
Development of Modern Realism	56	(3)
Contemporary Realism	59	(6)
Realism as a Philosophy of Education	65	(12)
Aims of Education	65	(6)
Methods of Education	71	(3)
Curriculum	74	(1)
Role of the Teacher	75	(2)
Critique of Realism in Education	77	(4)
Aristotle: The Politics and Ethics of Aristotle	81	(5)
Locke: Some Concerning Education	86	(3)
Selected Re	89	(2)
Eastern Philosophy, Religion, and Education	91	(36)
The Development of Eastern Thought	92	(1)
Far Eastern and Indian Thought	92	(16)
Indian Thought	93	(9)
Chinese Thought	102	(4)
Japanese Thought	106	(2)
Middle Eastern Thought	108	(5)
Eastern Thought and Philosophy of Education	113	(3)
Aims of Education	113	(2)
Methods and Curriculum	115	(1)
Role of the Teacher	116	(1)
Critique of Eastern Philosophy in Education	116	(6)
Bhagavad-Gita	118	(4)
Suzuki: Zen Mind, Beginner's Mind	122	(4)
Selected Readings	126	(1)
Pragmatism and Education	127	(40)
Roots of the Pragmatist Worldview	127	(7)
Induction: A New Way of Thinking	128	(1)
Centrality of Experience	129	(3)
Science and Society	132	(2)
American Pragmatists	134	(10)
Pragmatism as a Philosophy of Education	144	(10)
Aims of Education	145	(3)
Methods of Education	148	(2)
Curriculum	150	(1)
Role of the Teachers	151	(3)
Critique of Pragmatism in Education	154	(2)
James: Talks to Teachers	156	(5)
Dewey: Democracy and Education	161	(5)
Selected Readings	166	(1)
Reconstructionism and Education	167	(33)
Historical Background of Reconstructionism	167	(4)
Philosophy of Reconstructionism	171	(9)
Reconstructionism as a Philosophy of Education	180	(10)
Education and the Human Crisis	180	(3)
Role of the School	183	(2)
Aims of Education	185	(1)
Methods of Education	186	(1)
Curriculum	187	(2)
Role of the Teacher	189	(1)
Critique of Reconstructiorusm in Education	190	(3)
Counts: Dare the Schools Build a New Social Order?	193	(3)
Shane and Shane: Educating the Youngest for Tomorrow	196	(3)
Selected Readings	199	(1)
Behaviorism and Education	200	(34)
Philosophical Bases of Behaviorism	201	(5)
Realism	201	(1)
Materialism	202	(1)
Early Behaviorists	203	(1)
Behaviorism and Positivism	204	(2)
Philosophical Aspects of Behaviorism	206	(6)
Behaviorism as a Philosophy of Education	212	(8)
Aims of Education	212	(3)
Methods and Curriculum	215	(4)
Role of the Teacher	219	(1)
Critique of Behaviorism in Education	220	(4)
Hobbes: The Leviathan	224	(4)
Skinner: Beyond Freedom and Dignity	228	(4)
Selected Readings	232	(2)
Existentialism, Phenomenology, and Education	234	(35)
Existentialist Philosophers and Their Thought	234	(7)
Existentialism in Modern Life	241	(2)
Phenomenological Philosophers and Their Thought	243	(4)
Heidegger and Phenomenology	244	(2)
Phenomenology and Hermeneutics	246	(1)
Existentialism and Phenomenology in Philosophy of Education	247	(11)
Aims of Education	247	(5)
Methods of Education	252	(3)
Curriculum	255	(1)
Role of the Teacher	255	(3)
Critique of Existentialism and Phenomenology in Education	258	(3)
Sartre: Existentialism and Humanism	261	(3)
Greene: Landscapes of Learning	264	(3)
Selected Readings	267	(2)
Analytic Philosophy and Education	269	(35)
Analytic Movement in Philosophy	269	(13)
Realism and the Early Analytic Movement	270	(4)
Logical Positivism anal Analysis	274	(3)
Linguistic Analysis	277	(5)
Philosophical Analysis and Philosophy of Education	282	(10)
Aims of Education	286	(3)
Methods of Education	289	(2)
Curriculum	291	(1)
Role of the Teacher	291	(1)
Critique of Analytic Philosophy in Education	292	(3)
Martin: On the Reduction of ``Knowing That'' to ``Knowing, How''	295	(3)
Barrow: Does the Question ``What Is Education?'' Make Sense?	298	(4)
Selected Readings	302	(2)
Marxism and Education	304	(33)
Origins of Marxism	304	(3)
Materialism	304	(2)
Socialism	306	(1)
Political Economy	306	(1)
The Philosophy of Karl Marx	307	(7)
Western Marxism and the Origins of ``Critical Theory''	314	(3)
The Frankfurt School	315	(2)
Marxism as a Philosophy of Education	317	(9)
Aims of Education	317	(5)
Methods and Curriculum	322	(3)
Role of the Teacher	325	(1)
Critique of Marxism in Education	326	(4)
Marx: On Education	330	(5)
Selected Readings	335	(2)
Philosophy, Education, and the Challenge of Postmodernism	337	(33)
Postmodern Variety	337	(2)
Postmodernism and Philosophy	339	(7)
Postmodern Philosophy and Its European Backgrounds	340	(5)
Criticisms of Postmodernism	345	(1)
Postmodern Philosophy and Education	346	(9)
Aims of Education	348	(3)
Methods and Curriculum	351	(2)
Role of the Teacher	353	(2)
Critique of Postmodernism in Education	355	(3)
Giroux: Border Pedagogy as Postmodern Resistance	358	(5)
Nuyen: Lyotard as Moral Educator	363	(6)
Selected Readings	369	(1)
Useful Web Sites and Internet Links	370	(3)
Selected Bibliography	373	(11)
Index	384

Excerpts

The purpose of this volume is to show how philosophical ideas about education developed over time, with due regard to historical influences and settings, and with an emphasis on how these ideas continue to have relevance for education and life. This book was conceived as an introductory text in the philosophy of education, but it leads students from simple to complex philosophical ideas. Many variables needed to be considered in selecting ideas, philosophers, and an organizational format, and the guiding rule for the book has been to select those influences that we believe have had the most relevance for education. Each chapter examines a general philosophy, such as realism, and shows its applications in aims, curriculum, methods, and teaching. An assessment of each philosophy also is provided, including how other scholars have viewed it. Some ideas included here are more than 2,000 years old, but they often appear in the panoply of ideas that continue to influence people because old and new ideas are useful tools for evaluating the world. Idealism, though not a particularly influential philosophy today, might be a useful counterpoint by which to compare and evaluate today's materialist culture. Marxism and existentialism, though declining in popularity, still might be useful paradigms for examining a person's individual life and his or her relationship with other persons in the larger society. The philosophies of education presented here are essentially arranged in chronological order, which helps the student see how ideas evolved. We have tried to avoid unnecessary philosophical and educational jargon, but one needs to know a terminology to talk about ideas in a philosophical fashion. Technical expression is kept to a minimum, however. With regard to format, we realize that not all philosophers agree with a "systems" or "schools" approach and that this issue has serious pros and cons. We do believe that for beginning students, often those who might be encountering philosophy for the first time, the benefits of this organizational approach outweigh the disadvantages because it provides a useful way of synthesizing ideas. The study of philosophy of education should help sharpen students' ideas about education and give them ways to think about education in a broad sense. The study of philosophy not only assists students in developing necessary analytical skills and encourages critical perspectives but also provides useful perspectives on the importance of education. It is impossible to include in a volume of this size every philosopher or every leading philosophical idea that has had some educational importance, but we hope that the material presented will stimulate students to explore further the philosophical foundations of education and to cultivate ideas about education and life. Organization of the Book By presenting several philosophical positions and showing how philosophy developed in an organized and orderly fashion, we hope the reader will be better able to grasp the essential elements and basic principles of each philosophy and to set how they have influenced educational theory and practice. However, the organization of the book by schools of thought is not meant to foster slavish emulation of any one school, combination of schools, or even a school approach. The usefulness of this approach lies in showing the following: How past philosophy developed. How it has been organized. How it has been used to help devise educational policies and practices. After all, the major role of philosophy in education is not to formulate some grand scheme but to help develop the educator's thinking capacities. The creative genius of individuals, combined with particular cultural developments, produced philosophies of education. Individual philosophers seldom set out simply to construct a system, and many of them reject being identified