Exploring Philosophy in Education: Fundamental Issues, Pedagogical Approaches, and Philosophical Examination

The philosophy of education analyzes the objectives, methods as well as meaning of education. It helps to describe the primary philosophical examination regarding the themes related to particular pedagogical approaches. The philosophers of education study about the aspects that constitutes socio-cultural as well as philosophical contexts that might be included.

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Philosophy in Education

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Philosophy
According to 1, philosophy states the study of fundamental as well as general issues that is
mostly concerned with matters such as knowledge, values, mind as well as existence. The major
purpose of our life is initiating the correct action to maintain a good quality of life. It has been
divided into six categories that have assumed multiple importances gradually over time. In real-
life, philosophy has been used in both formal as well as informal sense. The formal sense
philosophy deals with academic study such as ethics, aesthetics, logic, epistemology as well as
metaphysics. The theory of epistemology reflects on the knowledge that deals with the branch of
philosophy initiating the aspects, origin, likelihood as well as scope of knowledge. The purpose
of life is to deal with nature that is also regarded as one of the branches of philosophy. In order to
comprehend the concept of epistemology, it is imperative to understand the knowledge of
philosophy 2. It is imperative for a philosopher of religion to remain objective. The truth is that
an individual who is ready to study philosophy should have the initiative to defend as well as
attack however, not producing harm to any religions. In order to comprehend the aspects of life,
it is decisive to go through metaphysics that reflects on the general aspects of reality thus
pertaining to subjects that includes identity, substance and the state of mind as well as substance.
In order to reflect on the purpose of life, it is imperative to comprehend logic that deals with the
study of right reasoning that provides an individual with a misleading inference to permit one to
differentiate. It is imperative for an individual to possess the aspects of aesthetics that will help
to explore the appreciation as well as creation of beauty through critical reflection. Philosophy
by Plato deals with aristocracy as well as reason however; Dewey channels philosophy towards
scientific technique. It has been believed by Dewey that an intellectual behavior requires to be
established by initiating scientific techniques of inquiry in every aspect of life. On the other
hand, Socrates envisaged a class scheme where a small number of philosopher kings or of truth
had the permission to study with their precursors to accomplish a point of transcendence above
1 A, Demand "1□ Answering the Question: What Is Postmodernism?." Postmodernism: a reader (2016): 38.
2 David Bourget and David J. Chalmers. "What do philosophers believe?." Philosophical Studies 170.3 (2014): 465-
500..

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the nonprofessionals3 Accomplished through the study of mathematics, philosophy as well as
logic, a sovereign could come across these patterns sufficiently well to base all of his
pronouncements upon them. Logic provides an overview about the symbolic illustration of
language and thought procedures. As soon as the area of Aristotle, the base of the precise sciences must
now take into account relativity, hesitation and incompleteness. The European philosophers regard
philosophy as a tendency that deals with the study of politics where logic is regarded as a
decisive aspect that are deep rooted.
Philosophy of Education
The philosophy of education analyzes the objectives, methods as well as meaning of education. It
helps to describe the primary philosophical examination regarding the themes related to
particular pedagogical approaches. The philosophers of education study about the aspects that
constitutes socio-cultural as well as philosophical contexts that might be included. According to
4, philosophy of education has been defined as the branch of philosophy that deals with
philosophical questions that is mostly concerned with the nature, problems as well as aims of
education. The philosophy of education deals with fundamental problems that is concerned
regarding what are the actual objectives that acts as the guiding principle of education. On the
other hand, another type of problem is related to the concern regarding the appropriate criteria to
analyze educational efforts 5. The most imperative issue that deals with the authority of the state
also acts as a major concern in the philosophy of education. The ultimate purpose of philosophy
of education is to reflect on the importance of reasoning as well as logic. It aims to define thus
making individuals comprehend about what they are thinking and the way they have been
addressing basic question regarding their life.
6 argued that at present the basic education has abandoned the logical aspect. It has been decisive
to make the students learn in diverse ways, as it is imperative to give them a clear idea regarding
3Stuart Dalton, "How to be a Terrible Teacher: Kierkegaard’s Philosophical Fragments on what Education is
not." Philosophy & Social Criticism (2018): 0191453718794746.
4Emilio Paolo Visintin, et al. "Direct, extended, and mass‐mediated contact with immigrants in Italy: their
associations with emotions, prejudice, and humanity perceptions." Journal of Applied Social Psychology 47.4
(2017): 175-194.
5Simone Galea. "A place called home. Women and philosophy of education." Educational Philosophy and
Theory (2017): 1-7.
6 Daniel J. O'Connor An introduction to the philosophy of education. Abingdon: Routledge, 2016..

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values as well as understanding of an individual with regards to education. This type of
philosophy is critical in illustrating as well as directing the objectives that focus on education. A
good educational philosophy will help to recognize as well as elucidate wider themes that will
not requisitely be taught in a school. An imperative objective of education is the complete and
impartial growth of individuals, providing them with the perception to live well. The
constructivism philosophy states that it is imperative to maintain the scientific knowledge with
the help of a scientific community. The most objective of educational philosophy is to initiate
balanced development in individuals thus equipping them with the wisdom to live well. The term
pedagogy helps a teacher to comprehend the importance of educational philosophy thus
reflecting on the importance to sustain as well as transform learners. It includes the objectives,
the specialized knowledge and viewpoint, the choice of curriculum, the learning design and the
organization of classroom, the teaching and learning strategies as well as the style of lesson
delivery 7. The world requires to be free by providing independent human minds that will
embrace the belief that an individual has idea regarding the natural world.
Application of Philosophy of Education
According to 8, philosophy has been defined as the love of wisdom that helps a teacher to
comprehend the major problems that takes place in education. The educational philosophy
reflects on the beliefs regarding the nature of learning. While analyzing the educational
philosophy, it makes it easier for an individual to wrestle it with their thinking. Students have
applied educational philosophy thus reflecting on the increased accomplishment. The successful
application related to educational philosophy deals with being engaged with appropriate
individuals thus making sure that they witness a continuous development. The concern regarding
the appropriate criteria to analyze educational efforts requires to be dealt with while applying the
application of philosophy of education. The feedback that will be provided to the students should
be highly confidential between the observed academic as well as observing academic. This also
involves retaining a record to confirm that the feedback delivery has taken place. A teacher
requires to employ a method that should be advantageous to the students. The teaching procedure
7 Angela M. Santi. "Philosophy of Education in the Era of the Technological Reproducibility: the Literacy of the
Image as Literacy to the Contemporary Time." Proceedings of the XXIII World Congress of Philosophy. Vol. 50.
2018.
8David McLachlan Jeffrey. "A Perspective of Democratic Teaching through the Lens of Research on the Application
of Daoism." Other Education 7.1 (2018): 68-70.

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requires to be such that the students enjoys it. A student-centered learning method will help the
students get an overview about imperative communicative as well as collaborative skills through
group work 9. The students will also be able to learn about directing their individual learning and
being able to complete tasks without depending on any individual. The students will become
more interested towards learning activities while interacting with each other as well as
participating actively. 10 argued the student-centered learning method might indulge the teacher
to make an attempt in managing all the students as well as activities at least once. This might
however be difficult while students are working on diverse stages but on the same project.
Sometimes a teacher is not being able to deliver all the instructions to the students at a single
prospect thus making it difficult for the students to comprehend the imperative facts. It is
imperative to provide the students of K-12 with a final exam as it will help to reflect the wrong
that exists in the present education system. It will provide with a better student learning, as the
teachers who knows their business well are able to provide a snapshot during actual student
learning. According to 11, final exams are regarded to be created on the assumption that the
students have knowledge regarding everything that will enable them to get answer about
everything. The requirement for final exam is however, completely obviated due to the presence
of other tests. However even as test schedules have turned out to be distended beyond belief in
the past two decades, the final exam prolongs to hang around. Summative assessments should in
point of fact be formativeassessments. The very important issue that deals with the authority of
the state also acts as a major concern in the philosophy of education. They are different in every
esteem and schools that are driven by philosophy are more probably to have stronger
transformative cultures and practices.
9Roger, Azevedo et al. "Metacognition and self-regulated learning in student-centered leaning
environments." Theoretical foundations of student-centered learning environments (2012): 171-197..
10Gloria Brown Wright. "Student-centered learning in higher education." International Journal of Teaching and
Learning in Higher Education 23.1 (2011): 92-97..
11Anne T., Ottenbreit-Leftwich et al. "Teacher value beliefs associated with using technology: Addressing
professional and student needs." Computers & education 55.3 (2010): 1321-1335.

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Bibliography
Azevedo, Roger, et al. "Metacognition and self-regulated learning in student-centered leaning
environments." Theoretical foundations of student-centered learning environments (2012): 171-
197.
Bourget, David, and David J. Chalmers. "What do philosophers believe?." Philosophical
Studies 170.3 (2014): 465-500.
Dalton, Stuart. "How to be a Terrible Teacher: Kierkegaard’s Philosophical Fragments on what
Education is not." Philosophy & Social Criticism (2018): 0191453718794746.
Demand, A. "1□ Answering the Question: What Is Postmodernism?." Postmodernism: a
reader (2016): 38.
Galea, Simone. "A place called home. Women and philosophy of education." Educational
Philosophy and Theory (2017): 1-7.
Jeffrey, David McLachlan. "A Perspective of Democratic Teaching through the Lens of
Research on the Application of Daoism." Other Education 7.1 (2018): 68-70.
O'Connor, Daniel J. An introduction to the philosophy of education. Routledge, 2016.
Ottenbreit-Leftwich, Anne T., et al. "Teacher value beliefs associated with using technology:
Addressing professional and student needs." Computers & education 55.3 (2010): 1321-1335.
Santi, Angela M. "Philosophy of Education in the Era of the Technological Reproducibility: the
Literacy of the Image as Literacy to the Contemporary Time." Proceedings of the XXIII World
Congress of Philosophy. Vol. 50. 2018.
Visintin, Emilio Paolo, et al. "Direct, extended, and mass‐mediated contact with immigrants in
Italy: their associations with emotions, prejudice, and humanity perceptions." Journal of Applied
Social Psychology 47.4 (2017): 175-194.
Wright, Gloria Brown. "Student-centered learning in higher education." International Journal of
Teaching and Learning in Higher Education 23.1 (2011): 92-97.

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