The 1960s saw the birth of philosophy of education, in contrast to earlier studies of educational philosophies. The points discussed above are the general aspects of educational aims, the specific category also exists but that category needs to be addressed only to the related masses. Froebel, a follower of Pestalozzi and of Rousseau, made much use of religious language, but by identifying God and the Absolute he removed philosophy of education still further than did Rousseau from a religious center.
The liberal philosophy aims at developing intellectual powers, while the behavioral ideologies focus on the survival skills of a human being and the role of education in teaching them. We must constantly be evaluating what we teach and how were teaching it to ensure that students are receiving an education that is accessible, meaningful, and engaging for them.
Even Idealism, pragmatism and realism are indebted of naturalism for these effective methods of teachingthe above discussion gives us some very valuable conclusions as to the merits of naturalism as applied in the field of education. Axiology – the branch of philosophy dealing with values, as those of ethics, aesthetics, or religion. Rousseau believed that there are three forms of education everyone will learn by, the education through nature, the education through men and the education through things. If you’re a teacher or administrator, you’ll need to craft an educational philosophy statement when you’re seeking a promotion or tenure.
Froebel’s speculations found the goal of education in the full and integrated development of all the powers of the individual and in the internal harmony, as well as the harmonious relations with society, nature, and God, that this development assures. Philosophy and curriculum: there are two sides of philosophy, one is theory and one is practice. Philosophers in the School of Education also supervise postgraduate researchers and teach the undergraduate module Philosophy of Education on the BA Education programme.
His utopian vision has been seen by many to be a precursor of what has come to be called educational sorting.” Millennia later, the American pragmatist philosopher John Dewey (1859-1952) argued that education should be tailored to the individual child, though he rejected Plato’s hierarchical sorting of students into categories. Human society is constituted by the direction of the activities of its members toward a single goal, but, like the human soul, it cannot be understood merely in terms of this abstract function.