Andrew T. Lumpe

The Role of Philosophy in Educational Reforms: Never the Twain Shall Meet?

Publisher Summary Philosophical issues serve as the foundation for everything done in education. All changes in schools are predicated on some philosophical cornerstone. Hence, the primary thesis of this chapter is that philosophy and educational reform are inextricably linked. It is difficult to define education without implying an educational philosophy. Philosophy is theoretical and speculative while education is practical. Philosophy asks questions, examining factors of reality and experience many of which are involved in the educative process; whereas the actual process of educating is a matter of actively dealing with these factors, that is, teaching, organizing programs, administering organizations, and building curricula. The chapter provides a historical background of philosophical issues related to teaching and learning. This background includes some unavoidable definitions—many of which end with the suffix ism. It examines the current prominent philosophical viewpoint in education—constructivism. The implications of constructivism for curriculum and classroom instruction are delineated, and the role of philosophy in the recent wave of academic standards is examined. The chapter offers suggestions on how educators can approach this critical subject. In addition numerous scientific examples are presented, most of which are applicable to all the core disciplines.

Chapter 4 – The Role of Philosophy in Educational Reforms: Never the Twain Shall Meet?

Publisher Summary Philosophical issues serve as the foundation for everything done in education. All changes in schools are predicated on some philosophical cornerstone. Hence, the primary thesis of this chapter is that philosophy and educational reform are inextricably linked. It is difficult to define education without implying an educational philosophy. Philosophy is theoretical and speculative while education is practical. Philosophy asks questions, examining factors of reality and experience many of which are involved in the educative process; whereas the actual process of educating is a matter of actively dealing with these factors, that is, teaching, organizing programs, administering organizations, and building curricula. The chapter provides a historical background of philosophical issues related to teaching and learning. This background includes some unavoidable definitions—many of which end with the suffix ism. It examines the current prominent philosophical viewpoint in education—constructivism. The implications of constructivism for curriculum and classroom instruction are delineated, and the role of philosophy in the recent wave of academic standards is examined. The chapter offers suggestions on how educators can approach this critical subject. In addition numerous scientific examples are presented, most of which are applicable to all the core disciplines.