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Philosophical Foundations of Teaching

The document discusses the philosophical basis for curriculum and instruction. It states that the philosophical foundation is the most important because it determines how the historical, sociological, and psychological foundations are perceived and applied. The philosophical foundation helps establish the purpose of education and roles of teachers and students. While foundations set goals, philosophy shapes how the goals are created and views of truth. The document also discusses the historical, social, and psychological foundations and how they relate to philosophical perspectives over time. It concludes by explaining that the school has adopted a personalized education philosophy to guide curriculum development.

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Sharmaine Morallos
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190 views2 pages

Philosophical Foundations of Teaching

The document discusses the philosophical basis for curriculum and instruction. It states that the philosophical foundation is the most important because it determines how the historical, sociological, and psychological foundations are perceived and applied. The philosophical foundation helps establish the purpose of education and roles of teachers and students. While foundations set goals, philosophy shapes how the goals are created and views of truth. The document also discusses the historical, social, and psychological foundations and how they relate to philosophical perspectives over time. It concludes by explaining that the school has adopted a personalized education philosophy to guide curriculum development.

Uploaded by

Sharmaine Morallos
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

PHILOSOPHICAL BASIS FOR TEACHING AND

LEARNING MODEL
Just as curriculum can be defined in a variety of ways, one can approach the evaluation and creation
of curriculum through more than one foundational lens: philosophical, historical, psychological, and
sociological. All four of these hold importance in influencing curriculum and instruction. However, it is
the philosophical foundation which holds the greatest importance because it is through one’s
philosophical perspectives that the historical, sociological, and psychological foundations are both
perceived and applied. 

Philosophical Foundation 

The philosophical foundation of curriculum helps determine the driving purpose of education, as well
as the roles of the various participants. While all foundations propose to set goals of curriculum,
philosophy presents the manner of thinking from which those goals are created. One’s driving
philosophy suggests if education should develop the individual or enforce group norms (Ornstein &
Hunkins, pp. 34-36); if it is to enforce group norms, it further defines if that should be the norms of
the current set or a move towards changing those norms. Philosophies vary in perception of truth,
ranging from absolute to relative, and from moralistic to scientific (34-37). In all of this, one’s
philosophy defines the role of the teacher, ranging from all-knowing authoritarian to that of a mentor,
and the role of the student, ranging from an obedient vacant vessel to an individual worthy of actively
engaging in one’s own educational process. As we look through the lens of history, we see how
philosophies have gained and waned in popularity in society, and how even psychological research
is embraced, ignored, or even rejected based on philosophical standings of the time. 

Historical Foundation 

Exploring the historical foundations of curriculum can promote a sense of freedom and encourage
educational reform. Reviewing the history of education allows us to step outside of the here and
now, gaining a bigger picture and seeing ourselves within it, realizing that the field of education must
remain dynamic in order to be effective. Throughout history, curricular choices have been made out
of necessity and to meet the specific needs of society at the time. Also, it is through history that we
see how predominant philosophies have defined a society’s values, which in turn determined the
current purposes of education. Through history, we learn that programs are considered pioneering
due to the different philosophies to which others subscribe. In reviewing history, it becomes apparent
that this has been the case throughout the centuries. Ideas can change, and a group can break free
of faulty suppositions; history shows that what is now isn’t necessarily what needs to remain. In
history, we see why and how things came to be, how the demographics of a particular committee
can have longreaching impact (Ornstein & Hunkins, 82), and also that some traditions - such as
grading (70) - are relatively new concepts after all.

Social Foundation 

Society is a reflection of the governing philosophies of the masses, requiring that studying the
sociological foundation of curriculum to include consideration of philosophical foundations. Society is
dynamic, with the changing popularity of a particular philosophy mirroring factors such as
environmental and economical needs: war or peace time, recession or time of abundance, changing
technology, and so on. For example, if a nation is at war, greater emphasis will be placed on
sacrificing for the greater good, moralistic principles, and adhering to group norms. During such
times, however, there will be dissention based on counter philosophical ideas; the strength of one’s
philosophical convictions will determine one’s perception of the current events, including those
impacting education. 

Psychological Foundation 

The psychological foundation of curriculum and instruction has continued to expand, especially with
exponential growth in neuroscience research. The 1990s had been titled the Decade of the Brain
(Clemons, 2005), and great strides have been made in the psychology of learning. One might argue
that it is the psychological foundations of curriculum which hold the greatest importance because it is
here that we understand how students learn; how to increase student motivation and satisfaction;
how to achieve educational “success” in its many definitions. However, curriculum decisions and
current educational practices in many schools do not yet fully embrace the current research due to
the prevailing philosophies held by those in administrative power in the field of education. Again, it is
the philosophical foundation that holds the greatest importance because it holds the greatest power.
To gain acceptance of research-based educational practices, we must not just show the success of
those practices, but also work toward changing the prevailing philosophies that influence the
attitudes of society. Also, reaching back to the historical foundation of curriculum study, we should
caution ourselves that current research is just that: current. Future psychological research may yield
new information. By adopting a guiding philosophy, one does not become married to a particular
psychological or sociological foundation of thought, which history reminds us is ever-changing, and
one can instead remain fluid in how one’s philosophically-based goals are met. 

Personalized Education Philosophy

In considering all four foundational lenses noted above, SAS has adopted the Personalized
Education Philosophy (see Appendix D: Personalized Education Philosophies and Goals). This
philosophy serves as the primary foundation and guide for the development of curriculum and the
program as a whole. Decisions ranging from curriculum adoption to implementation of instructional
techniques are made in alignment with this philosophy. 

Common questions

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The philosophical foundation holds more sway over educational practices because it shapes societal attitudes which, in turn, determine the acceptance and implementation of educational practices. Even with advances in psychological research revealing insights into learning behaviors and techniques for increasing motivation and success, such findings are often not adopted because they conflict with prevailing philosophical beliefs held by those in power. Hence, it is only through philosophical change that research-based educational practices can be more widely accepted and integrated into curricula .

The sociological foundation interacts with philosophical perspectives during societal changes by mirroring shifts in societal values and needs. For example, during wars or economic downturns, curricula may emphasize collective responsibility and adherence to group norms, reflecting a philosophical prioritization of the common good. Conversely, during stable economic times, the focus may shift towards individualism and personal success. These interactions demonstrate how philosophical beliefs permeate sociological practices in education, influencing the direction and priorities of curricular development .

The philosophical foundation determines roles by influencing perceptions of truth and educational goals. Depending on the philosophy in place, teachers can be seen as authoritative figures imparting knowledge or as mentors facilitating student exploration. Similarly, students can be perceived as obedient vessels passively receiving information, or as active participants taking ownership of their learning journey. These roles are shaped by whether education aims to develop individual potential or enforce societal norms, demonstrating the foundational impact of philosophical views .

The historical foundation indicates that many educational concepts, such as grading, are relatively recent developments and not inherent to educational systems. This realization prompts a reconsideration of current practices and potentially challenges the assumptions underlying these concepts. By understanding that grading is a product of historical and philosophical transitions, educators can critically assess its necessity and effectiveness, potentially sparking reforms to align with contemporary educational philosophies .

The historical foundation allows educators and policymakers to see the evolving nature of educational practices, revealing how past philosophies and societal needs influenced curricular choices. By understanding these historical developments, stakeholders can appreciate the necessity of maintaining a dynamic educational system that can adapt to changes, similar to how educational reforms have historically been driven by shifts in societal needs or philosophical insights. This understanding underscores the importance of being open to change and re-evaluation .

Understanding past philosophical shifts provides insight into how educational reforms can be managed in response to societal changes. Historical analysis shows that educational systems do not exist in a vacuum but are influenced by prevailing philosophical and societal conditions. By studying how past educational practices adapted to philosophical changes, contemporary educators and policymakers can develop more effective reforms that accommodate socio-philosophical shifts, ensuring education remains relevant and impactful .

Personalized education philosophies, like those adopted by SAS, are significant because they provide a structured framework to tailor educational experiences to individual students’ needs and potential. Such philosophies offer a guiding principle for curriculum development and instructional strategies, ensuring they align with the goals of individualization and student-centric learning. This approach accommodates diverse learning styles and needs, potentially leading to more effective educational outcomes by centering the educational process around the learner rather than a one-size-fits-all model .

The sociological foundation of curriculum reflects society’s prevailing philosophies, which change in response to environmental and economic conditions. During periods of war, there tends to be an emphasis on collective sacrifice, moral principles, and adherence to group norms reflecting dominant philosophical ideals advocating for the common good. Conversely, periods of economic prosperity may see more emphasis on individual achievement. This dynamic relationship indicates that societal needs and philosophical beliefs significantly dictate curriculum content and educational priorities .

The historical foundation of curriculum provides a broader perspective by allowing educators to view current practices within the context of historical developments. This perspective suggests that education must remain dynamic and responsive to societal needs, which have continually shifted throughout history based on philosophical predominance and societal values at given times. By understanding these historical shifts, educators can recognize faulty assumptions and transform current practices based on past lessons, thus encouraging freedom and the pursuit of educational reform .

The philosophical foundation of curriculum plays a critical role by shaping how historical, sociological, and psychological foundations are perceived and applied. It serves as the lens through which educational goals are created, suggesting if education should focus on individual development or enforcing group norms. Philosophical standpoints also influence the roles of teachers and students, ranging from authoritarian to mentoring figures, and from passive recipients to active participants in learning. These perspectives, in turn, determine how historical and psychological research is embraced or rejected, as well as how societal values impact education, making it the predominant influence in educational foundations .

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