The philosophical foundation of the program helps to determine the main purpose of education, as well as the roles of the different participants. While all foundations propose to set program goals, the philosophy presents the mindset from which those goals are created. Motor philosophy suggests whether education should develop the individual or impose group norms (Ornstein & Hunkins, pp. 34-36); When it comes to applying group standards, it also defines whether they should be the standards of the current set or a step towards changing these standards. Philosophies vary in the perception of truth, from the absolute to the relative, and from the moralist to the scientific (34-37). In all this, his own philosophy defines the role of the teacher, which ranges from the omniscient authoritarian to that of a mentor, and the role of the student, an empty vessel obedient to an individual worthy of actively participating in his own educational process. If we look through the prism of history, we see how philosophies have gained and lost popularity in society, and how even psychological research is accepted, ignored or even rejected because of the philosophical position of the time. Therefore, philosophy is a crucial determinant of curriculum trends and curriculum development process by helping to clarify our thought process. And because philosophy is a process of the mind, there are a variety of philosophical thoughts that must be taken into account. Idealism is considered one of the oldest philosophical systems, the main representative of which was the Greek philosopher Plato. Idealism advocates that ideas represent what is real and permanent, that is, ideas are the only true reality. Idealism also emphasizes the spiritual component of man, that is, man is a spiritual being.
Society is a reflection of the dominant philosophies of the masses and demands that the study of the sociological foundations of the program include consideration of philosophical foundations. Society is dynamic, the changing popularity of a particular philosophy reflecting factors such as environmental and economic needs: times of war or peace, recession or times of plenty, changing technology, etc. For example, when a nation is at war, there is more emphasis on sacrificing moral principles and adhering to group norms for the greater good. In such moments, however, there will be disagreements based on counter-philosophical ideas; The strength of his philosophical beliefs determines his perception of current events, including those affecting education. “Fabric should be taught for use.” Proponents of this theory believe that the value of a subject depends on the use made of it. This position stems from the philosophical belief that value is operationally instrumental. Welcome to the philosophical underpinnings of the program. In this chapter, we will examine idealism, realism, pragmatism, existentialism, and educational philosophies, which are perennialism, essentialism, progressivism, and reconstructionism. Just as curriculum can be defined in different ways, one can approach curriculum assessment and creation through more than one basic lens: philosophical, historical, psychological and sociological.
All four are important in influencing the curriculum and teaching. However, it is the philosophical foundation that has the greatest significance, because through its own philosophical perspectives, the historical, sociological and psychological foundations are both perceived and applied. The AMINTAPHIL book series examines the philosophical foundations of law and justice from the perspective of academic philosophy, practical political science, and applied jurisprudence. The American Section of the International Association for the Philosophy of Law and Social Philosophy (AMINTAPHIL) oversees the series, which devotes each volume to the most pressing current issues in legal theory and social justice. Every two years, AMINTAPHIL organizes meetings of eminent scholars of philosophy, law and politics to discuss the philosophical foundations of important issues. The AMINTAPHIL volumes present the final results of these discussions. Table 3.1 summarizes the different educational philosophies. The abstract highlights the philosophical basis of each of the educational philosophies, the educational objectives, the knowledge highlighted and the educational role, and suggests what the program should focus on, as advocated by each of the respective philosophies. The Philosophical Foundations of Law series aims to develop work at the interface of legal philosophy and doctrinal law.
The volumes in the series bring together leading philosophers and jurists to present original works on the theoretical foundations of the material fields of law or central themes of the philosophy of law. Together, the essays provide a roadmap of current philosophical work in the field for lawyers and philosophers seeking new, high-quality work, and inspire further research by specialists in the field. The psychological foundation of curriculum and teaching has continued to develop, especially with the exponential growth of neuroscience research. The 1990s were dubbed the Decade of the Brain (Clemons, 2005), and great advances were made in the psychology of learning. It could be argued that it is the psychological foundations of the curriculum that are most important, because here we understand how students learn; how to increase student motivation and satisfaction; how to succeed in its many definitions. However, current curriculum decisions and educational practices in many schools do not yet fully match current research due to the dominant philosophies of administrative authorities in the field of education. Again, it is the philosophical foundation that has the greatest meaning, because it has the greatest power. To gain acceptance for research-based educational practices, we must not only demonstrate the success of these practices, but also work to change the dominant philosophies that influence societal attitudes. If we return to the historical basis of curriculum study, we should also warn ourselves that current research is just that: current. Future psychological research could provide new information.
By adopting a guiding philosophy, one does not marry with a particular basis of psychological or sociological thought that history reminds us that it is constantly evolving, and instead one can remain fluid in the way philosophically grounded goals are achieved. Pragmatists therefore advocated considering reality as instrumental, that is, using it as an instrument to solve problems. The philosophy is therefore based on practical utility, that is, on the “monetary value of ideas”. Therefore, the truth is what works, what comes out all night. The truth should also be the idea that has been tested, verified, and found effective in solving problems. Pedagogical objective: Develop learners` ability to cope with future problems The following video combines philosophies with curricular designs and design considerations: Culture in every society involves cherished traditions. In this context, the program can be seen as a reflection or part of the culture.