Naturalism As Philosophy Of Education

What is your philosophy of education?: Establishing philosophy of education in light of the wisdom of the past. The a lot of wisdoms and ideologies of our pluralistic society provide competing, even contradictory answers to such concerns. Yet another ideology might hold that the requirements of the child come 1st in any educational organization, consequently, there will be occasions when policies have to be ignored. Prior to all those issues that nonetheless have no answers, philosophy shows a blind interest.

But because of its educational utility, we will focus on a significant emphasis of essential philosophy: philosophy as criteriology, the study of the sources, justifications, and types of criteria for choice-creating. Educational criteriology preserves the commitments of the vital tradition in that its inquiry is not restrained by any of the absolutes recognized by traditions of wisdom or ideology. And for educators, educational criteriology supplies a potent tool for decision-making amidst a plurality of competing wisdoms and ideologies.

Most, if not all, of the huge educational concerns can be recast as queries about the option of criteria for selection-generating. Limiting the possibly broader scope of essential philosophy to educational criteriology is a cautious way to commence. The problem for educators in a pluralistic society is that they should deal with competing wisdoms and ideologies. Thus, in focussing on education we will restrict critical inquiry to criteriology, that is, it is the study of the justifications, sources, and types of criteria for decision-generating in educational contexts. The school curriculum also embodies the political and cultural values and ideals that a society resolves to determine with.

Via its public college curriculum, a modern society represents to itself and its wards the nation, its heritage, cultural pasts, and current socio-cultural, financial and political aspirations. In a culturally diverse society, choices with regards to what is worthy of inclusion in the curriculum and what should be kept out come to be contested, as distinct sections of society have diverse views on the concern. And I do believe there is a hidden agenda behind the education of our young children.

Under the theme entitled Culture and School Curriculum”, the Conference proposes to explore the social, psychological and philosophical dimensions of curriculum in terms of educational aims, and desirable political and cultural values. It is expected that carrying out so will help unravel the ideological and political contestations that have come to characterise school curriculum reform in present-day society.