Q: It seems that some administrators are more concerned
with a process rather than using a philosophy for defining an
organization. What exactly does a
philosophy of education do for an institution?
How does a philosophy affect learning outcomes?
A: Education in the broadest sense is the way a social group
renews itself. Education is necessary
for the continuity of the group. Since we are all members of multiple groups,
the institution needs to determine which aspects of renewal are to be
addressed. These groups we are members of included geographic, political,
religious, professional, and familial, religious, human beings, and more. Groups have beliefs, history, hopes and
needs. For example under geographic
designation we are members of neighborhoods, cities, counties, countries, and
the world. Each has different demands on
our time and attention. People in Chicago
do not need to know about building codes in other cities. But we are all Americans and needs to know
what it takes to be citizens. Members
of ethnic or religious groups need to learn their history and traditions to
take their places within that society.
Just as a physical existence is renewed through breathing, eating,
building, and removal of waste, society is an entity that wants to transmit its
history, beliefs, ideas, social standards, and rituals. Society seeks to renew itself with the
education of the young or neophyte. The “young”
is not just the young in years, but anyone of any age who needs to be part of
the society. In the college we admit
students of many age groups. A forty
year old learning health science for a new career is “young” when measured
against what one needs to know the new career, but experienced in many other
aspects of life. Education and training
are the tools to attain the next level of being.
When teachers transmit knowledge of the past based on the
life experiences of society members, the students are able to create new
knowledge. Knowledge is the synthesis of data gathered from multiple
sources. Just as a baby is helpless
without language; a new student needs to learn the language and tools of the
next step they want to attain. For
example a person learning in the health sciences start by learning the
vocabulary of medicine, gross anatomy, microbiology, etiology of wellness, and
finally pathology. Then they can learn
the clinical skills to deal with patients.
A philosophy of education for the institution focuses the
behavior a large goal. The goal is an
ideal that is never really attainted.
With the philosophy in place the institution write the steps to create
learning goals. One of the main purposes of a college is to prepare students
for either their role in the society or the next step in their education.
Education is supposed to be a transmission of an organized body of knowledge.
At one time the “great books” of civilization formed the core of undergraduate
education. One had to understand Locke
and Plato to learn how the framers of the American Declaration of Independence
and constitution came up with the ideas of freedom and government.
If the goal of the College is to make sure students
understand society, then they much understand the historical and intellectual
background of the thinkers who came before.
Too often the study of history is the study of wars. The study of the thinkers of the society is
passed over. Sometimes a fighting war
gets in the way of the spread if ideas.
If the Germans were more interested in spreading knowledge, influence,
and making money, than conquering and killing, they would have emerged from the
1930’s and 1940’s as the dominant world civilization. So much of their intellectual might was killed
or forced into exile that the country never recovered.
A: How does a philosophy affect learning outcomes?
The philosophy makes a shell for the faculty to create class
and discipline level goals for learning outcomes.
A: What is the difference between a philosophy for traditional
education and one for progressive education?
The debate concerning traditional vs. progressive education
has been occurring in educational circles for at least 80 years. In traditional education the adults impose
adult standards and subject matters on the students. In a progressive philosophy teachers are
agents for the organization and transmission of knowledge. Teachers don’t impose academic materials,
they help students learn to be critical thinkers and act accordingly. The progressive school builds on the past so
that current society is understood, but does not dictate the future. What is
taught in the classroom is not static, but a dynamic foundation for the
future. Knowledge gained from
discovering the past as well as a hands-on searching and doing. Progressive
education, hopefully, prepares student to meet new situations that have never
existed in the experience of the teachers and texts.
The progressive educational philosophy runs the risk of
being dogmatic if it is not based on a critical examination of faculty-student
experience and the search for continuous improvement.
A: How do students learn from the past so that it is part
of the living present?
Critical learning skills are important at all levels of
education. Learning about the
connections between what we do today and the historical antecedents can be very
exciting. I am reminded of the 1978,
1994, 1997 PBS series, Connections.
James Burke, the creator, writer, and host of the series traces a series
of seemingly unconnected events, but by the end of the episode the viewers understand
a fundamental aspect of modern life.
(For more information see: “Connections (TV series)” http://en.wikipedia.org/wiki/Connections_%28TV_series%29 and http://topdocumentaryfilms.com/james-burke-connections/
)
The understanding of causality is important in all
disciplines. Since the physical sciences
have more precise experiments than the social sciences, causality may be easer
to visualize. Historical development may help understand current events while
understanding human development helps us understand adult behavior. Since performing experiments is one way to
understand the world. The philosophy has to encourage exploratory and
experimental behaviors. The philosophy
needs to include the theory learned via the text and the empirical and experiments
gains from doing and experiments. Text
based learning and experience are both important for a balanced education
system. One without the other leads to a
distorted understanding of the world.
To be continued …
Q: Thank you very much.
=========================
* Part twenty-two of imaginary interviews with the president of the College. After 20 interviews the president is no longer “new,” but since we are all works in progress I am continuing the series as if s/he were a “new president.” Please feel free to suggest new ideas for interviews and presidential comments. This article is for your information, amusement, and edification. Any connection to a real college president is strictly coincidental.
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