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Understanding Philosophy of Education: Senses of Common and Technical in Schools

Common and Technical Senses:  “Philosophy of education” is a broad and complex subject. The field of philosophy of education encompasses many different sub-disciplines and schools of thought. It is therefore important to gain an understanding of its nature before beginning to study it in depth.

The scope, nature, and aims of the philosophy of education are not easy to grasp at first reading. There are so many nuances that it can be hard to get your head around them all. It would also be easy to assume that the philosophy of education is only relevant for those who intend to teach or study these subjects as a career choice – but nothing could be further from the truth. Understanding Philosophy Education will not only have an impact on your future academic studies but will provide you with useful insights into life in general.

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Understanding Philosophy of Education: Senses of Common and Technical in Schools

Common and Technical Senses in Philosophy of Education: BusinessHAB.com

 

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Common and Technical Senses in Philosophy of Education: Thinking about becoming a teacher? Or maybe you just love philosophy and want to keep your brain active. Either way, the field of philosophy of education may be perfect for you. In this blog post, we will discuss the different branches of philosophy that relate to education: the common sense version and the technical version. Let’s get started!

Common and Technical Senses in Philosophy of Education

Senses of education

Common and Technical Senses in Philosophy of Education: Education is a process of facilitating the intellectual, moral, and physical development of individuals. The goal of education is to help people develop their full potential. To do this, an educational system must provide children with the information, knowledge, and skills they need to navigate our complex world.

Philosophy of Education: Common Sense Version

Common and Technical Senses in Philosophy of Education: Philosophy of Education is the study of the nature and effects of education. It is based on the assumption that there is a philosophy of any and all subjects that can be studied in a methodical way, including the nature of knowledge, the nature of the knower, the nature of belief, and the nature of reality. Common sense can be defined as a belief or way of thinking that is widely accepted. In education, the “common sense” version of philosophy of education refers to the widely accepted beliefs about education. Although each branch of philosophy of education has its own distinctive set of assumptions, they all view education as a process of facilitating intellectual, moral, and physical development. In the common sense version of philosophy of education, these assumptions are taken for granted. No special attention is given to why they are accepted or to the reasons for their continued popularity.

What is the Technical Version of Philosophy of Education?

Common and Technical Senses in Philosophy of Education: Philosophy of education is the critical examination of assumptions about how children learn, how individuals should be educated, and what role education should play in society. In the technical version of philosophy of education, advanced concepts are used to analyze these assumptions and related issues. The technical version of philosophy of education is an intellectual activity. Its purpose is to clarify the nature of the assumptions being made and to evaluate the reasons for accepting them.

Focus on Learning Theory in Philosophy of Education

Common and Technical Senses in Philosophy of Education: The learning theory branch of philosophy of education is concerned with how people learn. This branch is primarily interested in the nature of knowledge. It asks questions about how people acquire knowledge, how they come to know different things and their potential for acquiring knowledge. More broadly, it seeks to determine the nature of knowledge, the conditions that promote the acquisition of knowledge, and the nature of the knower. The four most common learning theories are associationism, behaviorism, constructivism, and social constructivism. Let’s take a closer look at each one of these. First, associationism is the belief that learning is a matter of forming associations between existing knowledge and new information. Associationism is rooted in the early research of psychologists such as Ivan Pavlov, Edward Thorndike, and John B. Watson. Moreover, the main focus of associationists is on the formation of new connections between ideas and skills. Second, behaviorism is the belief that learning is a matter of acquiring positive or negative reinforcement that leads to the formation of certain habits and skills. Behaviorism is based on the early research of psychologists such as B. F. Skinner and Ivan Pavlov. Third, constructivism is the belief that learning is a matter of constructing new concepts, skills, and mental representations in the mind. Constructivism is related to a number of different perspectives, including phenomenology, symbolic interactionism, and developmentalism. Fourth, social constructivism is the belief that learning is a matter of achieving shared understandings with other people through discourse and dialogue. Social constructivism is associated with the work of sociologists such as Jürgen Habermas, Anthony Giddens, and Pierre Bourdieu.

Focus on Moral Development in Philosophy of Education

Common and Technical Senses in Philosophy of Education: The moral development branch of philosophy of education is concerned with how people develop morally. This branch is primarily interested in the nature of morality. It asks questions about what defines right and wrong, how we decide what is right and wrong, and how these values are transmitted from one generation to the next. The three most common moral development theories are justice, care, and virtue. Let’s take a closer look at each one of these. First, justice theory is the belief that we acquire our moral values and learn about right and wrong by entering into social relationships and engaging in disputes with others. Justice theorists are primarily interested in how we come to agree on what is right and wrong and who should be entitled to what advantages. Second, care theory is the belief that we acquire our moral values and learn about right and wrong by attending to others’ feelings and needs. Care theorists are primarily interested in how we decide what is right and wrong and what level of care is appropriate in different situations. Third, virtue theory is the belief that we acquire our moral values and learn about right and wrong by strengthening certain desirable qualities of character. We acquire these moral values and learn about right and wrong by enhancing qualities like courage, responsibility, civility, and curiosity.

Concluding remarks

Common and Technical Senses in Philosophy of Education: Philosophy of education is a very broad field, and each branch is concerned with a wide range of issues. Some of these issues are controversial and have been the subject of intense debate for decades. The common sense version and the technical version of philosophy of education both have their strengths and weaknesses. In the common sense version, well-established assumptions about education are accepted without careful examination. In the technical version, assumptions are carefully examined and arguments are assessed. Ultimately, both versions of philosophy of education are important and valuable. They reflect different ways of thinking that help us to better understand ourselves and the world in which we live.

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