ERIC Number: ED232510
Record Type: RIE
Publication Date: 1983-Apr-23
Reference Count: 0
Mapping and Sequencing: Philosophy of Education Reconsidered.
Issues concerning philosophies of education are addressed. Education is defined as a process by which someone attempts to change another in a desirable way. The educational process can be represented on a continuum, one side of which primarily benefits the individual while the other side primarily benefits the community or society. The change being fostered in the educational process may be designed to maintain stability or to promote improvements or transformations. Beyond the individual and society and beyond a continuum of stability and change, there is a third dimension: relating the learner to the laws of nature, the principles that govern things, and the basic ideas of the world. Philosophies of education will arise as different meanings or different emphases are attributed to these different elements. Maps or charts of these different meanings or emphases were submitted to members of the Missouri Valley Philosophy of Education Society (MVPES) and to college students. Respondents were asked to locate on the map what American high schools should most emphasize or what they do emphasize. MVPES respondents were also asked to rate the philosophy associated with Horace Mann, Plato, Dewey, Rousseau, and A. S. Neill. The way that different philosophies relate to each other and other questions are discussed. (SW)
Publication Type: Opinion Papers; Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Missouri Valley Philosophy of Education Society (April 23, 1983).