Phillosophy of education

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  • 1. Rights in relation toeducation may beclaimed : on behalf of children for parents.

2. Claims of parents against the wider community, (represented by the state) Claims against children themselves (the claims of parents to limit childrens freedom, require certain behaviors of them, and bring them up in certain ways of the parents choosing.) 3. Religious education Secular education 4. parentshave a prior right to choose the kind ofeducation that shall be given to their children Education shall be directed to the fulldevelopment of the human personality and tothe strengthening of respect for human rightsand fundamental freedoms Education shall promote understanding,tolerance and friendship among all nations,racial or religious groups, and shall further theactivities of the United Nations for themaintenance of peace 5. The wider adult world may also intervene to protect the child from indoctrinationor an education which in other ways fallsshort of that to which a future citizen is felt to be entitled 6. places emphasis on significant differencesbetween the concepts of socialization andeducation 7. Socialization Belief Values Practices of existing society Education The development of: The critical insight The qualities of self-assurance and selfconfidence essential To the development of personal autonomy 8. To choose the nature of their childrenseducation, whether in a particularschool or delivered otherwise (quotethe British 1944 Education Act) private schools educational selection within the state system 9. Parents intentions in the matter of child-rearing in an era of postmodernity: First, most children are brought into the worldvoluntarily and intentionally by their parents. Second, most children are brought up by atleast one of their parents and the majority byboth. 10. expected to indicate a willingness on thepart of both parents to enter into arelationship with that child when it arrives 11. Deliberation Manifestation the will and intention Planning 12. Being prepared to care for the children Bearing the cost Looking after them Living together with them Sharing a number of material goods Being there when needed Being prepared to listen Being considered about the amount oftime or resources to be devoted to thechildren 13. a number of different means can oftenbe taken to achieve a particular end there may be a wide divergence ofopinion regarding the ends to beachieved in education and child-rearing. 14. Not everything can be brought intoaccord with our nature. 15. The acceptance of pluralism at the levelof society cannot be simply duplicatedat the family level. It is possible to accept that differentconceptions of the good life exist, this isa merely cognitive acceptance 16. To care for ones children means to carefor what they care for. 17. Children cannot be taught everythingrationally, so that the parents have toprevent them from destroying their livesor their future as long as society placeschildren in their charge Parents apathy To remain indifferently to everything childrendo is to neglect them 18. as a relationship that people havesought themselves, in which they areprepared to invest much of their time,resources, and themselves, and thatmakes them proud of what they havemade of their children and feel deepsorrow if their children cannot leadsatisfactory lives. 19. There must be a presumption that manychosen ways of life (secular or religious) aresufficient moral value for it to be permissiblefor children to be brought up according totheir values, customs, and traditions. We enter the world as separate and equalbeings and that the right to choose a wayof life that is assumed by the parent cannotultimately be denied the child, either byphysical coercion or by indoctrination orthe denial of access to education andwider knowledge 20. It is important that the believer shouldnot only follow the religious precepts butshould choose to do so voluntarily If a way of life is truly good, anyadditional knowledge, speculation, orenquiry is bound to strengthen ratherthan undermine it 21. It becomes increasingly difficult for parentsto envisage a precise for their offspring. Nor is it any longer appropriate to regardtheir parental role as one in which they areobliged always to be right, as well aspossessing absolute power and authority,though they may be as aware as ever thatwhat they do for their children will make asignificant difference to their life