Philosophy of Education

Philosophy of education can refer to either the academic field of applied philosophy or to one of
any educational philosophies that promote a specific type or vision of education, and/or which
examine the definition, goals and meaning of education.
As an academic field, philosophy of education is "the philosophical study of education and its
problems...its central subject matter is education, and its methods are those of philosophy".[1] "The
philosophy of education may be either the philosophy of the process of education or the philosophy
of the discipline of education. That is, it may be part of the discipline in the sense of being concerned
with the aims, forms, methods, or results of the process of educating or being educated; or it may be
metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the
discipline."[2] As such, it is both part of the field of education and a field of applied philosophy, drawing
from fields of metaphysics,epistemology, axiology and the philosophical approaches (speculative,
prescriptive, and/or analytic) to address questions in and about pedagogy, education policy,
and curriculum, as well as the process of learning, to name a few.[3] For example, it might study what
constitutes upbringing and education, the values and norms revealed through upbringing and
educational practices, the limits and legitimization of education as an academic discipline, and the
relation between educational theoryand practice.
Instead of being taught in philosophy departments, philosophy of education is usually housed in
departments or colleges of education, similar to how philosophy of law is generally taught in law
schools.[1] The multiple ways of conceiving education coupled with the multiple fields and approaches
of philosophy make philosophy of education not only a very diverse field but also one that is not
easily defined. Although there is overlap, philosophy of education should not be conflated
witheducational theory, which is not defined specifically by the application of philosophy to questions
in education. Philosophy of education also should not be confused with philosophy education, the
practice of teaching and learning the subject of philosophy.
Philosophy of education can also be understood not as an academic discipline but as
a normative educational theory that unifies pedagogy, curriculum, learning theory, and the purpose
of education and is grounded in specific metaphysical, epistemological, and axiological assumptions.
These theories are also called educational philosophies. For example, a teacher might be said to
follow a perennialist educational philosophy or to follow a perennialist philosophy of education.
Educational psychology is the branch of psychology concerned with the scientific study of human
learning. The study of learning processes, from both cognitive and behavioral perspectives, allows
researchers to understand individual differences in intelligence, cognitive development, affect,
motivation, self-regulation, and self-concept, as well as their role in learning. The field of educational
psychology relies heavily on quantitative methods, including testing and measurement, to enhance
educational activities related to instructional design, classroom management, and assessment,

which serve to facilitate learning processes in various educational settings across the lifespan. [1]
Educational psychology can in part be understood through its relationship with other disciplines. It is
informed primarily bypsychology, bearing a relationship to that discipline analogous to the
relationship between medicine and biology. It is also informed by neuroscience. Educational
psychology in turn informs a wide range of specialities within educational studies,
including instructional design, educational technology, curriculum development, organizational
learning, special educationand classroom management. Educational psychology both draws from
and contributes to cognitive science and the learning sciences. In universities, departments of
educational psychology are usually housed within faculties of education, possibly accounting for the
lack of representation of educational psychology content in introductory psychology textbooks. [2]
The field of educational psychology involves the study of memory, conceptual processes, and
individual differences (via cognitive psychology) in conceptualizing new strategies for learning
processes in humans. Educational psychology has been built upon theories of Operant conditioning,
functionalism, structuralism, constructivism, humanistic psychology, Gestalt psychology, and
information processing.[1]
Educational Psychology has seen rapid growth and development as a profession in the last twenty
years.[3] School psychology began with the concept of intelligence testing leading to provisions for
special education students, whom could not follow the regular classroom curriculum in the early part
of the 20th century.[3] However, "School Psychology" itself has built a fairly new profession based
upon the practices and theories of several psychologists among many different fields. Educational
Psychologists are working side by side with psychiatrists, social workers, teachers, speech and
language therapists, and counselors in attempt to understand the questions being raised when
combining behavioral, cognitive, and social psychology in the classroom setting
The sociology of education is the study of how public institutions and individual experiences
affect education and its outcomes. It is mostly concerned with the public schooling systems of
modern industrial societies, including the expansion of higher, further, adult,
and continuing education.[1]
Education has often been very much so seen as a fundamentally optimistichuman endeavour
characterised by aspirations for progress and betterment.[2]It is understood by many to be a means of
overcoming handicaps, achieving greater equality, and acquiring wealth and social status.
[3]
Education is perceived as a place where children can develop according to their unique needs and
potential.[2] It is also perceived as one of the best means of achieving greater social equality.[3] Many
would say that the purpose of education should be to develop every individual to their full potential,
and give them a chance to achieve as much in life as their natural abilities allow (meritocracy). Few
would argue that any education system accomplishes this goal perfectly. Some take a particularly
negative view, arguing that the education system is designed with the intention of causing the social
reproduction of inequality.

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Philosophy of education can refer to either the academic field of applied philosophy or to one of

educational activities related to instructional design, classroom management, and assessment,

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