Interaction Between Philosophy and Teaching Practice

Literature Review: INTERACTION BETWEEN PHILOSOPHY OF
EDUCATION AND TEACHING PRACTICE
GUIDE QUESTIONS:
1. SUMMARY OF THE ARTICLE
The article tried to analyze the interaction between philosophy of education

and
teaching practice. Where various authors understand “philosophy of
education” in a different manner. Using historical and philosophical analysis,
the author showed that philosophy of education implements adopted
philosophical (world view) paradigms in various teaching practices. A
consensus was also reached in the understanding of value foundations of
contemporary teaching practice. The main conclusion of the conducted
research is the proof that philosophy of education in its new interpretation is
not only theoretical understanding of foundations and manifestations of
educational process, but also practice, direct implementation of educational
theoretical groundwork in everyday life.
2. WHAT IS THE SUBJECT MATTER?
Its subject matter includes the acceptance of “philosophy of education” as

mandatory measurement of competent and responsible practice in education,
which is proving the need of teaching practice based on philosophical
principles and the changes in methodological foundations of education, in
philosophical expectations that are essential in the development of
educational practices and modernization of professional school.
3. WHAT ARE THE PROBLEMS IT DEALS?
There are various philosophical problems that have been stated in the article,
since authors viewed Philosophy of Education in a different perspective, for
instance, Ancient Greeks, including Socrates, Plato, Aristotle, understood
practice as human activity, actions, aimed at respective goals, at finding the
truth for the sake of it. Aristotle thought that knowledge should be assimilated
during practical work. Two absolutely opposite approaches of medieval
philosophy in practical activity – theological and logical- gnostic – generated
various views on practical human cognitive activity. 3388 B. M. BIM-BAD
AND L. I. EGOROVA. In the days of Renaissance “a man rises to such level
where he can create himself and transform nature according to his ideas
about the ideal” for the first time. However, representatives of the
Renaissance saw the point of human activity not in practical activity, but in
transformation of the world through the phenomenon of creativity. We
consider this the basis of the problem of creative cognitive analysis of practice
as a philosophical universal category. Today this problem is still given little
attention, especially in the field of teaching. The age of Enlightenment had its
own interpretation of how practice was understood in ancient times and in the
days of Renaissance and explained it as conscious moral activity detached
from reality and based on feelings (the outside) and reflection (the inside).
The role of practice in those times was reduced to experience and
experiment.
4. What are the types of solutions it offers?
The emergence of the Department of Cultural Extension in Brazil was one of

the most significant events in practical activities. Thus, groups of cultural
extensions were formed. Freire’s philosophy soon found wide use in pre-
higher and higher education and later extended over general education
school. J.F. Rosenberg gave an interesting definition of philosophy, he stated,
“Philosophy is what people do. It is practice” which undoubtedly assures that
philosophical aspect of human formation, including formation of a teacher.
5. WHAT ARE THE ARGUMENTS THE AUTHORS OFFER?
According to B.M. Bim-Bad, currently the primary focus of educational

philosophers is on the concept of education itself. Traditional view of it as a
process and result of studying in schools and higher education institutions is
gradually replaced by a view of education as a wide range of all kinds of
experience, which influence the growth and development of an individual
during all their life. Important role of informal, spontaneous learning in the
content and method of human education is being understood. Limits of
human ability to learn, study and perfect through science have not been
determined yet. Limits of the rate of learning are also not known. A man has a
unique, as compared to other known creatures, ability to modify their
reactions and ways of interaction with natural and social environment in view
of accumulated experience.
Now education science unanimously recognizes the fact that abilities of

students significantly increase when not only their intellect is used, but when
emotions are also taken into account, when good physical well-being is
secured, when their strong-willed decision to study is strengthened. At
present, education is aimed at the same time at development of intellect,
character and feelings (good will), civic consciousness, democratic nature,
patriotism and humanity.
There is more and more proof and evidence of the fact that emotions are of
great importance in the process of learning and studying, that thinking
processes depend on how friendly the emotional atmosphere of school and
class is. It is also admitted that the process of assimilation (comprehension
and use) of such sign systems as natural languages or “languages” or
mathematics, art, chemistry, etc., is highly significant for
development and perfection of a person. Handling signs is what makes a man
able to think, to generalize information and ideas at a high level. Thus a man
acquires an ability to solve tasks quickly and find the shortest way to new
knowledge. Imitation, memorization and reproduction are replaced by
dialogues, group projects, exchange of observations and discoveries.
Learning through activity wins.
Declaring adherence to certain values is not enough for formation of a new

kind of education system. Axiologisation of teaching of educational subjects
on the basis of values recognized as priority ones, as well as unity of content
and form of education in educational institutions, is also necessary. For this
reason, within axiologically-oriented philosophical and educational discourse
two groups of values are considered: 1) the ones that education should be
focused on now and in the longer term; 2) the ones that should be created
and formed within the educational process itself.
6. MY ASSESSMENT OF THE ARGUMENTS PROPOSED BY THE AUTHOR?
Teaching philosophy is an essential and active element of a teacher being

said, “Education without philosophy is blind and philosophy without
education is invalid” (Thomas, 1968). For me, as an educator, education
without philosophy is like a teacher who knows the lesson to be discussed
but does not know what methods and strategies to be used to be able to
deliver the lesson at its best where it can be understood by learners. Duffy
(1998, cited in Sheridan & Moore, 2009) identifies that there is a need to
imbue teachers/pre-service teachers with strong personal philosophies and
decision making skills that require “thoughtful adaptation rather than
technical compliance”. This suggests that teachers need to develop their
own perceptions and views on teaching and not simply follow a common
course of actions and beliefs.
7. WHAT ARE MY COUNTER ARGUMENTS?

Philosophy of education in its new understanding is not only theoretical
comprehension of foundations and manifestations of educational process, but
also practice, direct implementation of theoretical educational groundwork into
everyday life. Philosophy of education does not just depend on the
evolvement of social philosophy (and philosophy on the whole), it also
implements established philosophical (world view) paradigms in various
educational practices through its methodologies. Thus, within philosophy of
education practice is a means of cognition, transformations of teaching,
mastery of reality in the process of educational activity.

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Literature Review: INTERACTION BETWEEN PHILOSOPHY OF

EDUCATION AND TEACHING PRACTICE

1. SUMMARY OF THE ARTICLE

The article tried to analyze the interaction between philosophy of education

2. WHAT IS THE SUBJECT MATTER?

Its subject matter includes the acceptance of “philosophy of education” as

3. WHAT ARE THE PROBLEMS IT DEALS?

4. What are the types of solutions it offers?

The emergence of the Department of Cultural Extension in Brazil was one of

5. WHAT ARE THE ARGUMENTS THE AUTHORS OFFER?

According to B.M. Bim-Bad, currently the primary focus of educational

Now education science unanimously recognizes the fact that abilities of

Declaring adherence to certain values is not enough for formation of a new

6. MY ASSESSMENT OF THE ARGUMENTS PROPOSED BY THE AUTHOR?

Teaching philosophy is an essential and active element of a teacher being

7. WHAT ARE MY COUNTER ARGUMENTS?

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