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A Generic Clarifying Function of Philosophy of Education.

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Bibliographic Details
Title: A Generic Clarifying Function of Philosophy of Education.
Authors: Sutton, Kenneth R., Kofoid, Charles M.
Peer Reviewed: N
Page Count: 10
Publication Date: 1970
Descriptors: Educational History, Educational Philosophy, Educational Theories, Foundations of Education, Philosophy, Self Congruence, Student Needs, Teacher Education
Abstract: If there is to be a funeral for philosophy of education because of the conflict regarding its nature and functions, it will be a political funeral rather than a functional one. Diversity in philosophies suggests their generic function, which is a potent factor in the preparation and professional improvement of a teacher. A consideration of different theories of philosophy leads to the conclusion that philosophic functions are generically ongoing clarifications of cultural orientations. With such a definition in a course concerned with philosophies of education, aspirant teachers will be better prepared for their work and will be able to interpret what they do as teachers and what is being done to them by others. Obviously, no student can perform all functions possible in a generic treatment of philosophy of education, but they will all think and experience differently. Thus, a generic assumption concerning the nature of philosophies of education would give the greatest assurance of particular student identifications with a function in education that is philosophic. (JA)
Journal Code: RIEDEC1973
Entry Date: 1973
Accession Number: ED080449
Database: ERIC
Description
Abstract:If there is to be a funeral for philosophy of education because of the conflict regarding its nature and functions, it will be a political funeral rather than a functional one. Diversity in philosophies suggests their generic function, which is a potent factor in the preparation and professional improvement of a teacher. A consideration of different theories of philosophy leads to the conclusion that philosophic functions are generically ongoing clarifications of cultural orientations. With such a definition in a course concerned with philosophies of education, aspirant teachers will be better prepared for their work and will be able to interpret what they do as teachers and what is being done to them by others. Obviously, no student can perform all functions possible in a generic treatment of philosophy of education, but they will all think and experience differently. Thus, a generic assumption concerning the nature of philosophies of education would give the greatest assurance of particular student identifications with a function in education that is philosophic. (JA)