This document discusses different metaphysical perspectives and their implications for education:
- Idealism views ideas as the only true reality and focuses on developing students' abilities through subjects like literature and philosophy using discussion-based methods.
- Realism believes the physical world is ultimately real and emphasizes science and math taught through demonstration and recitation to develop critical thinking skills.
- Pragmatism sees reality as constantly changing and focuses on hands-on problem solving and experiential learning through projects and group work.
- Existentialism views reality as subjective to the individual so education should allow for personal choice and focus on self-direction rather than standardized curriculum.
This document discusses different metaphysical perspectives and their implications for education:
- Idealism views ideas as the only true reality and focuses on developing students' abilities through subjects like literature and philosophy using discussion-based methods.
- Realism believes the physical world is ultimately real and emphasizes science and math taught through demonstration and recitation to develop critical thinking skills.
- Pragmatism sees reality as constantly changing and focuses on hands-on problem solving and experiential learning through projects and group work.
- Existentialism views reality as subjective to the individual so education should allow for personal choice and focus on self-direction rather than standardized curriculum.
This document discusses different metaphysical perspectives and their implications for education:
- Idealism views ideas as the only true reality and focuses on developing students' abilities through subjects like literature and philosophy using discussion-based methods.
- Realism believes the physical world is ultimately real and emphasizes science and math taught through demonstration and recitation to develop critical thinking skills.
- Pragmatism sees reality as constantly changing and focuses on hands-on problem solving and experiential learning through projects and group work.
- Existentialism views reality as subjective to the individual so education should allow for personal choice and focus on self-direction rather than standardized curriculum.
This document discusses different metaphysical perspectives and their implications for education:
- Idealism views ideas as the only true reality and focuses on developing students' abilities through subjects like literature and philosophy using discussion-based methods.
- Realism believes the physical world is ultimately real and emphasizes science and math taught through demonstration and recitation to develop critical thinking skills.
- Pragmatism sees reality as constantly changing and focuses on hands-on problem solving and experiential learning through projects and group work.
- Existentialism views reality as subjective to the individual so education should allow for personal choice and focus on self-direction rather than standardized curriculum.
Download as PPT, PDF, TXT or read online from Scribd
Download as ppt, pdf, or txt
You are on page 1of 15
Metaphysics
for Teachers Metaphysics What is metaphysics?
The term metaphysics literally means
“beyond the physical.” This area of philosophy focuses on the nature of reality. Metaphysics attempts to find unity across the domains of experience and thought. Metaphysics in Education Idealism • is a philosophical approach that has as its central tenet that ideas are the only true reality, the only thing worth knowing. • Plato (Father of Idealism) • Plato believed that there are two worlds • the spiritual or mental world, which is eternal, permanent, orderly, regular, and universal • the world of appearance, the world experienced through sight, touch, smell, taste, and sound, that is changing, imperfect, and disorderly Metaphysics in Education Idealism in Education In idealism, the aim of education is to discover and develop each individual's abilities and full moral excellence in order to better serve society. The curricular emphasis is subject matter of mind: literature, history, philosophy, and religion. Teaching methods focus on handling ideas through lecture, discussion, and Socratic dialogue. Introspection, intuition, insight, and whole-part logic are used to bring to consciousness the forms or concepts which are latent in the mind. Character is developed through imitating examples and heroes. Metaphysics in Education Realism • Realists believe that reality exists independent of the human mind • The ultimate reality is the world of physical objects. The focus is on the body/objects. • According to Aristotle, the aim is to understand objective reality through "the diligent and unsparing scrutiny of all observable data." • Aristotle believed that to understand an object, its ultimate form had to be understood, which does not change. Metaphysics in Education Realism in Education The Realist curriculum emphasizes the subject matter of the physical world, particularly science and mathematics. The teacher organizes and presents content systematically within a discipline, demonstrating use of criteria in making decisions. Teaching methods focus on mastery of facts and basic skills through demonstration and recitation. Students must also demonstrate the ability to think critically and scientifically, using observation and experimentation. Curriculum should be scientifically approached, standardized, and distinct-discipline based. Character is developed through training in the rules of conduct. Metaphysics in Education Pragmatism (Experientialism) • For pragmatists, only those things that are experienced or observed are real. • Pragmatists believe that reality is constantly changing and that we learn best through applying our experiences and thoughts to problems, as they arise. • Pragmatism is derived from the teaching of Charles Sanders Peirce (1839-1914), who believed that thought must produce action, rather than linger in the mind and lead to indecisiveness. • John Dewey believed that learners must adapt to each other and to their environment. Metaphysics in Education Pragmatism in Education Schools should emphasize the subject matter of social experience. All learning is dependent on the context of place, time, and circumstance. Different cultural and ethnic groups learn to work cooperatively and contribute to a democratic society. For Pragmatists, teaching methods focus on hands-on problem solving, experimenting, and projects, often having students work in groups. Metaphysics in Education Existentialism • The nature of reality for Existentialists is subjective, and lies within the individual. • Existence comes before any definition of what we are. • Soren Kierkegaard believes that we must recognize the finiteness of our lives on this small and fragile planet, rather than believing in salvation through God. Metaphysics in Education Existentialism in Education Related to education, the subject matter of existentialist classrooms should be a matter of personal choice. Teachers view the individual as an entity within a social context in which the learner must confront others' views to clarify his or her own. Character development emphasizes individual responsibility for decisions. Real answers come from within the individual, not from outside authority. Examining life through authentic thinking involves students in genuine learning experiences. Existentialists are opposed to thinking about students as objects to be measured, tracked, or standardized. Such educators want the educational experience to focus on creating opportunities for self-direction and self actualization. They start with the student, rather than on curriculum content. Metaphysics for Teachers "The degree to which our metaphysical worldview is correct is the degree to which we are able to comprehend the world, and act accordingly. Without this firm foundation, all knowledge becomes suspect. Any flaw in our view of reality will make it more difficult to live." - Landauer and Rowland Questions to Ponder as a Teacher in the World of Metaphysics Theology: 1. Is it possible to motivate all students to want to learn? 2. Is a student’s ability to learn innate or acquired? 3. Should all people have the same access to education? Questions to Ponder as a Teacher in the World of Metaphysics Ontology: (Nature of Being) 1. What is knowledge? 2. Are the students basically capable people or incapable people? Questions to Ponder as a Teacher in the World of Metaphysics Cosmology: (Nature of the World) 1. How orderly should my classroom be? 2. Should the curriculum be structured or determined students? Thank you!