What is Educational Philosophy?

What is Educational Philosophy?

This article seeks to know what educational philosophy is, define the word philosophy, emphasizing that it is Greek and composed of two: Philo and Sophia. Therefore it means friendship for wisdom, love, and respect for knowledge. “Philosophy indicates a state of mind of the person who loves knowledge, esteem that he also seeks and respects it.”

Analogously, it can thus conceptualize the philosophy of education as a set of ideas that defines us as education, highlighting the relevance of understanding the philosophy of education as a science and its objectivity. In this conception, the school grants dialogue, the possibility of contestation, the possibility of discussion, and even more so when the individual reaches consensus, by staining this level that is his role with society.

Keywords: State of mind. Analog conception. Dialogue. Science.


1.1 What is Educational Philosophy?

The word philosophy is Greek, being composed of two: Philo and Sophia. Philo and derivatives of the former, which means; friendship, brotherly love, respect for equals, and the second that is Sophia means wisdom. What is Educational Philosophy? philosophy means friendship for wisdom, love, and respect for knowledge. It can be defined according to (CHAUÍ, p.190) that: ” Philosophy indicates a state of mind, that of the person who loves, that is, desires knowledge, esteem, seeks and respects”.

We sometimes come across people talking about their conceptions of life describing them as, “this is my philosophy of life.” Given this statement, one may think that the author of this sentence is referring to a more or less coherent set of ideas that regulate his way of living and seeing the world, also gives reference to his moral behavior, his ethics, which considers right or wrong, beautiful or ugly, that is, it is a conception formed in his view of reading the general scope of life and how I defined it. According to SAVIANI (2000, p. 45):

It turns out, however, that men’s communication with each other and with things establishes a self-sufficient relationship. Therefore, it is not a matter of using an element to reach a certain objective, nor of recognizing freedom, or of apprehending objective reality from the point of view of truth. It is an intrinsic meaning to the relationship itself (aesthetic domain).

The educational philosophy consists in propitiating, through teaching, the maturation of the person, in order to make them define their own life, having the conscience that you have the power to decide, that is, to make their choice, that from From these choices you can receive the consequences either positively or negatively, this is through the reaction of choice, this reaction to the person cannot choose.

Analogously, it can thus conceptualize the philosophy of education as a set of ideas that defines us as education.

1.2 In education what is philosophy for?

In the culture of our society, it considers that something is only right if it is of immediate use. The problem with this conception is that in common sense it cannot see what philosophy is for. This is because he designates human practice as praxis because it is neither a mechanical practice nor an instinctive practice, but it is like an act that occurs exactly in terms of a meaning, a meaning that is theoretically produced, that is produced by the exercise of our subjectivity. And so he also means that all common sense carries within it a core of common sense. Because everything we speak or practice in the context of common sense is interconnected by a meaning, even if that meaning is not consciously explained by the subject.

In Gramsci’s conception, education should lead people from common sense to common sense. Common sense is the ability to understand reality, to know the requirements of action in such a way that the action of man, both individually and collectively, is clarified by philosophical consciousness, that is, this maximum explanation of the senses that they guide our practice so that it is not a mechanical, instinctive or totally conditioned practice, as occurs, for example, with other living beings.

Their action is not driven by intellectually elaborate meanings. instinctive or totally conditioned practice as occurs, for example, of other living beings. Their action is not driven by intellectually elaborate meanings. instinctive or totally conditioned practice as occurs, for example, of other living beings. Their action is not driven by intellectually elaborate meanings.

According to MORIN, 2004.p.47

As Durkheim magnificently said, the aim of education is not to impart ever greater knowledge to the student, but “to create in him an inner and deep state of a kind of polarity of mind which guides in a definite sense, not during childhood, but all the way “.

It is up to education to cultivate common sense, philosophical awareness, and consequently the exercise of critical reflection.

When one looks at education generally as a formative process, it is always this idea, which is a tradition of Western philosophy. It is when the individual goes from pre-consciousness to consciousness and in the case of the expression of common sense to philosophical consciousness, that is the formative role of the intellectual development of every human being.

The question, that is, the question, however, is that common sense cannot see what philosophy is for. Already in common sense precise philosophical inquiries is intended to sharpen the desire to seek correction and accumulation of knowledge: this is not science but philosophical issues.

The formative process as it happens in the school that is the ideology and eventually one ideology that opposes another, that is what is asked of the school. Education tends to consolidate, systematize and reproduce the ideology, but also criticize this ideology making it emancipating to the practice of each one improving the real conditions of the existence of humanity.

In this scenario, all these claims are based on the existence of truth. Therefore truth and thought are special procedures starting from knowing the facts, theoretical and practical relationship.

However, it is interesting to note that some things are only right if they are of immediate use.

Read also: Socialism vs Capitalism: What are the Differences and Similarities?

All the questions we ask to answer life or life situations, such as: What is the purpose of life? Why are we here? Where we came from? Where are we going? It is a philosophy that formulates and attempts to answer these questions.

1.3 Why is it important to form a philosophical view on education?

As the study of educational philosophy progresses, there are innumerable questions looming in the human mind and asking for objective, clear and truthful answers. Here lies the importance of understanding the relevance of the philosophy of education, as this science aims to help humans think and organize issues and propose solutions to the challenges encountered in society a democratic educational practice in a globalized and saturated world information they receive from the media, such as any means of communication, and also from their reading of the world around us and that they need to be turned into knowledge and it is reverted for the sake of a group or a follow-up of society. According to SAVIANI (2000, p.49):

Promoting man means making him increasingly able to know the elements of his situation so that he can intervene in it, transforming it in the sense of expanding freedom, communication and elaboration among men. And for the knowledge of the situation, we are now counting on a valuable instrument: science.

When the information processed in the mind is put into practice turning into action and through reflexive actions giving a view of what knowledge is when this education occurs when based on Deweyano’s conception of freedom’s conception. “The education of man would be a process through which man unfolds all his potentialities. ” (GODOTTI. 2001.p.17). Where it argues that the school grants dialogue, the possibility of contestation, the possibility of discussion and even more so that the individual reaches consensus when this level reaches its role with society.

  1. Bibliographic and complementary references

SAVIANI , Dermeval, Education: From Common Sense to Philosophical Consciousness. -13 ED. Campinas, sp. Associate Authors, 2000. – (collection – Contemporary Education).

MORIN, Edgar. The well-made head: rethink and think, reform thought. 9 ED. RJ. Bertrand Brazil, 2004.

GADOTTI, Moacir. DIALETIC CONCEPTION OF EDUCATION: An introductory study. 12 ed. Ver. SP. Cortez 2001.

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