An Educational Philosophy Perspective On Teaching in Contemporary Curriculum Development
Abstract Views: 209 |
PDF
Downloads: 102
Downloads
Abstract
Current research supports the significance of critical consciousness development in the educational process. The research on reflective participatory learning and critical consciousness to foster critical consciousness in higher education may be far superior, notwithstanding a few shortcomings. More research is needed to determine the nature of critical consciousness in the higher education curriculum's philosophy of education and the best ways to support these students' vital development of consciousness. The critical consciousness technique was used in this investigation, and critical consciousness as a theoretical paradigm in education philosophy seeks to address multi-systemic oppression. All educational initiatives, including curricular decisions are grounded on philosophy. Critical consciousness encourages educators and students to consider other identities' viewpoints when reading and evaluating texts. It extends the goal of education to a more excellent social environment; this content critique and analysis method humanizes the learning process. Philosophy looks for and makes visible the good that all people should pursue and focus their deliberate education toward. In philosophy, the curriculum is prescriptive since it specifies the broad guidelines, courses, and disciplines that should be completed to earn a particular grade or standard. Like philosophy, the curriculum is normative and has guiding ideas and theories. Philosophy becomes a benchmark by which to evaluate the objectives, curriculum choices, and education delivery methods. Curriculum must be understood that they are constantly faced with making decisions about curricula and that philosophy plays a significant role in the decision-making process.
References
Bagheri Noaparast, K. (2014). Richard Rorty’s conception of philosophy of education revisited. Educational Theory, 64(1), 75–98. https://philpapers.org/rec/NOARRC.
Baghrei Noaparast, K. (2016). On William Frankena’s model for analyzing philosophies of education. In M. Peters (ed.), Springer Edition of EEPAT. Springer Publications.
Brameld, T. (1969). Education for the Emerging Age. New York: Harper & Row.
Broudy, H. S. (1961). Building a Philosophy of Education. Englewood Cliffs, New Jersey: Prentice-Hall.
Buber, M. (1965). Education, and, The Education of Character, trans. R. G. Smith, in Between Man and Man. New York: Macmillan.
Burbules, Nicholas C. and Berk, Rupert. (1999). Critical Thinking and Critical Pedagogy: Relations, Differences, and Limits. in Critical Theories in Education: Changing Terrains of Knowledge and Politics. eds. Thomas S. Popkewitz and Lynn Fendler. New York: Routledge.
Carson, B. (2003). Your Mind Can Map your Destiny. Columbus, GA: Ledger-Enquirer.
Chan, Steven M. (1997). Classic and Contemporary Reading in the Philosophy of Education. New York: McGraw Hill.
Chronister, K.M., & McWhirter E.H. (2006). An experimental examination of two career interventions for battered women. Journal of Counseling Psychology, 53(2), 151–164. https://psycnet.apa.org/record/2006-04241-001.
Davis, A. (1999). The Limits of Educational Assessment. Hoboken. New Jersey: Wiley Blackwell.
Davis, A. (2005). Learning and the social nature of mental powers. Educational Philosophy and Theory, 37(5), 635–647. https://doi.org/10.1111/j.1469‐5812.2005.00148.x
Davis, A. (2006). High stakes testing and the structure of the mind: A reply to Randall Curren. Journal of Philosophy of Education, 40(1), 1–16. https://doi.org/10.1111/j.14679752.2006.00492.x
Davis, A., & Williams, K. (2002). Epistemology and curriculum. In N. Blake, P. Smeyers, & R. Smith (Eds.), The Blackwell guide to the philosophy of education. Blackwell Reference Online.
De Brun, Christa. (2019). Teaching Critical Thinking and Critical Consciousness through Literature in Third Level Education. AISHE-J, 11(3). https://ojs.aishe.org/index.php/aishe-j/article/download/393/691/1961.
Ekanem, Samuel Aloysius. (2021). Philosophy of Education: A Brief Analysis from Modernist and Post-Modernist Perspective.Jurnal Ilmu Sosiologi Dialektika Kontemporer, 9(2). https://ojs.unm.ac.id/elektikakontemporer/ article/download/31717/14583.
Encyclopedia.com. "Philosophy of Education, Epistemological Issues in." Encyclopedia of Philosophy. https://www.encyclopedia.com/humanities/encyclopedias-almanacs-transcripts-and-maps/philosophy-education-epistemological-issues.
Foucault, M. (1980). Power/Knowledge: Selected Interviews and other Writings (ed.) C. Gordon. New York: Pantheon.
Freire, P. (1970). Pedagogy of the Oppressed, trans. M. B. Ramos. New York: Herder & Herder.
Freire, P. (1973). Education for Critical Consciousness. New York: Continuum.
Freire, P. (2005). The Banking Concept of Education. in D. Bartholomae & A. Petrosky (eds)., Ways of Reading: An Anthology for Writers. Boston: Bedford.
Freire, P., & Shor, I. (1987). A Pedagogy for Liberation: Dialogues on Transforming Education. South Hadley, MA: Bergin & Garvey.
Fry, H., S. Ketteridge & S. Marshall [eds]. (2009). A Handbook for Teaching and Learning in Higher Education: Enhancing Academic Practice. New York and London: Routledge Taylor & Francis Group, third edition. http://biblioteca.ucv.cl/site/colecciones/manuales_u.
Gardner, J. (2011). Assessment and Learning (2nd ed.). London: SAGE.
Gerrig, R. (1993). Experiencing Narrative Worlds: On the Psychological Activities of Reading. New Haven: Yale University Press.
Gould, D. (1990). Empathy: a review of the literature with suggestions for an alternative research strategy. Journal of Advanced Nursing, 15, 1167–1174.
Greene, M. (1973). Teacher as Stranger: Educational Philosophy for the Modern Age. Belmont, CA: Wadsworth.
Greene, M. (1995). Releasing the Imagination: Essay; on Education, the Arts, and Social Change. San Francisco: Jossey-Bass.
Greene, M. (1997). Curriculum and consciousness. The Curriculum Studies Reader. New York: Routledge.
Gur-Ze’ev, I. (2005). Adorno and Horkheimer: Diasporic Philosophy, Negative Theology, and Counter-education. Educational Theory, 55, 343-365.
Hagvall Sveinsson, O., Adawi, T. & Johansson, A. (2022). Authenticity work in higher education learning environments: a double-edged sword? High Educ, 84, 67–84. https://doi.org/10.1007/s10734-021-00753-0.
Hammer, D., & Elby, A. (2003). Tapping epistemological resources for learning physics. Journal of the Learning Sciences, 12(1), 53–90. https://www.doi.org/10.1207/S15327809JLS1201_3.
Harlen, W. (2007). Assessment of Learning. London: SAGE.
Heidegger, M, (1977). On the Essence of Truth, trans. J. Sullis, in Martin Heidegger: Basic Writings (ed.) D. F. Krell. New York: Harper & Row.
Heidegger, M. (1962). Being and Time, trans. J. Macquarrie & E. Robertson. New York: Harper & Row.
King, P. M., & Kitchener, K. S. (2004). Reflective judgment: Theory and research on the development of epistemic assumptions through adulthood. Educational Psychologist, 39(1), 5–18. https://www.doi.org/10.1207/ s15326985ep3901_2.
Kuhn, D., & Weinstock, M. (2002). What is epistemological thinking and why does it matter? In B. K.
Knight, S., Shum, Simon B., & Littleton, K. (2014). Epistemology, Assessment, Pedagogy: Where Learning Meets Analytics in the Middle Space. Journal of Learning Analytics, 1(2), 23‐47. https://files.eric.ed.gov/fulltext/ EJ1127031.pdf
Lyotard, J.F. (1990). Heidegger and the Jews, trans. A. Michel & M.S. Roberts. Minneapolis: University of Minnesota Press.
Merleau-Ponty, M. (1962). The Phenomenology of Perception, trans. C. Smith, London: Routledge & Kegan Paul.
Merleau-Ponty, M. (1964).The Primacy of Perception, (ed.) J. Edie. Evanston, IL: Northwestern University Press.
Morowitz, H., Hazen, R., & Trefil, J. (2005). Intelligent Design Has No Place in the Science Curriculum, The Chronicle of Higher Education (September 2). https://hazen.carnegiescience.edu/sites/hazen.gl.ciw.edu/files/Intelligent %20Design%20Has%20No%20Place%20in%20the%20Science%20Curriculum%20%281%29_0.pdf
Mullaly, B. (2002). Challenging oppression: A critical social work approach. Don Mills, Ontario: Oxford University Press.
Norris, Trevor. (2015). Philosophical Questions about Teaching Philosophy: What’s at Stake in High School Philosophy Education? Philosophical Inquiry in Education, 23(1), 62-72. https://files.eric.ed.gov/fulltext/ EJ1140308.pdf.
Ogwora, E.T., Kuria, G.K., Nyamwaka, E.O., & Nyakan, B.A. (2013). Philosophy as a Key Instrument in Establishing Curriculum, Educational Policy, Objectives, Goals of Education, Vision and Mission of Education. Journal of Education and Practice, 4, 95-101. http://www.iiste.org/Journals/index.php/JEP/article/viewFile/6452 /6457.
Olson, G. A. (1989). Social construction and compositional theory: A conversation with Richard Rorty. Journal of Advanced Composition, 9(1/2), 1–9.
Ornstein, A. C., & Hunkins, F. P. (2015). Curriculum: Foundations, principles and issues. Boston, MA: Pearson.
Quine, W. V. O. (1981). Theories and things. Massachussets: Harvard University Press.
Rorty, R. (1989). Education without dogmas: Truth, freedom, and our universities. Dissent (Spring Issue), 198–204.
Rorty, R. (1991). Pragmatism without method. in Objectivity, Relativism, and Truth vol. 1. Cambridge: Cambridge University Press.
Säljö, R. (1999). Learning as the use of tools: A sociocultural perspective on the human technology link. in K. Littleton & P. Light (Eds.), Learning with computers: Analysing productive interaction. Oxford, UK: Psychology Press.
Säljö, R. (2012). Literacy, digital literacy and epistemic practices: The co‐evolution of hybrid minds and external memory systems. Nordic Journal of Digital Literacy, 1, 5–19. https://www.idunn.no/doi/10.18261/ISSN1891-943X-2012-01-02.
Shah, Rajendra K. (2019). Philosophical Foundation for Curriculum Development in Nepal. International Educational Scientific Research Journal, 5 (3), 53-66. https://www.researchgate.net/publication/357422954_Philoso phical_Foundation_for_Curriculum_Development_in_Nepal.
Soreghan, G.S. (2005). Lessons From Earth’s Deep Time, The Chronicle of Higher Education, 51 (45), https://www.chronicle.com/article/lessons-from-earths-deep-time/.
Thahir, L. S. (2022). The Philosophy of Contemporary Education and Its Implications for The Development of Islamic Education. Paedagogia: Jurnal Pendidikan, 11(1), 130-146. https://doi.org/10.24239/pdg.Vol11.Iss1.274.
UAGU. (2010). Undervisningsministerie (Ministry of Education), & Afdelingen for Gymnasiale
Uddannelser (Department of Secondary Education). Endelig rapport fra følgegruppen for forsøget med digitale prøver med adgang til internettet i udvalgte fag på stx og hhx (Final report of the Monitoring Group experiment with digital samples with access to Internet in selected subjects at stx and HHX). Undervisningsministerie (Ministry of Education). http://www.uvm.dk/~/media/Files/Udd/Gym/PDF10/101007_it_rapport_13%20september %202010.ashx
Vandenberg, D. (1990). Education as a Human Right: A Theory of Curriculum and Pedagogy. New York: Teachers College Press.
Vandenberg, D. (1997). Phenomenological Research in the Study of Education, in D. Vandenberg (ed.) Phenomenology and Educational Discourse. Johannesburg: Heinemann.
Vandenberg, D. (1998). Education in Existential Perspective: The Dialectic of Education for Democracy, in P. Higgs (ed.), Metatheories in Educational Theory and Practice. Johannesburg: Heinemann.
Vandenberg, D. (2003). Phenomenology and Fundamental Educational Theory, in A. T. Tymieniecka (ed.), Phenomenology World Wide. Lancaster, UK: Kluwer.
Waite, S. R. (2021). Towards a Theory of Critical Consciousness: A New Direction for the Development of Instructional and Supervisory Leaders. Journal of Educational Supervision, 4 (2). https://doi.org/10.31045/jes.4.2.4.
Walker, J., & Evers, C. (1982). Epistemology and justifying the curriculum of educational studies. British Journal of Educational Studies, 30(2), 213–229.
Wilt, J.A., Thomas, S., & McAdams, D. P. (2019). Authenticity and inauthenticity in narrative identity. Heliyon, 5(7), e02178. https://doi.org/10.1016/j.heliyon.2019.e02178.
Windsor L., Jemal A., & Benoit E. (2014). Community Wise: Paving the way for empowerment in community reentry. International Journal of Law and Psychiatry, 37(5), 501–11. https://www.doi.org/10.1016/j.ijlp.2014.02.023.NIHMS576112.
Copyright (c) 2023 Eko Ariwidodo
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish in this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
