Philosophies & Contemporary American Education by Kim Ball

THEN

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The time when philosophers were developing and implimenting ideas about life and education.

NOW

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Today's world. Modern, contemporary American Education.

Plato (427-345 B.C.E.)

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Plato believed that the educator’s main priority should be to get the students to think critically and have intellectual discussions. His philosophy closely relates to that of his mentor, Socrates. Plato also insisted on a curriculum that included gymnastics, music, literature, and mathematics (Gutek, 2011, p. 45). The mathematics curriculum also included the study of geometry and astronomy (Gutek, 2011, p. 45). During the time of Plato, Gutek (2011) describes, "that the polis was the integrative focus in Greek culture" (Gutek, 2011, p. 42). Philosohpers of this time centered their theories around the idea to "renew and regenerate Greek life" (Gutek, 2011, p. 45).

Socrates (468-399 B.C.E.)

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Socrates's educational philosophy was formed around critical thinking and the search for meaning and truth (Gutek, 2011). Socrates believed that teachers could not just pass out knowledge like a worksheet. He believed that students learned by questioning the world around them, exploring, and thinking critically about popular beliefs and social ways (Gutek, 2011). Gutek (2011) describes Socratic methods in Plato's dialoge, Protagoras, by explaining that educated individuals “will use knowledge to guide his choice and make ethical decisions” (Gutek, 2011, p. 41).

Aristotle (384-322 B.C.E.)

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Aristotle structured his philosophy on realism and arete, which is the Greek word meaning human excellence in all things (Gutek, 2011). Aristotle believed in the importance of liberal arts and sciences. Aristotle believed that education should be structured in a way that the students would think critically about the world around them. He learned to value the importance of “logical and critical thinking” from his teacher and mentor, Plato (Gutek, 2011).

Confucius

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Today, we do not place such hard lines on relationships as Confucius did in his time. Confucius's five relationships were parent and child, older and younger brother, husband and wife, between friends, and ruler and subject (Gutek, 2011). These relationships also included the females to have the least importance or impact on society and education. In American Education today, male and female may attend school, college (higher education), and acquire a career of their choosing. Our system is based on equality and freedom, therefor we do not single out any persons in their educational endeavors. As a female in America, I was able to attend preschool to 12th grades, attend college, and enter a career field of my choice. This process is the same for males in present-day America as well. Compared to Confucius's time, we all have the freedom to choose what career we'd like to work hard to become, instead of aspiring for one main goal of being at the top of the relationship ladder.

Plato

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In contemporary American education today, we use similar priorities as Plato used in his time. Today, our elementary, middle, and high schools consist of grade levels and subjects. Each grade becomes consistently more challenging than the previous. The subjects and curriculum include classes such as mathematics, English, reading, science, history/social studies, music, art, and physical education. Teachers today also strive to create a comfortable classroom environment where students feel free to learn and take risks in their education. Like Plato, I value the importance of critical thinking and intellectual class discussions (Gutek, 2011).

Socrates

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Gutek (2011) states that in the agora, "Socrates and his students searched for the meaning of life by pursuing leading questions about goodness, truth, and beauty" (Gutek, 2011, p. 35). In our American education today, teachers in lower and higher education teach students hands-on methods of learning, or learning by doing. Lessons involve teachers showing students the "how to" by using real-world situations. Field trips, science experiments, mathematics, and engineering lesson activities allow teachers to expand on basic curriculum standards. In my elementary classroom, I use math tools such as play money, Base 10 Blocks, Unifix Cubes, Geo-boards, and technology in order to enhance lessons and expand student knowledge of the subject.

Aristotle

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Gutek (2011) states that, “This ideal remains very strong in contemporary higher education and is the curricular foundation for colleges of arts and sciences” (Gutek, 2011, p. 52). In American education today, we value the act of thinking critically. However, our methods of assessing student knowledge by standardized testing has challenged idea of critical thinking. Aristotle believed in the “power of reasoning” and higher-level thinking (Gutek, 2011). As teachers we are urged to get our students to think critically and use discussions to reach new heights in knowledge. This method of teaching becomes a challenge when our student assessments put answers in small-boxed criteria of choice: A, B, C, or D. In my classroom I encorporate Aristotle's philosophy by creating lessons that require the students to think rationally, learn by doing, and use critial thinking skills.

Confucius (551-479 B.C.E.)

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Confucius’s main focus was to “prepare good men as ethical administrators” (Gutek, 2011, p. 13). In the time of Confucius, China was going through transitions from one ruler's ideals to the next. When the Hans ruled from 207 B.C.E. to 220 B.C.E., Han Kao Shu changed the order of legalism to Confucianism. Confucius's view on relationships were compared to an "ethical ladder" or "hierarchical relationships" (Gutek, 2011). Each of the five relationships rely on the other, and has their own rules and responsibilities (Gutek, 2011). Life was formed around these five relationships, and made their natural connections to Confucius's phliosophy of education. Confucius's philosophy of education was established on creating successful leaders, and the importance of rites or li in Chinese culture.

Reference:

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Gutek, G. L. (2011). Historical and philosophical foundations of education: A biographical introduction (5th ed.). Boston, MA: Pearson.