Minnesota Analysis of Beliefs in Education
Descriptions of Philosophical Positions
The following are brief descriptions of the five philosophic positions used in the Analysis of Beliefs in Education inventory. While it is not possible to represent these five schools of philosophy adequately with a few statements, these general descriptions are provided as a means of underscoring the differences that exist among the philosophic approaches represented. There are many excellent texts available which detail these philosophical positions.
Idealism
This very early philosophic position maintains the dominance of the world of ideas over the world of sense reality. Therefore, emphasis is given to mental discipline, the development of ideas and concepts, and the search for universal truths.
It is the work of education according to the idealist, to assist students in discovering the ideal truths that exist. This is commonly accomplished through such academic fields as history, mathematics, and literature.
The idealist believes that absolute and unchanging values exist. These values are timeless and are found in each society and throughout history. Through the use of reason and logic, the human person can support belief in such values.
Essentialism
Essentialism takes its name from the fact that there exist certain essential knowledge and beliefs. This knowledge and these beliefs are knowable.
Typically the Essentialist position unites the mail beliefs of two other philosophical schools of thought: Idealism and Realism. Realism is a philosophic position which advocates the objective reality of our world.
Essentialism often has been linked with traditional religious beliefs. This results primarily from the Essentialist view of the student s as a fugitive from learning &emdash; an assumption which corresponds to the doctrine of original sin or the sin of Adam and Eve. In other words, human nature is thought to be inclined toward "evil." The instructor must practice consistent discipline in order to assist the student in developing the self discipline required for learning and a worthwhile life.
Essentialists view the teacher as a master of learning. There is a knowable body of knowledge that teachers share with students in leading them to become well-educated adults.
As with the Idealist position, Essentialism acknowledges the existence of absolute and unchanging values.
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PragmatismThis philosophic position is associated with the later progressive movement in American education. Pragmatists contend that truth is found in that which works. An idea is tested by examining its consequences; the degree to which the consequences are acceptable is the degree to which truth exists.
The Pragmatist does not simply advocate something that is seen to be useful for an individual. Rather, truth is that which helps us move toward what is progressively good for our community or society.
In other words, truth is relative and will vary according to time and place. Therefore, for the Pragmatist there are not absolute or changeless truths or values, other than perhaps Pragmatism itself.
Reality, for the Pragmatist, is viewed as one’s experiences. One’s experience in trying to know or solve problems accounts for one’s relationship with the real world. This relationship is viewed as a process. In fact, the Pragmatist position is said to be process-oriented.
In education, the Pragmatic point of view encourages students to learn through experiences of the real world, both physical and social, and to solve problems associated with those experiences.
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ExistentialismThe Existential position focuses on the individual. Each person is thought to be unique and, therefore efforts to impose group values upon the individual are not acceptable.
In order to cultivate and maintain the unique character of the individual, a high degree of personal freedom is required. The person is not in search of some ideal or absolute truth. The individual strives to become to know his/her own being and person. For it is in knowing who the individual is that he/she can determine what reality is.
Similarly, each individual, given personal freedom, determines the values that are important. It is obvious that this philosophic position is subjective in its attention to the individual and to the individual’s personal determination of truth and values.
In education, the Existentialist assists students to create their own unique existence and being, and to recognize and practice personal freedom. Through personally selected experiences, the individual grows in self knowledge and achieves self-fulfillment.
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BehaviorismTwo separable aspects of a system which is derived from psychology are: Behaviorism as a philosophic position and behavioral engineering as a technology. The philosophic position asserts that human person is conditioned in all phases of life to responds and react in certain ways. Knowing this, it becomes clear that the human behavior is not free, but rather is determined by environmental stimuli. In addition to being controlled by such obvious stimuli as those provided in our physical environment, we are also controlled by the stimuli managed by other human beings.
A stimulus can be either positive, as in a reward or negative, as in punishment. It is believed that human behavior can be modified by establishing the "right" set of conditions. Certain members of society, usually those associated with the scientific/technological community, have the responsibility to identify the conditions which change behavior of the good of society and the individual.
Behaviorists generally are silent on the topic of values. That behavior which results in positively reinforcing stimuli is seen as good.
In education, the Behaviorist is keenly interested in maintaining the right set of conditions for producing learning, e.g., learning environment in which correct behavior is followed by positive consequences. Stating specific behavioral outcomes of learning in some quantifiable way and modifying student behavior toward learning reflect the usual concerns and activities of those who subscribe to Behaviorism.