Philoshophy of Education

Submitted to fulfill the assignment of

English for Education

By :

1th Group

Rima Yulianti

Syarifah Asril

Teti Rahmi

PBI-C / VI

ENGLISH EDUCATION DEPARTEMENT

TARBIYAH AND TEACHING FACULTY

STATE ISLAM UNIVERSITY

SUNAN GUNUNG DJATI

BANDUNG

2014

ContainContain............................................................1

CHAPTER I..........................................................2PREFACE............................................................2

A. BACKGROUND....................................................2B. PURPOSE.......................................................2

CHAPTER II.........................................................2Philoshophy of Education...........................................3

A. Ontology–the theory of existence..............................3B. Education seen from Ephistimology.............................5

C. Axiology education............................................7D. Ideology of education........................................13

CHAPTER III CLOSING...............................................18Conclusion......................................................18

Bibliography....................................................19

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CHAPTER I

PREFACE

A. BACKGROUNDPhilosophy of education is one of the subjects in

the lecture, here discusses epistemologyy,

ontologyy, axiology, the role of perspective in

education and discuss the substance of

epistemologyy, Ontology, Axiologyy. Ontology or

metaphysical approach emphasizes the nature of

existence, in this case the existence of education

itself, Ontologically, educational philosophy

examines in depth the nature of education and all

elements related to education, Epistemology is a

philosophical analysis of the sources of knowledge.

Where and how where the knowledge obtained into

epistemological study, for example, that all

knowledge comes from God (innama al'ilm min

'indillah, la'ilmalana illa ma'alamtana) means God

as a source of knowledge.

And also, here we have ideology of education which

there are some fellows of education and so on.

B. PURPOSEC. After studying and discussing this paper:

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1. Knowing how education is seen from ontology.2. Knowing how education is seen from ephistimology.3. Knowing how education is seen from axiology.4. Knowing the notion of flow of empiricism,

nativism, and convergence 5. Understand and infer flow empiricism, nativism,

and convergence.

CHAPTER II

Philoshophy of Education

A. Ontology–the theory of existenceOntology is a key area of philosophy that

concerns the nature of the existence of everything

that exists, according to a systematic

relationship system based on the law of cause and

effect. There are human, nature, and overall

relationship of causa prima, regular and orderly

in harmony.

Ontology is one of the most ancient of

philosophical study and derived from the Greek.

The study discusses the existence of something

that is concrete. Greek figures who have views

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that are ontologically known as Thales, Plato, and

Aristotle. The ontology is composed of two

syllables, there are ontos and logos. Ontos mean

something tangible (being) and logos meaning

science. So the key areas of philosophy ontology

is to question the nature of existence of all

things that exist according to a systematic

relationship system based on the law of cause and

effect that human being, nature, and there is a

primary cause in a relationship that is thorough,

orderly, and orderly in harmony (Suparlan

Suhartono 2007 ). Ontologies can also be

interpreted as the science or theory about the

nature of the existing form. The object of science

is the science or empirical world, the world that

can reach the senses. In other words, ontology is

the study of the nature of something tangible

(existing) that are based on pure logic. This

understanding is supported by the statement that

the Runes "Ontology is the theory of being qua

being", meaning that an ontology is a theory about

form.

a. Ontology Education

Ontologically, educational philosophy examines

in depth the nature of education and all education-

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related elements. According to Made Pidarta,

ontology educational philosophy questioned the

following bellow :

1. What is education ?

2. What is to be reached?

3. How to realize the goals of education?

4. What is the nature of education?

5. How to different educational theory and practice?

6. How does the nature of the curriculum being

presented?

7. Who and how the learners?

8. What about students talent development system?

These questions inspire the development of

educational efforts aimed at forming a virtuous

man, rational, skilled, and independent.

Responsible human for the future life of self,

family, community, and country. However, the

answers to all ontological questions usually

requires research, analysis, description, and

translation. Therefore, ontology philosophy of

education followed by the epistemological

philosophy of education. Ontology or metaphysical

approach emphasizes the nature of truth, in this

case the existence of education itself.

b. Perspective ontology in education

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An educational issue is concern in the

implementation of ontology is that education is

needed regarding the establishment view of man,

society and the world. This ontological questions

ranged on, what are the potential of the human

being? According to Maulana (2008), talked about

human nature, there are two concepts in

philosophy, western philosophy and Islam. In the

Islamic concept, humans consists of three

elements, namely Hayawan (physical), Natiq

(spiritual) and the mind, in which the three

elements can be likened to an isosceles triangle.

In this case, there are three components in man

that should be developed in proportion to the

growth and development of human beings themselves.

In western philosophy, there are only two things

that are essential to the human body and spirit.

But the spiritual in western philosophy is not

studied because it is difficult to understand.

Spiritual can only be learned in religion, and a

great sense recognizes the spiritual. In fact,

Immanuel Kant as one of the great philosophers of

the west also believes in the existence of God and

Intellect.

Thinking is the key logic, while the mind is

a tool to think logically or think that makes

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sense. Similarly, think about human nature, where

human beings are no physical, and spiritual sense,

that creature has a reasonable thought. The third

component is present in humans to prove that the

human sense to be educated. and those three things

in Islam have perfection to this world and

hereafter. and to create it is with education.

With education, people become aware of the

functions and duties of himself as God's

creatures, so understand about the nature of life.

The existence of education, encourage people

to use reason, think logically, believe everything

that comes from God. With the spiritual man has a

sensitive sense, empathy and confidence in the

truth. So the core of the very essence of real

human is spiritual. Therefore, the spiritual core

of the most appropriate is to take precedence in

getting education. When spiritual get a good

education portion and the physical and the mind

may follow suit portion. Religious performance in

the body is a very vital. Everything depends on

the ideas and actions of religious performance.

B. Education seen from EphistimologyEphistimology is the other name from science

Philosophy from latin episteme, means knowledge also

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the theory. So that, ephistimology is “the theory

of konwledge” or the theory about method, manner

and learning base and can be the highest essence

of study, truth and the restriction of human’s

knowledge. In philosophy, this theory include to

the branch of philosophy which is analyze about

the source, structure, methods and validity of

science. J.F. Ferrier from Institutes of

Metaphysics in 1854 is the first person who use

the terminology of its theory. Besides that, he

distinguish two branches of philosophy become

ephistimology and ontology. Ephistimology is

different from logic. While logic is formal

science about the principles of the validity of

logical thinking, ephistimology is philosophical

science.

Ephistimology will answer some questions:

a. How to get the knowledge?

b. Where to get the knowledge?

To get the truth of a statement, there are four

familiar kinds of truth:

1. Religious truth is the truth based on religion

norms. Also called absolute truth that can’t be

denied.

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2. Philosophic truth , is the truth based on

meditation and thoughtful toward the nature.

3. Aesthetic truth , is the truth based on good or

bad appraising.

4. Scientific truth , is the truth complied with

scientific requirements especially the

existence of supporting theory

Knowledge truth can be divided into two,

absolute and relative truth. Absolute truth is the

truth that cannot change and affected from

anything, for example is the truth of God. In

spite of it, the relative truth is the truth that

can be change, inconsisten and can be influence

from other, for example is the function of eyes in

order to see something.

Juhaya S. Pradja said that characteristic of

science theory have two kinds they are

“subjectivity” and “objectivity”. Those theory were

abbreviated from adzimah mutsya’ibah norm means “the

eminent theory that have much branches”. This

theory explain that each science has two

characteristic, first is tabi’ means objectivity,

second is matbu’ means subjectivity

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C. Axiology educationAxiology deals with the problem of science

education and knowledge ( kognitio ) , the

intention is to think of all the nature of knowledge

or the nature of the existence of everything that is

physical and metaphysical , both general and

specific . Therefore, self- directed studies on the

foundations of knowledge in the form of reasoning,

logic, source of knowledge, and the criteria of truth.

Similarly, the aspects of the ontology, the study of

the nature set yourself on things that are

metaphysical, and the limits of science exploration

include epistemological perspective on systems

thinking and the structure of scientific knowledge.

Axiology of education or educational purposes is

essentially the realization of students who understand

the science and practice it in everyday life. The

realization of perfect man, the man who returned to

his nature and the true life purpose.

Axiology of education are also associated with

streams of education continues to grow. Among the

schools of education are as follows.

1. Positivism

Positivism built by August Comte (1798-1857 AD )

which is the starting point of his teachings response

to the development of human knowledge , both

individuals and humanity as a whole , through three

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days of a fixed law . The third era is the era of

theological , metaphysical age and scientific age or

positive.

According to positivism , education aims to make

the public aware that the truth should be

characterized by anything empirical , realities , and

sensual . If education only rely on idealism , it is

the same as making a mere fantasy .

Positivism paradigm very loved in the Western world .

Therefore , according to the Western paradigm , the

truth is that it is empirical , sensory , and

consistency . The truth will not be found in the

religious or theological approaches for future

theological ignorance is a period that will make

people forever backward. Therefore, in view of the

west , the education provided to the community to be

an education that led to the discovery of truth and

the positivistic beneficial to humans . Man is god for

the man himself

2 . Renaissance

The term is derived from French renaissance ,

revival means . Historians use the term to refer to

various periods of intellectual revival , especially

in Europe . The first person to use the term was Jules

Michelet , French historian famous opinion, man

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renaissance period of discovery and the world not just

as a revival of the modern revival beginning . When

linked with the state , is the renaissance period

between medieval and modern times which can be viewed

as a period of transition . M , asa is characterized

by the occurrence of some of the confusion in the

field of thought . On the one hand , there is the

belief of astrology is concerned with the black

world , religious wars , and so on , and on the other

hand , modern science emerged and began a new life

feeling something influential . At that time , comes

the empirical research efforts are more active , which

in turn gave rise to a new form of science .

The main characteristic is the renaissance

humanism , individualism , regardless of religion ( do

not want to be regulated by religion ) , emprism , and

rationalism . The results of the character is the

development of rational knowledge . Developing

philosophy rather than the renaissance era , but at

later times ( modern times ) . Science develops as the

result of the spirit of empiricism and religion

( Christianity ) are being abandoned because of the

spirit of humanism is clearly visible in modern

times , it seems that every movement of thought have

tended to produce positive , but also negative .

3 . Humanism

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According to Ali Shariati , related to human existence ,

part of a school of philosophy which states that the

ultimate goal of everything is for the sake of human

perfection . The flow of the view that humans are noble

creatures that all basic needs of its species is intended to

improve , there are four streams are claimed as part of

humanism , namely : ( 1 ) Western liberalism , (2 )

Marxism ; ( 3 ) existentialism , and ( 4 ) religion .

Western liberalism claims to be heir to the original

philosophy and humanism in the history of civilization , and

that he viewed asi school of thought that civilization

started from Ancient Greece and reaching the summit of

perfection relative maturity in Modern Europe .

Greek humanism seeks to achieve human identity with the rest

of his hatred to God and denial over his powers , and

decided rope bondage man with " lang \ it" , when he was

making man the right or its not an action , and determines

that all potential beauty lies in the human body . Greek

humanism elements just noticed that glorifies the beauty of

power or pleasure for humans.

In humanism, human being is :

1. Indigenous creature, means has an indipendent

substance and essence generic among the other

creature both of the real and unreal or

invisible being

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2. Creature who have free will and it is the

greatest strength

3. Creature who aware (think) is the main

characteristic, means that people understand to

reality outside through the power of thought

4. Beings who never be other things

5. Creature who consious of theirselves

6. Creative beings. It cause them to be the

perfect creature in front of God and nature

7. Creature who never be satisfied to their own.

So that, they always optimist to get what they

want but its never enough

8. Precious and moral beings. Precious is an

expression about human relations with

phenomenon, manner, activity or condition which

has utility

Humanism has been brought western education to

the main goal that is to humanize. Human is the

core of education. Materialism, eteism, liberalism

and naturalism are part of confirmation of

education, science and technology being developed

just for sure about the honor of people

identities.

4. Naturalism

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Nature in philosophy not only about geography

but also astronomy such as space, chemistry and

physics. Western educational purposes adhered to

naturalism asserts that humans are part of nature

is not enough. So that, educational should be

addressed to nature, included human necessity.

But, they attempt to the developing education

aimed to conservation.

5. Materialism

Materialism defined into some ways. First,

materialism is the theory claimed that atom is

the material itself and moving is nature

substances, root and consciousness, included

physical process can be simplified become physics

component. Second, universe doctrine can be

interpreted with physics science. Both of the

definitions have the same implication, even though

offer the traditional materialism.

a. Mechanical Materialism

In a narrow sense, materialism is the

theory about all forms can be explained

according to the laws that govern matter and

motion. Materialism suggest that all of the

events and conditions are common.

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The fundamentals of materialism formed

by math science and physics principles. Then,

it used by biological sciences, psychology

and sociology.

Mechanical materialism’s view about the

purpose of education is to create people to

be understand about natural phenomena on

mechanics through developing mathematical

understanding of all natural phenomena.

Students fostered to know deeply about

science paradigm.

Western educational purposes based on

materialism is as follows:

1. Education is a tool for realizing people

to understands their physical nature

2. Humans like other creature, their body

will simply fade. So, the western

educational purposes only for operating

their body to be useful for their life

3. Human life has no relationship with the

other realms, such as the existence of

spirits and the afterlife. Therefore, the

purpose of western education with

materialism concept is not associated with

a particular religion or belief with no

existence as "not material"

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6. Pragmatisme

Pragmatism is "Practical benefits for life."

The purpose of educational pragmatism in western

are :

a Education is a form of human intelligence

development that benefits humans the benefits of

being educational purposes.

b Benefits and educational purposes may be

theoretical or practice that facilitate human

life.

c Pleasure, prosperity, and glory gained through

education at the center of Western educational

purposes so pragmatism can give birth to

hedonism, liberalism, and atheism.

i) Perspective axiology of providing education

In the field of axiology, the study of

ethical problems in terms of decency goodness is

very principle in education. This happens because

the goodness of human character become the main

target of education and therefore always be

considered in the formulation of educational

goals.

According to Drost (2005), education is not

only about the progress of brain or cognitive

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knowledge. Education also aims also to develop

students personally in order to be fully human

with all its values and its aspects. Therefore,

education can also teach the values of human life

is deemed necessary as the value of sociality,

democratic values, the value of similarity,

fraternity and so forth.

learning about the nature of beauty, is also

the target of education, because it is a human

need, and beauty inherent in every creature. In

addition, education can not be separated from the

aesthetic value system. There is an element of art

in educating, seen in the disclosure language,

speech and behavior are good and beautiful (Huda,

2008).

Elements of the art of educating are built on

the assumption that in humans there are outward

aspects, psychological and spiritual. This

suggests that education is a human phenomenon as a

blend between human and human facts as value.

Every human being has a certain value so that the

situation of education has a weight value of the

individual, social and moral weight.

Javons stated that art teaches us to do, and

a science teaches us know. Horne stated that

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education is doing, therefore education is an art.

That the nature of the body which consists of

physical, spiritual and educational sense should

get proportionately. The process of educating

these are three elements with respect to the best

method to do the best possible way. Educational

methods are not only based on psychology, but also

the physical, mental and social aspects of

teaching materials and children who are educated.

Therefore, it takes the soul of art in educating

so that children who are educated can form his

artistic spirit in the face of their life in the

future (Mudyahardjo, 2008).

That's why education in practice is an

empirical fact that the terms and the value of

human interaction in education not only in the

sense of reciprocal two-way communication, but

must achieve higher levels of human. To achieve a

human level that is at the core of education moves

into an agent of liberation from ignorance to

realize the value of human civilization (Huda,

2008).

ii) The relationship between axiology with education

Axiological basic education is not only the

usefulness of the theory of education as a science

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that needs to be autonomous, but also necessary to

provide the best possible basis for education as a

civilizing process as a civilized human being.

D. Ideology of education Ideology is a concept, where scientists put

forward definition or interpretation about ideology

from some perspectives. Ideology acquires a specific

meaning through discourse and context. It can be

meaningful as positive, neutral sourced from certain

ideas, but it also could be interpreted as the

negative. Similar to deceit and bigotry.

David McLellan stated: Ideology is the most

difficult concept to understand in the social sciences

as whole. The ideology in question here is a set of

beliefs that is the orientation for an action.

Destutt Antoine de Tracy (1754-1836M), a nobleman

who sympathized with the French Revolution (1789),

followers of rational enlightenment movement, which

coined the term ideology in 1796. He looked at the

"ideology" as the science of the human mind is able to

show the right direction towards the future.

Meanwhile, according to O'Neill, who directs the

ideological pattern of ideas and moving acts in

education is seen as a system of values or beliefs that

lead and mobilize social action. Thus, the ideology of

education to discuss and assess the value system or

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pattern of actions that moves the idea of education is

often in a position outside our awareness (education).

So, the subject of education is often "lay" or "might"

pretend lay with the system of values or ideas. The

implication is that those involved in the educational

process, the main learners, stuck and formatted by the

pattern of ideas which are beyond his consciousness. As

a result of education as a tool to maintain the

legitimate ruler "status quo" with the way the name of

the freedom of academic principles of Pancasila.

The issue of ideology in education, it is a

complicated issue, because it is associated with a

system of values or patterns of ideas that the beliefs

of a person or group even by O Neill, an attempt to

determine a person's ideology of education is usually

not enough to make us know what is most likely to be

done in further explanation, O Neill using the

fundamental structure that connects the system to the

value of education policies. In this relationship can

be explained as follows:

1. Principle-the principle value (volue principles)

This priciples will Appear a question, In

principle it would appear the question, what is

ideal? (if that has the highest good?) The answer

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to this question will become the foundation for

the (basic to ............)

2. Guiding principle of morality (moral principles)

In principle it would appear the question, what is

moral behavior? (Basic to the establisment of

..........)

3. Policies Moral (Moral policies) In principle it

would appear the question, what actions are

immoral? (Fundomental to .........). Education

policy (Education policies) What kind of knowledge

is needed, and how it was given to someone else?

O'Neill ideology according to this theory comes

from social ethics (moral and political) social ethics

is then the value of the leading education system, and

the system's value into a cause and a consequence of

fundamental social change.

Some schools of thought education, here is School of

Educational Theories:

1. Narivisme (carriage)

Nativism flow is derived from the word Natus (birth);

nativist (innate) whose teachings views human beings (a

human child) since birth has brought something called

the potential strength (basic). 'The delivery is the

potential that brought each individual at birth, which

is inherited from the parents'. Experts wing Nativism

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said that the development of the individual is

determined solely by the nature elements. So the

development of the individual is solely dependent on

the basic factors / traits.

Nativism flow was pioneered by Arthur Schopenhauer

(1778-1860), of Germany. He said that the talent has an

important role. There is no point in educating children

that talent is ugly. Thus, education is likened 'make

gold be silver' become impossible thing.           

Thereby environmental factors or education

according to this flow can not do anything to affect

the development of a person. In education, science

known as stream flow pesivisme pedagogical education

that can not be influenced by a child's development

toward maturity desired by educators.

Experts who follow these establishments typically

maintain the truth of this conception by showing the

similarities between the old and children. For example,

if the father's expert music then chances are their

children will also be great music expert, if the parent

is the expert paint then likely his sons skilled in

painting. Perhaps the authors could be likened here as

'Like father like son'

2. Empiricism (environmental)

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Empiricism flow, contrary to understand the flow

of nativism. Empiricism (empiri = experience), did not

recognize the innate or congenital human potential

'Environment is often interpreted narrowly with

the surrounding nature. In psychology, the environment

is defined in a broad sense that includes the

environment inside and outside the individual. What is

meant here is that the environment is beyond anything

that the child is to give effect to development. In the

discussion in this section, then education is also

included as an environmental factor.

Environmental factors are also called

instructional factors. Thus, the environment can be

objects, people, circumstances and events surrounding

the child, who can exert influence on its development,

either directly or indirectly, either intentionally or

unintentionally. In addition to the environmental

influence and encouragement, the environment is also an

arena that provides the opportunity for the

possibilities (congenital) that exist in one child to

thrive.

In contrast to the flow Nativism, experts who

follow the flow of 'Empiricism' argued that the

development was entirely determined by environmental

factors / education while basic factors / traits have

no effect at all.

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Empiricism flow pioneered by John Locke (1632-

1704). He mengtatakan that education was essential.

This theory is known for Tabularasa theory. According

to this theory the environment that determines the

development of a person. Due to the personal

development of a person's good or bad is completely

determined by the environment or education.

In the opinion of the empirical, the environment

that almighty in determining an individual's personal

development is therefore in the science stream of

education is called the flow of optimism means pedaogik

almighty education to establish or develop one's

personal.

3. Convergence

            Flow convergence is derived from the word

convergent, meaning that was heading the meeting point.

This stream is of the view that the development of the

individual's basic good (talent, heredity) and

environment both play an important role. The flow was

pioneered by William Stem (1871-1938). This flow

acknowledge them. So education is essential, but these

are limited because of the talent rather than the

students. This stream bridging or mediating both

previous theories that are extremes of theory Nativism,

in accordance with its name, which means a blend of

convergence, it means that this theory does not take

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sides even combine the effects of both elements of

nature and the environment in the development process.

According to Elizabeth B. Hurlock, both internal

and condition factor of the external factors can affect

the condition of the tempo / speed and the nature or

quality of a person's development. But the extent to

which these two factors is difficult to determine, even

more so to differentiate between important and less

important.

Convergence ideology is argued, that in the

development of the individual was either basic or

innate or environment play a role perting. Reality

shows that inheritance is fine without the influence of

a good educational environment will not be able to

build the ideal personality. In contrast, although it

is a good educational environment, resulting in a

personality that would not be ideal as well. Talent as

a possibility already exists on each individual: but

the talent that is available it is necessary to find a

suitable environment in order to thrive. For example:

Every normal human being has the talent to stand up to

both legs; talent is not actual (come true) if a human

child in case it does not live in human society. Since

his child was raised by monkeys then it will not stand

upright on two legs; maybe he would run he would walk

on his hands and feet (so like a monkey).

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CHAPTER IIICLOSING

 Conclusion

            Ontology is one of the most ancient of

philosophical study and derived from the Greek. The

study discusses the existence of something that is

concrete. Ontology raises questions related to

thinking. And the answers to all ontological questions

usually require research, analysis, description, and

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translation. Human is the right object to be educated

and educate because humans have three essential

elements, namely the physical, spiritual, and

resourceful.

Then, Influence in the growth and development of

children can be affected by several factors, in this

case the streams are as follows:

a. Narivism according to the flow of human growth and

development are influenced by talent or genetics

( heredity )

b . Empiricism is found that the flow was fully

determined by the development of environmental

factors / education while basic factors / traits have

no effect at all

c . Convergence is argued , that in the development of

the individual was either basic or innate or

environment play a role perting . This theory does not

take sides even combine the effects of both elements of

nature and the environment in the development process

pedagogical first formulation of Islamic

philosophy Islamic education firm . Philosophy of

Islamic education will encourage the deepening of mind

in giving , providing the foundation and at the same

time lead to the implementation of Islamic-based

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education . Criticism and correction of the

implementation process , an evaluation of the methods

of the educational process .

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