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
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
27 | P a g e
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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Jakarta : Pedoman Ilmu Jaya, 1993, cet. I
Alisuf Sabri, Psikologi Pendidikan, Jakarta: CV. Pedoman
Imu Jaya, 1996, cet. II
Amir Dien Indrakusuma, Pengantar Ilmu Pendidikan,
Surabaya : Usaha Nasional, 1973, cet. Ke-1
Sumadi Suryabrata, Psikologi Pendidikan, Jakarta: PT.
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