Philosophical Issue in Industrial Education

1. PHILOSOPHICAL
ISSUE IN
INDUSTRIAL
EDUCATION

2. Subject Matters:
• Education and Democracy
• Excellence and Education
• Education for Values

3. Education &
Democracy
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4. Education
Education is a process of transmission of knowledge
from one generation to another to bring positive
behavioral change.
Education is the process of social adjustment and self
–realization of the individual.

5. • John Dewey was an American
philosopher, psychologist, Georgist,
and educational reformer whose
ideas have been influential in
education and social reform.
• Influenced by: William James,
Jean-Jacques Rousseau,

6. Democracy
• A form of government in which people choose
leaders by voting.
• • An organization or situation in which
everyone is treated equally and has equal
rights.

7. Democracy and Education
In 1916 John Dewey wrote powerful book which was
written within the framework of how education was to
fulfill the needs of society. The book entitled Democracy
and Education defined democracy as a way of defining
culture. Dewey viewed democracy as a way of government
that allows for the members of society to enjoy freedom in
a well organized civilization. He refers to the countries
that do not use technology and mass elections to govern
themselves as "savage".

8. • According to John Dewey, "the object and reward of learning
is continued capacity for growth." However, in order that all
people may be allowed the opportunity to expand their
capacities for growth they would have to live in a democratic
society. Dewey believed that mass education, at least in
terms of this definition of education, can take place only in
societies where there is mutuality, and where there is:
• • "adequate provision for the reconstruction of social habits
and institutions by means of wide stimulation arising from
equitably distributed interests." John Dewey Dewey's vision
of

9. Dewey's vision of Education
• Dewey's vision of education is thus directly
connected with the question of preparing people for
active citizenship in a participatory democracy.

10. The Promotion Of Democracy Through
Education
Currently, the leading hypotheses for the promotion of
democracy through education are:
• Education increases the benefits of political activity because
it increases human capital.
• Education lowers the costs of political activity because the
citizens are better able to make decisions.
• Socialization hypothesis- education affects socialization
equally, including its manifestation in politics.

11. Why does democracy need education?
Education is a universal human right. It also is a means
of achieving other human rights and it is an
empowering social and economic tool. Through the
Universal Declaration of Human Rights, the world's
nations have agreed that everyone has the right to
education.

12. • Every society transmits its habits of mind,
social norms, culture, and ideals from one
generation to the next. There is a direct
connection between education and democratic
values: in democratic societies, educational
content and practice support habits of
democratic governance.

13. • This educational transmission process is vital
in a democracy because effective democracies
are dynamic, evolving forms of government
that demand independent thinking by the
citizenry. The opportunity for positive social
and political change rests in citizens' hands.

14. • Governments should value and devote resources to education just
as they strive to defend their citizens.
• Literacy enables people to stay informed through newspapers and
books. Informed citizens are in a better position to improve their
democracy.
• Democracies encourage students to develop reasonable arguments
based on careful research and a clear understanding of history.
• Private and religious groups should be free to create schools or
parents may choose to teach their children at home.
• Government-run schooling must be equally accessible to all
citizens regardless of their ethnic or religious backgrounds, gender,
or physical disabilities.

15. • Democratic norms and practices should be taught in
order for people to understand and appreciate their
opportunities and responsibilities as free citizens.
• Education for democratic citizenship includes
knowledge of national and world history and of basic
democratic principles.
• School curricula in democracies include history,
geography, economics, literature, philosophy, law, the
arts, social studies, mathematics, and science courses
available to all students -- girls and boys.

16. What must education be to become
democratic?
• It must be accessible for everyone. It means every
human being has access to quality education and has
their basic needs met. This means addressing social
issues such as poverty and others that affect people's
ability to learn.
• For education to be democratic, every person must
be valued, listened to, and participate actively in
their learning and in the decision making processes."

17. EDUCATION FOR DEMOCRACY
• John Dewey formed the basis for the reform of the
American educational system, which started paying
attention not only to the education of narrow
technical skills but:
• To broaden the democratic consciousness of every
student.
• With the goal of shaping a responsible demoratic
public life.

18. EDUCATION FOR
VALUES
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19. BASIC CONCEPTS OF VALUES EDUCATION
Values education can take place at home, as
well as in schools, colleges, universities, jails
and voluntary youth organizations.

20. Accdg. to:Dr. Y.N. Sridhar
As used in the area of school education, it
refers to the study of development of
essential values in pupils and the
practices suggested for the promotion of
the same.

21. It is an education for `becoming' and involves
the total personality of the individual. Value(s)
education is essentially `Man Making' and
`Character Building'.

22. Ito ay asignaturang gagabay at huhubog sa mga
kabataan ng wastong pag-uugali, pagdedesisyon,
moral na pagkilos na katanggaptanggap sa ating
lipunan, at pamumuhay nang ayon sa plano ng
Panginoon sa Kanyang mga nilikha.
Accdg. to: ourhappyschool.com

23. CLASSROOM LEARNING ACTIVITIES METHOD
This may include reading, listening,
discussions, narration, direct
presentation of ideas by the teacher
and other strategies.

24. These strategies should be used with any of the
following sources of value education
(a)Biographies
(b) Stories
(c) Extracts form essays, articles, classics and news
paper
(d) Parables, proverbs, quotations and poems
(e) value/moral dilemmas
(f) classroom incidents/anecdotes/ conflicts.

25. PRACTICAL ACTIVITIES METHOD
Provides the learners with suitable opportunities
to practice and live their lives according to the
principles and values they have perceived and
understood.

26. A sound program of value education may include a
combination of a few or all activities mentioned
below:
(a) School campus/classroom maintenance activities
(b) Social forestry/community development
activities
(c) Work experience related activities

27. (d) Organizing campaigns on community sanitation,
literacy, environmental awareness, AIDS prevention
awareness
(e) Yoga, meditation and prayer sessions
(f) eradication of social evils campaign activities (gender
inequality, dowry, alcoholism…)
(g) co- curricular/self government activities

28. APPROACHES

29. EVOCATION APPROACH (PAGPUKAW)
The students are encouraged to make
spontaneously free, non-rational choices,
without thought or hesitation.
It provides an environment which
allows maximum freedom for students,
and provide a provocative situation for
which spontaneous reactions are
elicited.

30. INCULCATION APPROACH (PAGTATANIM SA ISIP)
Students are forced to act according to specific desired
values. A positive and negative reinforcement by the
teacher helps value inculcation. This can be done by a
teacher's natural actions and responses. This time
honored method has been notably unsuccessful.

31. AWARENESS APPROACH (PAGKABATID)
This approach helps students to become aware and
identify their own values. The students are
encouraged to share their experiences.

32. MORAL REASONING APPROACH (MORAL NA
PANGANGATWIRAN)
Through placing themselves in a role and
experiencing the process of deciding, students can
begin to see moral decisions in a larger framework
than their single point of view. It consists of the
students discussing a dilemma and by reasoning
they attain a higher level of knowledge.

33. ANALYSIS APPROACH (PAGSUSURI )
the group or individuals are encouraged to study social
value problems. They are asked to clarify value
questions, and identify values in conflict. They are
encouraged to determine the truth and evidence of
purported facts, and arrive at value decision, applying
analogous cases, inferring and testing value principles
underlying the decision.

34. VALUE CLARIFICATION APPROACH
(PAGLILINAW )
It helps students to use both rational thinking and
emotional awareness to examine personal behavior
patterns and classify and actualize values. This approach
has been detailed by Raths, et.al. (1966) and Simon, et.al.
(1972) where the child is made to jot down a self-analysis -
reaction work sheet, consisting of drawings, questions and
activities.

35. COMMITMENT APPROACH (PAGTITIWALA)
It enables the students to perceive themselves not
merely as passive reactors or as free individuals but
as inner-relative members of a social group and
system.

36. UNION APPROACH (PAGKAKAISA)
The purpose is to help students to
perceive themselves and act not as
separate egos but as part of a larger inter-
related whole-the human race, the world,
the cosmos.