slide+2+analysis++of+terms+in+education

8/11/2019 SLIDE+2+ANALYSIS++OF+TERMS+IN+EDUCATION

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Copyright (C) 2004 Dr.Habsah Ismail

ANALYSIS OF EDUCATIONAL TERMS

Education broad meaning andencompasses the following aspects:

- task and process- aim or end that can be a success ora failure- transfer of knowledge and

acquisition of skills- inculcation of values


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Sociological, psychological interpretations of the wordeducation

Sociological aspect- social system and institutions suchschools, agencies, family and society

Psychological aspect- physical and inner development of

individuals and the effects on the process of teaching andlearning

Philosophical interpretation- universal questions on whymust we educate?; what are the aims and ends of

education and what are the philosophical assumptions onthe underlying the issues of ones right to education?


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Philosophy of education in its analytical perspectiveanalyses the concepts or terms in education

Analysis of the word education by R.S. Peters

Analysis of concepts conceptual analysis of

terms or words using ordinary language analysisand not using techniques of formal reasoning(use of symbolic logic).

R.S Peters analysis of education is so far, themost comprehensive compared to others.


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Education to Peters to a considerable extent isan achievement term.

As an achievement term, education is not

restricted to one particular process butencompasses the holistic meaning of the process(differentiates educating from teaching andtraining.

Having a comprehensive meaning, philosophicalinterpretation of education encompasses theholistic perspective of the process and notconfined to that of family and social institution.


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The phrase, I have educated him implies thatsome element of success or achievement had

taken place which encompasses a range ofactivities directed in the accomplishment of thegoal (achievement).

In his book, Ethics and Education (1966), Peters

set the following criteria in his analysis of theconcept education.

1 Education is the transfer of somethingworthwhile (aim, process, content, ends to be

achieved). This implies that education is not anordinary process but an activity that is value-laden and base on moral and ethical principles.This differentiates education from training anddrilling.


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2. Education results in an individual whosemental perspective is not inert. To quote Peters:

we do not call a person educated who has

simply mastered a skill (eg pottery). For a manto be educated it is sufficient that he shouldpossess a mere-know how or knack. He mustalso have some body of knowledge and somekind of conceptual scheme to raise above thelevel of a collection of disjointed facts. Thisimplies some understanding of principles for theorganization of facts


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The second criteria in Peters analysis is the need forteachers to understand the epistemological principleswhich have bearing on the pedagogy used. (knowledge

structure, concept of knowledge and knowledgeintegration).

3. The third criteria is the procedure or method used ineducation:

a. Procedure or method must aim ataccomplishing the achievement orsuccess in target.

b. The procedure or method used mustmeet the students consent, hence,

teacher must not resort to force,indoctrination and other forms ofimmoral methods.


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Teacher must not brainwash and exercise physical andverbal abuses.

Critical Examination of Peters education:

a. Criteria 1-transfer of something worthwhile, thequestion is , Who determines what is worthwhile in

education and from what aspect?

b. Criteria 2 - delivery of something worthwhile cannotbe refuted.

c. Criteria 3 are all methods used by teachers that

meet students consent must also meet teachersconsent and vice versa? To what extent are methodsand training anti thesis to education?


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Conclusion of Peters analysis:

1. Education must begin with an aim or goalnormally based on the philosophy of a country.

2. Knowledge content (curriculum) to be up datedin line with progress (technology etc)

3. Differences between educating, teaching,training , drilling, indoctrinating andconditioning to be conceptually analysed.


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4. The end product of education is either a successor a failure

5. Education- a process having distinct

characteristics:

- long term process (life-long education,education from the cradle to the grave

- total and holistic development of theindividual educated in terms of intellect,emotion, spiritual, physical (JERI)


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Conceptual Analysis of Teaching and

Learning

Delivery of knowledge main task of teachingbesides inculcation of values towards characterformation, attitude change which influence themind and deeds of students

Delivery of something worthwhile as seen inPeters criteria of education emphasis onknowledge acquisition through teaching andlearning process

Logically, assuming if the process of teaching andlearning is rightly and effectively implemented(ethical etc), the following will be the outcome ofthis process:


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1. knowing and believing (Cognitive terms)

2. teaching and learning (educational terms)

1 and 2 causal relation since a teacher mustknow or have knowledge of the content taught.Not only the teacher must know, but, must also

believe that the content taught is true in theknowledge sense.

Students must know or acquire the truth andbelief of knowledge taught by the teacher.

Hence, the teaching and learning process mustbe based on the 3 conditions of knowledge (1)truth, (2) belief and (3) evidence/proof


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The claim of knowledge truth depends onthe knowledge category whose truth is isproven differently.

If a discipline of knowledge is provenmainly by reasoning (mathematics andlogic), the methods of knowledge delivery

or its pedagogy must use aim ogical andcritical thinking which emphasises thecognitive element. (propositionalknowledge)


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If the truth of knowledge emphasisespsychomotor skill, the method of proving itmethod of proving it is procedural in nature

Theoretical knowledge must also be seen in itspragmatic sense.

Knowledge delivered in the teaching and learningprocess must integrate facts, concepts and

values.


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The learning process involves the followingaspects:

- Students readiness

- Context(Contextual learning)

- Inquiry-based knowledge, critical and creativethinking and discovery learning.

- Analysis of teaching and learning concepts mustnot be in isolation as the concepts areinterrelated in terms of achievement, task,process and outcome.


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ANALYSIS CONCEPTS OF DISCIPLINE AND

PUNISHMENT

Discipline thought related to punishmentdoes not bear the same meaning as thelatter in the exhaustive sense.

The concept of discipline denotessubmission to a rule or regulation; self-discipline, discplines as seen in knolwedgeand disciples which means followers of acertain leader (cult, organization etc).

Disiplin from the Latin word discipulussubmission to a certain regulation orleader of a certain organization.


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But if the teacher feels he is at the losing end,

the punishment act will be aggravated by angerand revenge resulting in more severeconsequences.

lation since some acts of discipline do not involve

moral and ethics

Fro example: Self-discipline is aimed at instillingresponsibility, managing oneself in terms of time

and activities which do not involve otherindividuals.

In education discipline is very much emphasisedas it aims at instilling self-autonomy and good

behaviour.


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Punishment

Punishment is defined as:

Punishmentis the authoritativeimposition of somethingnegative orunpleasanton a person or animal in responseto behaviordeemed wrong by an individual or group.

Implications of the above definition:

1) Any act of punishment is deliberate2) Any act of punishment must inflict something negative3) The act of punishing to be conducted only by an

individual with an authority doing so.
http://en.wikipedia.org/wiki/Unpleasanthttp://en.wikipedia.org/wiki/Unpleasanthttp://en.wikipedia.org/wiki/Unpleasanthttp://en.wikipedia.org/wiki/Authorityhttp://en.wikipedia.org/wiki/Behaviorhttp://en.wikipedia.org/wiki/Unpleasanthttp://en.wikipedia.org/wiki/Behaviorhttp://en.wikipedia.org/wiki/Behaviorhttp://en.wikipedia.org/wiki/Unpleasanthttp://en.wikipedia.org/wiki/Authority


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Act to be done only by authorised person:

- an individual who is bullied by others reacts to thebullying act (Is his reaction classified as punishment orrevenge?)

Any act of punishment must be inflicted on the wrong doerand not others.

Hence, by definition, the concept of punishment is ,infliction of acts on a wrong doer as a result of his wrongdoing. (connotes an act based on retribution)

However, in carrying out punishment, there individuals

who cannot be punished:- students who sick

- with emotional and psychological problems

- students with special needs


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Justification for Punishment

retribution

deterrent reformative

Punishment based on Retribution: Punishment is retributive only in terms of definitionand

not based on intention

Even though meaning of retributive punishment isrestricted to definition, RS Peters being an utilitarian doesnot support punishing based on revenge (retribution)


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In his book , Ethics and Education,Peters statesthe following stance:punishment is one type ofretributive transaction.. (it) must be retributiveby definition

The meaning of punishment by Peters:- if an act of punishment cannot be avoided, any

action taken on the wrong doer must not bebased on bad intention avenge or revenge asthese will usually end in serious physicalconsequences (physical injury and loss of prideetc).

For instance, a teacher is said to act on justiceand fairness if the student who was foundvandalizing the teachers car if he intends toinstill a sense of responsibility and accountabilityin the student


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But if the teacher feels he is losing out asa result of the vandalizing act, hispunishment acts will be aggravated by

anger and revenge resulting in moreserious physical consequences; hence hispunishment is no longer rational.

Therefore, besides instilling accountabilityand responsibility into the wrong doer, thecriteria of punishment must also include

intention or the motive for punishing (Thisis not suggested by Peters in his book).


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Punishment based on the concept of Deterrent

As an utilitarian, (belief in the greatest good forthe greatest number), Peters believes that anyact of punishment must aimed at deterring orpreventing rather avenging (retribution).

However, the concept of punishment based ondeterrent is good in terms of its principles thoughin theory rather difficult to implement:

The teacher faces the delima of resolving theprinciple of justice in carrying out thepunishment and determining the kind of actaimed at justice and fairness.


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For eg. A teacher punishes every student uponfailing to identify the wrong doer.

The question is: How to determine the right kind

of punishment so as not to be too strict or toolenient?

Even though the teachers aim is to deter or

prevent, the issue is, the teacher cannot be sureof the effects of the punishment on the studentssince students react differently to thepunishment.


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Punishment based on Reformative Principle

Reformative punishment aimed at a completerecovery of the disciplinary problem faced by anindividual.

However, it is difficult in practice to implementdue to:

Any form of punishment must be followed by

some follow-up study (tracer study) normallycarried out by the counsellors.


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Difficult to implement if there are toomany students with disciplinaryproblem; not enough councillors.

Reformative punishment can only becarried out if there are disciplinarycases; not a direct form of interventionas in retributive and reformativepunishment.


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THE CONCEPT OF TEACHER AUTHORITY One of the aims of education- enhancing

students intellectual skills besides critical andcreative thinking, autonomy in a academicmatters

To achieve this, the teacher plays an important

role.

This aim cannot be achieved if teachers aredogmatic, autocratic and also too flexible in theirteaching.

In line with Teachers Profesional Ethics, theconcept of teacher authority is important to beunderstood.


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R.S Peters in his book ,Authority, Responsililityand Education (1973)the word authorityoriginating from auctor and auctoritas

authority- one who gives order and instructionor view

Peters defined authority as aura not in thesame perspective as power

Souper (1976) inAbout to Teach: AnIntroduction to Method in Teaching discussedauthority from power perspective. One is said tohave an authority on a certain knowledge if

he/she is able to determine the necessaryrequirements of the discipline.


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Max Weber (a sociologist) defines authorityfrom the following categories:

1. Traditional authority inherited authorityAuthority decided by law and constitution;

antithesis to absolute authority

3. Charismatic Authority- born with authority;naturally endowed


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Authority of a teacher can be seen from the thefollowing categories of authority:

An autocratic teacher:- does not allow room for two way interaction -- tend to instruct without providing basis or

justification of instruction

- believes in complete control over students inclass

- instruct students to undertake task notrelated to teaching and learning

- an autocratic teacher not prepared forteaching; lacking in depth knowledge

- not opened to discussion or challenges


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To Peters, an autocratic teacher is one that isbeing in authority but not an authority

Progressive School s of thought in education likechild-centered education do not supportautocracy in teaching.

An autocratic teacher tend to use methodsantithesis to education like indoctrination, rote-learning, drill and brain-washing

An autocratic teacher is much feared but notrespected.


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A laissez- faire teacher

Too flexible in approach and methods used

Unstructured and students given much freedom inteaching and learning

Flexible approach favoured by students who are notserious in learning

Too much flexibility can have negative consequences onteaching and learning process

Not systemmatic

A democratic teacher:

- Encourage interactive teaching and learning Gurudemokratik; democratic teaching and learningenvironment but under control and supervision


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- A democratic teacher is an authority

- guide and facilitate learning process- in depth knowledge of subject

taught

- respected (without beingautocratic) and not feared


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CONCEPT OF INDOCTRINATION

Indoctrination - teaching or impressing upon

the mind by frequent instruction or repetition

- to instruct in a doctrine, principle,ideology, etc., especially to imbue witha biased belief or point of view.

- often carried out in teaching ofsubjective disciplines (moral, history,religious study,

- not applicable to science subjects(physics, biology and chemistry; alsomathematics)

-
http://dictionary.reference.com/browse/doctrinehttp://dictionary.reference.com/browse/doctrine


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- indoctrination in the form of drill andrepetition; not providing reasons to

answers given; not engaging minds incritical and creative thinking

- Disregard of ones cognitive ability

- Student being indoctrinated not givenopportunity to judge issues fairly since onlyone sided perspective of an issue is presentedby teacher, hence teacher is biased andprejudiced

- Students do not sense being indoctrinated as itis subtle



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- Teacher only present positive aspect of an issuediscussed (from the teachers point of view)and discussing the pros and cons to allow

students freedom of judgment

- Indoctrination giving right or wrong answerbut not necessarily backed up by justificationand reasons as to the right and wrong answersgiven


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Indoctrination can be discussed from the following criteria:

1 method2. content3. intent

Method

- Method implies the transmission of content of asubject matter where a teacher can manipulate facts

- Teacher can resort to drill and rote learning; present

one-sided perspective , rigid and narrowinterpretation


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Common in subjective subject matter (history, moral,ethics); not common in objective disciplines (science-chemistry, physics and biology

Snook (1972) in his book, Indoctrination and Education all forms of indoctrination is deliberate . Even if ateacher claims that he/she has no intenion to indoctrinate,indoctrination can be reflected from the teaching method.

intent

- subtle and hidden ; difficult to identify except throughmethods used

- teaching of abstract content (Islamic religious principles)is not indoctrination from the perspective of intention, butcan be accepted as indoctrination from method

Effects of Indoctrination


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Effects of Indoctrination

1. Limited mastery and understanding ofknowledge as only one-sided perspective ispresented

2. Stereotype thinking; cannot provide strongjustification and interpretation on subjectstaught

3. Not enhancing critical and creative thinkingskills and abilities.

4. Low motivation, thinking, reasoning andautonomy restricted

5. In the extreme form, indoctrination leads to ideological and racial conflicts and concept ofsuperiority among race.


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Indoctrination is anti thesis to the liberal and democraticconcept of education.

Individualism disregard and unacceptable form the moraland ethical perspectives.

Indoctrination and Education:

Sometimes cannot be avoided instill patriotism and

political stability (Rukunegara for national stabilty andpatriotism)

Difference of opinions between the traditional andprogressive schools of thought on indoctrination.Perbezaanpendapat antara golongan mazhab progresif pendidikan

dengan mazhab tradisional pendidikan yang menekankankonsep student centred atau content-centered dalampendidikan

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