It is important for students to understand that the world does not exist in isolation, but the skills we learn overlap in our journey into learning.
Epistemology: Epistemology asks us to ponder the question: what is knowledge how does knowledge of one event or process impact other events, how do we know what we know? Within my educational philosophy, the concept of knowledge is, as it is in Bloom's hierarchy, at the bottom of the pyramid -- knowledge is there as factual information. It is however, the function of my concept that knowledge is just the base; it is how we slice and dice that information, how we ponder, bring in past experiences, tie together other thoughts and ideas, and ultimately actualize a unique and individual set of ideas.
Axiology: Axiology is the study of value, or a common term for combining ethics and aesthetics. My theory of education requires high standards and expectations (e.g. modeling behavior, adherence to high moral principles), as well as utilizing the learning process to ensure the transmission of appropriate intellectual and social values.
Logic: Logic examines arguments and how knowledge is verified. Within my philosophy, the concept of basic knowledge is not enough. Truth must be verifiable, not simply...
It is the skill of vetting sources, of analyzing what bias or point-of-view the author may have, or in the case of mathematics asking how that theory om came to be that moves us towards a logical conclusion (Gutek, 2008).
Discuss those philosophies you chose not to include and explain what elements (metaphysics, epistemology, axiology, and logic) you did not agree with and why.
In reading a number of philosophers and their approach to education, I was struck with the amount of similarity many had -- saying the same thing but adapting it for their own particular culture. Some of the Ancients, for instance Plato and Aristotle, were viable as a basis for asking about the quality of knowledge, but certainly not about Pedagogy. Milton was a reformer, but seemed to focus education on a skillset, a tangible "means to an end" philosophy, certainly practical for the time period. Then, of course, there's the famous Locke-Hobbes debate about the nature of humans; needing control (Hobbes) or needing total freedom (Locke) -- when in actuality we have found that it depends on the situational and the individual. I also use John Dewey, who seemed to be a reformer against authoritarianism as well, but also campaigned for moving beyond mere knowledge, just
