Four-category taxonomy of educational philosophies grouped into traditional and contemporary dimensions¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 associational), q2 · 1 of 1 report an effect size · 2 claims rest on one study

Description¶

The article organizes educational philosophies into named categories, noting that literature "mostly classified in four categories as perennialism, essentialism, progressivism, re-constructionism". Perennialism and essentialism are treated as Traditional Educational Philosophy (TEP), while progressivism and re-constructionism form Contemporary Philosophy of Education (CPE), as operationalized in the Philosophy Preference Assessment Scale. The taxonomy guides how the study relates philosophy preference to critical thinking dispositions.

Design Implications¶

Context¶

Requirements¶

• Measurement requires a validated preference instrument distinguishing the traditional and contemporary philosophy dimensions, as the PPAS provides.

Constraints¶

• The article notes Wiles and Bondi announced six categories including naturalism and existentialism, but the study's measurement collapses to the four-category traditional/contemporary grouping.

Target Learners¶

• prospective teachers in teacher education programs

Target Learning Objectives¶

• understanding one's educational philosophy orientation and its relation to critical thinking dispositions

Claims¶

• Critical Thinking Dispositions Correlate Contemporary Educational Philosophy [+M]
• Critical Thinking Dispositions Not Related Traditional Philosophy [+M]

Related Theories¶

• Taxonomy of five educational philosophies for adult education
• Taxonomy of educational philosophies: Perennialism, Essentialism, Pragmatism, Reconstructionism, and Existentialism
• Traditional versus modern philosophies distinguished by who determines ends and means

Examples¶

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Key Sources¶

• Aybek, B., & Aslan, S. (2017). The Relationship between Prospective Teachers' Critical Thinking Dispositions and Their Educational Philosophies. Universal Journal of Educational Research 5(4). https://doi.org/10.13189/ujer.2017.050403