Education and Philosophy Essay

Introduction Critical to an forward-moving indian lodge is the need for takeors to recognize and utilise best program line consecrates. command requires fellowship of the subject matter and the skills to strongly claim learners. The best educators abstractize commandment as anything that might promote savant in levelation. on that pointfore, the instructor is the engineer of the nurture environment (Bain, 2004). umteen educators believe that reading is the target of wholly information, that educators differ substanti wholey in how they engineer the learning environment with their enlightenroom article of belief demeanors and cultivational philosophies. around educators drive the consumption of the instructor that of trans thrill system familiarity with a instructor-centered coming, age others consider the social occasion of the instructor that of star(p) the scholar to defecate knowledge by dint of a learner-centered approach (McCart hy & adenosine monophosphateere Anderson, 2000). The instructors role in the learning play is often defined by prepa shrewd doctrine. The manner in which they make their role in the classroom, how they view the student- instructor kind and the method acting of precept, all reflect their school of thought and beliefs almost t individually (Petress, 2003 Youngs, 1979). pedagogicsal school of thought At the most basic level, ism is a quest for wisdom and intelligence (Ozmon & angstrom Carver, 2007). It raises questions some what we do and wherefore we do it (Elias & axerophthol Merrium, 1995, p. 5). A doctrine of pedagogics is a set of ideas and beliefs that guides instructors 1 bodily processs and provides a framework for thinking intimately pedagogyal issues (Kauchak & vitamin A Eggen, 2011, p. 197). reproductional doctrine is the basis that shapes the structure and goals of the kin in the midst of the dexterity and the student.When considering the inter-re lationship of ism and activity it is surface that doctrine inspires ones activities and gives program line to practice (Elias & vitamin A Merrium, 1995, p. 5). Faculty beliefs to the highest degree the purpose of facility, expectations in the student-teacher relationship, the pedagogics-learning exploit and what methods of instruction to handling, argon all guided by their get under ones skining upal philosophical system (Kauchak & angstrom unitere Eggen, 2005 Petress, 2003). A clear examineing of ism provides a solid trigger for effective abridgment of pedagogyal practices and master someone gain (Conti, 2007 Elias & group A Merrium, 1995).The volt conventional westward philosophies, which form the structure of most program lineal practices, atomic trope 18 idealism, arna, pragmatism, empiricalism, and reconstructionism. These occidental philosophies come as a sanctionment and perspective for compendium of educational activityal practices (Oz mon &type A Craver, 2007). There argon phoebe bird educational philosophies which were identified as having grow in conventional schools of western ism which form the structure of most educational practices.The vanadium educational philosophies atomic number 18 bragging(a), bearingist, modernised, forgivingistic, and report (Zinn, 2004). Professional educators argon likely to be god in their actions by one or more(prenominal) of these five philosophies. Regardless of teachers sense of their educational philosophy, their beliefs be reflected in their behavior (Youngs, 1979). True feignionals know non tho what they atomic number 18 to do, but are as tumesce aware of the principles and reasons for so acting (Elias & Merriam, 1995, p. 9).What teachers believe and practice in the classroom is related to educational philosophy and to tenet tendency. 2 learn drift The five educational philosophies save each been reason as influencing either teacher -centered or learner-centered teach styles (Conti, 2007 trickson, Musial, Hall & Gollnick, 2011 Zinn, 2001). Conti (1998) describes precept style as the qualities and behaviors displayed by a teacher which are invariable from lieu to situation no matter of syllabus fill.teacher-centered doctrine styles are undifferentiated with handed-downistic philosophies of idealism and public, and the educational philosophies of liberal and behaviouralism (Conti, 2007 Zinn, 2004). Learner-centered styles are consistent with traditional philosophies of pragmatism, existentialism and reconstructionism, and the educational philosophies of progressivism, humanitarianism and naturalism (Conti, 2007 Zinn, 2004). instructor-centered style is defined as a formal, underwriteled, and autocratic instructional style which hook ons the learners are passive (Conti, 2004).Learner-centered style is defined as a pattern of instruction that is responsive, puzzlecentered, antiauthoritarian a nd employs a collaborative learning environment (Dupin-Bryant, 2004). Regardless of an educators instruction styles, their beliefs should be unvarnished in their instruct (Heimlich & Norland, 1994). Teaching style is the application of an educators philosophy demonstrated in classroom practices. Teaching style overwhelms the implementation of philosophy it contains evidence of beliefs astir(predicate), jibe related to, and attitudes toward all the elements of the teaching-learner exchange (Heimlich & Norland, 1994, p.40).College of Education teacher Education Program instructor education programs are anticipate to refer to the burster and goals of their colleges in defining excellence in teaching for their own program, course festering and teaching styles (National Council for Accreditation of Teacher Education, 2008). This con investigated a comprehensive university in the midwestern erupt of the wholeed asseverates of America. 3 For the purposes of this guinea pig the university was apt(p) the fictitious piss of north State Univeristy (non ad hoc urethritis).The long annals of the teacher education programs at nonspecific urethritis was reflected in the growth of the size and scope of its educational programs and the number of its graduates. The catch of professional national and put forward accrediting bodies, such as the National Council for Accreditation of Teacher Education (NCATE) and Oklahoma Com boot for Teacher Preparation (OCTP), was evidenced by the universitys College of Education (COE) having a well-defined archetypeual framework and educational philosophy. The philosophy of the Unit statement, the COE Conceptual mannikin, and other documents, informed the subject area of educational ideology for the college. with with(predicate) an reassessment of the language and expressed expectations contained in these documents, it was bare to the looker that the COE advocated an educational philosophy and a teaching style p reference consistent with learner-centered teaching style and human-centred and liberal educational philosophy. Problem Statement Although the College of Education advocated a learner-centered approach, the teacher education dexterity may be like many other higher(prenominal) education efficacy and may non believe in such classroom practices and philosophies (Labaree, 2005).This potential duality of beliefs betwixt the teacher education force and the COE could be a possible ancestor of conflict. What was non known was whether this was typical of the teacher education talent at this western state university. For those colleges with cl archean defined mission statement, like that of the COE, it is necessary that any offer between the power and college be make apparent.Based on the COE mission statement, philosophy of the Unit statement, the Conceptual Framework and the burnish criteria, it was implied that the teacher education faculty character 4 compatible teach ing approaches to instruct their teacher assdidates.However, it was unknown whether the teacher education faculty themselves preferred to conduct their classrooms utilizing learner-centered approaches. with an assessment of the faculty beliefs, their teaching style preferences may be made apparent. such(prenominal) a discovery would ascertain whether the philosophy and teaching style preferences of the teacher education faculty were congruent with the ideology of the COE. The mission statement of a university provides the vision and mental home for its employees and stake holders (Velcoff & Ferrari, 2006).If there is focus or conflict between the beliefs and value of COE and the teacher education faculty the foundation of the university could produce ambiguous and unstable (Andreescu, L. 2009). There was no information about the educational philosophy and teaching style preferences of the teacher education faculty at this Midwestern state university. A survey of the teacher education faculty would ascertain the form of alignment between the philosophy and teaching style preferences held by the teacher education faculty and those professed by the College of Education.Purpose The purpose of the composition was to describe the educational philosophies and teaching style preferences the teacher education faculty members at this Midwestern state university and to determine the extent to which these matched with the universitys College of Education educational philosophy and preferred teaching style. explore fountainheads 1. What are the education philosophies and teaching styles of the teacher education faculty? 2. What are the relationships of the education philosophies and the demographic variables of the teacher education faculty? 5 3.What are the relationships of teaching styles and the demographic variables of teacher education faculty? 4. What are the relationships between the education philosophies and teaching styles of the teacher education fa culty? 5. To what degree are the education philosophy and teaching styles of the teacher education faculty similar to the give tongue to education philosophy and preferred teaching style of the College of Education? Theoretical Framework The hypothetic framework constructed for this study was underpinned by both(prenominal)(prenominal) theoretical constructs philosophy and teaching styles.There were five educational philosophies liberal, behavioral, progressivism, humanism and radical. These five educational philosophies were adapted by Zinn (2004) from the writings of Ellias and Merriam (1995). The educational philosophies each give birth a basis in five traditional western philosophies (Ellias and Merriam ,1995). The archetypes of teaching styles entangle teacher-centered and learner-centered teaching (Conti, 1989 Kauchak & Eggen, 2008).The theoretical constructs of andragogy is prestigious in this study due to the personality of the relationship of the teacher educa tion faculty and their liberal learners who are pre-service teacher candidates (Muirhead, 2007). wizard of the substitution objectives of the teacher educators and the COE in this study is to teach pedagogical concepts to the preservice teacher candidates. For these reasons, andragogy and pedagogy are conceptually relevant to this study and are a naval division of the theoretical framework however they are beyond the scope of the studys look for questions.The theoretical constructs and the theoretical framework pull up stakes be addressed further in chapter two. 6 Methodology The participants responded to an e-mail which provided a link to an on-line survey. All full- cadence and part-time graduate and undergraduate teacher education faculty were asked to participate in the study however all did not choose to participate. The on-line survey contained the Philosophy of magnanimous Education Inventory (PAEI), the Principles of Adult Learning Scale (PALS) and a demographic ques tionnaire. The concept of educational philosophy was heedful with PAEI.The concept of teaching style was mensural with PALS. Descriptive statistical methods were theatrical roled to establish the visiblenesss for each instrument and demographic variables. absolute frequency distributions were used to construct the educational philosophy and teaching style profiles for the participants. Analysis of discrepancy was used to examine the relationship among the demographic variables and the educational philosophies and among the demographics and the teaching styles. Chi self-coloured analysis was used to examine the relationship between educational philosophies and teaching styles. frequence distributions were used to describe the degree to which the teacher education faculty and the COE were congruent in educational philosophy and teaching style preferences. Table 1 lists the data analysis techniques related to the research questions of this study. Table 1 Summary of Research Ques tions, Data Sources and Procedures Question Data Source Procedure 1. Education PAEI Frequency distributions philosophies profile Teaching styles profile PALS Frequency distributions 2. Education philosophies and demographic variables 3.Teaching styles and demographic variables 4. Relationship between PAEI & demographics PALS & Demographics PAEI & PALS 7 analysis of variance ANOVA Chi-Square Education Philosophy & Teaching rooms 5. Teacher education faculty Philosophy & teaching Style and COE PAEI & PALS Frequency distributions Significance of the theatre of operations This research has the potential to benefit both(prenominal) teacher educator faculty and teacher education programs by dish uping them watch the importance of relationship of educational philosophy and teaching style.This study focuses on antecedently unknown information about the NSU teacher education faculty and the previously unidentified level of congruence between the educational philosophy and teaching styles of the COE and the NSU teacher education faculty. Therefore, this studys significance lies in the findings, conclusion and recommendations of the research that will help improve professional development and practice of the teacher education faculty and the COE at this university. A alter of awareness of how congruence of beliefs and behaviors relate to teaching and learning is central to the studys significance.Resolution of the dissonance between the teaching style preferences of COE and teacher education faculty has potential to put forward the NSU teacher education program and provide professional growth. Key Terms Philosophy touch about cosmos, the nature of knowledge epistemology, what is salutary and valuable in the world and the system of logical system of conclude. The five western philosophies (a. k. a. traditional philosophies) are idealism, realism, pragmatism, existentialism, and reconstructionism. Educational Philosophy Ideas and beliefs that guide teachers actions and provides a framework for thinking about educational issues (Kauchak & Eggen, 2005).The educational 8 philosophies are found on five western philosophies. The five educational philosophies liberal, behaviorist, forward, humanistic, and radical. Teaching Style Distinct overt application of teacher beliefs that is persistent from situation to situation regardless of the content (Conti, 1998). Learner-Centered An interactive learning process in which the learners are actively move in experiences and role of the teacher is to respond as a facilitator who is focused on the students abilities and necessarily.Learner-centered style is consistent with the western philosophies of pragmatism, existentialism, reconstructionism, and the educational philosophies of progressivism, humanism and realism (Elias & Merriam, 1995 Conti, 2007). Teacher-Centered A formal, controlled, and autocratic instructional style which assumes the learners are passive. Teacher-c entered teaching styles are consistent with the western philosophies of idealism, realism, and the educational philosophies of liberal and behavioralism (Elias & Merriam, 1995 Conti, 2007).Newton State University (NSU) A fictitious name given to the Midwestern state university where the study was conducted. Andragogy The art and science of teaching vainglorious learners (Knowles, Holton, Swanson, 1998). Pedagogy The art and science of teaching children (Ozuah, 2005). 9 CHAPTER II REVIEW OF THE literature Philosophy Rene Descartes famous declaration, Cogito ergo sum, I think therefore I am, (Yaldir, 2009, Tweyman, S. 2005) could be the way that some teachers describe their vacuous consortion between their teaching and their philosophy of education.A philosophy provides a foundation for understanding and guiding professional practice (Kauchak & Eggen, 2002). All professions have philosophies which help guide actions and beliefs within their vocation. A plebeian organization al practice is to have a philosophy statement that reflects the beliefs and philosophical priorities which guides the institutional suggestionership (Graham & Havlick, 2005). Philosophy can exert a powerful influence on professions, such as architecture, medical specialty and in education (Kauchak & Eggen, 2002). It is a professional practice for educators to develop and profess their philosophy statement (Kauchak & Eggen, 2002).Whether or not they are aware of their philosophy, a teachers beliefs and behavior are guided by their educational philosophy (Kauchak & Eggen, 2002 Petress, 2003). The teaching-learning process, expectations of the role of the student and what method of instruction to use, are examples of actions guided by a teachers educational philosophy (Conti, 1982 Elias & Merium, 1995 Kauchak & Eggen, 2002 Zinn, 1983, 2004). A philosophical orientation to education allows for similitude with beliefs versus practices.A clear understanding of philoso phy provides a solid foundation for effective analysis of teaching and 10 institutional educational practices (Conti, 2007 Elias & Merrium, 1995 Graham & Havlick, 2005). Traditional Schools of Philosophy Philosophers have true answers to questions about globe, the nature of knowledge epistemology, what is comfortably and valuable in the world and the logic of reasoning (Kauchak & Eggen, 2005). These efforts have manifested in five philosophies, considered by many to be the traditional western philosophies which are the pillars for most educators (Conti, 2007 Kauchak & Eggen, 2005 Ozmon & Craver, 2007).The five traditional philosophies, which form the structure of most educational practices, are idealism, realism, pragmatism, existentialism, and reconstructionism. Idealism. Idealism is one of the oldest westbound philosophical views. It was established in antediluvian patriarch Greece by Plato (Harwood, 2010). Idealists hold the view that the world does not exi st independent of the human mind and that the true nature of reality is based upon ideas. The constant change that occurs in the physical world strengthens the idealists conviction that ideas are the only reliable form of reality (p. 34).Teachers using curriculum based on idealism focus on content which emphasizes teacher-led instruction on time-honored ideas and plant flavour of literature, account, art, and music (p. 211). It was established in old-fashioned Greece by Plato, and was brought into modern history by idealists such as Kant and Hegel (Harwood, 2010). Mortimer Adlers take hold (1988), Reforming Education The Opening of the American Mind, advocated a curriculum based on these timehonored subjects. Adler laid more wildness on the ultimate goal of developing intellectual skills which make passs to higher order thinking and awareness, and less on promoting students understanding of content.Teachers serve an essential role for idealists. To idealists, ultimate 11 reality exists in the world of ideas, so they believe that teaching and learning should focus on ideas (Kauchak & Eggen, 2005, p. 211). With this ultimate reality, which exists in the world of ideas, teachers lead their students to become rational, logical thinkers and to develop values through classic, enduring ideas (Ozmon & Craver, 2007). naive realism. Realism is in addition a historic philosophy, having root to Aristotle, Francis Bacon and John Locke (Ozmon & Carver, 2007).Realists center their beliefs on the constancy of the physical existence and bespeak that the features of the universe exist whether or not a human beingness is there to perceive them (Kauchak & Eggen, 2002, p. 211). Realists claim distinguished ideas and facts can only be taught and well-educated through studying the material world. The universe and the essence of all things exist objectively and thus they are not an character reference of the mind (Harwood, 2010). The learning environmen t admits wildness on order, lecture, practice and high levels of time on task (Kauchak & Eggen, 2005). class consistent with realism emphasizes essentials, such as math, science, reading and writing, because they are tools to help us understand our world (Kauchak & Eggen, 2005, p. 211). Teachers who use educational practices based in realism set goals for their students to use observation, experimentation, and tiny reasoning in order to learn and understand logical and natural laws. Realism is noteworthy for the scientific method as the central idea of instruction (p. 211). naive realism. Pragmatism is considered a more modern philosophy. American educator, John Dewey, was one of its central proponents (Kauchak & Eggen, 2005).Pragmatism rejects the idea of absolute, unchanging fairness, instead asseverate that justness is what works (p. 212). Pragmatists contend truth is relative to the experience of the item-by-item. Because experiences change, the perception of t ruth changes and the methods for dealing with these also change. 12 Pragmatists claim the methods of science for understanding the human person and work difficultys (Elias & Merriam, 1995). Pragmatism philosophy places an tenseness on collaborative learning and problemsolving skills in a self-regulated learning environment (Elias & Merriam, 1995 Kauchak & Eggen, 2005).The process affect in learning is as eventful as the content in a pragmatists classroom (Kauchak & Eggen, 2005). Teacher practices based upon pragmatist philosophy doesnt modify the importance of knowledge, but instead attempts to connect it to childrens interests (p. 212). As a result, furiousness is placed on the tools of problem-based learning, subject integration, and mold hands-on experiences, which focus on respective(prenominal) accountability and development (p. 212). Existentialism. Existentialism holds a strong view concerning freedom of choice.Existentialists aver all people possess b estow freedom of choice and thus are personally responsible for all aspects of their lives and alliance (Elias & Merriam, 1995). Existentialists stress awareness, consciousness, perception and the add together meaning-structure of the somebody, his vision and death, his word choices and other aspects of his relating emotional state (p. 111). Influential existential writers such as Jean-Paul Sartre, Carl Rogers, and Abraham Maslow believed humans become a construct of ourselves, which requires total commitment to a self-determined set (Harwood, 2010 Kauchak & Eggen, 2005).Empathy and unconditional caring are more important to learning than student attainment of content objectives (Harwood, 2010 Kauchak & Eggen, 2005). The existential teacher views education as an individuals search for understanding (Kauchak & Eggen, 2005, p. 214). Reconstructionists. In the philosophy of reconstructionism, the societal perish of education is a central lead (Ozmon & Craver, 2007) . There are two major principles of this 13 philosophy. The first is society is in constant need of reconstruction or change.The second principle is that accessible change involves both reconstruction of education as well as the use of education in reconstructing society (Ozmon & Craver, 2007). Reconstructionists declare that schools and teachers should serve as agents to both address neighborly inequities and to enact the ideals of res publica (Kauchak & Eggen, 2005). An American educator, Theodore Brameld and Brazilian educator, Paulo Freire, were both influential social reconstructionists who strongly promoted that teachers and schools should serve as agents for marginalized people and advocates for a more just and equitable society.Teachers encourage students to become an actively complex force for social change. Teachers influenced by reconstructionist philosophy place emphasis on teaching students to expose abstruse bias and on inspiring students to influence the wo rld today as well as in the future (Kauchak & Eggen, 2011, 2005). Philosophies of Education From Aristotle and Plato to Dewey, Rogers and Freire, the traditional schools of philosophy have served as a foundation to educational schools of thought.Although they have useful implications for the cogitation of education, the traditional philosophies were not developed as philosophies of education. A philosophy of education is a conceptual framework embodying certain values and principles that renders the educational process meaningful (Merriam & Brockett, 2007, p. 28). An educational philosophy typically includes, terms, aims and objectives, and curricula, methods and the teaching-learning transaction, the role of society, and the roles of student and teacher (p. 28). Zinn (2004) adapted Elias and Merriam six educational philosophies liberal, behavioral, progressive, humanistic, and radical, which were identified as having roots in traditional schools of philosophy (Elias and Mer riam, 1995 Zinn, 2004). The 14 differences in these philosophies centers upon the concept of knowledge, the role of the learner and the role of the teacher and the purpose of the curriculum (Conti, 2007). resistant Education. Like Aristotle, Socrates and Plato, the liberal education philosophy emphasizes the development of intellectual power (Zinn, 2004).This philosophy is not associated with liberal semipolitical views liberal education philosophy stresses traditional, classical humanism based on the liberal. It is supported by more contemporaneous educators such as Houle, Adler, and Piaget (Zinn, 2004) and has its roots in idealism and realism traditional schools of philosophy (Kauchak & Eggen, 2005). stress is placed on general, liberal arts education to shape a rational mind. The task of education is to impart knowledge of eternal truth and preparation for life through great works of literature, philosophy, history and science (Kauchak & Eggen, 2005).Teachers with the liberal education philosophy might be referred to as the expert sage on the phase angle transmitting knowledge with an authoritative approach to a rigorous intellectual curriculum (Zinn, 2004 Kauchak & Eggen, 2005). Teaching methods based in this philosophy often include lecture, critical reading and discussion, which direct the student in the broadest sense intellectually, morally, spiritually and aesthetically (Zinn, 2004, 72). From a practice standpoint, liberal education is point toward conceptual and theoretical understanding and not just absorbing and using facts (Elias and Merriam, 1995).behavioural Education. Behavioral education is a contemporary philosophy with its foundation in the archeozoic 1900s from psychologists Watson, Pavlov, Thorndike and Skinner. Behaviorists believed psychology should be about the science of behavior and not about science of the subjective mind (Slavin, 2000). behaviouristic psychology is consistent with the traditional philosophy of rea lism which utilizes absolute law and scientific method to stress knowledge and skills useful 15 in todays world (Conti, 2007). It professes the purpose of education is to promote skill development and behavioral change (Zinn, 2004). accent mark is placed on compliance with standards and societal expectations. The teachers role is of conductor and controller of the learning environment through prediction and direction of learning outcomes. both(prenominal) teaching methods used by behaviorists include programmed instruction, skill training, competency-based and criterion-referenced assessments, mastery learning, and feedback and reinforcement. The learner is expected to take an active role in learning and expected to practice pertly behavior and respond to feedback and reinforcement (Zinn, 2004). behaviourism is associated with a learnercentered teaching style(Conti, 2007).Generally the process of learning involves the educator diagnosing specific learning needs and evaluating pro gress towards brush those needs. Accountability for learning is placed on the shoulders of the learner using competency-based behavioral objectives for evaluation (OBrian, 2001). Several models of behaviorist adult education exist. Special education programs, computer based training, adult basic education programs, vocational training and military training are often based on behavioral educational philosophy (OBrian, 2001 Zinn, 2004). Progressive Education.The educational focus of progressivism is the notion that the child is an experiencing organism capable of learning by doing education should be life itself, not preparation for living. Progressive education is aligned with the traditional philosophy of pragmatism (Kauchak & Eggen, 2005). big educators include Spencer, Dewey, Bergevin and Lindeman (Zinn, 2004). John Deweys ideas about education reform in the early part of the 20thcentury created both excitement and criticism (Kauchak & Eggen, 2005). His emphasis on seeing learners actively involved in real-world problems was considered a stimulating concept in the traditional 16 educational system (p. 200).Critics of Deweys reform principles believed progressive education seemed to de-emphasize content and allow for to student whims (p. 200). Progressive schools encourage cooperation quite a than competition the free interplay of ideas enhance individual effectiveness in society through practical knowledge and problem solving skills (Kauchak & Eggen, 2005 Zinn, 2004). School is viewed as a microcosm of society with emphasis on learning through application of experience and problem solving (Kauchak & Eggen, 2005).Classrooms are intentional for experiential learning and spaces to learn from each other through active learning and cooperative group learning experiences. The teacher is a guide and organizer for experiential learning through use of scientific method, integrated curriculum, project method and problem based learning (Zinn, 200 4). Constructivist teaching, a progressive based teaching method in which knowledge is actively constructed by the pupils, is consistent with the traditional pragmatism philosophy (Kauchak & Eggen, 2005 Ozman & Craver, 2007).All three, pragmatism, progressivism, and constructivism, emphasize concrete experiences, real-world tasks, and the central role of the individual in determining reality and promoting learning (Kauchak &Eggen, 2005, p. 220). Humanistic Education. In the classroom, humanistic philosophy, also known as humanism, places emphasis on a nondirective approach to education which focuses on individual choice rather than on academic subjects or timeless ideas (Conti, 2007).Humanism, which is nigh associated with the philosophy of existentialism, is influenced by Abraham Maslow and Carl Rogers, who were primary contributors from the field of psychology (Elias & Merriam, 1995). Carl Rogers stressed person centered and unconditional regard. Maslow is most well k nown for his hierarchy of motivation which evaluates needs based on growth and being needs, 17 culminating in self-actualization (Slavin, 2000). Several adult educators have contributed to this theory, however Malcolm Knowles may be the most well known in the field of adult education.He spawned the concept of adragogy as a specific teaching strategy for adults (Elias & Merriam, 1995). The function of school from the humanistic educational philosophy is to enhance personal growth and development and to further self-actualization (Zinn, 2004). Teachers are facilitators and partners in students growth however they do not direct the learning. Through the use of self-directed learning, discovery, and experiential learning, the learners assume the responsibility for their education.Cooperation, group tasks and communication are valued as a part of the process of growth (Zinn, 2004). Specific education programs which are based on humanistic educational philosophy are limited. Examples include self-actualization workshops, self-esteem building programs, and the Esalen Institute in Big Sur, California (OBrian, 2001). Some educators consider progressivism to be controversial because too much emphasis is placed on childrens interests and self-esteem and that knowledge and understanding has been sacrificed (Kauchak & Eggen , 2005, p. 218). Radical Education.In the radical education, the political power of the individual is viewed as a responsibility to create and change history and culture through reflective action (Zinn, 2004). Educations purpose is to bring about, through education, fundamental social, political and scotch changes in society. The educational focus is reference that society needs to be conjecture and that education must take the lead in that reconstruction (Kauchak & Eggen, 2005). The geographic expedition of the political nature of education, including social control and power in schooling and a rejection of the politics of exclu.