Multicultural Education Philosophy - Essay Sample

Philosophy of education tells us about education value. It deals with the process, purpose, and ideals of education. According to William this philosophy questions aims, methods and elements of education in relation to moral and social conditions. It comprehends curriculum, context, method, teaching, motivation and learning. Philosophy of education is more practical and experimental. It deals with objectives of education and philosophical problems that stem from education. This harmonizes educational facts and values. Philosophy of education is associated with analysis and criticism whereas educational philosophy defines theories of education. Philosophical method involves tasks like logical appraisal of different statements and arguments, theories, beliefs and knowledge. The primary goal of philosophy of education is to deduce the nature of education and values that protect humanity.

Is your time best spent reading someone else’s essay? Get a 100% original essay FROM A CERTIFIED WRITER!

Order now

Dr K. M Chetty, Moore, Scheffler, Frankena, Kingsley Proice, Steven M Cahn, D J O’ Connor, Cahn and John Dewey all have different perspectives on the philosophy of education. The aim of philosophy of education is to develop personality i.e. physical, mental, emotional, moral, social and spiritual. This enables an individual to control his environment and fulfill his purpose. Philosophy delves in defining the universe. Philosophical thought gives logic and rational sequence to education. Philosophy aims to answer the questions why as opposed to how. Philosophy of education applies philosophers view to education problems. Both the philosophers and educators have to have similar concern and commitment on nature of education desired to uphold dignity in human race.

Scope of philosophy of education is evaluated aims, ideas and education, education values, human nature, knowledge and social progress. It performs 3 main functions i.e. normative (goals, norms and standards), critical (terms and proposition in educational thought) and speculative (enquiry, theory cause and nature). Philosophy of education deals with problems such as need, nature, objectives, relationship and impact of education. For example Indian philosophy of education is normative and speculative. Ghandi induced philosophy of education (character building) through values developed. Dr Ambedkar thought if mind is controlled life in society can be peaceful for an individual.

The philosophy of education has its own scope and function. This scope involves the fundamental evaluation of objectives, ideologies and education, synopsis of human nature, education values, theory of knowledge and relationship of education and social progress. This philosophy of education identifies and organizes the beliefs, values and understandings of individuals or groups in respect to education. This philosophy defines and directs purposes, objectives and focus of a particular school. Philosophical thoughts provide basis for development of an education system whereas the philosophical foundation of curriculum determines the purpose of education and roles of the various participants. Foundations aim to propose goals of curriculum, philosophy presenting the mode of thinking which creates the goals (Merry 570).

It is important for teachers to have a philosophy of education in order to enable teachers to view and analyze from perspectives of students. This enables teachers understand behavior and know how this students view their actions. This enables both of them to benefit from this setting. The seven philosophy of education include essentialism, perennialism, social reconstructionism, behaviorism, progressivism, existentialism, constructivism, humanism and conservatism. The types of teacher centered philosophies are essentialism and perennialism, this focus on the curriculum aspect that should be taught. The main braches of philosophy of education are epistemology, axiology, metaphysics and logic. Philosophy has a fundamental role in society which includes solving problems and critical thinking (Hyunhee 16).

The principles/beliefs to teaching multicultural education include knowledge construction, equity pedagogy, content integration, prejudice reduction and empowering school culture and social structure (Merry 575). Multicultural education aims to achieve equality among the students who race different race, religion, class and ethnicity. It is important to teach a subject for multicultural education to pass the knowledge to students in order to make key decisions and personal, social and civic action to uphold democracy. Students will learn best by learning content this material may include cultural perspectives and references. These students will be encouraged to learn about other students cultures and those form other cultures may be given platforms to share their own experiences.

The goals for multicultural education include but are not limited to content mastery, engaged citizenry, critical thinking, problem solving, teamwork, individual fulfillment, educational equity, freedom for individuals, inculcating cultural pluralism in societies, intercultural understanding in the classroom and other spaces, capacity building for students, teachers and parents, knowledge on other cultural backgrounds and the development of practitioners who are versatile and informed on a multicultural perspectives and the sharing of ideas. The most effective methods for teaching multicultural education involves group discussions, cooperative learning, role playing, question and answer style, interviews, observations and active involvement.

Works Cited

Agirdag, Orhan, Michael S. Merry, and Mieke Van Houtte. "Teachers’ understanding of multicultural education and the correlates of multicultural content integration in Flanders." Education and Urban Society 48.6 (2016): 556-582.

Cho, Hyunhee. "Navigating the meanings of social justice, teaching for social justice, and multicultural education." International Journal of Multicultural Education 19.2 (2017): 1-19.

Gezer, Melehat. "An analysis of correlations between prospective teachers’ philosophy of education and their attitudes towards multicultural education." Cogent Education 5.1 (2018): 1475094.

Manning, M. Lee, Leroy G. Baruth, and G. Lea Lee. Multicultural education of children and adolescents. Taylor & Francis, 2017.MULTICULTURAL, CREATING A. QUEER. "EXPLORATION NINE. CREATING A QUEER MULTICULTURAL SOCIAL JUSTICE TEACHING PHILOSOPHY." BECOMING AWARE (OF SELF AND OTHERS) THROUGH QUEER CURRICULUM DEVELOPMENT (2019): 172.

Paksoy, Eshabil Erdem, and Sabri Çelik. "Readiness of Turkish Education system for Multicultural education." Educational Research and Reviews 14.8 (2019): 274-281.