Table of Contents
Education refers to the process of impacting knowledge in a person (Dewey, 1998). The best methodology of impacting knowledge in a person is effected through planning, of the teaching approach through philosophical and rational ideals. Philosophy and rationale in such a context thus, refers to the tools used in educational planning, by stipulating the teaching approach, methodology, facilitation and the nature of the leaner in an educational institution. The philosophy and rationale provide a skeletal diagram of educational procedural activities upon which the learning course and facilitation is built upon. A particular educational philosophy and rationale should thus be formulated holistically, to encompass all the activities, facilities and medium of impacting knowledge.
Professionally and as a discipline, educational philosophy rationale is effected through professionally stipulated functions used to formulate various educational philosophies model. As a matter of principle in educational philosophy, every philosophical model applied in this institution should reflect a combination of all these philosophical and rationality functions. These functions include: metaphysics, epistemology, axiology and logic.
In this essay the writer uses the philosophical functions to formulate an innovative educational philosophical and rational teaching model, applicable to any learning institution. The writer uses distinguished, already developed learning models, not to copy write but to support his learning model. The writer first sketch a skeletal diagram using the stipulated philosophical functions, conform his ideas systematically using these functions and finally elevates a holistic, comprehensive, continuous, educational policy model and concludes his educational planning by operationalizing his policy model.
1.0 Metaphysics Conformity
Education is not a living or a non-living matter, but a behavioral concept combining the interaction between cosmos and the cognitive being of a person. Metaphysics involve the morphological, anatomical and physiological nature of education. The terminologies are biological and only applicable to living matter, but in finding their non-living matter synonymous counterparts and their combinatorial interaction with the cognitive learner this can help an educationist policy maker to understand the nature of education from a metaphysics perspective (Dewy, 2010). Metaphysics in a more specific definition refers to the nature of the leaner; more specifically his cognitive mind and emotions, the organizational environment of the learning institution in terms of staff and leaning facilities and other organizational environment in direct or in direct or indirect contact with the learner.
Educational process is mostly conducted in a specialized locality called a school. This constitutes the teachers, other students, the learning resources and the entire human resource of a learning institution. Other organizational environment that impinge upon the learning process include among others: The work environment for an in-service student, family environment and fiends or peer influence.
In this edition, the metaphysics elements explored are limited to the predetermined educational philosophy rationale in the conclusion part of the essay. The education philosophy rationale of this essay is built upon the metaphysics skeleton of the human mind. The educational progress from this metaphysical approach is viewed as a function of the mind content of the learner. The philosophical theory used to foster this argument is substance dualism, proposed by Rene Discartes, where the mind is divorced from the other body faculties. In this argument the substance of the mind involved in education is the intelligent quotient, as a distinct function divorced from emotional, physiological and even organizational environment.
In such a scenario the rigorous and nature of educational training adopted for a specific learner should be based on the measurement of the mental substance in different individuals quantified as intelligent quotient (IQ). The educational approach adopted in a learning institution should involve training learners as a discrete group based on their mental capabilities conducted through proper vetting of leaner through conducting intelligent quotient tests on learners. The various discrete groups of learners from this vetting should then be instituted to differential educational institutions, teaching methods, facilities and teachers.
To support such a metaphysical approach the philosophical theory of the mind existing as an idealist perception in learning is not applicable in this an argument.
2.0 Epistemology Content
Epistemology is used to sturdy and lay a distinction between impacted and inherent knowledge, exemplified in the resolution of a problem through a methodology or instinct by an individual. The two fields of epistemological knowledge are distinctively coined as knowledge how and knowledge that by Bertrand Russell in his philosophical work; problems of philosophy (Warbarton, 2003). The difficulty incurred in extricating these two fields of knowledge, stipulates the non-applicability of intelligent quotient measurement in a child past the school age and subsequently proposes that the vetting process used in the educational philosophy rationale of this essay. This avoids the influence of organizational environment on inherent mental knowledge, which forms the critics’ basis of substance dualism theory.
The intelligent quotient measurement should be instituted as a mandatory legislative requirement for every new born alongside the birth certificate. The educational merit certificate should only be used as subsidiary documents to IQ in absorbing students and pupils in the various transitional basic, middle level, technical, tertially colleges and university educational institution. The educational policy is not discriminatory but an adoption of a specialty educational training. Such an argument calls for an establishment of specialized schools, differential educational facilitation and staffing of schools and an increase in technical schools to support non-formal mode of teaching. A monopolistic basis and middle level formal education to a chiild with low knowledge capabilities is a waste of time and country resources in educational funding of basic formal education. An incompetent child in a formal school could be a genius in a technical school. This policy of education is adopted in Japan, with specialized training being adopted at the very basic level of training. The economic impact to such an educational policy is evident in the robust manufacturing economy of Japan.
The theories implied in this epistemological approach are purely, Descartes theorized. Knowledge impacting theories are excluded as knowledge is implied by Descartes theory to be already in existence, even before an introduction of the learning process. The theories excluded by this essay thus include empiricism and constructivism modes of impacting knowledge. However this essay supports rationalism theory as an inherent intuition in a learner’s cognitive faculties.
3.0 Axiology Conformity
This relates to the morality and ethics of a leaner. From a substance, dualism theory perspective the moral and ethical characteristic of a person is a substance within his cognitive intuitions; more specifically his emotional being. The moral and ethical concept in a learner can be intuited or organizationally impacted within the learner’s cognitive being. Intuitive moral concept is inbuilt in an infant in the form of choleric, sanguine or melancholic temperament while organizational moral concepts are cosmologically impacted.
The disciplinary premise of this essay educational philosophy is built using both meta-ethical and normative philosophical theories. The social aspect of a human being is almost entirely cosmologically inspired.
The meta-ethical approach adopted in this philosophy is the Deontologists approaches where the learner’s moral values are blend an in organizational context, whereas consequentialism approach is used in fostering discipline in the learner. The punitive approach of “Carrot and stick” suggested by Bentam is discouraged as this invites retaliatory response from the learner.
Logic is used to state the educational philosophy rationale of this essay using an inductive reasoning based on the philosophical theories enumerated in the essay. This is what constitutes the mission statement.
4.1 Mission Statement
The essay suggests the introduction of Intelligent Quotient Certificate Legislation As a Vetting and educational planning procedure for transition between, Basic education schools, middle level schools or technical schools, colleges and universities in the listed hierarchical order.
5.0 Exemplary cases
As mentioned earlier in this essay the most exemplary cases is illustrated by Japan legislated educational policy divorced from formal to a practical oriented education. The transitional to technical and expatriate training is phased after lower secondary education for only three years. Training at pre-school kindergarten is mostly informal through plays in outside a school environment.