Philosophy Of Education Research Articles

Philosophy of Education: A Theoretical Study of Concepts, Schools, and Their Influence in Educational Science

Philosophy of education is a branch of philosophy that reflects the nature, goals, and methods of education in understanding the basic principles that shape the education system. This study includes various theories in epistemology, ethics, and ontology that play a role in formulating policies, curricula, pedagogical practices, and effective teaching methods. Education aims to develop the intellectual, emotional, social, and spiritual potential of individuals through a lifelong learning process. With a library research approach, this article discusses the relationship between philosophy of education and educational science, branches of philosophy, and the influence of philosophical schools on the development of the education system. Understanding the philosophy of education is very important for educators and policy makers in creating a better education system. In addition, the philosophy of education contributes to building a humanistic education system that focuses on the development of the intellect, morality, and character of students for the advancement of society.

Reconstruction of Islamic Education Philosophy in Minangkabau Customary Values: Actualizing the Principles of Adat Basandi Syarak, Syarak Basandi Kitabullah

This research aims to analyze the integration between Islamic education philosophy and Minangkabau traditional values through the principle of Adat Basandi Syarak, Syarak Basandi Kitabullah (ABS-SBK) as a conceptual framework in learner character building. By exploring the relevance of ABS-SBK in the context of modern education, this research seeks to offer a philosophical and practical approach to strengthen learners' spiritual and social values. This research uses a qualitative method with a descriptive-analytical approach. Data were collected through literature studies, in-depth interviews with traditional leaders and educators in West Sumatra, and analysis of documents related to Islamic education philosophy and Minangkabau customs. Triangulation techniques were used to ensure data validity and deepen the analysis. The results showed that the ABS-SBK principle has a high relevance in the character building of students, especially in building the values of faith, local wisdom, and social responsibility. This integration of Islamic and customary values strengthens the moral and ethical foundation of education, while providing a distinctive cultural identity. This research also found that the implementation of ABS-SBK in the education system requires synergy between educational institutions, families and indigenous communities. The implication of this research confirms the importance of preserving ABS-SBK values as a local wisdom-based educational philosophy that is able to answer the challenges of globalization. Its contribution lies in the development of a holistic educational approach, integrating spiritual, cultural, and academic dimensions to create a generation with strong character and global competitiveness.

Panchakosha: Foundations for Holistic Child Development

The Panchakosha theory, a cornerstone of ancient wisdom, offers a comprehensive framework for understanding the multifaceted nature of human beings emphasizing the nurturing of all five layers of being. This theory's application in education can revolutionize the way we approach child development, integrating the physical, emotional, intellectual, and spiritual dimensions. By incorporating elements such as Yoga Nidra, meditation, yoga philosophy, and mindful nutrition, educators can foster holistic growth in children and instill valuable social and personal disciplines promoting better concentration, calmness, and improved learning and memory. Educational philosophies from both Eastern and Western traditions, including contributions from notable thinkers, shape diverse and effective teaching methods. This article delves into the practical ways in which the Panchakosha Theory can be applied to education, offering insights into yogic practices, storytelling, and pedagogical strategies that align with both Eastern and Western educational philosophies.

Book review: Chris Higgins, Undeclared: A Philosophy of Formative Higher Education

Book review: Chris Higgins, <i>Undeclared: A Philosophy of Formative Higher Education</i>

‘Dwelling’ as an Educational Concept

Abstract This paper explores an educational philosophy centred around the notion of ‘dwelling’. Building on the analysis of Heidegger, Roth, Dewey, Emerson, and Haraway, the paper reflects on how ‘dwelling’ foregrounds a certain quality of engagement with the present as the focal point of educational theory and practice. To this end, it considers how the concept of ‘dwelling’ can contribute to the development of present-oriented theoretical perspectives in education. In particular, the paper seeks to explore the potential of ‘dwelling’ to offer a non-individualistic notion of ‘being present’ in the context of education, with special emphasis on the question of how ‘being present’ might be understood in community with others who are fundamentally different from us. Additionally, drawing from Roth’s example of a science education oriented towards ‘rooting’, and Murdoch’s thinking around ‘unselfing’ through aesthetic experience, the paper contemplates how ‘dwelling’ might be cultivated in and through education.

HUBUNGAN ANTARA NILAI-NILAI ETIKA DALAM FILSAFAT PENDIDIKAN DAN KETERLIBATAN SOSIAL MAHASISWA DI UNIVERSITAS BINA BANGSA

This research aims to examine the relationship between ethical values ​​in educational philosophy and students' social involvement in higher education. Through a literature review and qualitative data analysis, this research reveals that ethical values ​​such as justice, responsibility and empathy embedded in educational philosophy have a significant influence on students' motivation and actions in participating in social activities. Students who have a strong understanding of ethical values ​​tend to be more proactive in making positive contributions to society

Peran Filsafat Islam dalam Membangun Pendidikan di SD Muhammadiyah PK Bayat

The role of philosophy in Islamic education is united by a common goal, namely the search for truth. However, the difference is that philosophy is more about reason while Islamic education means efforts to advance the character (inner strength), mind (intellect), and body of students who must be in harmony with the natural and social environment. The purpose of this study is to determine the role of Islamic philosophy in building education at Muhammadiyah Elementary School PK Bayat. The research method is a literature review which contains several ideas and proportions related to the study supported by data and information obtained from library sources. Some of the findings produced include education as a process of preparing a generation to live life and fulfill its life goals effectively and efficiently. The problems of Islamic education are approached with the framework of the hadharah triangle. From this conceptual development, the aim is to change into a visionary, integrative-interconnective, non-dichotomous Islamic education that can answer contemporary issues. These principles are woven into a concept of progressive and civilized Islamic education. Philosophical research is intended to examine the thoughts of figures and their educational concepts.

Epistemologi Filsafat Pendidikan Islam dalam Meningkatkan Pengetahuan Siswa di SMP Muhammadiyah Program Khusus Bayat, Klaten

Knowledge which is the product of thinking activities is the torch of enlightenment of civilization where humans discover themselves and live life more perfectly. The epistemology of Islamic educational philosophy is a science that studies procedures and the process of obtaining Islamic educational philosophy by studying revelation and phenomena of the universe. The epistemology of Islamic educational philosophy is used to obtain knowledge of Islamic education. This research aims to analyze the epistemology of Islamic educational philosophy in increasing students' knowledge at Muhammadiyah Middle School Bayat Special Program. The epistemology of Islamic educational philosophy focuses on the sources of knowledge and methods used. This research uses a qualitative method with a case study approach. Data was collected through in-depth interviews with three sources: two male teachers and one female teacher, as well as photo documentation of the interviews. The results of the research show that based on the correct source of guidance, namely the Al-Quran and Hadith, it is then developed with an ongoing curriculum and implementation of teaching with the best methods so as to increase students' knowledge in a focused manner and have character cultivation that meets the target.

Spirituality and mental health-applying SOPHIE as a therapeutic reflexive tool

ABSTRACT Ontological explorations into the personal sense of ‘being and becoming’ are key for learning and practicing person-centered care. It allows practitioners to engage with philosophical reasoning associated with the meaning to self and others. Humanistic psychological perspectives based on existential approaches are also effective in articulating an understanding of the purpose and meaning in life to promote resilience and post-traumatic growth. However, developing spiritual care competencies, and integrating transformative ontological perspectives into education and practice often remains challenging. Recognizing the centrality of ontological development to this area, the author has developed a reflective framework for mental health practitioners and educators about spirituality, which also addresses existential and cultural issues within a broadly humanistic framework: Self-exploration through Ontological, Phenomenological, Humanistic, Ideological, and Existential Expressions (SOPHIE). This paper presents case studies showcasing SOPHIE’s application in diverse global contexts, where participants across different community settings found it helpful in addressing and reflecting upon their existential and spiritual care needs. Participants reported a personal sense of hope and loss through meaning-making using art and blog writing as narrative inquiry methods to develop reflexivity. An integrated and spiritually competent holistic care approach is highly recommended to embrace transformative care philosophies in education and professional practices.

역량 중심 학부모교육을 위한 학부모 역량모형 개발 연구

This study aims to develop a competency model for competency-based parent education. Through conducting a comprehensive literature review, focus group interviews (FGI), and Delphi surveys, a parental competency model consisting of five competency clusters, 16 core competencies, and 40 sub-competencies was established. The model identifies five primary competency clusters: self-care, basic parenting, child education, school collaboration, and support for child independence. The self-care cluster includes self-understanding and reflection, self-management and growth, and social relationship building. The basic parenting cluster encompasses understanding children's characteristics, practicing positive parenting, and fostering a healthy family culture. The child education cluster comprises establishing an educational philosophy, providing character and life guidance, and supporting learning. The school collaboration cluster includes understanding educational policies, engaging in school activities, and collaborating with teachers. Finally, the support for child independence cluster includes promoting children's self-esteem, fostering challenge-seeking behaviors, facilitating self-directed career exploration, and nurturing social contribution awareness. This study offers a systematic framework for parental competencies, providing a robust foundation to shape future parent education programs and enhancing the practical competencies of parents.

PERAN FILSAFAT DALAM PENGEMBANGAN TEORI PENDIDIKAN THE ROLE OF PHILOSOPHY IN THE DEVELOPMENT OF EDUCATIONAL THEORY

The relationship between philosophy and educational theory has always been an intriguing subject, especially for those who delve deeply into educational studies. To explore the vast field of educational theory, philosophy plays a key role in helping educators and thinkers develop and understand educational theories. This paper, through a literature review, aims to explore the connection between philosophy and educational theory, drawing on various theoretical approaches and findings from prAevious authors. Philosophy influences the development of other fields of knowledge, and this forms the horizontal relationship between philosophy, including philosophy of education, and other branches of knowledge. In a vertical sense, philosophy of education is connected to other fields, such as educational science and the history of education. The results of this study conclude that philosophy's role in educational theory provides a profound contribution to discovering the truth in educational theories, thus making education not only a scientific discipline but also offering practical benefits in its implementation.

The Practical Guidance of Confucian Philosophy for Higher Art Education in China Within the Context of New Liberal Arts

The Practical Guidance of Confucian Philosophy for Higher Art Education in China Within the Context of New Liberal Arts

Metode Pembelajaran dalam Perspektif Filsafat Pendidikan Islam di MI Muhammadiyah Gedongan

This study aims to explore learning methods reviewed from the Philosophy of Islamic Education at Madrasah Ibtidaiyah Muhammadiyah Gedongan. The research method used is qualitative with a descriptive approach. Data were collected through direct observation, interviews with teachers and principals of the madrasah, and analysis of related documents. The results of the study indicate that Madrasah Ibtidaiyah Muhammadiyah Gedongan applies learning methods based on Islamic values, such as simplicity, honesty, and sincerity. Teachers at Madrasah Ibtidaiyah Muhammadiyah Gedongan prioritize approaches that emphasize moral and ethical values ​​in teaching. This study is expected to contribute to the development of learning methods based on Islamic values ​​in the Islamic education environment in Indonesia.

Penanaman Nilai-nilai Karakter Islami melalui Kegiatan Pembiasaan di MIM Ngasem Perspektif Aksiologi

This article discusses efforts to instill Islamic character values ​​through habituation activities at MIM Ngasem from the axiological perspective of Islamic educational philosophy. Islamic character education is considered an important foundation that can produce individuals who are not only academically competent, but also competent and have strong morals in accordance with Islamic teachings. This study aims to analyze the process of instilling Islamic character values ​​through habituation activities at MIM Ngasem. The approach used in this study is axiology, which is the study of values, in the context of Islamic educational philosophy. The research method used is descriptive analysis method with a qualitative approach. Data were collected through interviews and document analysis related to the curriculum and habituation activities at MIM Ngasem. The research respondents involved MIM Ngasem teachers who were involved in habituation activities. The results of the study indicate that the madrasah has concrete efforts in instilling Islamic character values ​​through habituation activities. This process involves habituation activities in the madrasah, including 6 S (smile, greet, greet, shake hands, polite, courteous), morning muroja'ah, congregational dhuha and dhuhur prayers, al Kahfi Time, throwing garbage in its place, healthy Friday, literacy, four healthy five perfect, and cleanliness checks. However, there are several challenges faced, such as lack of support from parents. This study contributes further to the understanding of habituation activities in the formation of Islamic character at MIM Ngasem. The practical implications of the results of this study can be used as a guideline for developing a curriculum at MIM Ngasem that is more effective in instilling Islamic character values, as well as a foundation for improving Islamic education policies.

The Significance of Artificial Intelligence in Learning and Education Management in the Light of Philosophy of Education: A Critical Appraisal

The integration of Artificial Intelligence (AI) into the framework of education has spelt out a remarkable landmark in the history of educational revolution. Both in teaching-learning methodologies and management practice, AI is rapidly becoming a pivotal indispensability. Employing qualitative methods of conceptual frame, content analysis and literature review, this paper critically evaluates the significance of AI in learning and education management in the light of philosophy of education. The highlights of the paper include the concepts of AI, learning, education management, and philosophy of education. Philosophical perspectives and ethical considerations in implementing AI technology are also discussed. The capacity of AI to inform personalized learning, enhance intelligent learning, and facilitate data-driven decision making is critically examined. The paper, going forward, explores the transformational role of teachers amid the reality of the AI environmental permeation and centrality, with a focus on the need for teachers to be adequately equipped with requisite skills that promote critical thinking, creativity and innovation. In the process of the critical appraisal, it is discovered that AI has great potentials to engender harmonized and customized learning experiences. It is also discovered that it equally brings, in its wake, hordes of challenges and concerns with regard to the possibility of stripping the human face of education in terms of depersonalization, ethical concerns, danger of data privacy and algorithmic bias. On the basis of the findings, the paper recommends, among others, that stakeholders in education should adopt a balanced approach to the issue of AI in learning and education management. In this model of approach, AI is to be given an ancillary position as a source of information and knowledge in the process of education. In this way, AI will play a complementary role to the time-tested traditional values through which education strives to offer and achieve a comprehensive development of the learner. This will go a long way in addressing the challenges associated with AI, thereby harnessing its transformative potentials in learning and education management.

Ontologi Pendidikan Islam: Studi Kasus Pengajaran Nilai Islam di Pesantren Baitul Qur’an Wonogiri

Pesantren (Islamic boarding schools) are the oldest Islamic educational institutions in Indonesia. Over time, pesantren have been influenced by the development of education and the dynamic needs of society. Some pesantren now offer formal education and other activities aimed at enhancing the economic potential of the surrounding community by establishing pesantren as central hubs. The management and operations of pesantren are always grounded in the philosophy of education. This study aims to describe the educational philosophy at Pondok Pesantren Baitul Qur’an Wonogiri. The research model employed is field study, which involves direct engagement in the field to explore philosophical issues in khalaf pesantren (modern pesantren). The research uses a qualitative method, defined as gathering research data through interviews, observations, and document analysis. Observations were conducted directly at Pondok Pesantren Baitul Qur’an Wonogiri. This study yielded findings related to the ontological foundations of the philosophy of education at Pondok Pesantren Baitul Qur’an Wonogiri.

Cultural Hegemony: Colonial Obligation, Swadeshi Resistance and Globalization in India from the British to the Contemporary Era

The concept of ‘Cultural Hegemony’ by philosopher Antonio Gramsci is crucial to comprehending Western Colonial effect on India’s liberation struggle. British colonisation changed Indian society, morals and knowledge beyond its political and economic goals. The Crown aimed to control Indian social, cultural, political and economic perspectives through education, language, and Western philosophies. English education and Bengali “Babu culture” are tangible results of this process. However, some Indian leaders and thinkers blended Western ideals with Indian Culture to fight colonial power. The ‘Swadeshi’ movement promoted self-reliance, especially in textiles and resisted British cultural dominance. Globalisation in India in the 1990s affected India’s cultural identity with luxury Western brands and lifestyle, reinforcing new cultural hegemony. This study examines cultural hegemony in India from colonial control to post-independence and modern times, examining how resistance, adaptation and globalisation have shaped the Indian situation.

The Extracurricular Carries the Mission: Historical Perspectives on Games and Sports in Jesuit Education

This article explores the role of extracurricular sports and activities in Jesuit education, tracing their historical development from the early modern period to the present. Contrary to the perception that Jesuit schools adopted extracurricular activities, including sports, solely in response to external cultural trends, the study highlights how these activities have been integral to Jesuit pedagogy’s holistic vision. Through examples from the early modern sources and a focus on the French and Northern American contexts between the nineteenth and early twenty centuries, the article reveals the ways in which sports, games, and physical education have contributed to fostering formative education within Jesuit institutions. Emphasizing the centrality of extracurricular activities for Jesuit pedagogy, the study sheds light on how Jesuit educational institutions uniquely align these activities with their educational philosophy, impacting students’ intellectual, physical, and moral formation.

Articulating a Jesuit Philosophy of Education in the Twentieth Century: A Critical Translation and Commentary on the Instructio of 1934 and 1948

This article critically examines the development and revision of the Instructio issued to the American Assistancy in 1934 and 1948, foundational documents for Jesuit educational philosophy in the twentieth century. The first section provides a detailed analysis of the Instructio’s context, its discourse on Jesuit education, and the ideals it promoted, with particular focus on the evolving understanding of personalis alumnorum cura—a precursor to the more familiar cura personalis. This analysis highlights the document’s role in shaping Jesuit educational frameworks and its response to modern educational needs. The article then presents a critical translation of the 1934 Instructio, followed by a critical translation of the 1948 Instructio. Through these translations and their contextual analysis, the study explores the Instructio’s contributions to unity and cooperation among provinces, its approach to religious and scholastic philosophy, and its integration of the Ratio studiorum in American Jesuit schools.

Tinjauan Literatur tentang Filsafat Pendidikan Islam: Relevansi dan Implementasi di Era Modern

Islamic educational philosophy is a conceptual framework that focuses on the intellectual, moral, and spiritual development of humans. In the modern era, characterized by the challenges of globalization and secularization, Islamic educational philosophy offers a holistic approach to shaping Muslim individuals with integrity. This study aims to explore the core principles of Islamic educational philosophy, including tauhid (monotheism), moral education (akhlak), and the comprehensiveness (syumuliyah) of Islam, while identifying the relevance and challenges of its implementation in the modern era. The research employs a literature review method with descriptive analysis of relevant journals and academic articles. The findings show that while the principles of Islamic education remain relevant, challenges such as cultural penetration and technological advancements require innovation in curriculum approaches and the prudent use of technology. This study emphasizes the importance of integrating Islamic values into modern education to shape an adaptive Muslim generation without losing its Islamic identity. This research is expected to serve as a guide for educators in addressing the dynamics of global education.