The impact of the philosophies of education on the Namibian education system

Philosophy of education can refer either to the application of philosophy to the problem of

education, examining definitions, goals and chains of meaning used in education by teachers,

administrators and policy makers. It can involve the examination of particular visions or

approaches by researchers and policy-makers in education that often address contemporary

debates and assumptions about innovations and practices in teaching and learning by

considering the profession within broader philosophical or sociocultural contexts. It focuses

on the values, beliefs and attitudes in relation to the process of growth of individuals and

society . Philosophy of education influences almost all the aspects of a country’s educational

system. Particularly, it influences the following aspects: Relationship between the state and

education, the aims of education, the curriculum, teaching methods, theory and practice of

discipline. In this assignment we are going to discuss how the fields of philosophy as;

pragmatism, idealism, naturalism, realism and rationalism influence the upbringing of

Education system.
Pragmatism

It focuses on children's personal and social growth as the top priority. It starts from simple to

complex. Children start learning as soon as they engage in problem solving. From

pragmatism, people learned from other past experiences/knowledge. It’s a way of using

previous knowledge in a new situation Pragmatism does not accept any universal or eternal

and preconceived aim of education. . Pragmatism focuses on child-centred curriculum

consisting of activities and based on child’s experience. Pragmatism stresses problem solving

and project methods of teaching. . In the scheme of the pragmatists, there is no place for

punishment and discipline is learnt through moral training which is based child’s experience

gained through various kinds of school activities and programmers.

Idealism

Any view that stress the central role of the ideal or the spiritual in the interpretation of

experience. It may hold that the world or reality exists essentially as spirit or consciousness,

that abstractions and laws are more fundamental in reality than sensory things, or, at least,

that whatever exists is known in dimensions that are chiefly mental through and as ideas.

(Shati, August 2016)Idealism impacts the educational aims for examples it will stress on

creating a spiritual environment in the school as that pupils develop spiritual values and attain

self-realization, i.e. a school has an aim of having a good cooperation amongst all parts of the

school. It also influences the curriculum of the Namibian education system as it emphasizes

teaching of higher values through ethics, religion, art and subjects of humanities (Dasgupta,

1969). For instance, the country have introduced a religious subject in the Schools curricular,

which aims to teach/ make learners have an understanding and have respect for themselves

and for people around them. Societies which tend towards idealism prefer to have a system of

education which prescribes rigid methods of teaching such as lecturing and prefer learning
through imitation, memorization and discussion. The teaching method are made in such a

way that it is learner-centred to ensure the development of mental capacity and critical

thinking independently. For example, the roles of the instructor should focus on student

learning and facilitate rather than didactic. The concept of discipline and its practice are also

influenced by idealism where it wishes to enforce discipline through cultivation of higher

values, moral and religious teachings and strict control over the child.

Naturalism

The philosophical believe that everything arises from natural properties and causes, and

supernatural or spiritual explanation is discounted. Naturalism would like to see that the child

is made to learn from nature in a natural way and realizes his potentialities. Naturalism

advocate views on curriculum, where it lays stress on subjects that help in self-expression and

self-preservation. For instance, life skills, where learners are taught; solving problem skill,

prevention of pandemics diseases, to be open seeks for advices, etc. It advocates teaching of

basic sciences, physical and health education. A system of education based on naturalism

stresses learning by doing, learning through experience and learning through observation.

This is where learners are allowed to do practical, usually in Agriculture, Physical science

and Biology. Through experience they learn what they already know, for instance in

agriculture they learn to sow while they already experience sowing at home. To naturalist’s

discipline is to be learnt by natural consequences. The child enjoys maximum freedom. Self-

discipline is preferred to external control. Learners do socialise with their peer, when they

experience for example a fight, they tend to learn to control their anger to prevent fight in

future.
Realism

Realism faces on truth and fact as they exist in the world. It bases on reality which depends

on our knowledge and not on ideas (Blackburn, 2005). In education, realism impacts on

learners beliefs especially in Religious and moral education. Learners have different beliefs

due to different religions, norms, values and taboos. Learners cannot discover or construct but

they can only represent aspects abstractly.

Rationalism

Learners learn things through sources and reasons. In education, rationalism normally

impacts on Mathematics whereby learners usually use deductive and inductive reasoning in

problem solving situations. Learners should be able to know their identities and also give

reasons on why some events such as natural disasters occur in world.

References

Blackburn, S. (2005). Truth: A Guide. Oxford University Press, inc.

Dasgupta, S. (1969). Indian Idealism. Cambridge University Press , Newyork, NY, USA.

Shati, E. (August 2016). Idealism's impact on the Namibian Education system.