Philosophical And Sociological Perspectives Of Education Pdf

[Peppin Kishore]

Thistopical collection sets out to explore the broad applications of ML in Society. The objective of this collection is therefore to take our readers on a fascinating voyage of recent machine learning advancements, highlighting the systematic changes in algorithms, techniques and methodologies underwent to date but also aptly reflecting on the philosophical, sociological, as well as ethical consequences, overall impact, and general desirability that such widespread adoption may entail for future societies and individuals living within them.

Mirko Farina is Professor (Senior Researcher) and Head of the Human-Machine Interaction Lab at the Institute for Digital Economy and Artificial Systems [IDEAS] established -under the framework of the 'BRICS Partnership on New Industrial Revolution'- in Xiamen (People's Republic of China), by Xiamen University [XMU], Lomonosov Moscow State University [MSU] and Xiamen Municipal People's Government. Prior to that he was an Associate Professor of Philosophy of Computer Science at Innopolis University.

Witold Pedrycz is Professor in the Dept of Electrical and Computer Engineering at the University of Alberta, Canada. He is also affiliated with the Systems Research Institute of the Polish Academy of Sciences. He is a foreign member of the Polish Academy of Sciences and a Fellow of the Royal Society of Canada. His main research directions involve Computational Intelligence, Granular Computing, and Machine Learning, among others. He serves as an EiC of Information Sciences, EiC of WIREs Data Mining and Knowledge Discovery, and Co-EiC of J. of Data Information and Management.

Philosophy is at the heart of curriculum development. It helps educators in formulating beliefs, arguments, and assumptions and in making value judgments. Philosophy develops a broad outlook, and it also helps in answering what schools are for, what subjects are important, how students should learn, and what materials and methods should be used. Philosophy provides the starting point . . . in decision making about education in its totality (Ogwara, et. al, 2013).

Idealism is considered one of the oldest philosophical systems, whose main proponent was the Greek philosopher, Plato. Idealism advocates that ideas constitute what is real and permanent, i.e. ideas are the only true reality. Idealism also emphasizes the spiritual component of man, i.e., man is a spiritual being.

According to this philosophy, education is the process of development of a person, his/her conscious and spiritual self. The ultimate responsibility for learning rests with learners. The school exists to develop character, increase knowledge, and cultivate aesthetic taste. The teacher is expected to be a model, friend, and guide to the learners.

Selection of study material in line with the expressed interests and concerns of the learner. Non-formal curriculum activities and physical training in areas like games, related hobbies, and other co-curricular areas.

In general, it is possible to identify elements of past education in the present-day curricula in many education systems within the United States and the rest of the world, depending on the past history.

Despite the seeming impossibility of it, given that almost all of us are products of the system that emphasizes art objects over people, sociology and social concerns did manage a comeback (of sorts) in the 1990s. Save for the work of Christopher Small, this comeback was not driven by sociologists or by music educators with a love of sociology (such as those who attended the first American sociology in music education symposium in 1995), but by three discrete intellectual currents of music education in the 1990s: (1) rising multicultural awareness, (2) feminist thought, and (3) jazz, or more precisely, music education philosophers with backgrounds as jazz/commercial musicians.

None of this is to suggest that inequality is not present in music education classrooms around the world. Research by Kenneth Elpus and Carlos Abril (2019) has shown that instrumental music classes in American secondary schools are not demographically representative, for example. That should concern us. If we believe music education is for everyone, then it needs to be for everyone. It should concern us that our practices help to create and sustain inequalities along any lines (gender, race, sexuality, disability, and so on). It should concern us if and when superior musical performance derives from the economic status of students and their families.[22] It should also concern us if and when music teaching helps to create cultural hierarchies that serve to celebrate some groups and denigrate others. While some hierarchies are unavoidable, in that whatever gets taught in school is automatically ascribed value, there are most certainly teaching practices that implicitly and explicitly promote cultural hierarchies (e.g., music education as notation literacy) and teaching practices that work to challenge them.

Roger Mantie is Professor, Department of Arts, Culture and Media at University of Toronto Scarborough, with a graduate appointment at the Ontario Institute for Studies in Education. His teaching and scholarship focus on connections between education and wellness, with an emphasis on lifelong engagement in and with music and the arts. Roger is the author of Music, Leisure, Education: Historical and Philosophical Perspectives (2021), co-author of Education, Music, and the Social Lives of Undergraduates: Collegiate A Cappella and the Pursuit of Happiness (2020), and co-editor of the Oxford Handbook of Technology and Music Education (2017) and the Oxford Handbook of Music Making and Leisure (2016). Complete information at rogermantie.com.

Froehlich, Hildegard. 2004. From talking about social realities in music learning and teaching to sociological inquiries in music education: A wide leap indeed. Sociology of Music Education Symposium IV, University of Massachusetts Amherst.

Small, Christopher. 1977. Music, society, education: A radical examination of the prophetic function of music in western, eastern and African cultures with its impact on society and its use in education. Calder.

[7] I mean this not in the narrow definition (musicologists versus composers versus music theorists, etc.), but in the larger sense that university music faculty are all, in a sense, musicologists to the extent they study music.

[9] The MayDay Group continues to promote the social values of music education. Though by now somewhat out of date, see, for example, their very helpful resources page: -perspectives-education-music-and-music-education-literature-five-bibliographies.

[12] I looked at the latest issues of British Journal of Music Education, Bulletin of the Council for Research in Music Education, Journal of Research in Music Education, Journal of Music Teacher Education, Music Education Research, and Research Studies in Music Education. There are a few articles that are decidedly psychological (e.g., using Self Determination Theory or self-efficacy) or agnostically empirical, but the majority can easily be considered as sociocultural in nature.

[23] Part of the argument, as I understand it, is that the strong acceptance of determinism incapacitates ethics and agency. Posthumanism thus strives to resuscitate the importance of thinking and acting ethically.

[26] Our limited numbers make it all the more frustrating to see so many studies on the same topic while other topics, like those arising from Childhood Studies, for example, go unexplored. Can we not move on from pre-service music teacher identity?

Sociologists study social events, interactions, and patterns, and they develop a theory in an attempt to explain why things work as they do. A sociological theory seeks to explain social phenomena. Theories can be used to create a testable proposition, called a hypothesis, about society (Allan 2006).

Theories vary in scope depending on the scale of the issues that they are meant to explain. Macro-level theories relate to large-scale issues and large groups of people, while micro-level theories look at very specific relationships between individuals or small groups. Grand theories attempt to explain large-scale relationships and answer fundamental questions such as why societies form and why they change. Sociological theory is constantly evolving and should never be considered complete. Classic sociological theories are still considered important and current, but new sociological theories build upon the work of their predecessors and add to them (Calhoun 2002).

In sociology, a few theories provide broad perspectives that help explain many different aspects of social life, and these are called paradigms. Paradigms are philosophical and theoretical frameworks used within a discipline to formulate theories, generalizations, and the experiments performed in support of them. Three paradigms have come to dominate sociological thinking, because they provide useful explanations: structural functionalism, conflict theory, and symbolic interactionism.

Watch the following video for an overview of each of the sociological paradigms. First, the video introduces major sociological theories in general terms, then gives an overview of structural-functionalism, conflict theory, and symbolic interactionism. Structural functionalism views society as an organism in which the various parts, or social structures, fulfill certain functions to meet the needs of the society. Conflict theory imagines society as a struggle for scarce resources and focuses on the conflicts created by competition and power differences. Conflict theory includes sub-categories such as class conflict theory, race conflict theory, and gender conflict theory. Symbolic interactionism focuses more on individuals and the shared reality that people create through their own experiences.

This course surveys the historical, philosophical, ideological, social, cultural, political, and economic foundations of American education and uses this information as a lens to analyze educational practices. Current issues affecting schools, teachers, students, families and communities are examined and discussed throughout the course. Discussion of student, teacher, and community diversities and identities will be integrated into the course.

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