Understanding Philosophy And Ideology Present Education

  • Lanny Laras Sekolah Tinggi Teologi Injili Indonesia-Surabaya
  • Daniel Tumbel Sekolah Tinggi Teologi Injili Indonesia-Surabaya
Keywords: Educational philosophy, Present-day education, John Dewey, Theodore B. Brameld, Educational Ideology


Modern methods of education are structured on the basis of modern ideological and philosophical.  Various methods of a human nature or humanism, make the human being the center or center of learning. Modern science has created a great many moral problems in the environment of modern society. It is generally worrying that modern education is influencing values to children.  Moral values can be taught through literature and textbooks but nevertheless the atmosphere or atmosphere of learning also needs to be considered.  The modern view considers that with the education of good ethical values, children will automatically turn out to be good.  If the situation or environment is improved structurally and economically, education and good moral ethical values, then society will automatically also change for the better.  Is that really the case? The reality that is happening in the world is very contradictory. 


[1] John Dewey, Democrazy and Education, New York: Macmillan Co., 1916, p. 45-46.
[2] Ibid., p. 60.
[3] John Dewey, Progressive Education: The Ideal and the Reality, edited by Ronald Gross, The Teacher and the Taught, New York: Dell Publishings Co. , 1963, p x.
[4] namely a comprehensive set of views in lines (generalizations) that are at the peak of meaningful abstraction, the type of generalization that allows a person to organize his behavior as a whole systematically and with the least inconsistency (inconsistency) and self-contradiction (contradiction)
[5] William F. O'neil, Educational Ideologies (Jogyakarta: Pustaka Pelajar, 2001), p. 12.
[6] See Thomas katen, Doing Philosophy (New York: Prentice Hall, 1973).
[7] Richard S. Peters, Ethics and Education (Chicago: Scott, Foresman & Company, 1966), Israel Scheffer, Conditions of Knowledge (Chicago: Scott, Foresman & Company, 1965), and Jonas Soltis, An Introduction to Analysis of Educational Concepts (Massachussets: Addison Wesley Co., 1968).
[8] J. Donald Butler, Four Philosophies and Their Practice in Educational and Religion, revised ed., (New York: Harper & Brothers, 1951), p. 261-262.
[9] William F. O'neil, p. 20.
[10] Theodore B. Brameld, Philosophies of Educational in Cultural Perspective (New York: Dryden, 1955), and Toward a Reconstructed Philosophy of Education (New York: Dryden, 1956).
[11] Brameld, Toward A Reconstructed Philosophy of Education, pp. 4 – 19.
[12] Ibid., p. 11.
[13] Ibid., p. 8.
[14] Ibid
[15] Ibid., p. 5.
[16] Ibid.
[17] William F. O'neil, p. 23
[18] Tara Chand Sharma, Modern Methods of Teaching Moral Values (England: Sarup, 2002) p. 22.
How to Cite
Laras, L., & Tumbel, D. (2022). Understanding Philosophy And Ideology Present Education. Journal Didaskalia, 5(1), 31-40. https://doi.org/10.33856/didaskalia.v5i1.241