PHILOSOPHY AS A SYSTEM OF EDUCATION, EDUCATION

PHILOSOPHY SUBSTANCE, AND THE PHILOSOPHY OF THE

PHILOSOPHY OF EDUCATION

Arranged by :
1. WINONI CHARIZA ( 4163312031)
2. KHALISHAH QATRUNNADA ( 4163312013)

BILINGUAL MATHEMATICS EDUCATION

FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
2016
PREFACE

Praise and thanks to the presence of God Almighty because with His grace was, so
that this task can be completed. The preparation of this paper carried out as one of the
requirements to fulfill the task subjects the value of Philosophy of Education.
Finally, as befits a human being who has a lot of limitations, if there are errors authors
expect criticism and constructive suggestions that can then be better. Expectations and
my goal in completing the paper is to be useful and can add knowledge to those who read
it. For all the attention, prayers and support of all colleagues, Im so thankful.

Medan, 28 September 2016

Editor

TABLE OF CONTENTS
2

PREFACE..................................................................................................2
TABLE OF CONTENTS...........................................................................3
CHAPTER I Introduction..........................................................................4
A. Background ...............................................................................................4
B. Purpose of Making Paper...........................................................................4
CHAPTER II Discussion...........................................................................5
A. Philosophy of Education as System...........................................................5
B. Substance Philosophy of Education...........................................................7
C. Relations with Philosophy Philosophy of Education..................................10
CHAPTER III Finalty ...............................................................................16
Conclusion ...........................................................................................16
Bibliography.........................................................................................18

PART I
PRELIMINARY
3

A. Background
Basically, human beings as living beings think and always try to know everything, do not
want to take for granted what something is, always wants to know what is behind the
seen and observed. Everything he saw, experienced, and symptoms that occur in the
environment is always questioned and analyzed or assessed (Tim Lecturer of Philosophy
of Education Unimed). There are three things that encourage people to philosophize is
astonishment, disbelief, and awareness of limitations. Philosophizing often encouraged to
find out what has to know and what is not yet know, philosophizing means humble that
not all of them will never be known in kemestaan are endless. Philosophy has a very
important role in human life. There are at least three main roles that owned that as a
battering ram, liberators, and counselors (Jan Hendrik diktat Rapar in Philosophy of
Education). Education is an attempt to develop human potential learners both physical
potential potency of creativity, taste, and his work, so that the potential was realized and
can function in the course of his life. Basic education is a universal human aspiration.
Education aims to prepare a personal balance, unity. organic, harmonious, dynamic. in
order to achieve the goal of human life. Educational philosophy is a philosophy used in
the study of educational issues.

B. Purpose of Making Paper

1. Students to know about what is meant by the substance of the philosophy of
education.
2. Students to understand the relationship of philosophy and education.
3. Student to understand about the development of the school of philosophy of
education.
4. Students can know and understand the urgency of philosophy in education.

CHAPTER II
DISCUSSION

A. Philosophy of Education as a System

The system's educational philosophy is the word from Systema from the Greek
meaning "the way, the strategy". In the English system means "system, the arrangement,
the network, the way". System also mean "a strategy, a way of thinking or modes of
thinking". While education is essentially an activity that is consciously and deliberately
and responsibly conducted adults to children which raised the interactions of both in
order that the child reaches adulthood.
National education based on Pancasila and the Constitution of the Republic of
Indonesia Year 1945 serves to develop the ability and character development and
civilization of the nation's dignity in the context of the intellectual life of the nation, aims
to develop students' potentials to become a man of faith and fear of God Almighty, noble,
healthy, knowledgeable, skilled, creative, independent, and become citizens of a
democratic and accountable. To develop the function of government to convene a
national education system as stated in Law No. 20 Year 2003 on National Education
System. The nation's life covers the whole nation; citizens young and old, rich and poor,
in cities and in the villages, regardless of background and smart in life and living,
cognitive, piskomotor, and affective, and integrative totality.
Another approach is to be developed is when education is facing a problem or
situation that is not as expected, would require a response that is not solely within the
scope of education. For example about the whole man, to clarify this concept requires
explanation of the philosophy. When it will be answered by using science to another, the
answer can not immediately be speculative as well as in philosophy. These possibilities
with the objective of education when it is developed in proportion would be very
adequate in filling the foundation-the foundation of science education, as a major part of
science education in general.
Philosophy is characterized by the appearance or the birth of theories or systems of
thought that produced by thinkers or great philosophers like Socrates, Plato, Aristotle,
5

Thomas Aquinas, Spinoza, Hegel, Karlmax, August Comte. In outline there are three
branches of the philosophy of education, namely: metafisiska, epistemology, and
axiology, the material content of each as follows:
1). Metaphysics
Etymologically metaphysics derived from Ancient Greek consisting of two words,
"meta" and "physics" .meta means after, behind, or exceeded, and physics mean real
nature. Metaphysics is a branch of philosophy that asks about the nature of knotted
behind the world of phenomena. Metaphysics affect the objects outside experience that
can capture the senses. Metaphysics can be divided into two parts:
1. Ontology, questioned about the essence is there, the nature of the elements present.
Ontology is the study of the nature of reality that is looking for answers whether reality.
2. Special Metaphysics, questioning the theology and anthropology. Theology questioned
questions about God and the relationship with the world of reality as a result of his
creation.
Ontology of education is a human, noble creatures, potential, interactions, culture, and
environment. As God's creatures, humans are noble creatures, creatures of God the
Exalted, has the ability to be noble as a gift of God Almighty. Spiritual abilities were
awarded in humans nurtured and fostered in order to develop properly.

2). Epistemology
Epitemologi term is derived from the Ancient Greek language, the origin of the
word "episteme," which means knowledge and "logos" meaning theory. Etymologically,
epistemology means the theory of knowledge. Epismologi is a branch of philosophy that
discusses the origin, structure, methods, and validity of knowledge. Epistemology
examines the nature of the theory of knowledge, addressing the issue of the nature of
human knowledge, about the relationship who know and who know (the object) and what
is the truth and how the validity of knowledge. Epistemology of education is looking for
new sources of knowledge and truth in the practice of education implementation.
6

3) Axiology
Etymologically, the term axiology is derived from the Ancient Greek language,
consists of the word "aksios" which means that the value and the word "logos" meaning
theory. So, axiology is a branch of philosophy that studies the value. Axiology examines
the nature of value. In this case axiology associated with goodness and beauty of the
values and judgments. This is a field of study where the source of value, roots and norms
as well as substantive value and the standard value. Ethics related to quality, personal
morality and social behavior. Similarly ethics is a good determination of personal
behavior, the good society and the good life. Aesthetics is the determination of the criteria
of beauty in cents, personal experience in human life and the environment. Axiology
education is a practical implementation of education that is based on the basic values
contained in the Preamble of the 1945 Constitution

B. Substance Philosophy of Education

In the world of education, philosophy of education is part of the foundations of
education. Which means that the philosophy of education need explores the basic
concepts of education. In Indonesia Pancasila and the Constitution of 1945 and the law of
education is a basic or primary foundation for the implementation of education. This is
what makes Pancasila, or particular philosophy of Pancasila has a central position in the
educational insights, and the values and norms of Pancasila and the Constitution of 1945,
covers overall education, be it about the theory and the practice.
Relying on views of the rank of philosophy and the philosophy of Pancasila as the
philosophy of education is open, then the attitude of convergence or elective inkorpatif to
philosophy or philosophy of education that comes from outside need to be developed. By
studying philosophy and philosophy of education from outside is essentially an attempt to
enrich or strengthening the substance of the philosophy of education has been on the
rating further.

Spirit and Soul Act of 1945 should be the underlying foundation of praxis and
practice of education. In the opening Act of 1945 has been described real direction and
purpose of education namely: the intellectual life of the nation. This expectation is
supported by the torso and the articles of the Constitution of 1945, which stated that the
government would carry out a quality education for every citizen and every citizen has
the right to education of at least up to the primary level. Aim education further clarified
and reinforced the substance and direction which is to make intelligent, virtuous noble
and

more.
The substance of the philosophy of education is the assessment and implementation

of how business can be done to foster and develop human dignity as a human being to
live a virtuous and noble and intelligent. Thus, the focus of the implementation of
education actually directed and shades by the values of Pancasila and the 1945
Constitution.
According Zanti Arbi (1988) Philosophy of Education are as follows.
1). Inspire
2). Analyzing
3). Prescriptive
4). Investigate
Purpose inspires is an inspiration to educators to implement certain ideas in
education. Through a philosophy of education, philosopher explained how the idea that
education, where education directed it, who should receive an education, and how to
educate as well as the role of educator. Of course these ideas are based on certain
assumptions about human child, the community or the environment, and the state. While
it is by analyzing the educational philosophy is to check carefully the parts of education
in order to know clearly its validity. This needs to be done so that in the preparation of the
concept of education as a whole does not happen , Forage overlap, as well as the direction
of the maze. Therefore complex ideas can be clarified in advance, clear educational goals,
and tools can also be determined appropriately. Francis Bacon in his book The
Advencement of leraning put forward the thesis that most knowledge possessed by a
8

human being contains elements that valitditas helpful in solving everyday problems, if it
contains the knowledge of one of the concepts that have lasted for years. Bacon uses
inductive logic as a crisis or analysis techniques to discover the meaning of education that
can be relied upon. Through the experience were critical to inductive logic will include
educational

concepts.

In education philosophy is an attempt explains or gives direction to educators

through educational philosophy. Which could explain the form of human nature when
compared with other creatures, aspects of learners that should be developed; the
development process itself, the boundaries of assistance that could be given to the
development process itself, the limits of the involvement of educators, toward a clear,
targets education if necessary, the different directions of education when necessary
according to the abilities, talents and interests children. Johann Herbart in his Scence of
education wants the teachers have to reliable information about the educational goals that
can be achieved and the learning process before entering the classroom teacher.
Educational foundation constructed on the assumption that doubt the truth or on a
tradition that is still obscure need to be replaced with valid information. An information
reconstructed from or scientifically. What is intended to investigate the educational
philosophy is to examine or investigate the validity of a theory of education. Education is
not justified in taking for granted its concept or theory to be practiced in the field of
education. Educators should seek their own educational concepts in the field or through
research. For a while the philosophy of education can be used background knowledge
alone. Furthermore, after educators successfully invented the concept, then the
educational philosophy used to evaluate, or as a comparison, for the possibility of
revising as material, so that the concept of education was becoming more stable. John
Dewey in his book Democracy and Education stated that is the final test of everything.
They viewed the experience as a banner all the educational philosophy that is committed
to the inquiry or investigation. Philosopher function select experiences from which to
drive the social efficiency. Educational philosophy seeks to interpret the teachinglearning process according to scientific testing procedures and then comment on the value
9

or usefulness. Educational philosophy seek consequences learning process, what has been
done, what his weaknesses, and how to overcome that weakness. The philosophers,
through the philosophy of education, tried to explore new ideas about education, which in
his opinion is more precise in terms of fairness where learners and educators as well as in
terms of the background The geographic, sosologis, and culture of a nation. From the
standpoint of human existence will cause flow Perenialis, Realist, Empirical, naturalist,
and existentialist. Meanwhile, from the point of geographical, sociological, and cultural
essentialist will cause flow, Traditionalists, Progresivis, and Rekontruksionis. Various
flow filafat schools mentioned above, impact the creation of concepts or theories of
education are diverse. Each concept will support the educational philosophy. In
constructing theories of education, philosophy of education is also reminded that the
theories above truth embodied by the rules of science. In other words, theories of
education should be developed based on the results of scientific research.

C. Relations with Educational Philosophy Philosophy

It is a common understanding that the views or philosophical worldview made by a
person or a society even a nation is an underlying principle or guideline that all aspects of
life and the life of people or the community or the nation itself, including education. All
efforts or activities conducted by guidance philosophy espoused. A philosophical view of
education equal role with the philosophical foundation which animates the entire
discretion of the implementation of education. Between philosophy and education there is
a very close relationship. Philosophy tries to formulate the image of man and society,
while trying to realize education that image. Formula of the nature and dignity of man
and society, especially in Indonesia based on the philosophy adopted by the Indonesian
nation, namely Pancasila. Pancasila is the source of all ideas about human beings and
society are considered good, the source of the traffic system is the base of the religious
sources and estuary of every decision and action in education and learning. Philosophy
conduct an extensive review of reality, then peeled was among other world view and
10

outlook on life. This concept of this can be the basis for constructing the concept of
objectives and methodology of educators. In addition, the experience of educators in
demanding growth and development of children will be in touch and get acquainted with
the reality. Everything that can be delivered to the philosophy to be a material
consideration and review to develop themselves. The relationship of philosophy with the
philosophy of education can be formulated as follows:
1. Philosophy has a broader object, are universal. While the object of limited educational
philosophy in the world philosophy of education only.
2. Philosophy provides the synthesis of the philosophy of education in particular, unite
and

coordinate

3. Fields philosophy may be the same as the field of philosophy of education but the
angle of view is different.
Philosophy of education is thought of as a result of the activities reviewed regularly
and depth that make philosophy as a medium to prepare the educational process, aligning
and harmonizing funds explain the values and objectives to be achieved. Thus it can be
said that there is complete unity between philosophy, philosophy of education, and
human experience or education. Philosophy find ideas into reality in the form of
behavior, actions, and even fostering human personality. Therefore, it can be said that
education is the realization of philosophical ideas. From the description above can be
concluded that the functional relationship between philosophy and theory of education
are:
Philosophy in the philosophical sense is an approach that is used in solving the
problems of education and educational theories compiled by experts.
Philosophy serves to give directions to the educational theories that already exist in
certain philosophical schools that have relevance to real needs.
Philosophy in this philosophy of education, has the function to give me guidance and
direction in developing educational theories into science education.

11

Brubacher (1950) argued about the relationship between philosophy and the
philosophy of education, in this case education: that philosophy not only gave birth to
science or new knowledge, but also gave birth to a philosophy of education. Philosophy
is a thinking human activity that seeks to achieve the policy and wisdom. While the
philosophy of education is a science that is essentially in charge of the questions that arise
in the field of education. Therefore backwardly philosophical, educational philosophy
itself is essentially the application of a philosophical analysis of the field of education.
The educational philosophy should be studied and explored by everyone who deepen
science education, especially those who choose the profession as educators. There are
several fundamental reasons, among others :
1. The existence to the problems of education from age to age is a concern to experts,
respectively. Education is a human effort to improve kesejathteraan inner and outer
communities and nations. Many writings produced by the experts thought, and it is not
uncommon that an expert ideas influencing ideas other experts. The style is based on
philosophical ideas often arise from expert-think this. It is included in the field of
philosophy of education.
2. It can be estimated that for whoever studied philosophy of education can have views
that reach beyond the things that are found experimentally and empirically. Thus the
philosophy of education can be expected is a provision to review the education along
with its problems critically.
3. Can the intellectual and academic demands are met with the foundation of the principle
that to philosophize is to think logically organized and critical demands, the educational
philosophizing has that kind of ability.
Some schools of philosophy of education that is dominant in the world are as follows:

12

1) essentialist
Esesialis educational philosophy starts from the truth that has been proven for centuries.
Truth like that are essential, the other is the truth by chance alone. The essential truth of it
is classical culture that appeared in Roman times that using classic books written in Latin
known as the Great Book. Pressure education is the formation of intellectual and logic.
By studying Greco-Roman culture that uses the Latin difficult it is believed the brain
learners will be targeted properly and logic would develop. Discipline is concerned, the
lesson was made very structured, with the subject matter in the form of cultural heritage,
which is organized in such a way so as to accelerate the habit of effective thinking,
teaching centered on the teacher.

2) Perenialis
Perenialis educational philosophy that the truth of the revelation of God. About how to
cultivate the truth in self-learners in the learning process is not much different between
essentialist with perenialis. The education process meraka equally traditional.

3) Progresivis
Progresivis educational philosophy has a soul change, relativity, freedom, dynamics,
scientific, and real acts. According to this philosophy no definite purpose, nor any
definite truth. The purpose and that truth is relative, what is now deemed correct for the
destination in life, next year is not necessarily still true. Kebenaan size is useful for
human life today. As a consequence of this view, hence the emphasis in education is
developing the learners to be able to think, that is how good thinking. This is achieved
through problem-solving learning method performed by the children themselves. Since it
became the center of education in children. To speed up the development process, they
also emphasize the principle of self-discipline, socialization and democratization.
Individual differences are also very they notice in education.

4) Reconstructionist
13

Reconstructionist philosophy of education is a variation of Progressivism, which wants

the human condition in general should be improved (Callahan, 1983). They had dreams
of returning mengkonstuksi human life in total. All areas of life should be changed and
made new flow of extremes. These arrangements seek to change the life of the old society
and build the arrangement of a new life once, through the institution and the educational
process. The learning process and everything related to education is not much different
from flow Progresivis.

5) Eksistence
Educational philosophy existentialist found adala reality or truth or the individual human
existence itself. The presence of men in this world have no purpose and life became
absorbed because there are human beings. Man is free, will be what the person is
determined by

the

decisions

of

their

own commitments.

(Callahan,

1983)

Education according to this philosophy aims to develop an awareness of individuals, give

chance to freely choose ethics, encourage

knowledge themselves, are responsible

themselves, and develop a commitment to yourself. Give chance subject matter must be
active themselves, plan and implement their own, either working alone or in groups. The
material being studied is concerned with the immediate needs in human needs. Learners
need to gain experience according to their individual differences. Teachers must be
democratic with direct teaching techniques.
Between philosophy and education there is a very close relationship. Philosophy tries to
formulate ctentang man and society, while trying to realize education that image. Formula
of the nature and dignity of Manusa and communities, especially in Indonesia based on
the philosophy adopted by the Indonesian nation, namely Pancasila. Pancasila is the
source of all ideas about human beings and society are considered good, the source of the
traffic system is the base of the religious sources and estuary of every decision and action
in education and learning. Philosophy conduct an extensive review of reality, then
another dikupaslahantara world view and outlook on life. This concept of this can be the
basis for constructing the concept of objectives and methodology of educators. In
14

addition, the experience of educators in demanding growth and development of children

will be in touch with reality and respect. Everything that can be delivered to the
philosophy to be used as ingredients pertimbangandan reviews to develop themselves.
Brubacher argued about the relationship between philosophy and the philosophy of
education, in this case the philosophy of education that not only gave birth to science or
new knowledge, but also gave birth to a philosophy of education. Philosophy is a
thinking human activity that seeks to achieve the policy and wisdom. While the
philosophy of education is the science of the hakekantya answers to questions yagn arise
in the field of education. Therefore, philosophical, educational philosophy itself is
essentially the application of an analysis philosophical education.
According to the philosophy of Plato relationship with the educational philosophy is :
1). Science is born of the similarities and differences of philosophy, while philosophy is
the mother and science education.
2). The science is more analytical, while philosophy is a synopsis.
3). Science present the facts to describe the object, while philosophy in addition to
emphasis on the real situation and the object is also how it should be the object of it.
4). Science start something using philosophical assumptions while checking and doubted
any assumptions.
5). Science in the paint by the use of the experimental method, controlled the way it
works, whereas the philosophy of using science.
In applying the philosophy of education, as a teacher educator and has the right
diammengharapkan that philosophers of education shows itself on the issue of education
in general and how it interferes in the schooling problems concerning problem
formulation of objectives, kurkulum, school organizations and so on. And educators are
also mengahrapkan of philosophers pendiidkan dariuraian a further classification of
concepts, arguments himself terutamadalam kotraversi education literature education
systems, the minimum competency testing dankesamaan education agreement. Thus, the
15

philosophy of education and education there is a relationship that is intimately and

inseparably. philosophy of education has important role in the education system because
philosophy is the basic guideline for giving directives improvement efforts, enhance the
progress and solid foundation for the establishment of the education system. It can be
concluded that the philosophy of education and education there is a close relationship
once and inseparable. Philosophy of education has a very important meaning in an
education system, since philosophy is giving directions and guidelines for improvement
efforts, increase the progress and solid foundation for the establishment of the education
system.

CHAPTER III
FINALTY
Conclusion
Philosophy is a comprehensive truth is often opposed to the truth of science is relative.
Because the truth of science is only in terms of which can be observed by humans alone.
Philosophy of being the source of all human activities or coloring all activities of the
citizens of a nation.
Education is a human effort to cultivate and develop the potential of both physical and
spiritual disposition in accordance with the values that exist within society and the
environment. Science education is investigating, contemplating about symptom educate
deeds. Substance Philosophy of Education position in the ranks of science as part of the
educational foundation. Means that the philosophy of education needs to be centering on
the concepts of education general
The relationship between philosophy and education related to the issue of logic,
namely: formal logic which is built on principle coherence and dialectical logic is built on
the principle of receiving and allow contradictions. Interactivity relationship between
16

philosophy and education took place in the cultural circles and eventually result in what
is called the philosophy of education.
Educational philosophy is the result of thought and contemplation in depth until roots
on education. Educational philosophy is derived from philosophy, philosophy means
education must not be contrary to the philosophy.
Between educational philosophy and education there is a close relationship once and
inseparable. Philosophy of education has a very important meaning in an education
system, since philosophy is giving directions and guidelines for improvement efforts,
increase the progress and solid foundation for the establishment of the education system.
The role of educational philosophy provide the inspiration, the stated objective of state
education for the community, providing clear direction and the right to ask questions
about education policy and practice in the field using the guidelines of the theory of
educators

17

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