Axis One: Concept of Educational Philosophy and Its Characteristics
The term philosophy is of Greek origin, composed of two words: Philo, meaning love, and Sophia, meaning wisdom. In English, it is Philosophy, meaning “love of wisdom.” It represents deep, deliberate, and certain knowledge. Initially, philosophy was seen as an attempt to understand absolute existence; later, it evolved into an attempt to think in more comprehensive and systematic ways.
Relationship Between Philosophy and Education:
Educational philosophy derives from the philosophy of the state, the 2005 Iraqi Constitution, the political system, democratic principles, history, religious teachings, values, social customs, and norms. It seeks to apply comprehensive theories, ideas, and visions related to life and the educational field to achieve desired educational goals, keep pace with civilizational and scientific development, and implement them through curricula, teaching methods, and education and training approaches. Educational philosophy is therefore: ideas → goals → curricula.
The relationship between philosophy and education is close. From its inception, philosophy emerged from educational needs, aiming to reform society after selfishness, individualism, and unchecked freedom had torn it apart. Educational philosophy needs education to disseminate and clarify its teachings; philosophy without education is thought without function. Similarly, education without philosophy becomes random, disorganized, and purposeless, inevitably leading to failure. Dewey said philosophy is the general theory of education, and education is the practical application of philosophy; any philosophy can only spread through education.
Philosophical issues concern education, and educational issues are often philosophical. Both philosophy and education seek knowledge, values, human development, capacity building, societal progress, and problem-solving. Philosophy aids education by clarifying fundamental educational concepts, such as intelligence, motivation, the concept of education itself, tendencies, and attitudes.
Concept of Educational Philosophy:
Educational philosophy is defined as:
- A considered, deliberate perspective of the individual, based on intelligence and intellectual innovation; a special type of deep knowledge that perceives causes and determines ends.
- A systematic intellectual activity aimed at reconstructing the educational system according to contemporary societal needs and changes.
- According to Phoenix, it is the search for general concepts that achieve consistency among various educational phenomena within an integrated plan, clarifying meanings behind educational expressions and explaining the foundational principles underlying educational ideas or theories.
- According to O’Connor, it is the critical analytical study of the set of values and ideals embedded in educational objectives.
From these definitions, thinkers emphasize the philosophical foundation and the importance of linking educational philosophy to general philosophy. Education cannot be critiqued without considering broad philosophical issues such as the nature of a desirable life for society, the nature of humans and society, the nature of knowledge or facts to be presented, experiences, values, etc. Neill concludes that educational philosophy is the application of general theoretical philosophy to the field of education. Hence, educational philosophy performs the functions of general philosophy: it is contemplative, analytical, critical, and also directive and guiding.
The concept and practice of democracy in education—through curricula, the school environment, teaching methods, and educational activities—is built on educational philosophy, translating theoretical aspects into practical application. The curriculum is not external to thought but is the means by which thought achieves its purpose. It is inseparable from the nature of thought.
The Iraqi educational philosophy, born from the core of Iraqi society, its history, heritage, civilization, and future aspirations, is reflected in the Ministry’s statement:
“Building an advanced, committed, scientifically and culturally open society that interacts positively with contemporary realities and provides a promising human life requires an educational philosophy based on sound civilizational values. It underpins educational structures, school curricula, and educational preparation in all dimensions and activities, making schools instruments for societal reform, problem-solving, eliminating backwardness, and laying the groundwork for comprehensive scientific and cultural renaissance. It aims to change society beyond oppression, despotism, and destructive social conflict, building a generation that believes in God, values its national identity and personality, fulfills its human role, and harnesses its abilities and available resources to interact positively with others.”
The philosophy emphasizes four pillars: the human being and their capabilities and needs, society and its human and material components, contemporary scientific and technological development, and modern educational trends. Its impacts include:
- Individual and collective learner behavior, both during preparation and after entering practical life.
- The educational and teaching reality, influencing curriculum content, methods, and educational approaches.
- Meeting societal needs for comprehensive human development.
- Evaluating the educational process.
- Promoting a culture of peace, cooperation, democracy, respect for others, coexistence, and non-violence.
Characteristics of Educational Philosophy:
Educational philosophy is characterized by:
- Contemplation: seeking truth through reasoned investigation and understanding distant causes.
- Analysis and critique: evaluating fundamental human knowledge concepts such as self, motivation, tendencies, social harmony, and education; resolving contradictions and establishing common understanding.
- Guidance and direction: directing human behavior toward values and ideals, establishing criteria for good and bad, moral and immoral, thereby giving life meaning and hope.
Through these characteristics, along with comprehensiveness and flexibility, philosophy ensures coherence, continual activity, and striving for knowledge, analyzing reality to guide human life from what is to what ought to be, according to standards and value judgments.
Axis Two: Educational Objectives
Educational objectives include overall objectives, general objectives, and objectives for each educational stage.
Overall Objective:
To nurture a generation that believes in God, His messengers, and the Islamic and Arab nations, loves its country, strengthens national unity, is equipped with knowledge and good morals, applies scientific thinking in method, content, thought, and practice, relies on work and self-learning, advances society, strengthens personal capacity, develops effectiveness, integrates civilizational development, is open to human thought, and preserves heritage while respecting others’ rights.
General Objectives:
- Human Objective: values humans as a social asset; includes 12 sub-objectives.
- Religious Objective: consolidates faith in God and His divine messages; includes 5 sub-objectives.
- National and Pan-Arab Objective: strengthens national belonging and loyalty; includes 9 sub-objectives.
- Linguistic Objective: values Arabic and Kurdish and teaches foreign languages; includes 4 sub-objectives.
- Democratic Objective: organizes life based on freedom, justice, and equality; includes 7 sub-objectives.
- Scientific Objective: fosters scientific thinking and environmental and health awareness; includes 9 sub-objectives.
- Work Objective: values work as essential to human activity and societal progress; includes 7 sub-objectives.
- Strength and Development Objective: develops personal capacity and abilities; includes 8 sub-objectives.
- Authenticity and Renewal Objective: preserves Iraqi national identity, respects history, works toward improvement; includes 3 sub-objectives.
- Continuous Education Objective: ensures lifelong learning opportunities; includes 5 sub-objectives.
- Humanitarian Objective: promotes openness, cooperation, and understanding among nations; includes 2 sub-objectives.
Educational Objectives by Stage:
- Kindergarten (4–6 years): develop the child physically, mentally, linguistically, emotionally, socially, spiritually, and nationally, and ease the transition from home to school.
- Primary Education: develop all aspects of the child’s personality to create responsible citizens who believe in God, human values, and their national mission, and acquire basic knowledge and cultural foundations.
- Middle School: support physical, mental, emotional, spiritual, and social growth, discover talents, teach age-appropriate knowledge and skills, and instill faith and patriotism.
- Preparatory Stage: continue personal development, expand scientific knowledge and applications, acquire cognitive and practical skills for further study or work, while aligning with national objectives and contributing to civilization and humanity.
Domains Across Stages:
- Physical growth
- Intellectual growth
- Linguistic growth
- Emotional growth
- Social growth
- Spiritual growth
- Aesthetic growth
- National and Pan-Arab consciousness
- Scientific growth
- Professional growth (specific to Fine Arts institutes)
Axis Three: Values and Principles in Educational Philosophy
The 2008 educational philosophy incorporates principles and values across:
Religious: faith in God, moderation, balance.
Humanitarian: human dignity, humanity, human rights, individual freedom, right to education, non-discrimination by gender, religion, sect, or ethnicity, openness to human thought, freedom of expression, international interaction.
Social: family as society’s foundation, preventing violence, rural development, authenticity, right to life.
National and Pan-Arab: national unity, independence and sovereignty of Iraq, human development, preservation of public property.
Educational and Scientific: education as a social and scientific process, democracy in education, excellence, free education, literacy, equal opportunity, spreading education, understanding, cooperation, peace, science, scientific thinking, work, self-learning, personality development, modernity and contemporaneity.
All changes in the Ministry of Education stem from educational philosophy, including curriculum development in Arabic, Islamic studies, and social sciences to foster citizenship, intellectual growth, and scientific thinking, alongside modern teaching methods in mathematics, science, and English. It also addresses emerging issues such as combating violent extremism leading to terrorism.
References
- Ahmed Amin & Zaki Najib Mahmoud, 1935, The Story of Greek Philosophy, 7th ed., Cairo.
- D.G. O’Connor, 1982, Introduction to the Philosophy of Education, translated by Muhammad Saif al-Din Fahmi, Cairo.
- G.F. Neiller, 1972, Philosophy of Education, translated by Muhammad Munir Morsi et al., Cairo.
- Muhammad al-Hadi Afifi, 1974, Fundamentals of Education: Philosophical Foundations, Cairo.
- Muhammad Saif al-Din Fahmi, 1980, Educational Theory: Its Philosophical and Psychological Foundations, Cairo.
- Muhammad Ali Abu Rayan, 1972, History of Philosophical Thought: Greek Philosophy from Thales to Plato, Vol. 1, Alexandria.
- Muhammad Labib al-Najiji, 1967, Introduction to the Philosophy of Education, Cairo.
- Muhammad Wajih al-Sawi, 1993, Philosophy of Education: Issues and Opinions, Cairo.
- Yusuf Karam, 1966, History of Greek Philosophy, Cairo.
- Iraqi Ministry of Education / Curriculum Directorate, 2008, Educational Philosophy and Its Objectives, Baghdad.
11–15. Additional Western references as cited.
Researcher: Dr. Hussein Salem Makawon
Ministry of Education, Curriculum Directorate
