The Perception of the Educational Philosophy in the Industrial Age 4.0 and the Educational Philosophy Productivity of Teacher Candidates

Abstract

While philosophy has confronted us as a concept that has taken place in every age of the thinking adventure of thehumankind, philosophical considerations have been influential on all elements of human creation. One of theseinfluence areas is education studies. Education has been influenced by the philosophy of education, which hasoccurred more specifically than philosophy. Educational leaders and pre-service teachers should notice theavailability of using this influence and the educational philosophy as a tool. This research was conducted in order todetermine the perception of educational philosophy in the industrial age 4.0 and to find the educational philosophyproductivity of pre-service teachers. The study group includes 111 pre-service teachers who take the trainingphilosophy course in the 2nd class level in the Faculty of Education of Mustafa Kemal University in Turkey. 72 ofthese pre-service teachers are female, and 39 are male. This research where quantitative and qualitative data are usedtogether is a mixed educational research. In the study, a 25-question test developed by the researcher and asemi-structured interview form consisting of 3 questions has been used to collect data. While the pre-test andpost-test studies were conducted with the test which is the data collection tool, the data were analyzed by using thedescriptive analysis and the content analysis of the data obtained from the interview form. When the findings of thestudy were taken into consideration, it was found that there was a significant difference between pre-test scores andpost-test scores of the pre-service teachers participating in the research. The teaching process of the trainingphilosophy course given has been found to be successful. It has been concluded that pre-service teachers haveexpressed the philosophy and education relationship with human-based views. It has been found that pre-serviceteachers prefer the "progressive training philosophy" if they want to make a new educational design. However, it hasbeen determined that pre-service teachers did not have an idea about technology and technological developments inthe industrial age 4.0.

The Development of a Pre-Service Teachers Model in Educational Institutions for Students in the Field of Physical Education, Faculty of Education, a Four-Year Program

“…It has been concluded that pre-service teachers have expressed the philosophy and education relationship with human-based views and that they prefer the "progressive training philosophy" if they want to make a new educational design. However, it has been determined that pre-service teachers did not have an idea about technology and technological developments in the Industrial Age 4.0 (Bolat & Baş, 2018). This result is consistent with Sukdee (2021), who showed that students should have transformational leadership consisting of idealized influence, inspiration motivation, intellectual stimulation, and individualized consideration to prepare for economic changes in society and technology.…”

Science Education and Technology

“…As IR 4.0 is being controlled by artificial intelligence (AI) and digital physical frameworks that make human-machine interface more universal, Shahroom and Hussin (2018) suggested that education should be able to harness pertinent information and abilities that could not be replaced by robots. Education should be able to prepare graduates for future life and work given that production systems under IR 4.0 would now consist of cyber-physical systems that make decisions and monitor the physical processes of factories (Bolat and Bas 2018). It means that the curriculum designed by universities should be able to produce holistic graduates with technical and nontechnical skills and sound ethics and morality (Azmi et al 2018).…”

Fostering practical wisdom in executive education in a business school setting

“…This elaboration by Bolat and Bas (2018) argues that education serves a purpose and, in this sense, is what Carr (2003) refers to as "teleological practice" (p. 10), a purpose-driven field. Biesta (2015) applies a different set of semantics but is largely congruent when outlining that education serves three purposes.…”

“…On the overall purpose of education Bolat and Bas (2018) identify four main schools of thought in educational philosophy: the first three are classics -quite established in the literature and available body of knowledge. As described below, these authors extended the fourth school of thought to reflect the emergence of Industry 4.0, a world of highly connected subjects and objects, heavily digitalized cyber-physical systems primarily used in production and society in general.…”

“…In terms of Bolat and Bas's (2018) overview, business schools' curricula overemphasize the absolutism within perennialism and possibly reproduce the wrong culture as an element of essentialism. Lynch (2014) condemns managerialism, which, as neoliberalism applied to the business world, continues to dominate and be perpetuated.…”