PHILOSOPHIES OF EDUCATION

  NATURALISM    

·        Rooted from Ancient Philosopher such as Thales, Anaximander, Anaximenes

·        Denies everything that has supernatural significance-dogmas/revelations-for all can only be found through nature

·        Preserves the natural goodness of man

·        Truth can only be found nature

·        Advocates: J.J. Russeau, John Lock, Montaigne

·        On Education

 

Ø Naturalism stands for democratic and universal way-everyone must be educated in the same manner.

 

Ø Education is in accordance to human development and growth

 

Ø Emphasis is given more on the physical development- informal exercise-and hygiene of the person rather of the 3R‘s

 

Ø Aims to unfold the child‘s potential not to prepare him for a definite vocation or social position-but to prepare him to adapt to the changing times and needs. Consequently, ones conduct is governed by impulse, instinct and experience.

 

 

Ø NOT writing poems

 

Ø Jean Jacques Rousseau claimed that everyone is essentially good. This view can help the teacher best when--- dealing with misbehaving students

 

 

Ø NOT Analyzing expositions

Ø Believes in things that exist within the physical realm of nature which is itself the source of value

 

Ø A democratic and universal way-everyone must be educated in the same manner" person rather of the 3 R's"

 

Ø One's conduct is governed by impulse, instincts and experience."

 

 

Ø It puts the child at the center of educational process and prepares him to experience life as it is."

 

  IDEALISM     

·     Ideas are the only true reality, the ultimate truths for matter is nothing but just a mere representation of ideas.

·        Emphasis is given on knowledge obtained by speculation and reasoning for its central tenet is that ideas are the only thing worth knowing for.

·        Focus is on conscious reasoning of the mind in order to attain truth. This includes the activities pertinent to the human mind such as introspection and intuition and the use of logic.

·        Advocates: Socrates, Plato

·        On Education.

 

Ø Its aim is to discover the full potentials in child and cultivates it in order to prepare him for a better position in the society and for him to serve the society better.

 

Ø Emphasis is given on subjects-philosophy, literature, religion and history that will develop and enhance the mind of a child

 

 

Ø Methods used in teaching include lecture, discussion and the Socratic dialogue.

 

Ø Character development is through emulation of examples and heroes.

 

 

Ø Knowledge is arrived through reasoning

 

Ø Freud's superego

 

Ø Honesty remains a value if nobody in an organization values it.

 

 

Ø Mrs. Tan always ask her students to memorize and recite poems and speeches they have studied in her literature class.

 

Ø To come to closer to the truth we need to "go back on the things themselves

 

Ø The spiritual nature of man and stresses that the human spirit, soul or mind are the most important elements in life

 

Ø Faith, hope, and love are values now and forever whether they will be valued by people or not.

 

 

Ø Has the educational objective to indoctrinate Filipinos to accept the teachings of the Catholic Church which is to foster faith in God.

 

Ø Virtue as one component in the teaching of Rizal as a course focuses on the teaching of good and beauty consistent with the good and beauty in God.

 

 

Ø A Christian Living teacher, puts so much significance on values development and discipline.

 

Ø A teacher who lectures most of the time and requires his students to memorize the rules of grammar?

 

Ø Teacher Zany is an inspiration to almost of the students. Her efficiency and effectiveness in the profession is truly outstanding. Which of the following describe this attitude toward her?

 

 

Ø Ideas are the only true reality, the ultimate truths for matter is nothing but just a mere representation of ideas.

 

Ø Focus is on conscious reasoning of the mind in order to attain truth.

 

 

Ø Focus includes the activities pertinent to the human mind such as introspection and intuition and the use of logic

 

  REALISM

·        Concerns with the actualities of life, what is real.

·        Ultimate reality is the world of physical objects. Hence, reality is independent of the human mind.

Ø Objective existence of the world and beings in it

Ø Knowability of these objects as they are in themselves

·        Advocates: Aristotle, St. Thomas and Jonathan Herbart

·        On Education:

 

Ø The most effective way to find about reality is to study it through organized, separate and systematically arranged matter- emphasis is on subject matter concerning Science and Mathematics

 

Ø Methods used in teaching include recitation, experimentation and demonstration

 

Ø Character development is through training in the rules of conduct

 

Ø Values are eternal

 

Ø truth exists in an objective order that is independent of the knower

 

Ø A movement based on the belief that education should be concerned with actualities of life, in effect it was a form of protest against the formalism of humanist and the religious reformers.

 

Ø The inclusion of the study of Rizal and other national heroes in the school curriculum in order to inculcate love of country is based on a (an).

 

Ø Believes that learning requires disciplined attention, regular homework, and respect for legitimate authority?

 

Ø The belief that sometimes it is better to make a "wrong" decision when there is urgency than make a "right decision too late," is encouraged

 

Ø When teachers are convinced that it is best to teach students the skill to adapt to change since change is the only thing permanent in this world, they subscribe to the philosophy

 

Ø Your teacher is of the opinion that the world and everything in it are ever changing and so teaches you the skill to cope with change which is his governing

 

Ø The logic behind the practice of using lecture method in tackling long lesson in history is

 

Ø Stresses that knowledge is the result scientific inquiry?

 

Ø Methods used in teaching include recitation, experimentation and demonstration"

 

Ø Character development is through training in the rules of conduct"

 

Ø emphasis is on subject matter concerning Science and Mathematics"

 

  EXISTENTIALISM    

·        Rooted from the dehumanization of man by technology and reaction to the traditional Philosophy of Kant and Hegel

·        Defining feature is ― existence precede essence‖ - Man conceives and makes of himself

·        Known as the Philosophy of Subjectivity - Proclaims man‘s freedom in the accomplishment of his destiny

·        Conceives philosophy as something that is human life and the choice that each person has to make.

·        Advocates: Soren Kierkegaard, Jean Paul Sarte

·        On Education:

 

Ø Subject matter is a personal choice

 

Ø Learning is based on the willingness of the student to choose and give meaning to the subject

 

Ø Emphasis is given on the students rather than on curriculum content

 

Ø Students should not be treated as objects measured or standardized

 

Ø Methods are geared on giving opportunities for the students for self-actualization and self-direction.

Ø Character development is through the personality of every individual in making a decision.

 

Ø Schools exist for children to know themselves and their place in society

 

Ø The school is a place where individuals -- Can meet to pursue dialogue and discussion about their lives & choices

 

Ø Every person has the same predicament and the same possibilities." This is said by an teacher who adheres to     principles

 

Ø Schools should teach students to make responsible choices and be made accountable for such choices

Ø The learner can choose what he can become despite his environment.

 

Ø Approach every student/pupil as- she/he is without allowing yourself to be influenced by your foreknowledge of her/his home background.

 

Ø Identify the ninth intelligence which is described as the ability to seek connections involving one's place in the family, school, community and "role in the world." They ask "why are we here?" This intelligence is termed

 

Ø Principal C shares this thought with his teachers: Subject matter should help students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings, and actions

 

Ø As a member of the curriculum committee, your chief concern is to give the child freedom to choose what to learn and believe, as you allow them to set their own identities and standards.

 

Ø Teacher M views his students as unique, free-choosing and responsible individuals. All classroom activities revolve around the said premise.

 

Ø In his class, Teacher Jakob always presents principles and values so as to encourage his students to examine them and decide for themselves whether to accept them or not.

 

Ø That training in the humanities is most important

 

Ø Richard excels in classifying current types of leaves and rocks. He love sot collect specimens and catalogs them. His strength is

 

Ø Man first exists the defines him/herself

 

Ø A balance between freedom and responsibility

 

Ø A teacher who always consults the students whenever decisions have to made like number in a school program, class customs for the intramurals, etc

 

Ø Subject matter is personal choice

 

Ø Learning is based on the willingness of the student to choose and give meaning to the subject

 

Ø Emphasis is given on the students rather than on the curriculum content

 

Ø Students should not be treated as objects to be measured and standardized

 

Ø Methods are geared on giving opportunities for the students for self-actualization and self-direction

 

Ø Character development is through the responsibility of every individual in making a decision

 

  ESSENTIALISM  

·        Rooted in idealism and realism and arose in response to progressive education

·        Defining feature is ‖essence precedes existence‖

·        Refers to the traditional or back to basic approach in education

·        Concerns with the fundamental of education skill and knowledge without which a person can‘t either be efficient individually or socially

·        Advocates: William Bagley, James Koerner, H.G. Rickover, Paul Copperman

·        On Education:

 

Ø Schooling is practical for this will prepare students to become competent and valuable members of the society.

 

Ø Focuses on the ―basics‖-reading, writing, speaking and the ability to compute (arithmetic)

 

Ø Subjects that are given emphasis include geography, grammar, reading, history, mathematics, art and hygiene

 

Ø Stresses the values of hard work, perseverance, discipline, and respect to authorities to students.

 

Ø Students should be taught to think logically and systematically-grasping not just the parts but the whole (entirely)

 

Ø Methods of teaching centers on giving regular assignments, drills, recitation, frequent testing and evaluations.

 

Ø From the very start students must be made to realize that study is indeed hard work

 

Ø Specialization is knowing more and more about less and less". Then it is better to be a generalist, claims Teacher Lani

 

Ø Schools should go back to basics, they should teach the 3 R's

 

Ø Teacher R asserts that he needs to make his students get interested in the subject whether they like it or not or may not get interested at all

 

Ø The authority of the teachers and the value of a subject matter curriculum

 

Ø the teacher is the sole authority in her field of specialization

 

Ø Believes in the doctrine that there is an indispensable common core of culture that can be identified and should be taught to all with religious standards of achievements.

 

Ø The Department of Education gives greater emphasis on the development of basic skills

 

Ø Learning requires disciplined attention, regular homework, and respect for legitimate authority

 

Ø The back to basic curriculum is essence a (an) curriculum.

 

Ø Subject matter should help students understand and appreciate themselves as unique individuals who accept complete responsibility for their thoughts, feelings and actions

 

Ø The thought that the teacher is the sole authority in her field of specialization

 

Ø Increasing the time basic subjects to facilitate acculturation of basic literacy by providing basic and needed essential skills is anchored on the philosophy

 

Ø Methods of teaching center on giving regular assignments, drills, recitation, frequent testing and evaluation

 

 

PRAGMATISM

·        What is experienced and observed is true. Hence, what is useful is true.

·        Synonymous to functionality and practicality

·        Focuses more on praxis‘

·      Thought must produce actions (realization) rather than continue lying inside the mind and leading into uncertainty

·        Advocates: Charles Sanders Peicer, John Dewey

·        On Education:

 

Ø Involves students to work in groups

 

Ø Methods of teaching include experimentation, project making and problem solving

 

Ø Stresses on the application of what have learned rather than the transfer of the organized body of knowledge

 

Ø Word meanings aid textual understanding.

 

Ø Providing learners opportunities to apply theories and principles

 

Ø Provide her students to apply their skills and abilities

 

Ø The philosophical doctrine that emphasizes the role of experience rather than the role of reason as the source of knowledge.

 

Ø Knowledge is true if it is workable.

 

Ø The significance of liberal education in holistic development of students is supported

 

Ø The environment of education should be life itself, where the experience living, not prepare for it.

 

Ø I cannot see perfection but I long for it. So it must be real

 

  PERENNIALISM  

 

·        The word itself means‖ eternal‖, ageless, everlasting, unchanged‘

·        Influenced by the philosophy of realism

·        Truth is universal and does not depend on circumstances of place, time and person.

·        To learn means to acquire understanding of great works of civilizations

·        Advocates: Robert Hutchins, Mortimer Adler

·        On Education:

 

Ø Some ideas in the past are still taught because they are significant

 

Ø Curriculum should contain cognitive subjects that cultivate rationally, morality, aesthetic and religious principles. This includes history, language, mathematics, logic, literature, humanities and science.

 

Ø Curriculum must be based on recurrent themes of human life for it views education as recurring process based on eternal truths

 

Ø The teacher must have the mastery of the subject matter and authority in exercising it.

 

Ø Aims for education of the rational person- to develop man‘s power of thought

 

Ø The central aim of this philosophy

 

Ø Exercising the students higher order thinking skills

 

Ø teacher helps learners think with reason

 

Ø Act of knowledge takes place in the mind

 

Ø NOT Francis Bacon

 

Ø Schools should develop in the students' appreciation of the humanities. This way, they become highly rational and moral.

 

Ø Curriculum should only include universal and unchanging truths.

 

Ø The learner is a rational being. Schools should develop his rational and moral powers

 

Ø After finishing the degree in education, teacher Tess learns that learning never stops. In fact, she accumulates more knowledge after leaving the portal of her alma mater.

 

Ø Education aim the promotion of democratic and social living

 

Ø Man has the same essential nature with others.

 

Ø The teacher must have the mastery of the subject matter and authority in exercising it.

 

  HUMANISM  

·        Rooted in the economic and political changes during the Renaissance period

·        Has three main lines of growth: (1) Intellectual (includes Education, Aesthetic and -Scientific

·        Divisions: Individualistic Humanism (Making the most out one‘s life, Living life to the fullest and stresses on individual freedom, culture and development), (2) Social Humanism (Aims for social rather than individual happiness and Includes social reforms and improvement of social relationships)

·        Advocates: Da Feltre, Erasmus, Pestalozzi

·        On Education:

 

Ø Education is a process and should not be taken abruptly. The unfolding of human character proceeds with unfolding f nature

 

Ø The learner should be in control of his destiny

 

Ø Concern is more on methods which include theme writing rather than of oral discussions, drills and exercises, playing.

 

Ø Asserts the importance of playing in the curriculum

Ø Emphasizes motivations and the use of praise and rewards

 

Ø Curriculum includes subjects concerning literary appreciation, physical education, social training in manners and development

 

Ø Teacher L gives his students opportunities to be creative because of his conviction that much learning results from the need to express creativity.

 

Ø The strengthening of liberal education which includes classical literature in the curriculum

 

Ø The inclusion of Logic in the curriculum is perhaps an influence of the importance of logic that     stressed

 

Ø Our present educational system gives more emphasis on science and technology.

 

Ø The learning of social graces, rules of etiquette or good manners and right conduct was given much importance in

 

Ø Curriculum includes subjects concerning literary appreciation, physical education, social training in manners and development."

 

  PROGRESSIVISM     

·        Contrasted the traditional view of essentialism and perennialism

·        Emphasizes change and growth

·        Stresses that man is a social animal who learns well through active interplay with others

·        Learning is based from the questions of one‘s experience of the world. Hence, it is the learner himself if who thinks, solves and gives meaning through his individual experience.

·        Proponent: John Dewey

·        On Education:

 

Ø Focuses on the child as a whole rather than of the content or the teacher

 

Ø Curriculum content comes from the questions and interests of the students

 

Ø Emphasis is given on the validation of ideas by students through active experimentation

 

Ø Methods of teaching include discussions, interaction (teacher with students) and group dynamics

 

Ø Opposes the extreme reliance on bookish method of instruction, learning through memorization, the use of fear and punishment and the four (4) walled philosophy of education

 

Ø Active participation of the learners

 

Ø continues process of experiencing and visiting or reorganizing experience

 

Ø If your students appear to be more interested in a topic outside your planned lesson for the day, you set aside your lesson plan for that day and take the opportunity to discuss the topic of particular interest to your students. Strike the iron while it is hot!

 

Ø Schools should help develop students to become enlightened and intelligent citizens of a democratic society.

 

Ø Let's make the use of the experiential methods of teaching.

 

Ø The learner is a social being who learns well through an active interplay with others.

 

Ø The use of values clarification as a strategy in Values Education

 

Ø The practice of non-graded instruction stems from.

 

Ø All learning should center on the child's interests and needs. The school should be a pleasant place for learning. Its emphasis is on the child as the learner and not on subject matter, on activities and experience than on textbook.

 

Ø the subjects are interdisciplinary, integrative and interactive

 

Ø Mr. Rivera, a new teacher believes that education is a process of development and is life itself, therefore, experience related to the child's need and interest should be given primary consideration.

 

Ø Teacher V demonstrated the technique on how to group students according to their needs and interests and how to use self-paced instructional materials.

 

Ø The practice of schools acting as laboratory for teaching reforms and experimentation?

 

Ø If it is billiard that brings students out of the classroom, let us bring it into the classroom. Perhaps, I can use it to teach Math.

 

Ø the basis of a curriculum if the subjects are interdisciplinary.

 

Ø Human beings are capable of improving and perfect their environment

 

Ø When a mother ask her fourth year high school son what he would like to take in college, she is in a little way applying

 

Ø The means and ends of education must be completely refashioned to meet the demands of the present cultural crisis

 

  NATIONALISM   

·        Rapid rise was in the 18th century

·        Center of ideology is the concept of national sovereignty

·        Aims for the preservation and glorification of the State

·        Emphasis is on the development of loyalty, patriotism, national feeling and responsible citizenship

·        Advocates: Jonathan Herbart, Johan Heinrich Pestalozzi

·        On Education:

 

Ø The most important development was the creation of common language

 

Ø Stresses on the teaching of the principles of democracy and duties of citizenship

Ø Stimulates the development of the state which includes the control and support of public school system

 

Ø Curriculum includes the teaching of grammar, geography and history

 

Ø Method of teaching gives emphasis on the content regarding on nature studies, physical exercises and play activities.

 

  CONSTRUCTIVISM   

·        A philosophy of learning which asserts that reality does exist outside of human conceptions. It is the individual that construct reality by reflecting on his own experience and gives meaning to it.

·        Learning is the process of adjusting one‘s mental modes to accommodate new experience

·        On Education:

 

Ø Scaffolding is integral to the ______ theory of learning

 

Ø Jerome Bruner's idea that learning is constructing new ideas based on current and past knowledge is the essence of _______.

 

Ø One learns Math by building on Math lessons previously learned. This is an application of the _______ theory.

 

Ø After listening to the homily of the priest about fidelity, Cathy has a moment of reflection. Her understanding of the value of fidelity has become deeper as she related this to her past experience

 

Ø What individuals learn depends on the meaning they give the new knowledge acquired.

 

Ø Man is a maker of meaning

 

Ø Man is a constructor of knowledge

 

Ø Learning approach based on relevant experiences

 

Ø Two of the following learning theories have some influences on educational technology.

 

Ø flexible and creative

 

Ø One who enables learners to become discoverers of knowledge

 

Ø Attribute wheel

 

Ø Open and flexible

 

Ø For learners to learn, knowledge should be transmitted directly from teachers to learners.

 

Ø Student writes a reaction paper to an article read in the Internet. AND Student does group project PowerPoint presentation to the class.

 

Ø Make her students derive meaning from what is presented memorization of facts for testing

 

Ø Hypotheses

 

Ø NOT Unquestionable laws

 

Ø Students learn by personally constructing meaning of what is taught.

 

Ø engage his students in convergent thinking

 

Ø the curriculum holds that the school role is to remake society

 

Ø Needs and interest of learners are prioritized

 

Ø Students construct and reconstruct meanings based on experiences

 

Ø A learning which asserts that reality does not exist outside of human conceptions. It is the individual who constructs reality by reflecting on his own experience and gives meaning to it

 

Ø Learning is the process of adjusting one's mental modes to accommodate new experience

      

  RECONTRUCTIVISM

·        A philosophy that aims to awaken the consciousness of individual about the social issues, concerns and problems that comfort him. This should involve him to look for solutions and engage in addressing this social concerns and issues

·        Primary goal is to achieve the elusive Social Change.

·        Advocates: Theodore Brameld, George Counts, Paulo Friere

·        On Education:

Ø Schools should originate policies and progress that will bring social reforms and others

 

Ø Teachers should be an instrument to encourage and lead students in program of social reforms

 

Ø Curriculum emphasis on social reforms as the aim of education. It focuses on student experience and taking social actions on real problems.

 

Ø Method of teachings include the problem oriented type (students are encouraged to critically examine cultural heritage), group discussions, inquiry, dialogues, interactions and community-based learning.

 

Ø The classroom will serve as a laboratory in experimenting school practices bringing the world into the classroom.

 

Ø Involving students in extension activities such as community projects makes them aware of the people's needs and problems, suggestion ways to minimize them if not totally solve them is identified with

 

Ø Social problem

 

Ø NOT Promoting culture and arts in schools

 

Ø The class undertakes well-planned projects in the community.

 

Ø Prepare activities for social life and adjustment

 

Ø I must teach the child every knowledge, skills and value that he needs for a better future.

 

Ø Teacher is an agent of change reconstruction of current problems

 

Ø Focus on ideas for changing the school order

Ø Schools should develop in the students the ability to adapt to a changing world."

 

Ø Present trends and current issues of national and international interests are discussed in the curriculum

 

Ø Scouting and Citizen's Army Training (CAT) give training in character-building, citizenship training, etc. which leads to the creation of a new social order and a new society eventually.

 

Ø Activities planned by school clubs/organizations show school-community connection geared towards society's needs.

 

Ø Focuses on the role of curriculum as a means in remarking society and rebuilding culture

 

Ø The curriculum which makes the school adopt approaches that seek a variety of methods to make education more responsive to human social needs

 

  BEHAVIORISM   

 

·     Rooted in the work of Russian experimental psychologist Ivan Pavlov and American psychologist John Watson in the early 1990‘s

·        Asserts that human beings are shaped entirely by their external environment

·        The only reality is the physical world

·        Man by nature is neither good nor bad but a product of his environment. Hence, an autonomous acting man is but an illusion since it negates the faculty of freewill

·        Advocates: John Watson, B.F. Skinner

 

  UTILITARIANISM     

·        Actions are geared toward the greatest total amount of happiness that one can achieved

  RATIONALISM   

·        Source of knowledge is the mind, independent of the senses

  EMPIRICISM

·        Source of knowledge is the sense-based experience

  EXPERIMENTALISM 

·        Form empiricism and asserts that they only reliable form of knowledge is gained through scientific experiments

  HEDONISM   

·        Pleasure is the only good thing to the person

·        Used as a justification in evaluating action by giving emphasis on ‘how much‘ pleasure can be achieved and how little pain that the action entails

 

  EPICUREANISM 

·        Considers as a form of ancient hedonism, it identifies pleasure with tranquility and reduction of desire

·        Epicurus claimed that the highest pleasure consists of a simple and moderate life.

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