FOUNDATION OF EDUCATION

THE BEGINNING OF EDUCATION

IN DIFFERENT NATIONS
5000 - 7000 BC (Before Writing) Pre-literate Societies

Educational Goals:
-

To teach survival skills, Teach group harmony

Students:

Their Children

Instructional Methods:
- Informal, Children imitates adult

Curriculum:
- Practice Hunting, Fishing , Songs,

Poems and Dances

Agents:
- Parents, Tribal elders, Religious leaders

Influence in Education:
- Informal, Transmission of skills

CHINA 3000 BC 1900 AD

EDUCATIONAL GOALS:
-

Prepare the Elites to govern the empire according to Confucian

principles

STUDENTS:

Males of upper class

INSTRUCTIONAL METHODS:

CURRICULUM:

Confucian Classics

AGENTS:

Government Officials

INFLUENCE ON EDUCATION:

Memorization and Recitation

Written Examination for Civil Service

INDIA 3000 BC UP TO PRESENT

EDUCATIONAL GOALS:
-

To learn Behavior and Rituals based on Vedas

STUDENTS:

Males of upper class

INSTRUCTIONAL METHODS:

CURRICULUM:

Vedas and Religious texts

AGENTS:

Brahmin Priests Scholars

INFLUENCE ON EDUCATION:
as spiritual detachment

Memorizing and Interpreting sacred texts

Cultural transmission and assimilation as well

EGYPT 3000 BC - 300 BC

EDUCATIONAL GOALS:
-

To prepare priests according to scribe for the empire

STUDENTS:

Males of upper class

INSTRUCTIONAL METHODS:

CURRICULUM:

Religious or Technical texts

AGENTS:

Priests and Scribes

INFLUENCE ON EDUCATION:
elites

Memorizing and Copying texts

Restriction on Educational controls to priest

GREEK 1600 BC - 300 BC

EDUCATIONAL GOALS:

To cultivate civic responsibility

STUDENTS:

Male children ages 7 - 20

INSTRUCTIONAL METHODS:
Memorization and recitation in primary
schools, lecture, discussions, dialog in
higher schools.

CURRICULUM:
music

AGENTS:

ATHENS:

Reading writing arithmetic, drama poetry,

SPARTA:

Drill, Military Songs and Tactics

ATHENS:

Private Teachers and Philosophers

SPARTA:

Military Teachers

INFLUENCE ON EDUCATION:

ATHENS:

SPARTA:

Well rounded, liberally educated

Concept of Military State

ROMAN 750 BC - 450 AD

EDUCATIONAL GOALS:
Cultivate religious commitment to Islamic beliefs; expertise in
mathematics, medicine and
science.

STUDENTS:

Male children of upper class ages 7-20

INSTRUCTIONAL METHODS:
Memorizing and recitation in primary schools,
imitation and discussion in
higher
schools

CURRICULUM:
Studies

Reading, Writing, Arithmetic, Literature,Scientific

AGENTS:

INFLUENCE ON EDUCATION:
and science materials

Mosques, Court schools

Arabic numerals and computation, medicine

ARABIC 700 AD - 1350 AD

EDUCATIONAL GOALS:
-

To prepare priests according to scribe for the empire

STUDENTS:

Males of upper class

INSTRUCTIONAL METHODS:

CURRICULUM:

Religious or Technical texts

AGENTS:

Priests and Scribes

Memorizing and Copying texts

INFLUENCE ON EDUCATION:
elites

Restriction on Educational controls to priest

MEDIEVAL PERIOD 500 AD 1400 AD

EDUCATIONAL GOALS:
-

Develop religious commitment, knowledge and ritual, establish

social order, prepare for appropriate roles

STUDENTS:
Male children of upper class, girls and women entering
religious community ages 7-20

INSTRUCTIONAL METHODS:
-

Memorizing and Recitation in lower schools, text analysis and

discussion in higher schools and universities.

CURRICULUM:
-

Reading, Writing, Arithmetic, philosophy, theology, military and

chivalry.

AGENTS:

INFLUENCE ON EDUCATION:
-

Parish, cathedral schools, universities, knighthood.

Structure and organization of the university, institutionalization of

knowledge
RENAISSANCE 1350AD 1500 AD

EDUCATIONAL GOALS:
Cultivate humanist expert in Greek and Latin classics; prepare
people to serve dynastic leaders

STUDENTS:

Male children of aristocracy and upper class, fr. 7-20

INSTRUCTIONAL METHODS:
Memorization, Translation and Analysis of Greek and Roman
classics, classical literature, poetry and art

CURRICULUM:
-

Latin and Greek classical literature, poetry and art.

AGENTS:

Classical humanist educators and Latin schools

INFLUENCE ON EDUCATION:
Emphasis on literary knowledge, excellence and style in
classical literature, two track system of schools

REFORMATION 1500AD 1600 AD

EDUCATIONAL GOALS:

literacy.

Cultivate commitment to a particular religious denomination and general

STUDENTS:

Boys and girls ages 7-12 in vernacular schools, young men of upper class
in humanist school.

INSTRUCTIONAL METHODS:

literature.

Memorization, Drill, Indoctrination, translation and analysis of classical

CURRICULUM:

Reading, writing, catechism, religious concepts and rituals, Latin and

Greek Theology.

AGENTS:
-

School for general public and classical schools for upper class

INFLUENCE ON EDUCATION:

Commitment to universal education to provide literacy for everyone,

origins of school systems, dual track school system based on socio-economic class
and career goals.
IMPORTANT EDUCATIONAL THEORIST
CONFUCIUS

PHILOSOPHY:
-

Developed ethical system based on hierarchy ; human relations and roles,

emphasized order and stability.

VIEW OF HUMAN NATURE:

-

Human beings need the order of a stable society. People accept duties
that come with their station in life.

SOCRATES

PHILOSOPHY:
-

Philosophical idealism, political conservatism

VIEW OF HUMAN NATURE:

-

That Humans define themselves by self examination

PLATO

PHILOSOPHY:
-

Philosophical idealist, social conservative, added intuition

VIEW OF HUMAN NATURE:

-

That Humans can be classified on intellectual capabilities

ARISTOTLE

PHILOSOPHY:
-

Realist, views society based on realism and observation

VIEW OF HUMAN NATURE:

-

That Humans have the power of rationality to guide their conduct

MARCUS FABIUS QUINTILIANUS

PHILOSOPHY:

Rhetorician, oratory for personal gain and public service. Plays role in
child Development

VIEW OF HUMAN NATURE:

-

Only certain people have capacity for leadership based on their oratory

skills.
THOMAS AQUINAS

PHILOSOPHY:
-

Christian Theology and Aristotelian Philosophy.

VIEW OF HUMAN NATURE:

-

That Humans have soul and Body

ERASMUS

PHILOSOPHY:
-

Christian orientation, educator as a social and intellectual critic

VIEW OF HUMAN NATURE:

stupidity

That Humans are capable of great achievements and also profound

MARTIN LUTHER

PHILOSOPHY:
-

Reformed theology by stressing faith and individual conscience

VIEW OF HUMAN NATURE:

from god.

That Human nature is corrupt, weak self centered and in state of rebellion

EASTERN PHILOSOPHERS
AL-FARABI
(870-950 )

PHILOSOPHY:

Based for human nature is knowledge. Human mind can distinguish right
from wrong through wisdom

EDUCATIONAL PHILOSOPHY
-

Distinguish Teaching from Education

VIEW OF HUMAN NATURE:

-

The ultimate knowledge is innate

IBN SIA HAYATI

(980 1037)

PHILOSOPHY:
-

Moral virtues are as important as knowledge itself

EDUCATIONAL PHILOSOPHY

Children should be taught without pressure

Children should be taught from ages 6 14

A good teacher can recognize childrens abilities

VIEW OF HUMAN NATURE:

Children are innocent and clean from the start, should be taught moral
values from birth
AL-BIRUNI
(973- 1051)

PHILOSOPHY:

In order to love each other, humans should learn and respect each others
language, religion, traditions and thinking.

EDUCATIONAL PHILOSOPHY

He was expert in astronomy, physics, botany, pharmacology and

geography.
He believes that the scientific work should be cleaned of magic,
superstition and anything that opposes logic.

VIEW OF HUMAN NATURE:

-

Humanist perspective

MENCIUS
(385-302 BC)

PHILOSOPHY:
-

education must awaken the innate abilities of the human mind.

He criticize memorization and advocated active interrogation of the text,

saying, "One who believes all of a book would be better off without books" One should
check for internal consistency by comparing sections and debate the probability of
factual accounts by comparing them with experience.

VIEW OF HUMAN NATURE:

asserted the innate goodness of the individual, believing that it was

society's influence its lack of a positive cultivating influence that caused bad moral
character.
XUNZI
(312-230 BC)

PHILOSOPHY:

Mans inborn tendencies need to be curbed (restricted/limit) through

education and ritual. And that ethical norms had been invented to rectify mankind.

VIEW OF HUMAN NATURE:

-

counter to Mencius's view that man is innately good

MOZI (MO-TZU)
(470-391 BC)

PHILOSOPHY:

Mozi's moral teachings emphasized self-reflection and authenticity rather

than obedience to ritual.

VIEW OF HUMAN NATURE:

He observed that we often learn about the world through adversity. By

reflecting on one's own successes and failures, one attains true self-knowledge rather
than mere conformity to ritual.
HAN FEI
(470-391 BC)

PHILOSOPHY:
-

Believes in The doctrine of Legalism (Sanction and Reward) policy.

VIEW OF HUMAN NATURE:

Legalism assumed that people were naturally evil and always acted to
avoid punishment while simultaneously trying to achieve gains
YANG ZHU
(370 - 319 BC)

PHILOSOPHY:

A Naturalist Philosopher. naturalism as the best means of preserving life

in a corrupt and unstable world

VIEW OF HUMAN NATURE:

The search for happiness, one should not strive for life beyond ones
allotted span, nor should one unnecessarily shorten ones life. Death is as natural as
life, and therefore should be viewed with neither fear nor awe. Funeral ceremonies
are of no worth to the deceased. Dead people are not concerned whether their
bodies are buried in coffins, cremated, dumped in water or in a ditch; nor whether the
body is dressed in fine clothes. What matters most is that before death strikes one
lives life to the fullest
THEORIST OF THIS ERA
PESTALOZZI

JOHANN HEINRICH PESTALOZZI

(January 12, 1746 February 17, 1827)

A Swiss philosopher and educational reformer who exemplified Romanticism in

his approach.

FOCUS:
-

Social Education: Learning through experimentation

Learning is for everyone

HERBART

JOHANN FRIEDRICH HERBART

(May 4, 1776 August 14, 1841)
A German philosopher, psychologist, and founder of pedagogy as an academic
discipline.

FOCUS:
-

Educate, manage and discipline

The purpose of education is to serve the individual

FROBEL

FRIEDRICH WILLIAM AUGUST FROBEL

April 21, 1782 June 21, 1852)

German pedagogue, a student of Pestalozzi who laid the foundation for

modern education based on the recognition that children have unique needs
and capabilities.

FOCUS:

Pre-school Education, emphasized that children should be educated from

3-4 years old
-

Founded KINDERGARTEN

Founded Educational Toys

TOLSTOY

LEO TOLSTOY

August 20, 1828 November, 1910

Russian writer who primarily wrote novels and short stories.

FOCUS:
-

Education for freedom

Suggested master apprentice relation for

He was extremely against

teacher-student

physical punishment and

memorizing

DEWEY

JOHN DEWEY
October 20, 1859 June 1, 1952

American philosopher, psychologist, and educational reformer.

Dewey was an important early developer of the philosophy of pragmatism and

one of the founders of functional psychology.

FOCUS:
-

Education for employment and life

Teacher must be a guide to the

MONTESSORI

MARIA MONTESSORI
(August 31, 1870 May 6, 1952)

student not a dictator

Italian physician and educator, a noted humanitarian and devout Roman

Catholic

Her educational method is in use today in public and private schools throughout
the world.

FOCUS:
-

Sensory Education

Learning through Self discovery and interest

OTHER PSYCHOLOGICAL EDUCATORS

JEAN JACQUES ROUSSEAU

Swiss educators who believed that the learner should develop accordingly to his
natural characteristics

His principle of growth states that the child should be allowed to grow naturally

Outstanding proponent of naturalism

Asserts that morals can be learned through naturals punishments

JOHAN HEINRICH PESTALOZZI

A swiss educator whose beliefs were the same as Rousseaus

His aim of education was for social regeneration of humanity

Defined education as a natural, symmetrical and harmonious development of the

faculties of the child

Argued that learning proceeds from the concrete to the abstract; from known to
unknown

Believed that home environment and school make learning easier

A believer of pupil activity centered

Father of Pedagogy

FREDRICH WILHELM AUGUST FROEBEL

A great german educator

Known as the father of kindergarten

Regarded the value of concrete objects in learning

Utilization of games, crafts, and stories

Introduced play as an essential part of the school work

An avid follower of Pestalozzi and comenius

Rejected rigid discipline

JOHANN FREDRICH HERBART

A German Philosopher

A strong moralist who believed that virtues were founded on knowledge

Believed that intellect and morality are two connected entities

Stressed that mind develops both through its own experience and social interaction

Believed that history and literature should be emphasized in the curriculum

Introduced herbart method of teaaching, which consist of five major steps.

Preparation

Presentation

Association

Generalization

Application

MARIA MONTESSORI

First female doctor of Italy

Developed a teaching program that enabled children with mental and physical
disability to read and write

Developed the principle-first the education senses, then the education of the
intellect

Established the first casa de bambini (childrens house)in Rome in 1907

Believed that teaching is spontaneous and need very little prodding from teacher

JOHN DEWEY

An American educator

A believer of democratic learning style

Advanced learning by doing

Emphasized the individual as a contributor to his society

Proponent of sociological movements

Introduced pragmatism and Reconstructionism philosophies

JEAN PIAGET

a Swiss philosopher

A great contributor to early childhood

Known for his cognitive Development Theory

Encourage teachers to use exploration and experimentation in classroom activities

Stressed the use of scientific methods of learning

JOHN LOCKE

An English educator-philosopher

Prominent adherent of formal education

Stressed that at birth a childs mind can be compared to a tabula rasa, or a blank
tablet in order to realize this, education should be composed of three separate but
equally important components:

Physical education

Intellectual education

A German teacher

A believer of realism

Advocated the use of vernacular as the medium of instruction during the early years

Advocated that all learning's follow the course of nature

Believed that learning by rote is ineffective

Learning starts from the senses and then made through exploration

HOWARD GARDNER
Known as the father of multiple intelligences Theory

Linguistic

Logical mathematical

Visual-spatial

Musical

Interpersonal

Intrapersonal

Naturalistic

Bodily kinesthetic

Existentialism

EDWARD LEE THORNDIKE

Father of statistical movement of education

Theory of connectionism (law of exercise, effect, and readiness)

JOHN NEWMAN

Moral education

WOLFGANG

Author of the idea of university

WILLIAM JAMES

Father of American psychology

LATEST DEVELOPMENTS IN EDUCATION

Teacher Education update ones learning

Education in post graduate education

Multiple Intelligences

Capital Punishment banned in schools

High school became 4 years

12 years Mandatory education

Education starts at 66 months (5.5 yrs. of age)

THE PHILIPINE EDUCATIONAL SYSTEM

EDUCATION DURING THE PRE-SPANISH PERIOD

Aim

Education for survival, conformity, and enculturation

Features

Education was informal, incidental, unstructured

Formal instructions began in homes through apprenticeship

Human learning resulting from individual experience

Had a system of counting, weighing, measuring and coinage

Devised a calendar through their knowledge of astronomy

Practical education included domestic chores and skills in hunting, fishing, farming,
etc.

Every home was a school

Teacher were parents and tribal heads

Implications

Methods used then are still being practiced to date; tell me and show me,
observation, imitation, trial and error, repetition

Skills taught to the children are s till part of the present curriculum; home chores
and fishing, agriculture, etc

EDUCATION DURING THE SPANISH PERIOD

Aim

Promote Christianity

Features

Education left to religious orders

Formal education done in parochial schools

Beaterios, colegios and seminaries were used for secondary education (1965
PAROCHIAL SCHOOLS )

Corporal punishment

Course of study included reading and writing alphabet

Vernacular used as medium of instruction

Spanish was taught only to selected pupils

First education Act of 1863 promulgated with the following provisions.

Establishment of at least one primary school for boys and girls in each town
and under the responsibility of the municipal government; and establishment
of a normal school for male teachers.

Primary instruction was free and the teaching of Spanish was compulsory.

Subjects including reading, writing , arithmetic, geography, history, christian

doctrine, spanish and vocal music

Agriculture was taught to boys

Needle work was taught to girls

Attendance was compulsory

Implications

The provision of educational act of 1863 became the basis of our present
educational system

The subject offered are mostly the same with those in our present curriculum

Opened the first and one of the best universities in the Philippines (UST)

Started exclusive schools for boys and girls which are still observed today

EDUCATION DURING THE AMERICAN PERIOD

Aim

Promote democratic ideas and way of life

Establishment of free Education for all filipinos and self government

Features

Total changed in the educational concepts introduced by the Spaniards

Formal education and active participation

Education was free and universal

First public schools were established by the US army

Instruction was done in Spanish by Filipino teachers, and in English done by

American soldiers (Thomasites)

Education was controlled by the state, not by religious orders

Democratic way of teaching used

Supervision of schools more of guidance and consultation

3R, GMRC, civics, hygiene and sanitation, gardening, domestic science, American and phil.
History were the subjects

Passage of education Act 1901 which opened first normal school (PNU)

1908- UP was founded

Implication

Education act of 1901 laid the foundation of our present public education

Tremendous increase in enrolment

The provision of Act no. 2959 established criteria for selecting and adopting
textbooks for public schools are still being observed

DURING COMMONWEALTH (1935-1942)

Aim

Reorientation of educational policies as well as provisions of 1935 constitution

Features

Develop moral character, personal discipline, civic conscience and vocational

efficiency to teach the duties of citizenship

Carried out the mandate of the constitution

Revision of elementary and secondary schools curricula

Emphasized character education and citizenship training

Vocational subjects were offered in the general secondary training

Implications

Citizenship training and character education (values education) are still offered in
the present curriculum

Education Act of 1940 provided for the complete revision of the public elementary
school system

Shortening of elementary grades to six years

Act. No. 4607: complete abolition of matriculation

E.O 134 in 1936: tagalog as a basis of national language

C.A 117: supervisors, principal, teachers, and professors are conferred as person in
authority

CA 589: the ritual of singing national anthem and patriotic pledge

PD. 1706 of 1980: to either render civic welfare service, law enforcement service,
military service

DURING THE JAPANESE PERIOD

1943-1945

Aim

To make people of the Philippines understand the position of the Philippines in the
greater East Asia co- Prosperity Sphere/ or that Phil is part of Asia.

Teach people how to love labor

Features

Terminated the use of English

Use instruction of Niponggo and tagalog.

Inculcated the spirit of love for labor

Training on vocational, technical, and agriculture done formally in schools

Taught physical education and the singing of Japanese songs

Informed that the soveriegnity of the United States over the Philippines was over
and that martial law was to reign

Ministry of Education was created on october 14, 1943.

Implication

Inclusion of physical education in the curriculum

Inclusion of vocal music is also being done now

Opening of schools for vocational and technical courses

Agriculture schools were also opened

DURING THE REPUBLIC

1945-1972

Aim

Full realization of the democratic ideas way of life

Promotion of equal opportunities for all

Features

Department of education was named as one of the executive department directly

under the office of the president

Department was headed by a secretary assisted by the under secretaries

by virtue of executive order No. 94 the department of instruction was change to

department of Education.

Revised administrative code vested in the department the supervision of the

following:

Bureau of public schools

Bureau of private schools

Bureau of national language

Philippine Historical committee

Creation of the republic act 1123 provided to:

Board of National Education as the highest policy making body of the

Philippines

RA no 869 known as the elementary act of 1953; that every parent to enrol a
child of age to finish elementary education

Revision of Elementary Education curriculum of 1957 to emphasize skills and development

and proper attitude for work

Reduction of class enrolment to 40 class

Use of vernacular as medium of instruction in grade I and II in all schools

Use of English as medium of instruction from grade III to VI

Revision of secondary curriculum which consisted of :

General education for 1st and 2nd year

Differentiated curriculum for 3rd and 4th year

Provision of a guidance program in every secondary school

Provision of adult education

Implication

Most of the provision of the law created in this period are good until now

Most of the practices then are still being applied until now

Creation of board of textbooks

Compulsory elementary education

Entrance age at 7 years old

Creation of national board of education

Daily flag ceremony in all schools including singing of the national anthem

Teaching of Jose Rizals life, works and writings in all levels

RA 4670

Rise of barrio high school

DURING THE NEW SOCIETY

Aims

Achieve and maintain development and accelerating rate of economic

development and social progress

Assure maximum participation of all the people in the attainment and

enjoyment of the benefits of such growth

Achieve and strengthen national unity and consciousness and preserve,

develop and promote desirable cultural, moral and spiritual values in a
changing world

Features

Educational changed for national development (educational act of 1982)

Curricular changes in elementary education

Educational act of 1982, a measure to maintain quality education

Voluntary accreditation recognition of educational institution possessing

certain standards of quality of excellence

Emphasized basic education (3rs)

Values integration in all subjects

Introduced mastery learning

Curricular changes in secondary education

Longer time allotment

Offering elective courses

Gave way to varied educational programs

NCEE- national college entrance examination

NEAT- national elementary assessment test

NSAT replaced NCEE

At present

In 1987 by virtue of EO 117, the Ministry of Education, culture and sports, became the
DECS. The structure of DECS remain until 1994.

RA 7168- converted PNC to PNU

RA 7836

The Congressional Commission on Education report of 1991 recommended the division of

DECS.

CHED -7722

TESDA- 7796

In 2001, RA 9155 governance of basic Education changes the DECS to DEPED.

DURING RAMOS ADMINISTRATION

E.O. 337 May 17, 1996

Transferring the National Training for Technical Education and Staff Development
(NTTESD) from the Department of Education Culture and Sports (DECS) to the Technical
Education and Skills Development Authority (TESDA)

DURING ARROYO ADMINISRATION

Republic Act No. 9155 (August 11, 2001), otherwise known as Governance of

Basic Education Act of 2001, renamed the DECS to the Department of Education (DepED),

On January 27, 2004, Deped order # 42 s, 2002, implemented a new Basic curriculum both
in elementary and secondary levels.

E-STUFAF- enhance student financial Assistance Program.

ECE- curriculum for 5 years old.

WHAT IS THE K TO 12 PROGRAM

The K to 12 Program covers Kindergarten and 12 years of basic education (six

years of primary education, four years of Junior High School, and two years of
Senior High School [SHS]) to provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education, middle-level skills
development, employment, and entrepreneurship

PHILOSOPHICAL FOUNDATION

Philosophy comes from Greek word; philo which means love and saphio meaning
wisdom.

The Philosophy of Education

An intellectual base that support educational practices

Provides a comprehensive systematic study

Provides basis of what the teacher is doing

Application of curriculum existence

FOUR AREAS OF PHILOSOPHY

EPISTEMOLOGY

Recognizes the significance of education

Deals with approaches to effective teaching and learning

METAPHYSICS

Systematic analysis of question of ultimate reality

Fundamentals of nature and existence

AXIOLOGY

Sets values desirable to live by, any time or place

Divided ethics into moral and aesthetics

LOGIC

Formal structure of truth and argument

Art of reasoning

SOURCES OF PHILIOSOHY

PEOPLE

SCHOOL

Primary group of family members , peer group, teachers , classmates, secondary

group or primary group

Type of school, philosophy of school, teachers/staff, students/classmates, classroom

experiences, methods/principles

COMMUNITY

Home environment, location of the school, physical structure, socio-ecological

condition, local officials, professionals and workers

WESTERN PHILOSOPHY

IDEALISM

Reality is spirit

Universe is made up of infinite mind/spirit

Knowing takes place in mind

Man can know intuitively through reasons

Every stimulus came from God

Values are eternal

Proponents are Plato and Erasmus

KEY WORDS

Values

Religion

Intelligence

Rethinking

Latent ideas

3Rs

Socratic method

Lecture method

Discussion

REALISM

The world is real and material

Knowledge is derived from senses

Natural laws determine and regulate ones experience

Natural phenomena and social institutions are the chief subjects of study

Advocates that education should be concerned with realities of life and prepare a
person for his/her duties in life.

Test of truth is when the mind is accord with the material object

Anything consistent with nature is valuable

Proponents are; Aristotle, John Milton, wolf gang and others

KEY WORD

Natural world

Math and science

Comparison

Interpretation

True existence

Material object

Experimentation

Practical application

Mastery of content and actual use in real life

Actualities of life

IDEALISM VS. REALISM

Idealism believes that in conditioning of a child it should be based on the foundation of

God while realism believes that conditioning of a child is based on discipline

PRAGMATISM

The meaning of a proposition lies in its practical consequences

Very much related to experimentalism

Learner is the center of all educative process

Education is life; growth, a social process, and the construction of human

experience

Reality is based or determined by individuals sense of experience

Experience determines knowledge

Proponents; John Dewey, Charles Pierce, William James

KEY WORDS

Learning by doing

Teacher facilitator

Research

Projects

Citizenship

Democracy

Experimental

Practical

Inductive thinking

PERENNIALISM

Derived from the word perennial which means everlasting

Ideas lasted over centuries and are still relevant today, should be the focus of
education

Asserts that reality is a world of reasons

Goodness is to be found in oneself

Education should be the same for everyone

KEY WORDS

Education should be the same for everyone

Education is the tool in which one prepares for life

Basic subjects should and must be taught

Great emphasis to be placed upon great classics-literature, philosophy, and science

Reward and punishment

Classroom Management

Orderly rows, neat and clean

ESSENTIALISM

Refers to traditional or back-to-the basics approach to education.

The basic idea is that there are certain essentials that all men ought to know

Individuals should be able to distinguished between the essentials and nonessentials in ones existence

Believed that knowledge can be obtain anywhere

Time tested methods

KEYWORDS

Traditional

Basics to basics

PERENNIALISM VS. ESSENTIALISM

Perennialism is TEACHER CENTERED while essentialism is SUBJECT CENTERED.

PROGRESSIVISM

Claims that childs growth and development as an individual depends on his

experience and self activity

Educational concern must be on the learners interests, desires, and freedom as an

individual

Believes that improvement and reform in the human condition are possible and
desirable

Asserts that the human beings are capable of improving and perfecting their
environment

Recognizes the principle of individual differences

Includes practical subjects such as industrial arts and home economics

KEY WORDS

Individual differences

Group discussion and group activities

Education is for development

PRAGMATISM VS. PROGRESSIVISM

Pragmatism focus on experience while progressivism focus on development

EXISTENTIALISM

Emphasizes freedom of human beings to make choice

Accepts that individuals are responsible for determining for themselves what is true
or false; what is beautiful or ugly

Enable man to make choice for his life

Believe that man is the moulder of his own destiny

Man is nothing else but he makes of himself

KEYWORDS

Provide students with vicarious experience that will help develop creativity and self
expression

Personal

Own choice

Real answers come

Personal journey

Make own meaning

RECONSTRUCTION

Believes that man can make control, change and reform his society through
democratic practices for public interest

The other name of this philosophy is problem solving themes

Improve and reconstruct society

National and global issues

Solution to societal problems

KEYWORDS

Critical thinking skills

Genuine democracy

Focus on significant socioeconomic problems

Example : community teaching , research, social actions