NATURALISM

IDEALISM
A.
A. REALISM 1. Generally that which excludes whatever is spiritual or transcendental.
1. importance of mind, soul, or spirit; idolizes mind and self A. Whatever the product of scientific knowledge is final. No room for
2. mind or spirit is the essential world stuff; the rule reality is a material 1. believes in the world as it is; based on the vies that reality is what we revelation or faith. Focuses on the very actual life. One of the early
character observe philosophies and oldest in the Western side.
3. truth in consistency of ideas; goodness is an ideal state (perfection, 2. truth is what we sense and observe 2. The universe is a huge machine. Life comes out of dead matter. The
excellence) idea and the ideal 3. goodness is found in the order of the laws of nature; schools exist to reveal capacities of man are delimited by his nature. Man is considered as the
4. believes in refined wisdom; reality is a world in one’s mind the order of the world and univ. supreme creation of nature. The kind of life they lived in is the real life.
5. schools sharpen the mind and intellectual processes 4. students are taught factual info 3. Focus is on Self-Preservation
6. students taught of the past heroes’ wisdom 5. job of schools is to teach students about the world 4. Idea of back to nature. Opposition to bookish knowledge. Idea of
7. PRINCIPLES: two forms of the whole world; ideas are more important than 6. truth would be the simple correspondences of observation progression. Negative education. Child having the central position.
objects; importance of man over nature; faith in spiritual values; personality 7. realists believe in a world of things or beings and observable facts Freedom of a child. Emphases on the training of the senses.
development; unity in diversity 8. ethics is the law of nature or natural law and aesthetics is the reflection of 5. Jean Jacques Rousseau - Emile. private educ of the boy. the world is an
8. one of the oldest schools; origin traced back to Plato’s ideas nature artificial, autocratic, egotistic and arrogant plave.
9. stresses mental, moral, and spiritual nature of an individual and his universe 9. values depend on the attitudes of the sentiments beings experiencing them 6. Education must be given accdg to the natural interest of child aiming at
10. education is both a basic need and right 10. believe that investigating and reasoning are important in any effective holistic devt of the personality
11. Plato, Socrates, Descartes adjustment to the real world in the control of experiences 7. nature is the best teacher accdg to him
12. Ideas are the only true reality, only thing worth knowing; focus on conscious 11. Aristotle, Harris Broudy, John Locke, Johann Pestalozzi, Jean Jacques B.
reasoning in mind. to understand truth, one must purse knowledge with the Rosseau, Thomas Aquinas, Francis Bacon 1. Material world is the only real world governed by system of natural laws and
Absolute Mind 12. Naturalism and realism both regard matter as their ultimate truth but they the man must submit to them.
13. birth process check this innate perfection,educ. brings latent ideas to focus on different things. For realists, they regard the here and now as the 2. have regard for actual facts, situations, and realities. Nature is everything. It
consciousness ultimate reality but for the naturalists go beyond the here and now. is the whole reality.
14. focuses on the contemplative side of life; two forms of workd; ideas are 13. Phenomenal world is true; Senses are the source of true knowledge; Theory 3. denies the existence on anything beyond nature. everything comes from
more important than objects, persons more than matters, focuses on of organism; opposition to idealism; Man is part of the material world; nature and returns to nature.
spiritual values, importance of self-devt, emphasis on unity and diversity Emphasis on experiments; Importance of the present applied life. 4. nature is self-sufficient entity.
15. Basic idea: Man is free, a free personality; Education is the awakening of 14. Emphasis on the Present life of the child; Based on science; Emphasis on C.
man in his relation to God and the society. the present life of the child; Emphasis on experiment and applied life; 1. Perfection of the human machine. Attainment of happiness.
16. Man knows no bound since he is free. However, it fixes goal: the growth Opposition to bookish knowledge; Limited freedom of child; Emphasis on 2. Preparation for the struggles of existence. Adaptation to the environment
towards the infinite and embraces it. training of senses; Equal importance of individuality and sociability. 3. Education in not only memorization or storing info but a process which
B. B. results into childs devt in nature and personality
1. God is the absolute ideal; all positive values through Him 1. Primary qualities of experience exist in the physical world; mind is like a 4. pupil will absorb info and concepts. parents are natural teachers and no
2. every indiv. is born good and capable to sense, perceive and think mirror receiving images from the physical world need for institutions such as school
3. self is the ultimate reality of indiv. experiences 2. mind of child at birth is similar to a blank sheet of paper upon which the 5. a child is a child an not an adult in the making. Infancy, boyhood, early
4. the idiv. self has all freedom for self-determination world proceeds to write its impressions adolescence, adolescence, marriage
5. one’s perception of the world roots in his existence 3. nature is a primary self-evident reality, a starting point in philosophizing 6. educational should be a natural process. it should be for the happiness and
6. values depend on how one pass and enjoy them in their exper. 4. consciousness is not a substance, it is an awareness of exp. and exp. is a liberty of child and it should be through experience. it should be for
7. social values are realizes when one recognizes that he is a part of the medium in which object and organism are related. individual devt and to spread social awareness
society. C. 7. education aimed at the inner faculties, capacities and powers of the child.
C. 1. Preparing the child for a happy and successful life; Preparing the child for a aim of education is not preparation for life, but participation in it. Each
1. Aims to develop the individual spiritually, mentally, and morally; discover real life; Developing the physical and mental powers of the child; stage through which a child passes has a specific aim of education and these
indiv’s abilities and full moral excellence to serve society Developing and training the senses; Acquainting the child with the natural aims differ according to the stage. The aim of education during the first
2. self-realization or exhalation of personality; ensure spiritual dev’t; develop and social environment; Importing vocational education. stage of a child is to gain knowledge and all the wants and needs of a child
intelligence and rationality; universal education; transmission and 2. gives direction and form to indivs’ basic potentialities are to be fulfilled. The second aim of education is to provide the child with
promotion of cultural heritage; cultivate moral values; prepare a holy life 3. determines the direction of the indivs’s inherited tendencies the strength that the child lacks of the ability of being free
3. what makes idealism active is education 4. provide educ that could produce a good indiv, and a good society by D.
D. meeting the 4 principal needs: aptitude, self determination, self realization, 1. curriculum must be child centered accdg to the present and future needs of
1. emphasis on the subject matter of mind: lit, history, philo, religion, math, self integration the child
arts D. 2. divided curriculum under two stages: earlier and later
2. importance to thought, feelings, ideals and values than to the child and his 1. Focuses on ‘right” subject. There is no fixed curriculum because it should 3. early stage sensory training is given to the child. The child senses are
activities apply according to the present needs. properly exercised; the child develops physically and also develops the
3. must consist of humanities; concerned with whole humanity 2. combination of subj matter and problem centered concepts or real natural habits. At the later stage the naturalists included in the curriculum
4. should give good mental experience of all types. science and art must be problems towards acquisition of desirable habits: study habits, research subjects as physical sciences, language, mathematics, social studies,
fully integrated, healthy, hygiene, games, and sports skills, library, evaluation, observ, ecperi, analtic, words, enjoyment anatomy and other subjects
E. 3. subject areas: natural science, social science, art, poetry, literature, 4. Manual work, trade, history aesthetics, physical culture, music and drawing
1. Methods on handling ideas through lecture, discussion, and socratic biography 5. Moral education is given through activities and occupations but not
dialogue. E. through lectures on ethics
2. introspection, intuition, and insight and whole-part logic are used to bring 1. Scientific methods: steps are defining probs, observing factors, E.
concepts in mind hypothesizing, and testing it. 1. naturalistic philosophy of teaching. people learn more through direct
3. character is developed by imitating examples of heroes 2. Character devt is in training in rules of conduct. experience that is by doing rather than by reading the books.
4. lecture-discussion methods; excursion; question mehtod project method F. 2. not to use any book in the childhood and boyhood stage. Heuristic method
5. reading, lecturing, discussion, imitation, descartes device of simple to 1. Recognizes the demands of the student and also their needs; Teaches while which means to find or to discover, the children are provided with situation
complex being grounded to reality; Gives clear and systematic knowledge; Regards and opportunities and the children search. stress upon direct method of
6. classroom is a temple of spiritual learning knowledge as one and universal; One with the student in teaching. teaching. Teaching through things rather than words is given importance.
F. 2. Help the students realize irresistable necessity of earth’s physical forces two-way play method of teaching, learning by doing, during play also child
1. Teachers are chief sources of inspiration; creator of educational 3. develops initiative and ability to control their experiences learns a lot and is educated
environment 4. realizes that they can enter into the meaning of their experinces 3. STAGES OF EDUCATION. Infancy, Childhood, adolescence, and youth
2. school is the agency of the society; thinking institution 5. student would be taught factual info for mastery F.
3. teacher is a spiritual guide; living model; carries child from darkness to light; 6. further develop discipline; utilize pupil activity through instruction; speak G.
guides towards perfection with authority; regard pupil as more superior than others; change in the 1. Development of child psychology.
4. teachers as the priest of man’s spiritual heritage; co-worker of God in school would be perceived as a natural evolution towards perfection of 2. Scientific study of sociology and society.
perfecting man order 3. Emphasis on curriculum which centered on experience.
G. G. 4. Contribution in methods of teaching.
1. emphasizes the exaltation of personality (self-realization) brought by 1. It is practical. It responds to the individual and social need. Reintroduces 5. Opposition to depression.
spiritual knowledge, self-discip, and dignified teacher inductive method. They do not generalize. Scientific subjects found 6. it is a child centered process of education. It emphasizes on the natural
2. assigns teachers as a respected guide and philosopher importance in education. It emphasizes objectivity. interests and capacities of the children. It focuses on the learning from
3. importance of moral, and spiritual education and points out the values of H. experience of the children, so that the child is educated to solve all the
humanities, social, sciences, art, and literature 1. Fails to answer, “Is there power beyond the physical world?” “Is there problems of the life successfully. Naturalism brings a variety in teaching
4. man’s perfection in various facets of life absoluteness of the physical world?” “What are the limits of the physical methods which are effective
H. world?” Total rejection of imagination. Does not give importance to ideas H.
1. abstract and vague; avoids presenting realities to the child and values. 1. One sided and unsatisfying aim of education focuses more on the child.
2. concerned with the ultimate end of life and avoids real daily problems;
There is a tendency for the child to be anti-social.
neglects social aspects of life
2. Too much emphasis on the present. They ignore books. Undue emphasis on
3. sets unobtainable goals; over emphasizes humanity and underrates science
physical education. Too much scientific subjects. Unlimited freedom of the
and tech
child. No importance to teachers. Child tends to become anti-social.
4. more on thinking and mental activities; unnecessary intellectualism
3. that it emphasizes too much on nature and natural development. The aims
5. more importance on teacher than child of education of naturalism are one sided and unsatisfying.
6. emphasize cramming and rote memory 4. So much emphasis is given on present needs which will avoid the
preparation of the people for the future. Books are given no emphasis which
is not good because books play a great role in the development of the
personality
EASTERN PHILO
A. PRAGMATISM
1. Hinduism Buddhism Confucianism Taoism Judaism Islam A.
2. Confucianism 1. Problems as the motive of truth. Truth is formed by its result. There is no
Believe self should not come before society absolute truth. It changes. There are relative truths. Emphasis on the
Building moral character is more important than merely teaching skills principle of utility. Emphasis on social and democratic value.
Superior individuals develop; Five Constant Virtues: 2. Opposition to fixed and absolute ideas and values. Importance of
Right attitude Right Procedure Right knowledge Right moral courage Right manpower. Opposition to social custom and tradition. Reality is still in the
persistence making.
1. Taoism 3. Education is the Reconstruction of Experiences
Goal of human being is to attain a natural way of behaving 4. Education as growth. Education is reconstruction of experiences. Education
(move like the Tao) as responsibility of state. Education as social process.
Most significant activity is nonaction 5. Beliefs and ideas are true if they are workable and profitable otherwise
One should live in tranquil communion with nature false. Knowledge is a plan of action one adopts to resolve a practical
People can govern themselves- strong sense of anarchy problem and truth is the success of the plan in leading to desirable results.
1. Judaism Generally considered an intellectual formation of American beliefs and
Observance of the Sabbath attitudes.
Pray several times a day B.
The Torah is the divine words of God 1. Material world is the only real world governed by system of natural laws and
Religion should impact everything in life: food, dress, work, the man must submit to them.
and marriage 2. have regard for actual facts, situations, and realities. Nature is everything. It
Strongly value learning is the whole reality.
1. Islam 3. denies the existence on anything beyond nature. everything comes from
Want to return to more fundamental beliefs and traditional nature and returns to nature.
social values 4. nature is self-sufficient entity.It aims for social efficiency.
Must pray 5 times a day, facing Mecca Trains the students to continuously and actively quest for information and production of new
Rich should care for the poor ideas needed to adjust to an ever-changing society.
Fast during holy times
1. Hinduism - Follows the Vedas and Upanishads C.
Humans should not devote their lives to the pursuit of worldly possessions 1. Prepares a child for membership in the society. To give techniques on
and success children on how to live life. To turn children to become good pragmatist.
Lead lives of love and service toward others 2. As a result, schools exist to discover and expand the society we live in.
Religion should mold our social, economic, educational, and political views Students study social experiences and solve problems. It encourages people
B. to find processes that work in order to attain desired goals. The doctrine
1. Progress means non attachment and development of one's inner being that practical consequences are the criteria of knowledge, meaning, and
2. Education is a way of achieving wisdom, maintaining the family structure, value.
establishing the law, and providing for social and economic concerns 3. Conservative
3. Education is necessary for this life, and for achieving life in the hereafter D.
4. Mission Statement for Muhatama Secondary School 1. curriculum Emphasis on the need, skills, etc. of the children. Follows
The mission statement of Muhatama Secondary School is to inspire all of children’s interest. Support their natural interests.
our students to continuous inquiry, empowering them with the skills, courage, optimism, and
integrity to pursue their dreams and enhance the lives of others. E.
1. METHODS: Experimental methods STEPS; Statement of the Problem
School Curriculum Hypothesizing Investigating or data gathering Testing hypothesis Forming
Priority Subjects: Prayer/meditation: breathing instruction Reading of sacred literature conclusions
Recitation of oral legends Philosophy Ethics Character education 2. OTHER METHODS: Creative and constructive projects Field trips
Laboratory work Library work Activity-centered Pupil-centered
Others: Opportunity to practice democratic ideals CHARACTER DEVELOPMENT:
Writing Math Science Physical Education Making group decisions inlight of consequences
3. Child and process-centered Emphasis on citizenship, knowledge and skills
How Subjects Will Be Taught applicable to daily life and career or job preparation Classroom in flexible
Self-discovery through prayer and meditation Guided discussion; Teacher assisted activities and rich in opportunities to experience what they are learning The source
and lessons; Reflection; Physical Setup on knowing is the challenging EXPERIENCE (learning by experience).
F.
Student Evaluation 1. Should be pragmatist first before teaching. Does not believe in systematic
Students will move to higher level classes once the teacher feels they have reached a certain teaching. Keeps order in class Facilitates group work Encourages and offers
level of cognitive ability; No numerical grades will be given; Students will be assessed by self- suggestions, questions, and help in planning Curriculum planner Schools’
evaluations, oral discussions with the teacher, and willingness to participate role is to provide a miniature society. Gives child balance and genuine
experience in preparation for democratic living Place where ideas are
Qualities of a Teacher tested, implemented, and restructed
Guru; Build strong relationship with students; Patience G.
Wise; Knowledge of sacred literature and oral tradition 1. Importance of child over society.
Enlightened; Role model for prayer and meditation ; Social Structure of the Classroom; 2. Infusion of new life in education. Social and democratic education.
Teacher/guru assumes all responsibility and control in the classroom; Students play a passive Progressive and optimistic attitude. Construction of new method
role in the classroom corresponding to the present need. Contributes to the development of a
Physical Education system which is vocation centered. Recognizes that an individual should be
Buddhist School socially efficient and productive, the curriculum duly takes note of
Teaching and learning process through Eastern education philosophy stresses on the major it. Another important principal given by pragmatism is the principle of
outcomes from the teachers integration. Project method. Helps to realise the value of today’s life.
It encourages the students to be active in giving and sharing the ideas, which is maximizing their Saves child from the burden of education which is too much centred on
role as students than the teacher in creating the effective learning and teaching activity teachers books.
are fully responsible on the class effectiveness, by preparing and planning all the activities for H.
their students 1. No predetermined aim of education. Everything is adjustable. Opposition to
The students are not trained or required to do anything, but every materials are given by the predetermined ideas. Opposition to eternal truths. Opposition to
teachers they are very much encouraged to think and voice their views whenever they are intellectuality.
involved in group discussion or carried out the given assignment. 2. Negation of spiritual values. Negation of the past, tradition and customs.
Pragmatism is a method only and it does not talk about the general
Students receive fully knowledge from the teachers inside the classroom. Students in a way principle in life.
receive knowledge in a rigid way as they only seem to learn and study straightly from the
teachers

Eastern education the students practice the concept of memorizing, as this philosophy focuses
mainly on book learning and memorization within the teaching and learning process. The system
of education is exam oriented, and teachers have to rush through the textbooks to prepare
students to sit for the tests.
Eastern education philosophy emphasizes on conformity and originality. Students have tons of
school rules to follow and such rules main aim is to produce perfect students.