EDUC 101- FOUNDATION OF EDUCATION

MAE S. SAJISE May 15, 2019

MAEd – Physical Science

CHAPTER EXERCISES

Direction: Expound each philosophies of education on Why Teach, What to Teach, and How to Teach.

Philosophies of Education Why Teach What To Teach How to Teach

1. Humanism Humanism was Humanists believe The learner must
developed as an that the learner should be in be self-motivated to
educational philosophy by control of his or her own achieve towards the
Rousseau (1712-1778) and destiny. Since the learner highest level possible.
Pestalozzi, who should become a fully Motivation to learn is
emphasized nature and autonomous person, intrinsic in humanism.
the basic goodness of personal freedom, choice,
humans, understanding and responsibility are the
through the senses, and focus. Teachers emphasize
education as a gradual freedom from threat,
and unhurried process in emotional well-being,
which the development of learning processes, and self-
human character follows fulfillment.
the unfolding of nature.
2. Perennialism Perennialism is a The focus is to teach Teaching these
teacher centered ideas that are everlasting, to unchanging principles
philosophy that focuses seek enduring truths which is critical. Humans are
on the values associated are constant, not changing, rational beings, and
with reason. It considers as the natural and human their minds need to be
knowledge as enduring, worlds at their most developed. Thus,
seeks everlasting truths, essential level, do not cultivation of the
and views principles of change. The demanding intellect is the highest
existence as constant or curriculum focuses on priority in a
unchanging. attaining cultural literacy, worthwhile education.
stressing students' growth
in enduring disciplines.
3. Cognitivist believes Piaget described For learning to
Cognitivism/Constructivism that the learner actively intelligent behavior as occur, an event, object,
constructs his or her own adaptation. The learner or experience must
understandings of reality organizes his or her conflict with what the
through interaction with understanding in organized learner already knows.
objects, events, and structures. At the simplest Therefore, the
people in the level, these are called learner's previous
environment, and schemes. experiences determine
reflecting on these what can be learned.
interactions. Motivation to learn is
experiencing conflict
with what one knows,
which causes an
imbalance, which
triggers a quest to
restore the

4. Pragmatism Pragmatism is
primarily a method of
philosophy designed to
‘make our ideas clear’
(Peirce) and to avoid
confusion by referring our
ideas to their practical
effects.
5. Eclecticism A conceptual
approach that does not
hold rigidly to a single
paradigm or set of
assumptions, but instead
draws upon multiple
theories, styles, or ideas
to gain complementary
insights into a subject, or
applies different theories
in particular cases.
equilibrium.
It stresses the priority For pragmatists,
of action over doctrine, the individual’s
of experience over fixed interpretations
principles, and it holds that of reality are
ideas borrow their motivated and justified
meanings from their by considerations of
consequences and their efficacy and
their truths from their utility in serving his
verification. Thus, ideas are interests and needs.
essentially instruments and The molding of
plans of action. language and
theorizing are likewise
subject to the critical
objective of maximum
usefulness according
to humanity’s various
purposes.
The practice of Eclecticism was a
selecting doctrines from method of separating
different systems of truth from opinion and
thought without adopting falsehood, science
the whole parent system for from superstition, and
each doctrine. The attempt so a process of
to reconcile or combine intellectual
systems — in as much as it enlightenment and
leaves the contradictions human progress. The
between them unresolved. key to understanding
of the learners was the
alliance between
history and philosophy.