PHILOSOPHY OF EDUCATION

Meaning of Philosophy
 Philosophy, etymologically speaking, has been derived from Greek words philo meaning love, and
sophos or sophia meaning wise or wisdom. Philosophy therefore, is love for wisdom.
 It is the unending search for ultimate reality using man’s logical reasoning.
 It is defined as the quest for truth based on logical reasoning aside from factual observation of nature’s
multifarious phenomena. Its purpose is to seek and prove the ultimate and absolute truth, and for this,
it is considered as the mother of all sciences.

Branches of Philosophy
Metaphysics
 Metaphysics basically deals with the nature of being and reality. It attempts to explain man's most
fundamental concepts such as substance, existence, essence, truth, space, time, causation and the
nature of GOD as well as the origin and purpose of universe, the nature and purpose of mans existence.
Subdivisions:
a) Cosmology. - It is a branch of metaphysics which tries to explain the theories of the nature of the
universe as well as its origin and development. It considers causality, the nature of time and space, and
evolutionism and creationism as the possible origin of the cosmos.
b) Teleology – This tries to elucidate subjects pertaining to whether or not there is purpose in the universe.
The “blind mechanism” which holds that the world is what it is because of accident. Teleological
Philosophies holds that the world have been there from the beginning for a certain purpose which can
be discerned in history.
c) Ontology – It is the area of metaphysics which deals with the meaning of existence, the problems like
“to exist” to have being means what? Whether the existence is identical with space, time, nature, spirit
with GOD.

Epistemology
 This term originates from two Greek words episteme meaning knowledge or science and logos, the
study of. Epistemology concerned with the study of knowledge. This subject tries to answer the human
questions such as: What is knowledge? And where does knowledge come from? How do we acquire
knowledge of right and wrong? How do we gain knowledge of GOD? How do we know whether GOD
exist or does not exist?
Subdivisions:
a) Agnosticism – It is the position that conclusive knowledge of ultimate reality is an outright impossibility.
It is impossible for man to attain full knowledge of something.
b) Skepticism – It refers to the philosophical approach based on the idea that everything is open to doubt.
Skepticism is also considered as a questioning attitude toward the possibility of having any knowledge.
c) A Posteriori – It is a Latin term which means “from behind – hand” It is the term used to determine
knowledge that comes from experience. It postulated that experience comes first and the knowledge
afterwards.
d) A priori – It is a Latin term used to describe knowledge which can be acquired through pure reason
alone, independently and perhaps before experience.

Axiology
 This is the area of philosophy that specifically deals with the problem of value.
 It seeks to rationalize the questions like; What is value? What are the important values which are to be
desired in living? Are these values rooted in reality?
Subdivisions:
 Ethics. it traces its root from the Greek Word Ethos meaning characteristics way of acting. It is defined
as the practical science that deals with morality of human acts or conducts. It is the determiner whether
one's action is good or evil.
 Aesthetics. This is the other area of axiology that is derived from the word aesthetic which means “the
one who perceived” to the Greeks. It is fundamentally concerned with beauty and standards of tests
and value especially in art.
Logic
 This is the branch of philosophy that is concerned with systematic treatment of the relation of ideas.
 Logic has been derived from the Greek word Logike meaning art of reasoning.
 Logic therefore, is considered as the art and science of correct thinking and reasoning.
Subdivisions:
 Induction. Is a kind of reasoning that is done through the process of inferring a general law or principle
from the observation of particular instances to a general conclusion.
 Deduction. Is a kind of reasoning with a process opposite of induction. It is a form of reasoning from
general principle to particulars included within the scope of that principle.
 Syllogism. Is an argumentation in which from two prepositions called premises, a conclusion is derived.
  Dialectic. Is considered as a means of discovering the truth by proceeding from an assertion or thesis to
denial or antithesis.
Basic Philosophical
Systems Fundamental Ideas Educational Implications

Study of the foundation of reality, Curriculum must go beyond its content;

Metaphysics essence, existence and nature of must consider the potential / nature of
reality students
Truth, the nature of knowledge and Teaching should be founded on truth; How
Epistemology the criteria of truth students learn; What knowledge are
essential?
Focus on the validity, soundness and The goal of all education must be the
Logic accurate of thought patterns development of critical, strategic, creative
and logical thinking abilities of students
Values and ethics Education must develop a sense of right
Axiology and wrong, moral character sand strong
sense of values

The Nature of Truth

What is Truth?
 It is defined as the agreement or conformity between the intellect and the reality, between the subject
and the object.
Three kinds of truth
 Ontological Truth – it is the conformity of a thing to the mind. The object conforms to a recognized
mental norm. An object is good if it conforms to what the mind knows to be good.
 Moral Truth – it is the conformity of the outward manifestation or expression of judgment and of mind.
If what one thinks and what one says conform, then one has moral truth.
 Logical Truth – it is the conformity of the mind to the thing known. If the mind judges the object to be
a tree, and it is a tree, then one has logical truth.

Nature of Belief
 Belief when used to mean faith, is an assent of the intellect with absolute certainly in which the reason
for the assent is the authority of God revealing the truth.
 Belief is also assent given to a truth because of human testimony.

Nature of Certitude
 Certitude is that state of the mind in which the mind gives a firm assent to a judgment without fear or
error due to recognized valid reasons.
 Subjective certitude – it does not exclude error in judgment
 Objective certitude – the judgment is treated as true representation of reality.

Truth as Static
 Philosophers view wisdom or truth according to its ultimate causes, the various empirical truths as
culled from other sciences are put to their ultimate causes, and this leads to God ultimately from the
viewpoint of natural reason.
 The approach to truth as static is analogous to the peeling of onion, where one can go on peeling each
layer until one arrives at its core essence.
 Since truth is presumed to be perennial, it cannot be subject to change.

Truth as Dynamic
 The existentialist believe truth as dynamic as a man who is in pursuit of it is also dynamic.
 They want truth which is relevant, truth which concerns with the current issues of life.

A Middle Ground
 Both views of static and dynamic truth have their corresponding consequences in the belief systems of
man.
 If truth is viewed as static, the present is regarded as the same as the past.
 If truth is viewed as dynamic, it is concerned more about the present and the future.
 Reality however, is not either static or dynamic. It is a combination of being and becoming, existence
and essence, of static & dynamic.
 To forget the past is dislodging everything, becoming anchorless and have no identity.
 To wholly embrace the future and to be fully open to change is to accept such inevitable excesses as
learned from the history
 If truth is to be in the middle, it should be a combination of the past, the present and the future as well
as the right mix of the static and dynamic.
Educational Philosophies

Naturalism
 Naturalism is a doctrine denying anything in reality that has a supernatural significance. There is an
utter denial of the miraculous and supernatural.
 Revelation is rejected.
 Truth can be discovered only through nature.
 According to naturalism, the ultimate explanation of all reality is to be found in nature.
 The Natural Laws are viewed as the ultimate explanation of all material reality.
Forms of Naturalism
 Biological Naturalism – the natural sciences hold the key to an understanding and interpretation of man,
his nature, his origin and his destiny. The notion flows from the concept that man is a product of
nature.
o Draw inferences and conclusions from observations of behavior of human and animals to interpret
and analyze theory and practice of education.
o The physical nature is supreme and therefore man is subordinate to its powerful laws. Thus, the
highest aim of education is adaptability of individual to his environment – survival of the fittest.
o Morality becomes hedonistic one. The sanction is based on the discipline of natural consequences.
 Psychological Naturalism – makes psychology as the fundamental standard of the science of education.
o Man’s intellect is interpreted as physiological entity ( thinking machine). The intellect is a machine
and therefore, intelligence is function of the brain.
o Man’s personality, conduct and philosophy of life are determined by his social and physical heredity.
Man has no control over these forces, thus determinism replaces freedom.
o It merged the intellectualism of Herbart and voluntarism of William James better labeled as
behaviorism. It applies the behavioristic method of explanation and control of human movements
and conduct.
 Sociological Naturalism – arose as a mild reaction to the extreme individualism that grew out of
Rosseau’s false tenet concerning individual and his nature. [Individual freedom to look for own
happiness. Man is by nature good, therefore need no government].
o It looks upon nature and society as the true giver of meaning and everything.
o It tries to uncover and apply the fundamental natural laws that govern social life.

 Romantic Naturalism – taught that emotion rather than reason dominates; natural instincts and desires
are supreme.
o Moral and religious ideas cannot develop in early childhood; that more is derived from the
association with nature than books and wisdom from others.
o Proper development can come only by removing all restrictions and allowing natural tendencies to
have full sway.
o Everything is good as it comes from the hand of nature.

Implications to Education:
 For the benefit of the child and not for everybody else.
 The child should be treated as a child not as miniature adult.
 Education should provide first hand contact physical environment and the method of instruction should
be based upon the psychological development of the child.
 Education should be practical preparation for life.

IDEALISM

Goal of Education
 Education must exist as an institution of human society concerned in one’s spirituality and not because
of natural necessity alone.
 Education develops the individual spiritually, mentally and morally.
Curriculum
 Subjects offered essential for mental, moral and spiritual development such as: Philosophy, Theology,
History, Arts, Math, Literature, Values Education, GMRC and Christian living.
Methods of Teaching
 Informal Dialectic
 Questions & Discussions
 Lecture
 Meditation
 Reading
Role of Teachers
  Creator of the educational environment
 Chief source of inspiration, knowledge, and information
 Excellent mentally, morally and spiritually
 Reserved person/conversant
Role of Schools
 A thinking Institution
 Promotes high level of education
 Promotes cultural learning
 Develops moral character of a person

REALISM

Goal of Education
 Give direction to individual’s basic potentialities and talents
 Determine the direction of one’s inherited tendencies
 Provide an education that could produce individuals who can meet their principal needs
Curriculum
 Combination of subject matter and problem centered concepts towards acquisition of desirable habits,
study habits, research skills, library skills, evaluation, observation, experimentation, analytical skills,
critical thinking, application of principles,effective use of words, and habits of enjoyment.
 Subject areas: Natural Science, Social Science, Arts, Poetry, Literature, Biography
Methods of Teaching
 Scientific Methods/Problem Solving
 Definition of Terms
 Observation factors related to problems
 Testing hypothesis
 Synthesizing
Role of Teachers
 Help students realize irresistible necessity of earth’s physical forces
 Develop initiative and ability to control their experiences
Role of School
 Further develops discipline
 Utilizes pupil activity through instruction
 Regards the pupils as more superior than other objects
 Develops concepts and principles through scientific methods

PRAGMATISM/EXPERIMENTALISM (JOHN DEWEY)

Educational Aims
 For social efficiency
 Train students to continuously and actively quest for information and production of new ideas needed to
adjust to an ever changing society
Curriculum
 Integrated and based on the problems of society
 Social duties and responsibilities
 Subjects are inter-disciplinary
 Combined academic and vocational disciplines
Methods of Teaching
 Experimental and Scientific Method
 Statement of the problem
 Hypothesizing
 Investigating a data gathering
 Testing of hypothesis
 Forming conclusions
 Creative of constructive projects
 Field trip
 Library work
 Self activity experience
Role of Teachers
 Keep order in the class
 Facilitate group work
 Encourage, offer suggestions and help in planning
 Plan curriculum
 Motivate learning
Role of School
 A miniature society
 Gives child balance and genuine experience in preparation for democratic living
 A place where ideas are tested, implemented
  An agency for transmitting heritage
 A specialized environmentalist, established to enculturate the young people

PERRENIALISM
Educational Aims
 Internalize truths that are universal and constant
 Develop rational thinking and intellectual mind
 Develop learner into a national and intuitive being
Curriculum
 Focused on Arts and Sciences
 Great ideas or Universal Principles
 Moral, aesthetic, religion and intellectual topics
Methods of Teaching
 Subject oriented
 Methods of disciplining the mind through reading and discussion
 Lecture
 Discussion
Role of Teachers
 Known masters of the disciplines
 Discipline pupils intellectually through a study of literature

Role of Schools
 Produce elite individual to become intellectual
 Surround students with great books

PROGRESSIVISM
Education Aims
 Produce the “whole man” who will become a responsible member of society
 Give strength and meaning to community life
Curriculum
 No structured curriculum/ child centered curriculum
 Emphasis on life experiences
 4 H’s (health, head, heart) for physical, intellectual, social and manipulative skills
Methods of Teaching
 Learning by doing
 Inquiry method, problem solving, integrated curriculum

EXISTENTIALISM
 Education‘s most important goal is to awaken human consciousness
 The main concern of the existentialist is to help students understand and appreciate themselves as
unique individuals who accept complete responsibility for their thoughts, feelings and actions.
Curriculum
 The humanities are given emphasis to provide students with vicarious experiences that will help
unleash their creativity and self expression.
Methods of Teaching
 Learning is self paced, self directed.
 To help students know themselves and their place in society, teachers employ values clarification
strategy.

BEHAVIORISM
 Behaviorism believes in a science of behavior that would shape the world into a better place to live
 Behaviorists to some degree rightfully claim that behaviorism naturally occurs in the world whether
people acknowledge it or not
 Used by teachers when they reward (reinforce) or punish behaviors
 Behaviorism is a theory of animal and human learning that only focuses on objectively observable
behaviors and discounts mental activities.
 Behavior theorists define learning as nothing more than the acquisition of new behavior.
 Rooted in psychology, especially William James, Edward Thorndike, John Watson, and B.F. Skinner.

 WHY TEACH?
 Behaviorist are concerned with the modification and shaping of students’ behavior by providing a
favorable environment, since they believe that they are product of their environment.
 They are after students who exhibit desirable behavior in society.
 WHAT TO TEACH?
 Teachers teach students to respond favorably to various stimuli in the environment.
 HOW TO TEACH?
  Teachers ought to arrange environment al conditions so that students can make the responses to
stimuli.
 Physical variables like light, temperature, arrangement of furniture, size, visual aids have to be
controlled to get the desired responses from the learners.
 Teachers make the stimuli clear and interesting to capture and hold the learners’ attention.
 Teachers provide appropriate incentives to reinforce positive responses and weaken or eliminate
negative ones.”

ESSENTIALISM
 An educational philosophy suggesting that a critical core of knowledge and skills exists that all
people should possess
 Advocates of standards (and essentialism) believe that the major role of schools should be to ensure
that all students master a core of knowledge.
 WHY TEACH?
 This philosophy contends that teachers teach for learners to acquire basic knowledge, skills and
values.
 Teachers teach “not to radically reshape society but rather to transmit the traditional moral
values and intellectual knowledge that students need to become model citizens”.
 WHAT TO TEACH?
 Essentialist programs are academically rigorous. The emphasis is on academic content for students
to learn the basic skills or the fundamental r’s
 - reading, writing, arithmetic, right conduct.
 The essentialist curriculum includes the traditional disciplines such as math, natural science, history,
language and literature.
 Essentialist frown upon vocational courses or other courses with watered down academic content.
 The teachers and school heads decide what is important to the students to learn and place little
emphasis on student interest, particularly when divert time from academic curriculum
 HOW TO TEACH?
 Essentialist emphasize mastery of subject matter.
 They are expected to be intellectual and moral models to their students.
 They are seen as fountain of information and paragon of virtue.
 To gain mastery of basic skills, teachers observe core requirements.
 With mastery of content as the primary focus, teachers use of prescribed textbooks.
 Uses drill and lecture method.
 There is heavy stress on memorization and discipline.

Oriental Philosophy

CONFUCIANISM

 HAD ITS BEGINNING IN THE TEACHINGS OF Confucius but the following sages took the lead in building
its formulation: Mencius and Hzun-Tzu
 Confucius is the latinized name for Kung-Tzu or Kung-Fu-Tzu. ‘tze’ which means master,
 is a polite suffix added to the names of most of the philosophers during the Chou Dynasty.
 Confucius was the founder of the Ju School which was known in the west as the Confucian School.
 The primary goal of Confucius was not just to make his “disciples” to be well versed of the Classics but
to be “rounded men”, useful to the state and the society.
 Thus, he taught them various branches of knowledge (ancient cultural history, interpretations based on
his moral concepts) based on the different Classics.

MENCIUS

 Mencius represents the IDEALISTIC WING OF CONFUCIANISM.

 He is famous for his theory on The Original Goodness of Human Nature.

- Human Nature is neither good nor bad.

- Human Nature can either be good or bad.
- The nature of some men is good while theothers is bad.
- Human Nature is good.

 For him, the proof of the original goodness of human nature is COMMISERATION.
 This is a feeling where man cannot bear to see the suffering of others.
TAOISM

 Taoism is known to be one of the major religions in China

 This was a reaction against the chaotic violence and the arbitrary laws and strict social hierarchy
 It encouraged people to seek harmony with nature and with other human beings through a simple life
and calm meditation.
 The oldest Taoist works were believed to be of Lao Tzu and Chuang Tzu

Fundamental Principles:
 Each one for Himself
 The despising of things and valuing of life
 “Even an empire, once lost may someday be regained, but once dead, one can never live again”.
 Preserve life and avoid harm and danger.

On Human Conduct: Practicing Enlightenment (According to Lao Tzu)

1. If he wants to achieve anything, he starts with the opposite (means contrary and not contradictory).
2. If one wants to be strong, one must start with a feeling that one is weak.
3. If one wants to preserve capitalism, one must admit in it some elements of socialism.

BUDDHISM

Buddhism is a major world religion, or in a better sense, philosophy.

 It is the 4th largest religion of the world, and has about 300,000,000 people living by it.
 It explains the purpose of life, injustices and inequality around the world.
 It also helps people by providing a way of life that will lead to true happiness.
 The History of Buddhism
 It was all started by Buddha, who was a prince in Lumbini, 2500 years ago.
 He was very unhappy in his royal life, so he set off on a 6 year journey, exploring other religions.
 After his long journey and much meditation he was finally “enlightened”.
 He found the middle path, the key to human happiness. For the rest of his life he wandered Asia,
preaching his new religion.

What Did Buddha Teach?

 He taught the 4 Noble truths which sum up Buddhism religion
 He also taught the noble eight fold path
 He taught to lead a moral life, be mindful and aware of thoughts and actions and to develop wisdom
and understanding

What are the Four Noble Truths?

 The first was that life is suffering
 You can’t live without death, frustration, etc.
 The second is that suffering is caused by craving and aversion
 Getting what you want doesn’t guarantee happiness, it deprives you of it
 The third is that suffering can be overcome, and true happiness attained
 If we stop craving useless things, and live each day at a time (not living in the future) we will be happy
and free.
 The fourth is that the Noble eight fold path leads to the end of all suffering

The Noble Eightfold Path

It taught 8 simple rules:
 To have a right understanding
 To have right thoughts
 To use right speech
 To do right actions
 To deal with right livelihood
 To give a right effort
 To have a right mindfulness
 To use the right meditation

HINDUISM
 Hinduism is a religion that began in India.
 The religion dates back to 1500 B.C., making it the world’s oldest religion.
 There are 750 million Hindus in the world today.
 Most Hindus still live in India.

Hindu Beliefs
  Hindus believe in a single Divinity or supreme God that is present in everything called Brahman.
 Hindus also believe in other gods who are aspects of that supreme God such as Shiva, Shakti, and
Ganesh.

Karma and Reincarnation

 Reincarnation is the belief that the soul repeatedly goes through a cycle of being born into a body,
dying, and being reborn again in a new body.
 Karma, a force that determines the quality of each life, depending on how well one behaved in a past
life.
 Hinduism says we create karma by our actions on earth. If you live a good life, you create good karma.
If you live a bad life, you create bad karma.