PHILOSOPHIES IN RELATION TO EDUCATION

A. Original Philosophy
Realism Idealism Pragmatism/Experimentalism/Empericism

B. Traditional/Conservative Philisophy
Perennialism Essentialism/Traditionalism/Conservatism

C. Contemporary Philosophy 1. Progressivism 2. Existentialism/Experimentalism 3. Reconstructionalism

Original Philosophy
School of Thought Assumptions
Reality is what we observe. Experience exists only in the physical world. Mind is like a mirror receiving images only from the physical world. Nature is a primary selfevident reality, a starting point in philosophizing. Investigating and reasoning

Role of Teachers
Help develop initiative and ability to control experiences. Help realize that they can enter into the meaning of their experiences The students would be taught factual information for mastery.

Models/ Strategies
The use of Scientific Methods Defining the problem Observing factors related to problem Hypothesizing Testing the hypothesis

Educational Aim
Gives direction & form to individuals basic potentialities Determines the direction of the individuals inherited tendencies Provide an education that could produce a good individual & a good society by meeting 4 principal need of individual 1. Aptitude needs 2. Selfdetermination needs 3. Self-realization needs 4. Self-integration needs

Curriculum Emphasis
Study habits Research skills Library skills Evaluation Observation
Experimentatio n

Realism
Aristotle Harris Broudy John Locke John Comeniu s Johann Henrich Pestaloz zi Jean Jacques Rosseu

1.

2.

3. 4.

Analytical & critical reading

School of Thought

Assumptions
Emphasize the importance of mind, soul and spirit Believes in refined wisdom. Based on the view that reality is a world within a persons mind Schools exist to sharpen the mind and intellectual processes One of the oldest school of thoughts with its origin traced back to Platos ideas. Conservative philosophy Primarily an American philosophy Focuses on reflective thinking. The knowledge process, the relationship ideas into action. Encourage people to find processes that work in order to attain desired goals. Makes use of experiences as a source of knowledge

Role of Teachers
Transmitter of knowledge Chief source of inspiration Creation of educational environment (teacher-centered)

Models/ Strategies
Lecture-discussion method Excursion Question-method Project method

Educational Aim
To develop the individual spiritually, mentally, and morally

Curriculum Emphasis
Subject matter of mind 1. Literature 2. History 3. Philosophy 4. Mathematics 5. Arts

Idealism
Plato Socrates Rene Descartes

Pragmatism/ Experement alism/ Empericism John Dewey Charles Sanders Peirce William James Richard Rorty

Keeps order in the class Facilitates group work Encourages and offers suggestions, questions and help planning Curriculum planner

Experimental methods 1. Statement of the problem 2. Hypothesizing 3. Investigating or data gathering 4. Testing hypothesis 5. Forming conclusions 6. Creative and constructive projects 7. Field trips 8. Laboratory work 9. Activity-centered 10. Student-centered

For social efficiency. Train the students to continuously and actively quest for information and production of new ideas needed to adjust to the everchanging society.

Creation of new social order Integrated and based on the problem of society Subjects are inter disciplinary.

Traditional/Conservative Philosophy
School of Thought
Assumptions Role of Teachers Known Master of Discipline. Source of knowledge (teachercentered).

Models/ Strategies
Subject-centered. Methods of disciplining the mind through reading and discussion Memorization to develop mastery.

Educational Aim
To develop power of thought, internalize truths that are universal and constant.

Curriculum Emphasis
Great ideas or universal principles. Focused on arts and sciences.

Perennialism Robert Maynard Hutchkins Mortimer Jerome Adler Jacques Maritain

Most Conservative philosophy Education focuses on developing rationality. Education is preparation for life, and the students should be taught of the worlds permanencies through structured studies. Truths are constant and universal. Students must acquire knowledge of unchanging principles.

Essentialism/ Traditionalism/ Conservatism Plato Karl Popper John Stuart Mill William Bagley

Assumes that values are embedded in the universe waiting to be discovered and understood. Learning is relatively static, since there is only one way to understand the world that is already written in the book (textbook approach to learning). Study of knowledge and skills based on the book is imperative to become productive member of the society.

Base the lesson to the book. Prepare wellorganized lesson to prove that he is an authority of instruction.

Deductive method Drill method Recitation Memorization

Provide sound training of the fundamental skills. Develop individual to perform justly, skillfully and magnanimously.

Emphasis on essential skills in reading, writing and counting. Hard sciences and vocational courses

Traditional/Conservative Philosophy
School of Thought
Perennialism Robert Maynard Hutchkins Mortimer Jerome Adler Jacques Maritain Assumptions Role of Teachers Known Master of Discipline. Source of knowledge (teachercentered).

Models/ Strategies
Subject-centered. Methods of disciplining the mind through reading and discussion Memorization to develop mastery.

Educational Aim
To develop power of thought, internalize truths that are universal and constant.

Curriculum Emphasis
Great ideas or universal principles. Focused on arts and sciences.

Most Conservative philosophy Education focuses on developing rationality. Education is preparation for life, and the students should be taught of the worlds permanencies through structured studies. Truths are constant and universal. Students must acquire knowledge of unchanging principles.

Essentialism/ Traditionalism/ Conservatism Plato Karl Popper John Stuart Mill William Bagley

Assumes that values are embedded in the universe waiting to be discovered and understood. Learning is relatively static, since there is only one way to understand the world that is already written in the book (textbook approach to learning). Study of knowledge and skills based on the book is imperative to become productive member of the society.

Base the lesson to the book. Prepare wellorganized lesson to prove that he is an authority of instruction.

Deductive method Drill method Recitation Memorization

Provide sound training of the fundamental skills. Develop individual to perform justly, skillfully and magnanimously.

Emphasis on essential skills in reading, writing and counting. Hard sciences and vocational courses

Contemporary Philosophy
School of Thought
Progressivism William Heard Kilpatrick John Dewey Assumptions Role of Teachers Acts as a resource person Guide or facilitator of learning (studentcentered). Teaches students how to learn and become active problem solvers. Teachers provide experiences that will make students active and not passive.

Models/ Strategies
Cooperative learning strategies. Reflective strategies Problem solving strategies.

Educational Aim
To provide the learner the necessary skills to be able to interact with his ever changing environment.

Curriculum Emphasis
Activity and experience centered on life functions.

Exactly opposite of perennialism. Assumes that the world changes. Learner must be taught to be independent, self-reliant thinker, learn to discipline himself, be responsible for the consequences of his actions. Emphasize on the concept of progress which asserts that human beings are capable of improving and perfecting their environment. Curriculum must be derived from the needs and interests of the students.

Contemporary Philosophy
School of Thought
Existentialism Soren Aabye Kierkegaard Jean-Paul Sartre Assumptions Role of Teachers Good provider of experiences. Effective questioner. Mental disciplinarian . Creates an atmosphere for active interaction. Discuss the different situations based on each individual experiences.

Models/ Strategies
Inquiry Approach QuestionAnswer Method.

Educational Aim
To train an individual for significant and meaningful existence.

Curriculum Emphasis
Subjectcentered. Arts for aesthetic expression Humanities for ethical values.

Man has no fixed nature and he shapes his being as he lives. Man exists of his own choice. Reality is what you experience. School exists to discover and expand society we live in. Students study social experiments and solve problems. Existence precedes essence.

Contemporary Philosophy
School of Thought
Reconstructionis m Theodore Brameld George Sylvester Counts Paulo Reglus Neves Freire Ivan Illich
Assumptions Role of Teachers

Models/ Strategies

Educational Aim
Education is based on the quest for better society. Education enlivens the students awareness of different societal problems.

Curriculum Emphasis
Stresses learning that enable the individual to live in a global milieu. Controversial national and international issues. Emphasis on social sciences and social research methods; examination of social, economic and political problems. Focused on present and future trends.

Man to a significant degree plan and control his society. Society is in need of constant reconstruction. Social change involves a reconstruction of education and the use of education in reconstructing society. Mankind has the intellectual, technological, and moral potential to create a world civilization of abundance, health and human capacity.

Lead the learners in designing programs for social, educational, practical and economic change. Primary agent of social change. Initiates lively discussions on controversial issues, political and educational. Enables the learners to critically examine their cultural heritage.

Communitybased projects Problemoriented method