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Foundation of
Education
LET Review
PART I: KNOWLEDGE
UPDATE
BASIC CONCEPTS
Branches of Philosophy
Metaphysics.
Branches of Philosophy
teleology (meaning
or purpose of
life); constancy or lack of it in reality
as in absolutism (constancy) and
relativism (lack of constancy);
quality or reality as in monism (one
reality), dualism (two), and pluralism
(many realities); ontology (study of
being/existence); relation of body
and mind; and others.
Branches of Philosophy
Epistemology.
It is the theory of
knowledge. Its major concerns are the
nature of knowledge itself and the
grounds for its validity.
Branches of Philosophy
Logic.
Types of Logic
a. Inductive.
It is reasoning from
particular/specific to general/universal.
Popular in the sciences because it leads to
the discovery of principles, laws, etc.
Types of Logic
b. Deductive. It is reasoning from the
general/universal to the
particulars/specifics. It main justification
is to show proofs of the known principle.
It is often used in Mathematics.
Syllogism is the verbal form
of deductive reasoning.
Example of Syllogism
All men are mortal.
Pedro is a man.
Therefore, Pedro is mortal.
Types of Logic
c. Dialectic. It is reasoning in which the
conflict or contrast of ideas is used a
means of detecting the truth. In Hegel's
dialectic, there are three stages: thesis
(affirmation of the idea); antithesis
(negation of the idea); and synthesis
(reaffirmation of the
idea or
truth itself).
Types of Logic
d. Experimental or problem solving. It is
the testing of hypothesis and makes
use of both induction an deduction.
Branches of Philosophy
Axiology.
Philosophy of Education
It
is an attempt to comprehend
education in its entirely, interpreting it
by mean of general concepts that will
guide the choice of educational ends
and practices. (Kneller). It is the
application of philosophical ideas to
educational problems (Ozmon &
Craver). It is the study of educational
problems of aims, curriculum, and
methods from philosophical
perspective (Botor & Ortinero).
Eastern/Oriental Philosophies
Distinct Character of
Eastern/Asian Philosophy
1.1 It thinks of time in a cyclical manner.
Nothing really ends; nothing really begins
absolutely. Once in existence, always in
existence.
1.2 There is no dichotomy between a way of life
and a way of thinking. As one thinks, so one
lives. Religion and philosophy are one.
1.3 It has propensity to mysticism, at its use of
super-consciousness, existence of the third
eyes, or a sixth sense.
Chinese Philosophy
Confucianism
It is body of beliefs based on the
Analects, the teachings of Confucius
Confucius was born at Kung-Fu-tzu in
551 B.C. and died in 479 B.C.
He
Confucianism
Taoism
The word "tao" means the path, the
way, of the great. It is the source of all
being, the First Cause, the Ultimate
Reality.
The original teachings of Taoism are
found in Tao Te Ching, attributed to Lao
Tzu, born in 604 B.C.
To follow the Tao is to follow the way of
nature. Thus,
its main tenet is
harmony with nature. It regards nature
as sacred and even as an extension of
human selves.
Indian Philosophy
Hinduism
It is the major religion of India, accounting for
85% of the population. It has known as
"Trimurti" which consists of BRAHMA, the
supreme spirit, VISHNU, the preserver, and
SHIVA, the destroyer and creator. Since the
ancient times, people are already destined
into social classes known as the caste
system.
Brahmins / Brahmans - the priests
Kshatriyas - the nobles and the warriors
Vaisyas - the traders, cultivators, peasants
Sudras - the servants (Outside the caste
system are the untouchables or outcasts)
Hinduism
Buddhism
Buddhism
The
Japanese Philosophy
Shintoism
It was popular during the Imperial
regime but lost its popularity when
Japan lost during the Second World
War. Shinto was not a Japanese word.
It was derived from the Chinese "shon"
(Gods) and "tao" (the way). The
intention was to distinguish this
religion from Buddhism when it first
entered Japan.
Shintoism
Shintoism
Western Philosophies
Naturalism
Its
Its
Idealism
Its
Idealism
Emphasizes
Particular Philosophies of
Education
Idealism,
Idealism
The
Idealism
Plato
Idealism
The
Idealism
Evil
Idealism
Role
Methods of Instruction
Lecture
Realism. It is attributed
to Aristotle, a pupil of Plato.
Realism
Realism
It
Realism
Stresses
Realism
Aristotle
Begin
Philosophers Concerns
What
Realists
Neo-ThomismAquinas
affected a
synthesis of pagan ideas and Christian
beliefsreason is the means of
ascertaining or understanding truth, God
could be understood through reasoning
based on the material worldno conflict
between science and religion
The world of faith with the world of reason,
contemporary Catholic schools
Modern Realism
From
Contemporary Realists
Tend
The
Pragmatism
It
Pragmatism
Ideas
Pragmatism
An American
John Dewey
Intellectual
Existentialism. It is principally a
contemporary or modern philosophy
It
Soren
Kierkegaard
Existentialism
It
Existentialism
Man has no fixed nature and he
shapes his own being as he
lives
The world is a personal
subjectivity where goodness,
truth and reality are individually
defined
Existentialism
Knowledge
is subjective to the
persons decision: knowledge varies
from one person to another
While an existentialist is completely
free to choose his values, he holds
himself responsible for the
consequences of his choice.
Existentialism
Aim:
Existentialism and
Phenomenology
Kierkegaard,
Based
Existentialists and
Phenomenologists
Existentialists
Education
Neo-Marxism
Radical
critique of capitalism
The role of education should be to give
students the insight to demystify
capitalism and become agents of radical
change
Marx believed the history of civilization
was defined by class struggle
General conflict theorythe teacher is a
transformative intellectual
CONTEMPORARY
EDUCATIONAL THEORIES
A Theory
is a set of assumptions
initially verified or tested but not yet
universally accepted.
An educational theory is one that is
directed to education. The
contemporary educational theories
have their roots in formal philosophies.
Perennialism.
It is a theory founded on
the belief that the body of knowledge
that has endured through time and
space should form the basis for one's
education.
Rooted in classical realism and
idealism, the chief exponent is Robert
N. Hutchins. He believes that the basic
principles of education are both
timeless and recurring.
Perennialism.
Liberal
Perennialism
Purpose:
Perennialism
Teacher:
Perennialism
Focus
Progressivism.
Progressivism
Purpose.
To give the necessary skills-andtools with which to interact with theenvironment within a constant process of
change.
Curriculum and Method. Its curriculum is
built around the personal and social
experiences of the learners. It draws most
often from the social sciences. Scientific
methods of inquiry and problem solving are
its favored methods.
Progressivism
Teacher:
ESSENTIALISM.
It is rooted in
classical idealism and realism
with William C. Bagley as
principal advocate. It clamored
for curricular reforms with
emphasis on the basics or
essential.
There are certain essentials
that all men ought to know
ESSENTIALISM
Individuals
should be able to
distinguish between the essentials
and non-essentials in ones life
Essential subjects represent the
most precious elements of the
human heritage Bagley
ESSENTIALISM.
Purpose.
ESSENTIALISM
Teacher, The
teacher is a master of
his/her discipline and a model
worth emulating.
It becomes one of conserving and
transmitting to the present
generation to the rich cultural
heritage of man.
Essentialism
An
Essentialism
Common
Essentialism
Focus
Behaviorism
A psychological
Positivism
A social
Reconstructionism. Also
known as social
reconstructionism it is rooted
in pragmatism and
progressivism. It is Utopian
because it clamors for a new
world social order, its principal
exponents are George Counts,
Theodore Brameld and Edwin
Reischauer."
Reconstructionism.
Man
Reconstructionism
Curriculum
should include
broad areas of social and
technological knowledge.
George Counts
Reconstructionism
Purpose.
Reconstructionism
Teacher.
Reconstructionism
An
Thank You