PHILOSOPHIES OF

EDUCATION
Maria Krisia Fae delos Reyes
de Asis, RN, RT

NATURALISM

Rooted from Ancient Philosophers

such as THALES, ANAXIMANDER,
ANAXIMENES
Denies all supernatural
Everything can be accounted by
scientific laws
Natural goodness of man
Truth can only be found through
nature

NATURALISM

Advocates: Rosseau, John Locke,

Montaigne
Stands for DEMOCRATIC and
UNIVERSAL way (everyone must be
educated in the same manner)
Emphasis is given more on the
physical development and hygiene
rather than the 3Rs
Prepares child to experience life as it
is

IDEALISM

Ideas are the only true reality.

Emphasis is given on knowledge
obtained by speculation and
reasoning.
Ideas are the only thing worth
knowing for.
Focus: conscious reasoning of the
mind in order to attain truth
Introspection, intuition, and use of
logic

IDEALISM

Advocates: Socrates, Plato

Aims to discover the full potentials in
child and cultivates it for him to serve
society better
Methods: LECTURE, DISCUSSION,
SOCRATIC DIALOGUE
Character development is through
emulation of examples and heroes

REALISM

Concerns with the actualities of life

what is REAL
Ultimate reality is the world of
physical objects and it is independent
of the human mind.
Advocates: Aristotle, Jonathan
Herbart

REALISM

Emphasis is on subject matter

concerning Science and Mathematics
Methods: recitation, experimentation,
and demonstration
Character development is through
training in the rules of conduct

EXISTENTIALISM

EXISTENCE PRECEDES ESSENCE

Man conceives and makes himself
Known as the Philosophy of
Subjectivity
Proclaims mans freedom in the
accomplishment of his destiny
Stresses on knowledge of realities of
human life and the choice that each
person has to make

EXISTENTIALISM

Advocates: Soren Kierkegaard, Jean

Paul Sartre
Subject matter is a personal choice
Learning is based on the willingness
of the student to choose and give
meaning to the subject
Emphasis is given on the students
rather than on the curriculum content

EXISTENTIALISM

Students should not be treated as

objects to be measured and
standardized
Methods are geared on giving
opportunities for students for selfactualization and self-direction
Character development is through
the responsibility of every individual
in making a decision

ESSENTIALISM

ESSENCE PRECEDES EXISTENCE

Refers to traditional or back to basics
approach in education
Concerns with the fundamental skills
without which a person cannot be
individually or socially functional
Advocates: William Bagley, James
Koerner, Paul Copperman

ESSENTIALISM

SCHOOLING IS PRACTICAL
Focuses on the basics 3 Rs
(Reading, wRiting, and aRithmetics)
and Speaking
Subjects given emphasis are
geography, grammar, reading,
history, mathematics, art, and
hygiene
Stresses the values of hard work,
perseverance, discipline, and respect

ESSENTIALISM

Methods of teaching centers on

giving regular assignments, drills,
recitation, and frequent testing and
evaluations

PRAGMATISM

What is experienced and what is

observed is true. Therefore, what is
USEFUL is TRUE.
Synonymous to functionality and
practicality
Focuses more on praxis or
application of skills
Thought must produce actions rather
than just lying inside the mind

PRAGMATISM

Advocates: Charles Sanders Pierce,

John Dewey
Involves students to work in groups
Methods of teaching include
experimentation, project making, and
problem solving
Stresses on the APPLICATION of what
was learned rather than the simple
transfer of knowledge

PERENNIALISM

The word itself means eternal,

ageless, everlasting, and
unchanged
Influenced by realism
Truth is universal and does not
depend on circumstances of place,
time, and person
To learn means to acquire
understanding of great works of
civilizations

PERENNIALISM

Advocates: Robert Hutchins,

Mortimer Adler
Some of the ideas in the past are still
being taught because they are
significant
Curriculum should contain cognitive
subjects that cultivate rationality,
morality, aesthetics, and religious
principles

PERENNIALISM

This includes history, language,

mathematics, logic, literature,
humanities, and science.
Curriculum must be based on recurrent
themes of human life
It views education as a recurring process
based on eternal truths
The teacher must have the mastery of
the subject matter and authority in
exercising it.

HUMANISM

Three main lines of growth:

Intellectual (includes Education)
Aesthetics
Scientific

Divisions:
INDIVIDUALISTIC HUMANISM
Making the most out of ones life
Living life to the fullest
Stresses on individual freedom, culture, and
development

HUMANISM
SOCIAL HUMANISM
Aims for social rather than individual happiness
Includes social reforms and improvement of
social relationships

Advocates: De Feltre, Erasmus,

Pestalozzi
Education is a process that should
not be taken abruptly.
The unfolding of human character
proceeds with the unfolding of nature

HUMANISM

Concern is more on methods which

include theme writing rather than of
oral discussions, drills, and exercises
Asserts the importance of playing in
the curriculum
Emphasizes motivations and the use
of praise and rewards
Subjects: literary appreciation,
physical education, and social
development

PROGRESSIVISM

Emphasizes change and growth

Stresses that a man is a social animal
who learns well enough through
active interplay with others
Learning is based from the questions
of ones experience of the world
It is the learner, himself, who thinks,
solves, and gives meaning through
his individual experiences

PROGRESSIVISM

Proponent: John Dewey

Focuses on the child as a whole
rather than the content of the
teacher
Content comes from the questions
and interests of the students
Emphasis is given on the validation of
ideas by the students through active
experimentation

PROGRESSIVISM

Methods include discussions, teacherstudent interaction, and group

dynamics
Opposes the extreme reliance on
bookish methods of instruction,
learning through memorization, and
the use of fear and punishment

NATIONALISM

Aims for the preservation and

glorification of the State
Emphasis is on the development of
loyalty, patriotism, national feeling,
and responsible citizenship
The most important development
was the creation of a common
language
Stresses on the teaching of the
principles of democracy and duties of

NATIONALISM

Curriculum includes the teaching of

grammar, geography, and history
Methods of teaching gives emphasis
on the content regarding on nature
studies, physical exercises, and play
activities

CONSTRUCTIVISM

It is the individual that constructs

reality by reflecting on his own
experience and gives meaning to it.
Learning is the process of adjusting
ones mental modes to accommodate
new experience

RECONSTRUCTIVISM

Aims to awaken the consciousness of

individual about the social issues,
concerns, and problems that confront
him.
Primary goal is to achieve SOCIAL
CHANGE
Schools should originate policies and
progress that will bring social reform
and orders

RECONSTRUCTIVISM

Teachers should be an instrument to

encourage and lead students in the
program of social reforms
Curriculum emphasizes on social
reforms as the aim of education
The classroom will serve as a
laboratory in experimenting school
practices bringing the world into
the classroom

BEHAVIORISM

Rooted in the work of Ivan Pavlov,

John Watson and B.F. Skinner
Asserts that humans are shaped
entirely by their external
environment
Man by nature is neither good or bad
but is a product of his environment

UTILITARIANISM

Actions are geared towards the

greatest total amount of happiness
that one can achieve

RATIONALISM

Source of knowledge is the mind,

independent of the senses

EMPIRICISM

Source of knowledge is the sensebased experience

EXPERIMENTALISM

Asserts that the only reliable form of

knowledge is gained through
scientific experiments

HEDONISM

Pleasure is the only good thing to the

person
Used as a justification in evaluating
action by giving emphasis on how
much pleasure can be achieved and
how little pain that the action entails

EPICURUANISM

Considered as a form of ancient

hedonism, it identifies pleasure with
tranquility and reduction of desire
Epicurus claimed that the highest
pleasure consists of a simple and
moderate life

QUESTIONS

Question#1:
Life is what you make
it, is exemplified by:
a.
b.
c.
d.

Existentialism
Humanism
Progressivism
Essentialism

Question#2:
After listening to the homily of
the priest about fidelity,
Catherine has a moment of
reflection. Her understanding
of fidelity as become deeper
as she related this to her past
experience. This describes
what kind of philosophy?
a.
b.
c.
d.

Constructivism
Reconstructivism
Humanism
Existentialism

Question#3:
Thea listened to the advice given
by her sister to end the
relationship she has with Gilbert.
However, she decided to continue
the relationship. This action
shows what kind of philosophy?
a.
b.
c.
d.

Essentialism
Existentialism
Perennialism
Humanism

Question#4:
After finishing her degree in
Education, Marie learns that
learning never stops. She
accumulates more knowledge
after graduating. This is what
kind of philosophy?
a.
b.
c.
d.

Constructivism
Perennialism
Progressivism
Humanism

Question#5:
Rian is an advocate of the
principle making the
most of your life. She is
an advocate of what kind
of philosophy?
a.
b.
c.
d.

Humanism
Idealism
Realism
Existentialism

Question#6:
Teacher Marie is a very
dedicated teacher in Nursery.
Her foremost concern is for
students to learn how to adapt
themselves to their
environment. This shows what
kind of philosophy?
a.
b.
c.
d.

Humanism
Idealism
Realism
Existentialism

Question#7:
Teacher Roy serves as an
inspiration to his students
because of his efficiency and
effectiveness as a teacher. The
mind set of his students
towards him shows what kind
of philosophy?
a.
b.
c.
d.

Realism
Idealism
Nationalism
Constructivism

Question#8:
Kean learns well through
active interplay with others.
His learning increases when
engaged in activities that
has meaning to him. Which
philosophy describes this?
a.
b.
c.
d.

Progressivism
Idealism
Realism
Empiricism

Question#9:
Learning is a process of
retrieving prior learning,
is a statement from a
__________.
a.
b.
c.
d.

Constructivist
Reconstructivist
Progressivist
Idealist

Question#10:
Teacher Filemon is convinced
that whenever a student
performs a desired behavior, and
he provides reinforcement, the
student learns to perform the
behavior on his own. On which
philosophy is this based on?
a.
b.
c.
d.

Environmentalism
Behaviorism
Cognitivism
Constructivism

Question#11:
Unlike other teachers, Minnie
practices the non-traditional
method of discussing the lessons
using not only the book
prescribed by the school as the
main source of information. What
philosophy does she practice?
a.
b.
c.
d.

Progressivism
Nationalism
Constructivism
Humanism

Determine the philosophies of the

following teachers:
T. Maida: The learner is a product
of his environment. Sometimes he
has no choice.
T. Agnes: The learner can choose
BEHAVIORISM
what he becomes
despite his
environment
T. Mitch: The learnerEXISTENTIALIS
is a social
being.
M
PROGRESSIVISM
T. Beng: The learner is a rational
being. The school should develop
his rational and moral
powers.
PERENNIALISM

Question#13:
In Social Science class, students
identify the various social and
economic problems that require
urgent solutions. They also
discuss ways to participate in
solving them. What kind of
philosophy does the class uphold?
a.
b.
c.
d.

Naturalism
Constructivism
Nationalism
Reconstructivism

Question#14:
Teacher Helens class engage in
a problem solving activity that
reflects personal and social
experiences to help students
acquire skills to help them solve
real-life problems. What
philosophy describes this?
a.
b.
c.
d.

Realism
Idealism
Progressivism
Existentialism

Question#15:
Which of the following is a
characteristic of a
Pragmatist Teacher?
a.
b.
c.
d.

Equipping the learners with the basic

abilities and skills
Providing the learners with opportunities
to apply theories and principles
Requiring the learners the full mastery of
the lessons
Encourage the learners to memorize
factual knowledge