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Major
Philosophies
in Education
Prepared by: Gilbert De Castro
For: CIN 501
Target Learning
 Definition & Importance of Philosophy
 Idealism
 Realism
 Naturalism
 Essentialism
 Existentialism
 Conclusion/Summary
 References
Philosophy
 two Greek words philos, which means
  “love,” and sophy, which means
  “wisdom.”
 general beliefs, concepts, and
  attitudes possessed by an individual
  or a group
Branches of Philosophy
Branches of Philosophy
IDEALISM

•   system of thought that emphasizes the
    importance of mind, soul or spirit.
•   Idealism believes in refined wisdom.
•   As a result, schools exist to sharpen
    the mind and intellectual processes.
    Students are taught the wisdom of
    past heroes.
NATURE
•   One of the oldest schools of thoughts with
    its origin traced back to Plato’s ideas.
•   Stresses the mental, moral and spiritual
    nature of an individual and his universe.
•   Advocates that education is both a basic
    right of man.
ASSUMPTION
   God is the absolute ideal and all positive values are fully
    realized and enjoyed through Him.
   Every individual is born good, and is capable to sense,
    perceive, and think.
   The self is the ultimate reality of individual experiences
   The individual self has all the freedom for self-
    determination
   One’s perception of the world is rooted in his existence
   Values depend on how individual persons pass and
    enjoy them in their experiences
   Social values are realized when an individual
    recognizes that he is a part of the total society.
EDUCATIONAL AIM              CURRICULAR EMPHASIS

 Todevelop the individual    Literature
 spiritually, mentally and    History
 morally.
                              Philosophy
                              Religion
                              Mathematics
                              Arts




                  In Education
TEACHING METHODS       CHARACTER DEVELOPMENT

 Lecture-Discussion      Imitating examples of
  Method                   heroes
 Excursion
 Question Method
 Project Method
ROLE OF TEACHERS             ROLE OF SCHOOL

   Chief source of             An agency of the society
    inspiration                 Thinking institution
   Creator of educational
    environment

Realism
 education should be based on
  essential and practical knowledge that
  exists independent of the knower
 education is the process of
  developing rational powers to their
  fullest so that the good life can be
  achieved
Aims of Education:
Realists put great emphasis on the
 practical side of education & that
 includes education for moral and
 character development. John Locke,
 Johann Herbart, & Herbert Spencer
 held that the chief aim of education
 should be moral education.
Methods of Education:
   understanding of facts and ways of
    ordering and classifying knowledge.
   teach fundamental facts about the
    universe, and a good school program
    will present material in interesting and
    enjoyable ways
   emphasis on critical reason aided by
    observation and experimentation.
CURRICULUM
Realists agree that studies should be practical and
 useful:

John Locke - approved of practical studies such as
  reading, writing, drawing, geography, astronomy,
  arithmetic, history, ethics, and law – with
  supplementary studies in dancing, fencing, and riding.

John Amos Comenius – first to introduce an extensive
  use of pictures in the educational process.

  The proper kind of education should be based on a
  curriculum to perfect one’s natural powers by training
  the senses.
CURRICULUM
Johann Pestalozzi – sense impression; promoted skills
  as spinning and gardening

Froebel – “object studies” – focused on gifts, songs and
  games.

Herbart – system of “ correlation and concentration”,
 whereby each subject would bear on and
 Integrated with other related subjects.

Maria Montessori – use of objects, provides all sorts of
 experiences with blocks, cylinders, and
 Geometric patterns.
ROLE OF THE TEACHER
 The teacher should present material in a
 systematic and organized way and should
 promote the idea that one can used clearly
 defined criteria in making judgments about
 art, economics, politics, and science.

 Realists educators would like teachers to
 take a critical look at what they are doing. It
 is hoped that When they see the negative
 effects that trends in contemporary
 education may be having, they will return to
 more basic subject matter.
Naturalism
   Is a doctrine denying anything in
    reality that has supernatural
    significance

   Truth can be discovered only through
    nature
Synthesis of Naturalism:
   There is only one reality, and that
    reality is nature.- Leucippus,
    Democritus, Epicurus, Lucretius and
    Spencer

   Reality is composed of bodies moving
    in space.- Democritus, Epicurus,
    Lucretius and Hobbes

   Force or energy is the ultimate reality.-
    Spencer
   4. Keeping close to the dominant and
    peaceful ways of nature is the most
    acceptable way of adhering to the
    demands of day-to-day life.-
    Leucippus, Democritus, Epicurus and
    Rousseau

   5. Cosmic reason is the governing
    principle of all things.- Epictetus
Educational Aims of
Naturalism
   To develop the individual in
    accordance with
    ◦ laws of nature
    ◦ human development


Curricular Emphasis
 Physical Education
 Natural Sciences
Contents Studied:
 History was taught as biography
 Astronomy and geography were
  learned through observation
 Counting and weighing things,
  measuring distances, drawing and
  singing
 Women were taught only singing,
  dancing, embroidery and home chores
  to please their men
Implications to Education
   Education is, first of all, for the benefit
    of the child, not for the sake of any
    conception, however hallowed, of the
    function of the teacher, or the
    curriculum, or the school.- Rousseau

   Education should be a practical
    preparation for life.- Rousseau
   3. All knowledge should be evaluated in
    terms of evolutionary naturalistic
    principles of education which must
    conform to them.- Spencer

   The method of instruction should be
    based upon the psychological principles
    governing the development of the child.-
    Rousseau

   Education teaches the moral primacy of
    the will.- Epictetus
   6. Education must provide first-hand
    contact with the child’s physical
    environment.- Rousseau

   7. The knowledge that the individual
    acquires through experience and
    verifies and uses to solve his life
    problems, is utterly superior to that
    knowledge supplied by traditional
    sources.- Spencer
ESSENTIALISM
 It is a theory that asserts that
  education properly involves the
  learning of the basic skills, arts, and
  sciences that have been useful in the
  past and are likely to remain useful in
  the future
 It focuses on INTELLECTUAL
  DISCIPLINES
 It is the educational theory that sees
  the primary function of the school to
  be the preservation and transmission
  of the basic elements of human
  culture
 It opposes catering to childish whims
  or transitory fads that will cause
  schools to degenerate into mindless
  and irrelevant institutions
CURRICULUM
 Core skills like reading, writing and
  arithmetic
 Teaching essential facts and concepts
  on Science, Literature, Health and PE
 Hard Sciences, technical and
  vocational courses
 Arts for aesthetic expression
 Values of discipline, hard work, and
  perfect authority
 It is not to take on nonessential
  functions such as “social adjustment”,
  career education, consumer
  education, cooking classes and the
  like
 It’s primary mission is ACADEMIC
 It opposes using the school as
  experimental laboratories to test
  curricular or institutional innovations
 It has a well-defined CURRICULAR
  ORIENTATION
 It asserts that the curriculum should
  provide students with a differentiated
  and organized learning experience
  rather than with an undifferentiated
  experience that students must
  organize themselves
 The teacher is an academic authority
  figure
METHODS OF TEACHING
 Deductive Method
 Recitation
 Assignments
 Analysis and synthesis
 “Race and Social Heritage” over
  experiences
ROLE OF TEACHERS
 Provide stimulating activities for
  learning
 Prepare well-organized lessons to
  prove he is an authority of instruction
 Authoritative and Disciplinarian
THE ROLE OF SCHOOL
 cultural transmitter
 provide a standard of intellectual
  training in the fundamental disciplines
  geared to the needs of serious
  students and to the capacities of the
  upper two-thirds of the school
  population
 diversify its offering to include certain
  areas of vocational training, physical
  education, extracurricular activities
   The most effective and efficient mode
    of providing a differentiated
    educational experience is the subject-
    matter curriculum in which each
    subject or intellectual discipline is
    organized separately from other
    subjects
EXISTENTIALISM
 Man has no fixed nature and he
  shapes his being as he lives.
 The philosophy that places emphasis
  on individual existence, freedom, and
  choice.
 Sees the world as a personal
  subjectivity, where goodness, truth
  and reality are individually defined.
 Reality is a world of things, truth
  subjectivity chosen, and goodness
  comes from group decisions.
 Existentialism is about being saint
  without God; being your own hero,
  without all the sanction and support of
  religion or society.
 Existentialism, broadly defined, is a
  set of philosophical systems
  concerned with a free will, choice, and
  personal responsibility.
 There are no “universal” guidelines for
  most decisions.
 Soren Kierkegaard-(1813-1855) –
  Father of Existentialism.
 His philosophy can be seen in his
  doctrine that there are three stages of
  life experience:
    ◦ Aesthetic
    ◦ Ethical
    ◦ Religious
NATURE
 Focuses on the experiences of the
  individuals.
 Offers individuals a way of thinking
  about the meaning of life.
ASSUMPTION
 Existence precedes essence.
 -in other words, you need existence to
  have essence. There is no
  predetermined “true” thing, it has to
  already exist in order to become what
  it is.
EDUCATIONAL AIM
 To train individual for significant and
  meaningful existence.
 Synthesis and Implications to
  Education:
    ◦ The classroom is a free market of ideas
      and as such it must guarantee complete
      freedom of thought for the individual.
    ◦ The student is encouraged to make
      independent decisions to guarantee
      authentic existence.
CURRICULAR EMPHASIS
 Subject-centered
 Literature
 History
 Arts for Aesthetic expression
 Humanities for ethical values
TEACHING METHODS
 Inquiry Approach
 Question-Answer Method
 Experimentation
 Self- expressive activities
ROLE OF TEACHERS
 Good provider of experiences
 Effective questioner
 Mental disciplinarian


ROLE OF THE STUDENT
   Determines own rule
Summary / Conclusion
 Teacher has his/her perspective
  towards education
 Determining his/her philosophy will
  greatly affect student’s learning.

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Major philosophies in education

  • 1. Major Philosophies in Education Prepared by: Gilbert De Castro For: CIN 501
  • 2. Target Learning  Definition & Importance of Philosophy  Idealism  Realism  Naturalism  Essentialism  Existentialism  Conclusion/Summary  References
  • 3. Philosophy  two Greek words philos, which means “love,” and sophy, which means “wisdom.”  general beliefs, concepts, and attitudes possessed by an individual or a group
  • 6. IDEALISM • system of thought that emphasizes the importance of mind, soul or spirit. • Idealism believes in refined wisdom. • As a result, schools exist to sharpen the mind and intellectual processes. Students are taught the wisdom of past heroes.
  • 7. NATURE • One of the oldest schools of thoughts with its origin traced back to Plato’s ideas. • Stresses the mental, moral and spiritual nature of an individual and his universe. • Advocates that education is both a basic right of man.
  • 8. ASSUMPTION  God is the absolute ideal and all positive values are fully realized and enjoyed through Him.  Every individual is born good, and is capable to sense, perceive, and think.  The self is the ultimate reality of individual experiences  The individual self has all the freedom for self- determination  One’s perception of the world is rooted in his existence  Values depend on how individual persons pass and enjoy them in their experiences  Social values are realized when an individual recognizes that he is a part of the total society.
  • 9. EDUCATIONAL AIM CURRICULAR EMPHASIS  Todevelop the individual  Literature spiritually, mentally and  History morally.  Philosophy  Religion  Mathematics  Arts In Education
  • 10. TEACHING METHODS CHARACTER DEVELOPMENT  Lecture-Discussion  Imitating examples of Method heroes  Excursion  Question Method  Project Method
  • 11. ROLE OF TEACHERS ROLE OF SCHOOL  Chief source of  An agency of the society inspiration  Thinking institution  Creator of educational environment 
  • 12. Realism  education should be based on essential and practical knowledge that exists independent of the knower  education is the process of developing rational powers to their fullest so that the good life can be achieved
  • 13. Aims of Education: Realists put great emphasis on the practical side of education & that includes education for moral and character development. John Locke, Johann Herbart, & Herbert Spencer held that the chief aim of education should be moral education.
  • 14. Methods of Education:  understanding of facts and ways of ordering and classifying knowledge.  teach fundamental facts about the universe, and a good school program will present material in interesting and enjoyable ways  emphasis on critical reason aided by observation and experimentation.
  • 15. CURRICULUM Realists agree that studies should be practical and useful: John Locke - approved of practical studies such as reading, writing, drawing, geography, astronomy, arithmetic, history, ethics, and law – with supplementary studies in dancing, fencing, and riding. John Amos Comenius – first to introduce an extensive use of pictures in the educational process. The proper kind of education should be based on a curriculum to perfect one’s natural powers by training the senses.
  • 16. CURRICULUM Johann Pestalozzi – sense impression; promoted skills as spinning and gardening Froebel – “object studies” – focused on gifts, songs and games. Herbart – system of “ correlation and concentration”, whereby each subject would bear on and Integrated with other related subjects. Maria Montessori – use of objects, provides all sorts of experiences with blocks, cylinders, and Geometric patterns.
  • 17. ROLE OF THE TEACHER The teacher should present material in a systematic and organized way and should promote the idea that one can used clearly defined criteria in making judgments about art, economics, politics, and science. Realists educators would like teachers to take a critical look at what they are doing. It is hoped that When they see the negative effects that trends in contemporary education may be having, they will return to more basic subject matter.
  • 18. Naturalism  Is a doctrine denying anything in reality that has supernatural significance  Truth can be discovered only through nature
  • 19. Synthesis of Naturalism:  There is only one reality, and that reality is nature.- Leucippus, Democritus, Epicurus, Lucretius and Spencer  Reality is composed of bodies moving in space.- Democritus, Epicurus, Lucretius and Hobbes  Force or energy is the ultimate reality.- Spencer
  • 20. 4. Keeping close to the dominant and peaceful ways of nature is the most acceptable way of adhering to the demands of day-to-day life.- Leucippus, Democritus, Epicurus and Rousseau  5. Cosmic reason is the governing principle of all things.- Epictetus
  • 21. Educational Aims of Naturalism  To develop the individual in accordance with ◦ laws of nature ◦ human development Curricular Emphasis  Physical Education  Natural Sciences
  • 22. Contents Studied:  History was taught as biography  Astronomy and geography were learned through observation  Counting and weighing things, measuring distances, drawing and singing  Women were taught only singing, dancing, embroidery and home chores to please their men
  • 23. Implications to Education  Education is, first of all, for the benefit of the child, not for the sake of any conception, however hallowed, of the function of the teacher, or the curriculum, or the school.- Rousseau  Education should be a practical preparation for life.- Rousseau
  • 24. 3. All knowledge should be evaluated in terms of evolutionary naturalistic principles of education which must conform to them.- Spencer  The method of instruction should be based upon the psychological principles governing the development of the child.- Rousseau  Education teaches the moral primacy of the will.- Epictetus
  • 25. 6. Education must provide first-hand contact with the child’s physical environment.- Rousseau  7. The knowledge that the individual acquires through experience and verifies and uses to solve his life problems, is utterly superior to that knowledge supplied by traditional sources.- Spencer
  • 26. ESSENTIALISM  It is a theory that asserts that education properly involves the learning of the basic skills, arts, and sciences that have been useful in the past and are likely to remain useful in the future  It focuses on INTELLECTUAL DISCIPLINES
  • 27.  It is the educational theory that sees the primary function of the school to be the preservation and transmission of the basic elements of human culture  It opposes catering to childish whims or transitory fads that will cause schools to degenerate into mindless and irrelevant institutions
  • 28. CURRICULUM  Core skills like reading, writing and arithmetic  Teaching essential facts and concepts on Science, Literature, Health and PE  Hard Sciences, technical and vocational courses  Arts for aesthetic expression  Values of discipline, hard work, and perfect authority
  • 29.  It is not to take on nonessential functions such as “social adjustment”, career education, consumer education, cooking classes and the like  It’s primary mission is ACADEMIC  It opposes using the school as experimental laboratories to test curricular or institutional innovations  It has a well-defined CURRICULAR ORIENTATION
  • 30.  It asserts that the curriculum should provide students with a differentiated and organized learning experience rather than with an undifferentiated experience that students must organize themselves  The teacher is an academic authority figure
  • 31. METHODS OF TEACHING  Deductive Method  Recitation  Assignments  Analysis and synthesis  “Race and Social Heritage” over experiences
  • 32. ROLE OF TEACHERS  Provide stimulating activities for learning  Prepare well-organized lessons to prove he is an authority of instruction  Authoritative and Disciplinarian
  • 33. THE ROLE OF SCHOOL  cultural transmitter  provide a standard of intellectual training in the fundamental disciplines geared to the needs of serious students and to the capacities of the upper two-thirds of the school population  diversify its offering to include certain areas of vocational training, physical education, extracurricular activities
  • 34. The most effective and efficient mode of providing a differentiated educational experience is the subject- matter curriculum in which each subject or intellectual discipline is organized separately from other subjects
  • 35. EXISTENTIALISM  Man has no fixed nature and he shapes his being as he lives.  The philosophy that places emphasis on individual existence, freedom, and choice.  Sees the world as a personal subjectivity, where goodness, truth and reality are individually defined.  Reality is a world of things, truth subjectivity chosen, and goodness comes from group decisions.
  • 36.  Existentialism is about being saint without God; being your own hero, without all the sanction and support of religion or society.  Existentialism, broadly defined, is a set of philosophical systems concerned with a free will, choice, and personal responsibility.  There are no “universal” guidelines for most decisions.
  • 37.  Soren Kierkegaard-(1813-1855) – Father of Existentialism.  His philosophy can be seen in his doctrine that there are three stages of life experience: ◦ Aesthetic ◦ Ethical ◦ Religious
  • 38. NATURE  Focuses on the experiences of the individuals.  Offers individuals a way of thinking about the meaning of life.
  • 39. ASSUMPTION  Existence precedes essence.  -in other words, you need existence to have essence. There is no predetermined “true” thing, it has to already exist in order to become what it is.
  • 40. EDUCATIONAL AIM  To train individual for significant and meaningful existence.  Synthesis and Implications to Education: ◦ The classroom is a free market of ideas and as such it must guarantee complete freedom of thought for the individual. ◦ The student is encouraged to make independent decisions to guarantee authentic existence.
  • 41. CURRICULAR EMPHASIS  Subject-centered  Literature  History  Arts for Aesthetic expression  Humanities for ethical values
  • 42. TEACHING METHODS  Inquiry Approach  Question-Answer Method  Experimentation  Self- expressive activities
  • 43. ROLE OF TEACHERS  Good provider of experiences  Effective questioner  Mental disciplinarian ROLE OF THE STUDENT  Determines own rule
  • 44. Summary / Conclusion  Teacher has his/her perspective towards education  Determining his/her philosophy will greatly affect student’s learning.

Notas do Editor

  1. Realists support formal ways of teaching, and although they see such objectives as self- realization as valuable, realists maintain that self-realization best occurs when students are knowledgeable about the external world.Realists insists that whatever the method used, it should be characterized by the integrity that comes from systematic, organized and dependable knowledge.Many realists support competency, accountability, and performance-based teaching.