Philosophical Foundation Of Education

Original Philosophy

School of Thought

• REALISM

Thinkers:

• Aristotle
  
• Harris Broudy
• John Locke
• John Comenius
• Johann Henrich Pestalozzi
• Jean Jacques Rosseu

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 self-evident reality, a starting point in philosophizing.
• Investigating and reasoning are important in any effective adjustment to the real world in the control of experience.

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

1. Defining the problem
2. Observing factors related to problem
3. Hypothesizing
4. Testing the hypothesis

Educational Aim

• Gives direction and form to individual’s basic potentialities.
• Determines the direction of the individual’s inherited tendencies.
• Provide an education that could produce a good individual and a good society by meeting 4 principal need of an individual.

1. Aptitude needs
2. Self-determination needs
3. Self-realization needs.
4. Self-integration needs

Curriculum Emphasis

• Study habits
• Research skills
• Library skills
• Evaluation
• Observation
• Experimentation
• Analytical and critical thinking

 

School of Thought

• IDEALISM

Thinkers:

• Plato
• Socrates
• Rene Decartes

Assumptions

• Emphasize the importance of mind, soul and spirit.
• Believes in refined wisdom. Based on the view that reality is a world within a person’s mind.
• Schools exist to sharpen the mind and intellectual processes.
• One of the oldest school of thoughts with its origin traced back to Plato’s ideas.

Role of Teachers

• Transmitter of knowledge
• Chief source of inspiration
• Creator 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:

• literature
• history
• philosophy
• mathematics
• arts

 

School of Thought

• PRAGMATISM/EXPERIMENTALISM/EMPERICISM

Thinkers:

• John Dewey
• Charles Sanders Peirce
• William James
• Richard Rorty

Assumptions

• Conservative philosophy
• Primarily an American philosophy.
• Focuses on reflective thinking. The knowledge process, the relationship of ideas into action.
• Encourages people to find processes that work in order to attain desired goals.
• Makes use of experience as a source of knowledge

Role of Teachers

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

Models/Strategies

• Experimental Methods
  • Statement of the problem
  • Hypothesizing
  • Investigating or data gathering
  • Testing hypothesis
  • Forming conclusions
  • Creative and constructive projects
  • Field trips
  • Laboratory work
  • Activity-centered
  • Student-centered activities

Educational Aim

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

Curriculum Emphasis

• Creation of new social order
• Integrated and based on the problem of society (NCBTS based).
• Subjects are interdisciplinary.

Traditional/Conservative Philosophy

School of Thought

• PERENNIALISM

Thinkers:

• Robert Maynard Hutchins
• Mortimer Jerome Adler
• Jacques Maritain

Assumptions

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

Role of Teachers

• Known Master of Discipline.
• Source of knowledge (teacher-centered).

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.

 

School of Thought

• ESSENTIALISM/TRADITIONALISM/CONSERVATISM

Thinkers:

• Plato
• Karl Popper
• John Stuart Mill
• William Bagley

Assumptions

• 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.

Role of Teachers

• Base the lesson to the book.
• Prepare well-organized lesson to prove that he is an authority of instruction.

Models/Strategies

• Deductive method
• Drill method
• Recitation
• Memorization

Educational Aim

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

Curriculum Emphasis

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

Contemporary Philosophy

School of Thought

• PROGRESSIVISM

Thinkers:

• William Heard Kilpatrick
• John Dewey

Assumptions

• 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.

Role of Teachers

• Acts as a resource person
• Guide or facilitator of learning (student-centered).
• 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.

 

 

School of Thought

• EXISTENTIALISM/EXPERIMENTALISM

Thinkers:

• Soren Aabye Kierkegaard
• Jean-Paul Sartre

Assumptions

• 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.

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
• Question-Answer Method

Educational Aim

• To train an individual for significant and meaningful existence.

Curriculum Emphasis

• Subject-centered.
• Arts for aesthetic expression
• Humanities for ethical values.

 

 

School of Thought

• RECONSTRUCTIONALISM

Thinkers:

• Theodore Brameld
• George Sylvester Counts
• Paulo Reglus Neves Freire
• Ivan Illich

Assumptions

• 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.

Role of Teachers

• 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.

Models/Strategies

• Community-based projects
• Problem-oriented method

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.

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