PHILOSOPHY ON EDUCATION

MAJOR EDUCATIONAL PHILOSOPHIES

IDEALISM
CONCEPTS ROLE OF STUDENTS ROLE OF TEACHERS STRATEGIES/METHODS CURRICULUM EDUCATIONAL PRINCIPLE
 Ideas are the only true reality, the  attain the maximum  The key/center to the learning  Lecture  The curricular  The aim of education is to
only thing worth knowing level of their intellectual process.  Discussion emphasis is subject discover and develop each
 The ultimate reality is spiritual or abilities.  Focus on handling ideas.  Socratic Dialogue (a matter of mind: individual's abilities and full
mental.  develop the power of  Develop students’ character through method of teaching that - Literature moral excellence in order
 It believes in a unified reality with thinking and moral imitating examples and heroes uses questioning to help - History to better serve society.
God as the perfect or absolute values to arrive at  Help the students develop the power students discover and - Philosophy  It aims to promote high
universal mind. accepted principles such of thinking clarify knowledge) - Religion cognitive level of
 Education should not only stress as justice and  help students to explore texts for  Deductive Method - Mathematics education.
development of the mind but also temperance. ideas about the purposes of life,  Declamations - Natural and  It safeguards and
encourage students to focus on all family, the nature of peer pressures,  Debates Physical promotes cultural learning.
things of lasting value. and the problems of growing up.  Personal Observations Sciences.  It believes in the
 It stressed the importance of mind  Encourage students to ask questions  Problem Solving  Least curricular importance of self-
over matter. and to provide a suitable environment  Dialectic (a process activities realization.
for learning where ideas are put into  Teacher-centered
 Exercises judgment about the kinds battle against each
of materials that are most important other, with the most
and encourages diligent study of significant idea winning
material that is of more ultimate worth the battle)
 Serve as exemplary models—  Projects
persons after whom students can  supplemental activities
pattern their lives.  library research
 artwork
REALISM
CONCEPTS ROLE OF STUDENTS ROLE OF TEACHERS STRATEGIES/METHODS CURRICULUM EDUCATIONAL PRINCIPLE
 The focus is on the body/objects.  Have mastery on facts  Prepare the child for real life  Socratic method  The Realist curriculum  The goal of education is to
 The ultimate reality is the world of  Demonstrate the ability  Develop child’s mental and physical  Lecture emphasizes the help individuals
physical objects. to think critically and faculties  Memorization subject matter of the understand and apply the
 Man will discover reality with the scientifically, using  Develop child’s senses through  Use of visual aids physical world, principles of science to
use of science and common sense. observation and experiences  Problem solving particularly science help solve the problems
 It holds that reality, knowledge, and experimentation.  Provide knowledge of society and  Demonstration and mathematics. plaguing the modern world
value exist independently of the external nature  Experimentation  Problem-centered and  Learning to really put the
human mind.  Put emphasis on critical reasoning  Drills and Exercises habit formation attention on the learner as
 Knowledge is derived from through observation  Recitation  Curriculum should be it is.
experience.  Organizes and presents content scientifically  Initiative in education
 Reality can be proved by systematically within a discipline, approached, should emphasize
observation, experience, demonstrating use of criteria in making standardized, and education rather than
experiment and scientific reasoning. decisions. distinct-discipline children
 Values must be studied in the  Focus on mastery of facts and basic based.  The core of the
actual setting. skills through demonstration and  Practical and useful assimilation of the subject
 They believe that knowledge is recitation.  Highly organized and that has been determined.
power, and acquiring knowledge  Steep in the basic academic systematic  Learning is based on
allows individuals to deal with disciplines  Extensive use of facts, analysis and
problems and to face life effectively. pictures questioning.
 If the mind is a blank slate, then  Use objects in  Character is developed
knowledge comes from sources education through training in the
other than the mind, those things rules of conduct.
gained from sensation and
reflection.
NATURALISM
CONCEPTS ROLE OF STUDENTS ROLE OF TEACHERS STRATEGIES/METHODS CURRICULUM EDUCATIONAL PRINCIPLE
 “Follow nature” is the watch-word  occupies the central  serve as the support to the students  direct experience from  Child-centered  According to Rousseau,
of naturalism position in the educative  serve as an observer of the child’s nature according to the aim of education is not
 Takes nature as a whole reality process development rather than a giver of  Heuristic method (to find present and future preparation for life, but
 Everything comes from nature and  educated according to information. or to discover) needs of the child participation in it.
returns to nature. his nature  a friend, philosopher and guide.  direct method (teaching (Pathak, 2007)  Education should engage
 Material world is the only reality.  formulate their ideas  Designer and facilitator of classroom through things rather  Subjects includes the spontaneous self-
 Mind is an accident in the process through personal activities than words) physical sciences, activity of the child.
of evolution and it can be explained experiences  help the child in the discovery of  observation language,  There is no place for class-
in terms of nature. truth.  experimentation mathematics, social room, textbooks, time-
 Mind is a function of the brain which  have critical and scientific bent of studies, anatomy, table, formal lessons,
is material in nature. mind and supreme reverence for manual work, trade, curricula or examination.
 Mind is not the source of truth. history aesthetics,  education aimed at the
knowledge; all knowledge is  see that the child develops freely. physical culture, music inner faculties, capacities
acquired from without, and senses  should not make an artificial effort to and drawing. and powers of the child
are the gateways of all knowledge. educate the child.  natural sciences — (Shahid, 2000)
 Naturalism does not believe in  should not interfere in the natural such as physics,  The aim of education is to
spiritualism. It denies the existence development of the child. chemistry, zoology, develop the child
of a spiritual universe — the  should not impose ideals or ideas on botany — in the emotionally and morally
universe of ideas and values. him. curriculum according to the child’s
 there is inherent goodness in man. needs (Shahid, 2000).
 Man is born rational.
 Parents are natural teachers and
there is no need for the institutions
such as school.
PRAGMATISM
CONCEPTS ROLE OF STUDENTS ROLE OF TEACHERS STRATEGIES/METHODS CURRICULUM EDUCATIONAL PRINCIPLE
 Only those things that are  Active learning and  Teach inductive and deductive  Inductive and deductive  Student-centered  Students learn through
experienced or observed are real. participation reasoning, scientific method and reasoning  Experience is the experience.
 Pragmatists believe that reality is
constantly changing and that we
learn best through applying our
experiences and thoughts to
problems, as they arise.
 Man is the supreme creation of
God.
 There is no eternal knowledge,
values or reality.
 Universe is composed of laws and
relations.
 Man only judges what is useful to
him.
 Life is a laboratory where all
individual is experimenting.
 Pragmatism is an attitude and a
way of living which opposes the old
doctrines of idealism and naturalism
and inspires the individual to look
ahead and create new values and
ideas to meet the challenges of an
unknown future.
CONCEPTS
 The nature of reality
is subjective, and lies within the
individual.
 The physical world has no inherent
meaning outside of human
existence.
 Individual choice and individual
standards rather than external
standards are central.
 Existence comes before any
definition of what we are.
 We define ourselves in relationship
to that existence by the choices we
make.
 We should not accept anyone else's
predetermined philosophical
 Problem-solvers
 Observe the scientific
method
 Curious
 Critical-thinker and
process oriented
ROLE OF STUDENTS
 confront others' views to
clarify his or her own.
 Answers their own
problems
 Be responsible on their
own choices
 free to set the goals for
own life.
powers of observation and practice
 Facilitator of learning
 Good classroom manager
 Result and process oriented
 Prepare students for citizenship,
daily living, and future careers.
 Conduct experience
 Set positive expectations
EXISTENTIALISM
ROLE OF TEACHERS
 focus on creating opportunities for
self-direction and self actualization  dialogue
 Emphasize individual responsibility
for decisions.
 Help students define their own
essence by exposing them to various
paths they may take in life
 Create an environment in which the
students will freely choose
 Provide reflective ideas
 emphasize self-esteem and a feeling
of self-worth
 Scientific method content of education.
 Observation  Curriculum should
 Practice bring the disciplines
 Hands-on activities together to focus on
 Group works solving problems in
 Experimental method an interdisciplinary
 Guided experience way.
 Experimental inquiry  Science (Zoology/
 Problem solving method Botany)
 Math
 Values
STRATEGIES / METHODS CURRICULUM
 Self-expression  Focus on freedom  Make learners understand
 Character
 Dramatization development is
emphasized  Examining life through
 Not the same subjects
to everyone, since not
everyone would enjoy
the same things  Existentialists are opposed
 the subject matter of
existentialist
classrooms should be
a matter of personal  They start with the student,
choice
 literature
 biography
 subjects that are
 Experience is the best
teacher.
 Prior knowledge is the
best spring board.
 Everyone is teachable
 Guided experience and
exploration will boost
curiosity.
 Touch the life of students
and feel no regrets.
 Teaching with soul is
making a difference on
the life of students and
country as well.
 Importance of child
 Emphasis on activity
 Faith in applied life
 Social and democratic
education
 Progressive and optimistic
attitude
 Construction of project
method
EDUCATIONAL PRINCIPLE
themselves and their
reason for existence
authentic thinking involves
students in genuine
learning experiences.
to thinking about students
as objects to be measured,
tracked, or standardized.
rather than on curriculum
content.
 system; rather, we must take
responsibility for deciding who we
are.
 The focus is on freedom, the
development of authentic
individuals, as we make meaning of
our lives.
 Existentialists celebrate the human
existence
 Very subjective
 Emphasis on meaning within each
individual
 May doubt external reality
 Emphasis on present
MODERN EDUCATIONAL PHILOSOPHIES
CONCEPTS
 rooted in REALISM
 focused on things that have lasted
for many years
 Man is a rational animal so as
individuals develop their minds,
they can use reason to control
appetites, passions, and actions.
 Knowledge is universally
consistent, therefore there are
certain basic subject matters that
should be taught to all people.
 The great works of the past are a
repository of knowledge and
wisdom which has stood the test of
time and are relevant today.
 Human nature is consistent, so
education should be the same for
everyone.
 Perennialists think it is important
that individuals think deeply,
analytically, flexibly, and
imaginatively.
emotional, poetic, and
aesthetic.
PERENNIALISM
ROLE OF STUDENTS ROLE OF TEACHERS STRATEGIES / METHODS CURRICULUM EDUCATIONAL PRINCIPLE
 Acquire understandings  Use tried and true teaching methods  Socratic dialogues  Teacher centered  The subject matter, not the
about the great ideas of that are believed to be most  Mutual inquiry sessions  No extracurricular child, should stand at the
Western civilization. beneficial to disciplining students’  Use of religious books activities center of the educational
 read and analyze the minds. and historical documents  The curriculum endeavor.
works of history’s finest  Teach principles rather than facts.  Reading and discussion stresses a strong  The educational
thinkers and writers  Teach information that may soon to of Great books liberal arts curriculum experience is a preparation
 Make conclusions on be outdated or found to be incorrect.  Memorization that includes subjects for life, rather than a real-
what they have read  Not concern on students’ interest  Rote learning as philosophy, life situation.
 Learn information that  Emphasize the importance of  Debates mathematics, history,  Schools should develop the
may soon to be outdated transferring knowledge, information  Tests geography, political students’ rational and
(everlasting) or found to and skills from the older generation science, sociology, moral powers.
be incorrect.  Set everything based on syllabus theology, languages,  Education aims to develop
  Stresses the students’ growth in and literature (Great students’ intellectual and
enduring discipline books), physical and moral qualities.
 Discuss topics and correct errors in life sciences, and the  Schools spend more time
reasoning fine arts and teaching about concepts
 Develop students’ reasoning skills humanities. and explaining they are
 Ensure that students gain cultural  The demanding meaningful to students.
literacy and learn about the greatest curriculum focuses on  Schooling may come to an
achievements in a given field attaining cultural end but a person will never
literacy, stressing stop learning throughout
students’ growth in their life time.
enduring disciplines.
 ESSENTIALISM
CONCEPTS ROLE OF STUDENTS ROLE OF TEACHERS STRATEGIES / METHODS CURRICULUM EDUCATIONAL PRINCIPLES
 Rooted in idealism and realism  possess basic  Strong classroom manager  Memorization  Teacher-centered  The school’s task is to
 Schools and instructors should knowledge and skills,  Focus of the classroom activity  Drill  The core of the teach basic knowledge.
strive to instill traditional intellectual and character  Decide what students ought to learn  Problem solving method curriculum is essential  Learning is hard work and
and moral values in students and  develop disciplined and and is responsible for presenting the  Lecture method knowledge and skills requires discipline.
focus mainly on the "essential" practical minds subject matter in a logical sequence  Deductive and academic rigor  The content gradually
academic subjects (such as  respect and recognize  Have the right to discipline students  Systematic analysis  Basic subject matters moves towards more
reading, history, math, natural authority of the teacher to create a conducive learning  Homework should be mastered at complex skills and detailed
science, or writing).  capable of applying environment. the elementary and knowledge.
 Recitation
 There is a common core of lessons learned in school  Embed traditional moral values and secondary school  Schooling should be
 Testing and evaluation
knowledge that needs to be in the real world virtues such as respect for authority, levels to eliminate practical, preparing
transmitted to students in a  require to master a set perseverance, fidelity to duty, illiteracy at the college students to become
systematic, disciplined way. body of information and consideration for others, and level. valuable members of
 Accept the idea that core basic techniques for their practicality and intellectual knowledge  Rejects electives or society.
curriculum may change grade level before they that students need to become model vocational courses for  Teaching should focus on
 Ensure that collective wisdom and are promoted to the next citizens. their costs. facts-the objective reality
academic knowledge is passed higher grade.  serve as an intellectual and moral  Parallels today’s out there—and “the
systematically from teacher to  learn passively by sitting role model for the students secondary schools basics,” training students to
student in an effort to prepare in their desks and  decide what is most important for the with academics and read, write, speak, and
students to be productive members listening to the teacher. students to learn with little regard to cognitive skills + compute clearly and
of society. the student interests computers. logically.
 Teaching students the basic skills  Not rooted in the past;  Schools should not try to
 focus heavily on achievement test
will still make them successful. concerned with set or influence policies or
scores as a means of evaluating
 Teaching should be done contemporary scene. reshape society.
progress
progressively from less complex  Education is a fine
skills to more complex ones combination of hard work
and effort.
PROGRESSIVISM
CONCEPTS ROLE OF STUDENTS ROLE OF TEACHERS STRATEGIES / METHODS CURRICULUM EDUCATIONAL PRINCIPLES
 Rooted in pragmatism  Participate on activities  Advisor  Hands-on projects  Student-centered  The process of education
 Individuality, progress, and change and actively learning  Guide  Expeditionary learning  Built around personal finds its beginning and
are fundamental to one's education  Develop social qualities  fellow traveler  Experiential learning experiences, interests, purpose in the child.
 people learn best from what they such as cooperation and  not an authoritarian  Problem solving and needs of the  Education should be a
consider most relevant to their lives tolerance for different  not a classroom director  Critical thinking students process of ongoing growth,
 How to think; not what to think. points of view.  try making school interesting and  Group works  Integrated curriculum not just a preparation for
 Lessons must be relevant to  Solve problems in the useful by planning lessons that  Cooperative and with thematic units becoming an adult.
students in order to learn. classroom similar to provoke curiosity collaborative leaning  Integration of  The school is a microcosm
 Education must focus on a whole of those they will encounter  assess the students’ projects and  Community service entrepreneurship in of the larger society.
a child in their everyday lives productions  Service learning projects education  School would be a lot of
 Emphasis on learning by doing  learn through action and  provide experience so that the  Varied learning  Flexible hands-on learning, and the
 Understanding and action as the being involved in the students can learn by doing resources  Use community progression of education
 goals of learning as opposed to
rote knowledge
 Highly personalized education
accounting for each individual’s
personal goals
 Selection of subject content by
looking forward to ask what skills
will be needed in the future society
 De-emphasis on textbooks
 Emphasis on lifelong learning and
social skills
 Develop the human potential
CONCEPTS
 Rooted on pragmatism
 Society is in need of constant
reconstruction or change
 Such social change involves a
reconstruction of education and the
use of education in reconstructing
the society.
 Emphasizes the addressing of
social questions and a quest to
create a better society and
worldwide democracy.
 Systems must be changed to
overcome oppression and improve
human conditions.
 Humans must learn to resist
oppression and not become its
victims, nor oppress others.
 Central to this philosophy is the
concept of praxis, the idea that
actions based on sound theory and
values can make a real difference
in the world.
CONCEPTS
 Rooted in Pragmatism
processes that will get to
the end product
 work on hands-on
projects so learning
would take place, rather
than memorization
 exercise their brain by
problem solving and
thinking critically,
ROLE OF STUDENTS
 Critical element s in
bringing social change
 Capable of initiating and
adapting to change
especially if they are
influenced by appropriate
adult role models
 Help the society
 Question the
assumptions of the
status quo and examine
social issues and future
trends.
 Have the ability to think
in critical terms and
expose their
assumptions and
practices
 select educational
objectives and social
priorities
ROLE OF STUDENTS
 construct their own
 facilitate learning by putting emphasis  Activities based on the resources and would not end!
on learning by doing, and on group interests of the child encourage service-  Learning should be
activities  Inductive learning projects integrated.
 Teach problem solving, inquiry,  Deductive  Information technology  Classroom activity should
cooperation and self-discipline.  Inquiry and ICT focus on solving problems,
 Teach through activities,  Experimental learning  Science rather than on artificial
experiments, problem solving,  Project method  Mathematics methods of teaching
projects and thematic approaches subject.
 The social atmosphere of
the school must be
cooperative and
democratic.
SOCIAL RECONSTRUCTIONISM
ROLE OF TEACHERS STRATEGIES / METHODS CURRICULUM EDUCATIONAL PRINCIPLE
 Catalyst of change  Inquiry  student-centered  Teaching and learning as a
 Organize classroom in a class less  dialogue  Focus on student process of inquiry in which
nonsexist and non racial manner  multiple perspectives experience and taking the child must invent and
 Less emphasis on management and  Community-based social action on real reinvent the world.
control and more on focus community learning problems, such as  School is an ideal
building  Bringing the world into violence, hunger, community in which pupils
 Promote an environment of analysis, the classroom international terrorism, get practice in cooperation,
criticism, and research  Group works inflation, and self-government, and
 Willing to engage and form alliances  Cooperative and inequality (Cohen application of intelligence
with the community and parents to collaborative leaning 1999) to difficulties.
make the school better  Debate  Subjects that contains  Schools, teachers, and
 need to incorporate world issues into  Research project world events and students must focus their
his/her teachings  Interview tackle controversial studies and energies on
 inform the students of the problems,  Press conference issues. alleviating pervasive social
give possible solutions, and assist  Use technology  Critical Pedagogy – inequities, and as the name
the students in trying to solve  Exhibit Unites theory and implies, reconstruct society
possible issues  Class discussion practice into a new and more just
 motivate students to use their  Analyze news coverage – Provides students social order.
education to help solve the problems  Fieldtrips with critical thinking  School must be more
of society  Examine public tools focused on individual
 explore social problems, suggest documents  Public Education needs, contemporary
alternate perspectives, and facilitate  Use moral dilemmas to relevance, and preparing
student analysis of these problems direct attention toward students for a changing
 enhance students’ civic participation social and world future.
reform
CONSTRUCTIVISM
ROLE OF TEACHERS STRATEGIES / METHODS CURRICULUM EDUCATIONAL PRINCIPLE
 Guide on the side  Deductive reasoning  Student-centered  Classroom must be
 There is no absolute knowledge,
just our interpretation of it.
 The acquisition of knowledge
therefore requires the individual to
consider the information and -
based on their past experiences,
personal views, and cultural
background - construct an
interpretation of the information that
is being presented to them.
 People construct their own
understanding and knowledge of
the world, through experiencing
things and reflecting on those
experiences.
 Constructivist learning
environments "enable context- and
content- dependent knowledge
construction."
 Learning is transferable
 
CONCEPTS
 Behavior is shaped deliberately by
forces in the environment and that
the type of person and actions
desired can be the product of
design.
 Behavior is determined by others,
rather than by our own free will.
 Conditioning is the behaviorists
term for learning based on what
the individual does in response to
a specific object, event, or
meaning by building on  Encourage students to constantly  Use of manipulative  Eliminate constructed, active,
their previous assess how the activity is helping  Hands-on problem standardized reflective, inquiry based
knowledge and them gain understanding solving curriculum and evolving.
experience  Encourage learning and reflection  Multiple representations  Curriculum  Education works best when
 Not a blank slate but process of reality emphasizes big it concentrates on thinking
bring past experiences  Help students to construct  Authentic tasks concepts, beginning and understanding rather
and cultural factors to a knowledge rather than reproduce a  practical workshops with the whole and than memorization.
situation series of facts  Discovery learning expanding to include  Knowledge is constructed
 Become experts  Coach, mediate, prompt, and help  guided discovery the parts based on personal
learners by questioning students develop and assess their  problem-based learning  Curricular activities experiences and
their own strategies learning  simulation-based rely heavily on hypotheses of the
 Reflect on their  Have a dialogue with students and learning primary sources of environment.
experiences; learn how help them construct their own  case-based learning data and manipulative  Instruction must be
to learn knowledge  incidental learning materials. concerned with the
 Formulate test ideas  Assess students based on students’  Reciprocal Teaching  Usually use in experiences and contexts
and draw conclusions works, observations and points of Science and that make the student
 Cooperative Learning
 Apply schema and real view Mathematics willing and able to learn
 Situated Learning (readiness).
world experiences  encouraging students to use active  Spiral curriculum
 Anchored Instruction  Instruction must be
 Work in groups techniques (experiments, real-world
 Discussion structured so that it can be
 Enjoy learning more problem solving) to create more
Debates easily grasped by the
when actively involved knowledge and then to reflect on
 Peer learning student (spiral
 Test hypotheses and talk about what they are doing
through social and how their understanding is  Essay writing organization).
interaction changing  Group projects  Instruction should facilitate
 Understand the students' preexisting extrapolation and or fill in
conceptions, and guides the activity the gaps (going beyond the
to address them and then build on information given).
them.
BEHAVIORISM
ROLE OF STUDENTS ROLE OF TEACHERS STRATEGIES / METHODS CURRICULUM EDUCATIONAL PRINCIPLE
 acquire and remember  Direct the learning process  Lectures  teacher centered  Repetition of a meaningful
responses that lead to  Specify the desired behaviors:  Tutorials  applicable in all connection results in
satisfying after effects Explain exactly what is expected,  Drills and Practice subjects which learning.
 learn the correct what you want to see.  Demonstrations require mastery  Positive and negative
response  Identify the consequences, both  behavioral simulations  classroom reinforcement techniques of
 negative and positive.  programmed instruction management Behaviorism can be very
 Establish the rules, the  games effective.
consequences, and the rewards  graphic organizer/  Behavioral teaching and
(reinforcements) for each behavior. semantic web learning tends to focus on
 accountable and responsible for  examinations skills that will be used
what children learn  use of rewards and later.
 stimulus.
 There is learning if there is a
change in behavior.
 Humans are highly-developed
animals who learn in the same
way that other animals learn.
 People are programmed to act in
certain ways by their environment.
 Behavior may be modified by
manipulating environmental
reinforcers.
 Efficiency, economy, precision and
objectivity are central value
considerations.
 Compliment Good Behavior punishment  Learning is passive.
 Support Praise With Evidence  computer-assisted  Learning requires external
 Utilize Negative Reinforcement by instruction reward.
giving alternatives  Knowledge is a matter of
 Apply Unpleasant Consequences remembering information.
When Necessary  Understanding is a matter
 Use reward and punishment of seeing existing patterns.
 break down the skills and
information to be learned into small
units
 Check student's work regularly and
provide feedback as well as
encouragement (reinforcement)