Republic of the Philippines

UNIVERSITY OF NORTHERN PHILIPPINES

Tamag, Vigan City
GRADUATE SCHOOL

PED 267- ADVANCED

CURRICULUM DEVELOPMENT

UNIT V
ACTIVITY

Prepared by:
ANTONETTE P. AMISTAD
MAEd Student

Submitted to:
Dr. NECY CESARIA V. ROMO
Professor
 ACTIVITY 5

Make a table and differentiate the different philosophies of

education. Be sure to give examples, strengths and weaknesses of each
of the philosophies.

Philosophies
Description Strengths Weaknesses Example/s
of Education
 Concept that  If you can  It doesn't  atheistic
firmly believes come up with allow for viewpoint
that ultimate morally cultural
reality lies in factual differences.
the nature of statements  It's too
the matter. then it's simplistic
1. Naturalism  Develop the universal.  Right or
child  It's based on wrong is
emotionally nature and subjective
and morally what's not
according to natural so objective
the child's everyone can
needs experience it
 There is an  Related to  It doesn’t  Teaching
absolute needs of believe in the
reality individual imagination learners
 Teach and demand and the basics
students how of society sentiments. of reading,
to find that  Realism writing and
2. Realism reality through emphasizes arithmetic.
logical on scientific
processes. subjects
and
neglects art
and
literature.
 All things only  Idealism  We can  The teacher
exist in the encourages never be will let the
mind. children to sure of pupils
seek anything think of
education because its what they
over material only exist want in the
3. Idealism goods, and to our minds. future.
value.
personal
goodness in
themselves
and other
people.
  Thinking of or  Practical and  Tendency  History
dealing with realistic to reject could be
problems in a  Keen to test anything learned by
practical way, things out in without an experiencin
rather than by practice obvious g field trips,
4. Pragmatism using theory application. museum
or abstract  Not very replicas.
principles. interested
in theory or
basic
principles.
 Focuses on  Emphasizes  Focuses on  The teacher
the individual, the abstract will let the
seeking out a individual. issues. learners to
personal  The emphasis  Existentiali participate
understanding on choice and sm lacks in different
of the world. freedom is structure activities
empowering and and the
for children. direction as learners
 Children are there is no will able to
shown that clear life make
5. Existentialism they must course that informed
work hard students decisions
and make have laid about how
smart choices out before to live
to achieve them. which has
what they personal
want. meaning to
them
beyond the
school
grounds.
 Emphasized  Focus on the  Too much  Teaching
nature and the individual assumption the
basic behavior left in learners
goodness of  Optimistic- behavior. what they
humans, leads to more want and
understanding positive need to
through the discussion know that
senses, among knowing
6. Humanism and education therapy. how to
as a gradual learn is
and unhurried more
process in important
which the than
development acquiring a
of human lot of
character knowledge.
follows the
 unfolding of
nature.
 Emphasizes  Develop  Having a  The
the addressing vision for new strong learners
of social and better desire for will spend
questions and world. change, time in the
a quest to reconstruct community
create a better ionist are to learn its
society and precipitous problem
worldwide or make a and they
7. Reconstruction democracy. sudden will take
action action or
without responsibili
careful ty in
considerati planning
on in their for change.
recommend
ations for
reform.
 Children  Extreme  Students  The
should learn orderly, should learners
the traditional academically adjust to will learn
basic subjects systematic the first the
thoroughly. and teachers basic
 Teaching the emphasizes (subject operations
8. Essentialism basics. discipline. centered) in math
 No before
emphasis going to the
on complex
student’s operations.
needs and
interest.
 Focuses on  Believe in  Have  The teacher
everlasting equality and traditional will teach
ideas and long last thinking. learners
universal principle Believe in the ways of
truths.  Have critical naturalistic thinking
 Value is thinking  Do not that will
related to believe with secure
9. Perennialism supernatural irrational individual
principles. things. freedoms,
 Acts should be human
related to rights and
human responsibili
rationalistic ties
thoughts. through
nature.
 Focuses on  Teachers  The chaos  Students
10. Progressivism
the whole serve as and participate
 child, rather guides rather noisiness of in
than on the than experts, the structured
content or the and lectures classroom learning
teacher. are replaced could not groups to
 Students with a more handle by solve
should test active and one teacher problems
ideas by active collaborative l in the large and
experimentatio earning cultu amount of research
n. Learning is re. students in issues
rooted in the  Students may the public together.
questions of work one-on- education
learners that one with their system.
arise through teachers to
experiencing set their
the world. own learning
goals
 Focuses on  Ideas are still  Uses  Teacher
conditioning widely used assumption will always
student today.  Treat give
behavior with  Changed the people like positive
various types way people controllable reinforceme
11. Behaviorism of behavior look at things objects nt to the
reinforcements that are  Doesn’t students
and observable. always for them to
consequences  Helpful in work. work on
called operant controlling something.
conditioning behavior.
 The belief that  Believe that  Most idea  Believe that
human beings there is a seems to knowledge,
can arrive at reason each rely in or our
truth by using object or some way understand
reason, rather phenomenon on the real ing of
than by exists. world to truth, is
12. Rationalism
relying on the bring them acquired
authority of out. without
the past, on sense
religious faith perception.
or on
intuition.