Name: AYES, Ma. Antoinette D.

Year and Section: OBTEC I-3

Prepare a matrix of the different Philosophies containing the following: aims, curriculum, teaching-learning process, roles of teachers
and students.

Philosophy Aims Curriculum/Content Role/s of the Teachers Role/s of the students Teaching-learning
Process
WESTERN - To develop the - Literature, History, - Enables the students to - Imitates the teacher -Teacher is perfect.
PHILOSOPHIES individual spiritually, Philosophy, and Religion identify their strengths and who is an exemplar of an -Students are passive
mentally, morally - Idealist curriculum weaknesses. ideal person. recipient of knowledge.
Idealism (mind, soul and spirit). comprises of physical, - Posits the importance of (memorizing)
-Tries to do the very best
- To discover and intellectual, and spiritual self-sufficiency, economic -School’s function is to
he can and strive toward
develop each activities. development, and overall sharpen intellectual
perfection.
individual's abilities progress of the individual processes. (sharpen
and full moral and societies. intellectual ability)
excellence in order to - An excellent example/
better serve society. role model for the student -
-Acquisition and intellectually and morally.
enrichment of cultural
environment.

Realism -To provide students -Science and Mathematics - Guides students to - Sense mechanism, a - What you experience is
with essential discover the real world by functioning organism the truth.
-Main subjects are –
knowledge to survive showing the regularity and which, through sensory
Natural Science, Physical -Students - centered and
the natural world. “rhythm” of nature. experience, can perceive
Science, Health Culture, teacher is just a guide.
- Developing the - Uses lectures, the natural order of the
Physical Exercise, Math,
physical and mental demonstrations, and world.
Geography, History,
powers of the child. sensory experiences.
Astronomy - Can learn only when he
- Exposes children to the
follows the laws of
problems of life and the
learning.
world around them.
 - Transmits knowledge in a -Passive learner, sensory
coherent and convincing experience.
way.
-Laws of learning – Law
- - A guide, a demonstrator,
of Readiness, Law of
who has full mastery of the
Exercise, and Law of
knowledge of the realities
Effect.
of life.

Pragmatism/ -To teach students how - Practical and utilitarian - Stresses action over - Learn from experiences -Letting the students to
Experimentalis to think so that he can subjects thought. through interaction to the perform activities.
adjust to the demands - Suggests problems to your environment.
m - Life - centered curriculum - Gives a lot of freedom to
of an ever changing pupils and you stimulate
children.
world. them to find the answer by
themselves.
- Acts as a guide and a
director.
- Prepares students to live
in society.
- Opposes to pre-
determined truth.
- Captures the child’s
interest and build on the
natural motivation.
- Uses varying teaching
methods to accommodate
each individual learning
style.
- Helper, guide, and
arranger of experiences.
Essentialism -To promote the -Mathematics, Natural - Believes that students -Receives instruction in -Essentials believe that
intellectual growth of Science, History, Foreign need to have academic skills such as writing, teacher should teach
the learners. Language, and Literature discipline and moral reading, traditional moral values and
measurement/arithmetic virtues.
training to overcome their
(3Rs)
natural tendencies. - To teach the students the
- Practices “Back to the - Students should be essentials they need to live
 Basics” approach to
education.
- Believes that schools
should not try to radically
reshape society.
passive and be ready to well in the modern world.
learn what the teacher
presents to them. -Teach the basic subjects.

Progressivism -To provide the pupil -Includes problem solving - Emphasizes learning by
the necessary skills to methods and scientific doing – hands-on projects,
be able to interact with inquiry. expeditionary learning, and
his ever changing experiential learning.
environment. - Political: moral; social; - Uses integrated
vocational; intellectual; curriculum focused on
mathematics; general thematic units.
-To develop the science, languages; - Puts strong emphasis on
personality of an interaction of experiences. problem solving and critical
individual through
thinking.
providing a democratic - Stresses group work and
environment in the
development of social
educational institutions. skills.
- Believes in understanding
and action as the goals of
learning as opposed to rote
knowledge.
- Plans lessons that
arouse curiosity and
encourage the students
to develop a higher level
of knowledge.
- Learns through -Progressivism focuses on
experiences, by doing the real-world problem
solving and individual
development.
- Emphasis on learning by
doing.
- Group work and
development of social
skills.
-Focused on the child as the
learner rather than on
subject, emphasized
activities and experiences
rather than literary skills
and encouraged cooperative
group learning.

Existentialism - To train the individual -The humanities are given
for significant and emphasis to provide
meaningful existence. students with various
experiences that will help
unleash their own creativity
and self-expression.
- Emphasizes situations
such as tragedy, guilt,
suffering, and death which
happen to the individual
rather than the group.
- Gives students the
opportunity to express their
-Determines own rule -Help learner to become
fully aware to his/her
- To freely choose what
authentic self.
subject/s they want to
- Focus is on the individual.
study as long as they are
- It encourages individual to
interested in it.
open their creativity and
- To define their own imagination.
 - Composed of fine arts,
drama, creative expression,
literature, and philosophy.
Social -Education for change -Reflect democratic ideals
Reconstructionism and social reform and emphasize civic
- To prepare students to education.
become agents for - Opportunity for students
change. to gain firsthand experience
in studying real social
problems and controversial
issues.
-Students consider societal
problems such as place of
ethics in improving quality
of life, conserve natural
resources, and issues of
foreign policy and
naturalism.
individuality in moral and essence or meaning of - Teachers remain non-
artistic ways. life. judgmental.
- Uses self-paced, self- -Employ to the students the
directed methods, and importance of their
include a great deal of existence.
individual contact with the
teacher, who relates to each
student openly and
honestly.
- Recognizes ‘individual
differences’ and wish to
have diverse curricula
suiting the needs, abilities,
and aptitudes of the
individual.
- Assists students in their
personal journey.
- Aids children in
knowing themselves.
- Combines teaching and -Takes social action on real - Curriculum focuses on
social action. problems such as violence, students’ experiences.
- Educates to ameliorate hunger, international - Students have the ability
social problems. terrorism, inflation, to think critical terms and
- Concentrates on teaching discrimination and expose the assumptions
social problems in the inequality, and freely.
classroom. environmental problems. -Teacher and students
- Believes that schools - Students are a critical questions the assumptions
should take the lead in element in bringing social of the status quo and
changing and reconstructing change. examine social issues and
society. - Capable of initiating and future trends.
- Teaches to establish new adapting to change - Less emphasis on
cultural patterns and especially if they are management and control
eliminate social evils. influenced by appropriate and more focus on
- Emphasizes the discussion adult role models. community building.
 of social questions and the
quest to create a better
society and worldwide
democracy.
- Uses community-based
learning and brings the
world into the classroom.

EASTERN -The aim of education The main study in the - The teacher shows the - The students’ aim of - Teaching methods are oral
PHILOSOPHIES were to provide good Vedic System of education way and imparts remembering everything and memory intensive,
training to young men were the: knowledge by his own by heart and gain discussion and debates.
Indian and women in the -Four Vedas example, responsible for mastery of every subject - Teachers treated their
Philosophies performance of their - Six Vedanga (phonetics, the students’ spiritual learned. students like their children.
social, economic, and ritualistic knowledge, welfare. They gave them full
HINDUISM
religious duties. grammar, exegetics, attention and taught them
- To preserve and metrics, and astronomy) every subject completely,
enrich the culture, - The Upanishads without hiding any part.
character, and -The six Darshanas They exercised great
personality - Puranas (history)\ patience as the young minds
development and - Tarka Shastra (logic) struggled to comprehend
cultivation of noble complex ideas.
ideas. - One of its famous
contribution in the modern
education is the Anti-
Bullying Law.

Buddhism -Development of - The teachings of Buddha -Teach their students how -A student could not go -One of its contribution was
personality centered on the four noble to have concern with other anywhere without the the Law of Karma in our
- Physical and truths: people. permission of the Values education.
intellectual 1. All in life is suffering, - Teachers were responsible teacher. - Teacher and students lived
development pain, and misery. for the proper education of together inside a viharas
- A students should know
- Religious and 2. This suffering has a students. He had to look and monasteries.
how to cook foods in
spiritual development cause: selfish craving and after their needs
order to feed the teacher
- Character building personal desire. affectionately.
and know how to clean
- Promotion of social 3. This suffering can cease. - Teachers were responsible
 efficiency and 4. The way to overcome
happiness this misery is through the
- Presentation and Eight Fold Path such as:
spread of culture
Right understanding, Right
speech, Right conduct,
Right vocation, Right
concentration, Right effort,
Right mindfulness, and
Right thought.
- Education is rooted on
faith.
- Continuing educational
system- to receive
additional teaching and
learn from each other
during class discussions.
Chinese - To turn people into - Civil service exams
Philosophies good family members, - Religious rituals in the
responsible members of schools
Confucianism society, and good - Stresses the FIVE
subjects of the emperor. CARDINAL VIRTUES
- To cultivate (benevolence,
conscience and righteousness, propriety,
character. wisdom and sincerity).
- Teaches moral life
through devotion to the
family, loyalty to elders,
love of learning,
brotherhood, civil service,
and universal love and
justice.
Taoism -Advocate simplicity as -The educational approach
the key to knowledge inspired in Taoism would
for the mental and physical the utensils.
development of students.
- Admitted students were
- He has to look after them
called ‘samner’. And they
at the time of sickness.
had to follow all the rules.
Teacher were very close,
affectionate, good, and
pure.
-A good teacher should first - Students’ role in the - Education should build
and foremost be educational system is to moral character rather than
passionately and learn what they are being merely teaching skills or
conscientiously committed taught, and most information.
to his work. importantly, find ways to
- The teacher must love his apply that learning
students, know them well, outside the school
understand their environment.
psychological
particularities, and give
thought to ways and means
of facilitating their access to
knowledge.
-Able to adapt to the
aptitudes of the pupil.
-The educator need not - Students gain from -The key is not to know
push, nor guide, nor having a balance of both something; the key is to
 as patience is to be one of a liquid pedagogy facilitate; the educator need types of experiences. understand it. One goes
understanding. proposed by the water only be there. about this through self-
- To prepare the metaphor and wu wei as a -We educators may learn education and
students to the greater normative value and model something, the water and transformation. This kind of
education which is the for living. wu wei can be pedagogical education is also natural; it
life. inspirations. just needs to be recognized
- Wise teachers learn to as such and developed to its
balance activities that fullest.
require gathering and - Good teaching finds the
analyzing information in balance that students can
“linear ways (yang)” with take with them throughout
other activities that involve their entire lives.
“creativity, emotional
expression, and personal
insight (yin)”.
- Recognize the need for
students to create their own
meanings and organize
ideas for themselves.
Japanese - To teach students how -Intellectual understanding - A teacher that lives by the -Zen students prepare -Encourage mind-
Philosophy to become plus the actual practice of Buddhist principles. themselves to be awakening or meditation
compassionate, that understanding. receptive to such such as retreats or even
Zen Buddhism understanding, patient -Meditation answers by sitting in reflection papers.
listeners, and well- - Character building meditation while they - Zen holds that such
balanced individuals. simply observe, without freedom of mind cannot be
mental comment, attained by gradual practice
whatever may be but must come through
happening. direct and immediate
insight. Zen abandons
theorising and systems of
spiritual exercise and
communicates its vision of
truth by a method known as
direct pointing.
- Teaching is passed

Muslim -Promotes adequate -Education for leadership
Philosophy education for all. has its focus on creativity,
- To develop in original thinking and
Islam students a deep rooted decision making.
belief in, and a - Stresses to synthesize the
commitment to, the knowledge of science and
fundamentals of Islam. technology.
- To prepare - The Islamic curriculum
individuals for their includes religious, scientific
future life. and technical, vocational as
well as the study of English
as the language.
- Laws of Islam, Arabic and
Persian Languages,
Grammar, Literature,
Logic, Philosophy,
Astrology, History,
Geography, and
Agriculture.
directly, personally from
master to student.
-Teachers must be a holy - Student’s character - The teaching method in
person. building is given Islam education was direct
-They developed importance because and oral. Memorization and
personality of their students he/she is supposed to an rote-learning was the main
by using different methods. innocent soul. determinants of their
-They must follow the teaching method.
principles of reward and -Values education was
punishment. prioritized.
- Student-teacher
relationship were
harmonious. Teachers must
behave like parents.
- Teacher supposed to have
qualities of tolerance,
patience, hardworking,
honesty and punctuality.