Philosophy and Education

Idealism Realism Pragmatism Existentialism

Generator World
Philosophies
Ideas are the only true reality,
the only thing worth knowing
FOCUS: MIND
Reality exist independent of
human mind. World of
physical objects is the
ultimate reality
FOCUS: BODY
Universe is dynamic,
evolving. Purpose of
thought is action. Truth is
relative.
FOCUS: EXPERIENCE
Reality is subjective,
within the individual.
Individual rather than
external standards
FOCUS: FREEDOM
Originators Plato, Socrates Aristotle Pierce, Dewey Sartre, Kierkegaard
Curricular
Emphasis
Subject matter of the mind:
LITERATURE, HISTORY,
PHILOSOPHY, RELIGION
Subject matter of the
physical world:
SCIENCE, MATH
Subject matter of social
experience:
CREATION OF NEW
SOCIAL ORDER
Subject matter of personal
choice
Teaching method Teach for handling ideas,
lecture, discussion
Teach for mastery of facts
and basic skills,
demonstration, recitation
Problem solving, project
method
Individual as entity within
social context
Character
Development
Imitation, examples, heroes Training in rules and
conduct
Making group decision in
the light of consequences
Individual responsibility for
decisions and preferences
RELATED
EDUCATIONAL
PHILOSOPHIES
Perennialism Essentialism Progressivism Reconstructionism/
Critical Theory
Focus Teach ideas that are
everlasting, seek enduring
truths which are constant
Teach the common core,
the basics of information
and skills needed for
citizenship
Ideas should be tested by
active experimentation,
learning rooted in questions
of learners in interaction
with others, experience and
student-centered
Critical pedagogy,
analysis of world events,
controversial issues and
diversity to provide vision
for better world and social
change
Key proponents

Hutchins, Maritain, Adler,
Bloom
Bagley, Bestor, Hirsch, Finn,
Ravitch, Sizer
Dewey, Kilpatrick Counts, Habernas, Illich,
Giroux, Freire
Generator World
Philosophies

Idealism Realism Pragmatism Existentialism
RELATED
EDUCATIONAL
PHILOSOPHIES
Perennialism Essentialism Progressivism Reconstructionism/
Critical Theory
RELATED
LEARNING
THEORIES
Information Processing Behaviorism and Social
Learning
Cognitivism/
Constructivism
Humanism

The mind makes meaning
through symbol-processing
structures of a fixed body of
knowledge. Describes how
information is received,
processed, stored and
retrieved from the mind
Behaviorism:
Behavior shaped by design
and determined by forces
in the environment.
Learning counts as a result
of reinforcing responses to
stimuli

Social Learning:
Learning by observing and
imitating others
Learner actively constructs
own understanding of
reality through interaction
with the environment and
reflection on actions
Personal freedom, choice,
responsibility.
Achievement motivation
towards highest levels,
control of own destiny,
child-centered, interaction
with others
Key proponents Gagne, Sternberg, Anderson Pavlov, Watson, Skinner,
Thorndike, Bandura
Piaget, Bruner, Vygotsky Rosseau, maslow, Rogers,
Combs, May
TRADITIONAL CONTEMPORARY
Generator World
Philosophies
Idealism Realism Pragmatism Existentialism
RELATED
EDUCATIONAL
PHILOSOPHIES
Perennialism Essentialism Progressivism Reconstructionism/
Critical Theory
Direction in time Preserving the past Growth, reconstruct present, change society, shape
future
Educational value Fixed, absolute, objective Changeable, subjective, relative
Educational process Teaching-centered Focuses on active self-learning
Intellectual Focus Train, discipline the mind Engage in problem-solving, social tasks
Subject matter For its own self importance All have similar value
Curriculum 3 Rs 3rs, arts, sciences, vocational
Learning Cognitive learning, disciplines Exploratory, discovery
Grouping homogeneous Heterogeneous, culturally diverse
Teacher Disseminates, lectures, dominates instruction Facilitates, coaches, change agent
Student Receptacle, receives knowledge, passive Engages, discoverer, constructs knowledge
Social Direction, control, restraint individualism
Citizenship Cognitive, personal development Personal, social development
Freedom and
Democracy
Conformity, compliance with authority, knowledge and
discipline
Creativeness, self-actualization, direct expereince
Excellence vs.
Equality
Excellence in education, academic, rewards and jobs
based on merit
Equality of education, equal change to disadvantaged
Society Group values, acceptance of norms, cooperative and
conforming behavior
Individual growth, individual ability, importance of
individual
Aspect Naturalism Idealism Realism
Philosophers Thales
Anaximander
Anaximanes
Socrates
Plato
Aristotle
Advocates J.J. Rousseau
John Locke
Montaigne
Immanuel Kant
Georg Wilhelm Friedrich Hegel


St. Thomas Aquinas
Jonathan Herbert
John Locke
J.J. Rousseau
Mortimer Jerome Adler

Philosophy Philosophy of scientific
laws, natural goodness of
man, truth in nature,
Philosophy that ideas are the
only truth worth knowing for;
introspection and intuition, use
of logic
Philosophy of actualities of life;
physical objects independent of the
human mind; objective existence,
knowability of objects as they are;
Educational views same education for all, education in
accordance with human devt and
growth, child at the center of the
Educational process, prepares child to
experience life as it is, aims to unfold
childs potential
Development and enhancement of
the childs mind, discover full
potential of the child and cultivate it to
prepare him to serve society
study reality through organized,
separate and systematically arranged
matter
Emphasis Philosophy, literature, religion, history Science, Math
Teaching methods Lecture, discussion, Socratic
dialogue
Recitation, experimentation,
demonstration
Character development Emulation of examples and heroes Training in the rules of conduct
Aspect Existentialism Essentialism
Philosophers
Advocates Soren Kierkegaard
Jean Paul Sartre
Mrtin Buber
William Bagley
James Koener
H.G. Rickover
Paul Copperman
Philosophy Philosophy of subjectivity; that
existence precedes essence;
Awareness about the freedom of
choice and the meaning and
responsibilities for ones choice;
Rooted in IDEALISM AND
REALISM, Philosophy that essence
precedes existence; back to basics
approach to education; master
essential skill and knowledge
Educational views Subject matter is a personal choice
Learning is based on the willingness
of the student to choose and give
meaning to the subject; students
should not be treated as objects to be
measured or standardized
Schooling should be practical and
should prepare students to become
competent and valuable members
of society, stresses values of hard
work, perseverance, discipline and
respect to authorities by students,
students should be taught logically
and systematically grasping not
just the parts but the whole
SUBJECT-ORIENTED
CURRICULUM
Emphasis emphasis on the student rather than
the curriculum
Geography, grammar, reading,
writing, speaking, history,
mathematics, art, hygiene
Teaching methods Gives opportunities for the students
for self-actualization and self-
direction
Regular assignments, drills,
recitation, frequent testing and
evaluation
Character development Responsibility of an individual in
making a decision
Aspect Essentialism Perennialism Progressivism
Philosophers Jean Piaget
Advocates William Bagley
James Koener
H.G. Rickover
Paul Copperman
Robert Hutchins
Mortimer Adler
Allan Bloom
John Dewey
Jerome Bruner
Philosophy Rooted in IDEALISM AND REALISM,
AGAINST PROGRESSIVISM,
Philosophy that essence preceded
existence; back to basics approach
to education; master essential skill
and knowledge
Influenced by REALISM, eternal,
ageless, everlasting, unchanging
truths, truth is universal and does
not depend on circumstances of
place, time and person
PRAGMATISM +
EXPERIMENTALISM;
AGAINST ESSENTIALISM AND
PERENNIALISM, Philosophy
emphasizing change and growth;
active experimentation; learner
thinks, solves and gives meaning
through his individual experiences;
Aim is to develop human potential,
Goal is to promote self-
Actualization, objective is to apply
problem-solving in daily life,
CHILD-CENTERED
CURRICULUM
Educational views Schooling should be practical and
should prepare students to become
competent and valuable members of
society, stresses values of hard work,
perseverance, discipline and respect
to authorities by students, students
should be taught logically and
systematically grasping not just the
parts but the whole
Education of the rational person
Past ideas are still taught because
they are significant; curriculum must
be based on recurrent themes of
human life for it views education as a
recurring process based on eternal
truths
Focuses on the child as a whole
rather than of the content or the
teacher, curriculum content comes
from the interests of the students
Emphasis Geography, grammar, reading,
writing, speaking, history,
mathematics, art, hygiene
History, math, language, logic,
literature, humanities, science
Active experimentation to validate
ideas
Teaching methods Regular assignments, drills,
recitation, frequent testing and
evaluation
Discussions, interactions, group
dynamics
Essentialism Perennialism Progressivism
1. intellectual first, morals second
2. academically rigorous, for both
slow and fast learners.
3. more core requirements, a longer
school day, a longer academic year,
and
more challenging textbooks.
4. classrooms should be oriented
around the teacher, who ideally
serves as an intellectual and moral
role model for the students.
5. focus heavily on achievement test
scores as a means of evaluating
progress
6. students are taught to be
"culturally literate," that is, to
possess a working knowledge about
the people, events, ideas, and
institutions that have shaped
society.
7. hope that when students leave
school, they will possess not only
basic skills
and an extensive body of knowledge,
but also disciplined, practical minds,
capable of applying schoolhouse
lessons in the real world.

1. when students are
immersed in the study of
those profound and
enduring ideas, they will
appreciate learning for its
own sake and become true
intellectuals.
2. intellectual first, morals
second
3. teacher-centered
4. universal curriculum based
on the view that all human
beings possess the same
essential nature:
5. urge schools to spend
more time teaching about
concepts and explaining
how these concepts are
meaningful to students.

1. respect for individuality
2. high regard for science
3. receptivity to change
4. education is a
reconstruction of
experience, an
opportunity to apply
previous experiences in
new ways.
5. center the curriculum
around the experiences,
interests, and abilities of
students.
6. the home, workplace,
and schoolhouse blend
together to generate a
continuous, fulfilling
learning experience in life

Existentialism Behaviorsim
1. We are born and exist, and then we
ourselves freely determine our
essence
2. there exists no universal form of
human nature; each of us has the
free will to develop as we see fit
3. help the students understand and
appreciate themselves as unique
individuals who accept complete
responsibility for their thoughts,
feelings, and actions.
4. teacher's role is to help students
define their own essence by
exposing them to various paths they
may take in life and creating an
environment in which they may
freely choose their own preferred
way
5. Education of the whole person
6. focus on the individual. Learning is
self-paced, self directed, and
includes a great deal of individual
contact with the teacher, who relates
to each student openly and honestly.

1. the only reality is the physical
world that we discern through
careful, scientific observation.
People and other animals are
seen as complex combinations of
matter that act only in response to
internally or externally generated
physical stimuli.
2. Human nature, according to
behaviorism, is neither good nor
bad, but merely the product of
one's environment.
Aspect Humanism Nationalism Behaviorism
Philosophers Ivan Pavlov
Advocates Da Feltre
Erasmus
Pestalozzi
Jonathan Herbart
Johan Heinrich Pestalozzi
John Watson
B.F. Skinner
Philosophy Philosophy that education is a
process; aims to develop human
potential; goal is to promote self-
actualization; objective is to apply
problem-solving in daily life
Aims for the preservation and
glorification of the state,
development of loyalty, patriotism,
national feeling and responsible
citizenship
Human beings are shaped by their
environment; the only reality is the
physical world; man is a product of
his environment; needs directed
instruction
Educational views Education is a process and should
not be taken abruptly; the unfolding
of human character proceeded with
the unfolding of nature, the learner
should be in control of his destiny,
importance of playing
Creation of a common language,
stresses on the teaching of the
principles of democracy and duties
of citizenship
Emphasis Literary appreciation, physical
education, social training in manners
and development, theme writing
Grammar, geography, history
Teaching methods Physical exercises, play activities
Aspect Constructivism Reconstructivism
Philosophers
Advocates Theordore Brameld
George counts
Paulo Freire
Philosophy Philosophy that individual constructs reality by
reflecting on his own experience and giving
meaning to it; adjust ones thinking with new
experience
Awaken students consciousness to social
problems; aim is to bring the world into the
classroom; aim is to improve society; goal is to
acquire skills and knowledge for change;
objective is to apply knowledge and skills to
change society

Educational views Schools should originate policies and progress
that will bring social reforms and order,
Teachers should be instruments to encourage
and lead students in the program of social
reforms, classroom serves as laboratory in
experimenting school practices bringing the
world into the classroom, DE-SCHOOLING
Emphasis Students experiencing and taking actions on real
problems
Teaching methods Problem-oriented type, group discussions, inquiry,
dialogues, interactions, community-based
learning
Aspect Scholasticism Pragmatism Behaviorism
Philosophers St. Thomas Aquinas Charles Sanders Pierce Ivan Pavlov
Advocates John Milton John Dewey
William James
William Heard Kilpatrick

John Watson
B.F. Skinner
Philosophy primarily concerned with uncovering
transcendental truths that would lead
a person back to God through a life
of moral and religious choice
the truth of an idea needed to be
tested to prove its validity
Human beings are shaped by their
environment; the only reality is the
physical world; man is a product of
his environment; needs directed
instruction
Educational views Support Church doctrines by rational
arguments; education as an
intellectual discipline
role of a teacher should be that of a
"guide" as opposed to an
authoritarian figure. Kilpatrick
believed that children should direct
their own learning according to their
interests and should be allowed to
explore their environment,
experiencing their learning through
the natural senses
Emphasis Debates Grammar, geography, history
Teaching methods Physical exercises, play activities
Aspect Pragmatism

Experimentalism Progressivism
Philosophers John Dewey
Advocates Charles Sanders Pierce
John Dewey
William James
Philosophy Philosophy that what is experienced
and observed and useful is true;
functionality, practicality; thoughts
must produce action; application of
learning

Philosophy that reliable form of
knowledge is through
experimentation (a form of
Empiricism);

PRAGMATISM +
EXPERIMENTALISM;
AGAINST ESSENTIALISM AND
PERENNIALISM, Philosophy
emphasizing change and growth;
active experimentation; learner
thinks, solves and gives meaning
through his individual experiences;
Aim is to develop human potential,
Goal is to promote self-
Actualization, objective is to apply
problem-solving in daily life -
Educational views Involves students to work in groups Focuses on the child as a whole
rather than of the content or the
teacher, curriculum content comes
from the interests of the students
Emphasis Application of what have been
learned rather than the transfer of
knowledge
Integrated curriculum Active experimentation to validate
ideas
Teaching methods Experimentation, project making,
problem solving
Discussions, interactions, group
dynamics
Other philosophies
Confucianism - Philosophy of human heartedness (jen) and righteousness (yi);
rounded men useful to the state and society; humanistic, virtues, human values;
character and knowledge are produced through proper education
Empiricism - Source of knowledge is sense-based experience
Epicurianism - Philosophy that pleasure consists of simple and moderate life.
Hedonism- Philosophy that pleasure is good for the person, avoidance of pain
Objectivism - Knowledge has a separate, real existence of its own outside the
human mind; learning happens when this knowledge is transmitted to people and
stored in their minds
Rationalism- Philosophy that the source of knowledge is the mind independent of
the senses; formal discipline, formation of character
Reconceptualism aims to develop total personality; goal is to promote self-
knowledge; objective is to allow self-expression
Taoism- Principle of Spontaneity; naturality; Preserve life and avoid harm and
danger; practicing enlightenment; doing less, not overdoing things
Utilitarianism- Philosophy that actions are geared towards the greatest amount of
happiness that one can achieve
Aspect Behaviourist Cognitivist Humanist Social and situational
Learning theorists Thorndike, Pavlov,
Watson, Guthrie, Hull,
Tolman, Skinner
Koffka, Kohler, Lewin,
Piaget, Ausubel,
Bruner, Gagne
Maslow, Rogers Bandura, Lave,
Wenger, Salomon
View of the learning
process
Change in behaviour Internal mental process
(including insight,
information processing,
memory, perception)
A personal act to fulfil
potential
Interaction/ observation
in social contexts;
movement from the
periphery to the centre
of a community of
practice
Locus of learning Stimuli in external
environment
Internal cognitive
structuring
Affective and cognitive
needs
Learning is in
relationship between
people and
environment.
Purpose in education Produce behavioural
change in desired
direction
Develop capacity and
skills to learn
better
Become self-actualised,
autonomous
Full participation in
communities of
practice and utilisation
of resources
Educator's role Arranges environment
to elicit desired
response
Structures content of
learning activity

Facilitates development
of the whole person
Works to establish
communities of
practice in which
conversation and
participation can occur
Manifestations in
adult learning
Behavioural objectives
Competency-based
education
Skill development and
training
Cognitive development
Intelligence, learning
and memory as
function of age
Learning how to learn
Andragogy
Self-directed learning
Socialisation
Social participation
Associationalism
Conversation
The true value of an education
is in providing a wisdom to
each and every student to
make a good life than merely
making a living out of the
acquired knowledge from the
school.
- Anuj Somany
The goal of education is to
replace an empty mind with an
open mind.
- Unknown
What is a teacher? Ill tell you:
not someone who teaches
something but someone who
inspire students to give of their
best in order to discover what
they already know.
- Paulo Coelho
Education teaches the basics
of knowledge while learning
develops their understanding
and use.
- Tasneem Hameed
Educators dont necessarily
have to teach. Instead, they
can provide an environment
and resources that tease out
your natural ability to learn on
your own.
- Suman Rai
The journey of our lives is not
just about the destinations we
have reached. Our wisdom,
education and personal
growth come from the people
we meet, the paths we choose
to follows and the lessons we
have learned along the way.
- Unkown
Organizational Identity
-What makes your school unique
from all other schools
Organizational Identity = Purpose + Philosophy
fundamental reason why the organization exists
Purpose
answer to the question Why is the work you do important?
Is it a contribution to society not a product or
service?
Does it answer the question Why is this work
important?
Is it inspirational and motivational?
Does it use powerful words?
Is it brief in length so employees will remember it?
Is it broad in scope to allow for future opportunities
and change?
The Six Criteria for a Purpose
Statement
Bank We help people achieve their dreams
Beverage Company We benefit and refresh
Bread Company We nourish life
Communications
Company
We enhance image
Entertainment Company We make people happy
Food Company We nurture health and well-being
Internet Company We connect people to power and possibilities
Medical Group We preserve and improve human life
Non-profit Organization We reduce poverty
directs behavior across the organization
Philosophy
answer to the question how employees do their work?
Is it a prime value?
Does it guide how we do our work?
Is it a source of our distinction?
Is it derived from our founder/leader or the ideals
that drove the organizations creation?
If changed, would that alter the character of the
organization?
The Five Philosophy Criteria
Identity
basis for all aspects of the organizations endeavors
Together, the Purpose and the Philosophy constitute
Organizational Identity.
Organizational Identity is the enduring essence of an
organization.
The organizations identity is the unique product of its
history not something that can be copied from others. It
must be authentic.
Organizational Identity serves as the anchor that grounds
an organization and the filter through which it screens its
actions.
Any change to the Purpose or the Philosophy can have a
major impact on the organization and its employees.
Key Points about
Organizational Identity
Organizational Identity of ACN
VISION:
To be the leading Catholic institution in the
province developing values, skills and talents
through holistic formation
Reshaping the world with love and joy
PURPOSE
PHILOSOPHY
What makes you unique
from all other teachers?

LIVING UP TO YOUR
GOD-ORDAINED

Beliefs
Purpose
Philosophy

IDENTITY = Beliefs+Purpose+Philosophy

PERSONAL BELIEFS

Power of Perceived Beliefs:

- What you can or cannot do, what you
consider as possible or impossible is
not a function of your true capability but
a function of your beliefs about who
you are
PERSONAL BELIEFS
-is limited only by your interpretation of
your experience
-nothing but the decisions youve made
about who you are, what youve decided
to fuse yourself with
-you become the labels you give
yourself
-you will act consistently with your views
of who you truly are whether that view is
accurate or not


Write down 1 disempowering belief you
heard of an educator that you also agree
with:

A (public school) teacher is___________
Because of the following reasons:
_________________________________
_________________________________
_________________________________
_________________________________

PERSONAL BELIEFS

Question these disempowering beliefs:
-they are the reasons for many of your
problems
-you are missing opportunities for growth
because of these negative beliefs
because YOU ACT ACCORDING TO
THESE BELIEFS


PERSONAL BELIEFS

-Forget the way your past defined you
(disempowering belief) because the
past does not define your future.
-These negative beliefs are based on
negative experiences but why focus on
them? Are there no other positive
experiences that will contradict the
negative beliefs?

PERSONAL BELIEFS

-God has given you the incredible
power to redefine yourself not by
waiting for the future to be who you
want to be but be that person now!
-As you develop new beliefs about who
you are, your behavior will change to
support the new identity

Write the opposite of the disempowering belief:

An educator is _______________

What kind of educator do you want to be in the future:

I want to be a___________________

Redefine the negative label of an educator now

I want to be a______________



PERSONAL PURPOSE

God has a destiny for you as educator.

This destiny contains a sacred mission.
God is a God of purpose and
everything He created has a specific
design built in. You have a specific
purpose to fulfill as teacher. Every
purpose of God is a great purpose
because thats who God is.
PERSONAL PURPOSE

There is very little else in the world that
is more joyful, more deep, more
powerful, more profound, more life-
changing than your sacred mission
made clear to you. When you discover,
clarify and own your mission
something happens to you. At once you
feel a sense of self-worth.
What on earth am I here for?

I am on planet earth for a reason and if
God gave me that purpose, He really
must be convinced that I can fulfill it.
God has called you into being for a
profound purpose. There is
something unique about you that
made you necessary in Gods plan.
Somewhere in the vast design of
the universe, there is a spot into
which only you will fit. At some point
in your life, there is a task waiting
which no one else can perform quite
as well as you - Leo Trese
KNOWING YOUR PURPOSE

Know your potentials.
(what you can actually do as a teacher)

Know your passion.
(what you love to do as a teacher)

Know your partners.
(with whom or in what organization
would you like to fulfill your purpose)
DISCOVER YOUR
SACRED MISSION IN LIFE
1. What things do you do that excites
you the most? Or you enjoy the
most?
2. What things do you do that has the
greatest impact on people?
3. What things do you that you see
Gods anointing or blessing most?
4. What would you want to do for
others before you die?
WRITING YOUR MISSION STATEMENT
1. Should be no more than a single
sentence long
2. Should be inspiring, exciting and
engaging
3. Should cover both work and personal
life
4. Should be clear, easily understood by
a 12-year old
5. Can be recited by memory at
gunpoint
EXAMPLES
1. My mission in life is to share a full life
with others especially to the young
through education.
2. My mission is to recognize, promote
and inspire children to see the face of
God in me, in themselves and in
others.
3. My mission is to create, nurture and
maintain an environment of growth for
the students entrusted to my care.
MY MISSION STATEMENT


_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
TEN DREAMS THAT WILL
FULFILL MY MISSION
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_
PERSONAL PHILOSOPHY

-will guide your decisions and actions
as a teacher and will shape your
purpose/destiny.


PERSONAL PHILOSOPHY

Unchanging:
-Just like laws of gravity, they cannot be
repealed, they are absolute and should
be consistently lived

Internal:
-Written in your heart and should act as
your internal compass or youll get lost


PERSONAL PHILOSOPHY

Lets do heart-knowledge:

1. Search the depths of your heart. Imagine
that you are near at the end of your life and
at your deathbed, you are surrounded by the
people you love. What top ten values would
you want to be remembered by? What
values would you have wished guided your
every decision, thought, word and deed
throughout your entire life?


TOP TEN VALUES THAT WILL GUIDE
MY LIFE
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_________________________________
_
PERSONAL PHILOSOPHY

Lets do heart-knowledge:

2. Consider the challenges being faced by
you as educators at this present time, which
of the ten values you have identified would
be most important to you?
3. Select the first to third value to be
incorporated in your mission and will
become your unique identity as educator


PERSONAL IDENTITY

BELIEF PURPOSE

I feel blessed by God and would want
share my blessings by nurturing the
holistic growth of my students with
integrity, commitment and tenderness.

PHILOSOPHY