ED 701 – Philosophical Foundations of Education

Reporter: Joseph Michael R. Japin

SCHOOLS of
PHILOSOPHY
 COVERAGE
1. Idealism
Provide ontological and
2. Realism epistemological
framework from which
various educational
3. Pragmatism philosophies are derived

4. Existentialism Aim: make the educational

system better
 LEARNING OUTCOMES
 Identify the proponent(s) of each Philosophy

 Explain the central tenets of each Philosophy

 Compare and contrast the different schools of

philosophy
 Appreciate the usefulness of these Philosophies in
designing the curriculum and classroom instruction
 ACTIVITY: Cabbage Toss

Guide Question:
What is the philosophical basis of the subjects
offered in our curriculum?
 Have it your
It’s all up here way
 IDEALISM

“It’s all up here.”

 IDEALISM
• Oldest Philosophy
Central Tenet: Ideas are the only true reality.
In search for truth that is enduring and
everlasting, the focus is the reasoning of the mind.

Plato (400 B.C.) – Father of Idealism

Proposed the Duality of Mind and Body
“a priori” - Education brings latent ideas to consciousness.
Curricular Emphasis: Subject matter of the mind

Teaching-Learning Activities:
Lecture-Discussion
Socratic dialogue
Introspection
Learning involves recalling ideas
Critique: Promotes Elitism

Characteristic/s of the Teacher: Respected for his or

her absolute knowledge and ideas
 REALISM

“Am I hearing it right?”

 REALISM
Central Tenet: Reality exists outside the human mind.
Focuses on the body or objects

Aristotle – Father of Realism and Scientific Method

Proposed that reality can be understood through diligent

and unsparing scrutiny of all observable data
Curricular Emphasis: Subject matter of the
Physical World
: Standardized

Teaching-Learning Activities:
Hone basic skills in sensing/observation,
demonstration and measurement
`

Critique: Feelings and emotions are often ignored or

underdeveloped

Characteristic/s of the Teacher: Presents the lesson in

an orderly and organized manner
 PRAGMATISM

“I’d like to give it a try.”

 PRAGMATISM
Central Tenet: Reality is constantly changing.
We learn best through applying our
experiences to problems.

C.S. Pierce – Thoughts must produce action rather than

linger in the mind.
John Dewey – Learning is dependent on the context.
Curricular Emphasis: Subject matter of Social
Experience

Teaching-Learning Activities:
Group work
Problem-solving
Experimenting
Teaching is more exploratory than explanatory
Critique: May depreciate knowledge acquisition

Characteristic/s of the Teacher: Not confined to the

textbook
 EXISTENTIALISM

“Have it your way”

 EXISTENTIALISM
Central Tenet: Individual choices and standards
One must not accept anyone else’s
philosophical system

Sartre – Education must provide opportunities for self-

direction / self-actualization
Curricular Emphasis: Subject matter of Personal Choice
(Reality is constructed by the individual)

Teaching-Learning Activities:
Drama
Drawing
Creative Writing
Critique: May develop selfishness and egoism

Characteristic/s of the Teacher: Open-minded

Sources (links):
www.oregonstate.edu
www.researchgate.net

THANK YOU!!!
ED 701 – Philosophical Foundations of Education
Reporter: Joseph Michael R. Japin

SCHOOLS of
PHILOSOPHY (continuation)
RECAP

IDEALISM REALISM
Lecturing, discuss, analyze Formal way; Competency-based

PHILOSOPHY

Field trips; projects Empowerment; self-expression

PRAGMATISM EXISTENTIALISM
Sample Lesson
Subject: Chemistry 1 Topic: Biomolecules
1. INTRODUCTION
The teacher begins with a question to activate
prior knowledge or starts with an activity entitled
K-W-L
2. INTERACTION
During the pre-lab discussion, the class uses the
standard definition of the following terms;
carbohydrates, proteins and fats. The teacher also
presents the molecular structure of the
biomolecules
For students to appreciate the presence of
sugar, the class will perform the Benedict’s test
to assess the sugar content of the commonly
consumed food substances and beverages (e.g.
soda, juice)
3. INTEGRATION
The teacher emphasizes the importance of
healthy lifestyle. He stresses the value of eating
adequate amounts of carbohydrates, proteins
and fats
4. PERFORMANCE TASK
The students are tasked to do any of the
following to show their advocacy towards
healthy lifestyle:
a. Dramatization
b. Song making, Jingle, Rap
c. Poster making
 ECLECTICISM
Gk: eklektikos

The practice of selecting doctrines from different

systems of thought without adopting the whole parent
system.

An eclectic does not hold rigidly to a single paradigm /

set of assumptions

Criticized for lack of consistency

SCHOLASTICISM
Applied in medieval Christian theology

Attempts to reconcile the classical philosophies

with Christian teachings

A philosophy used in articulating and

defending one’s dogma
How are the different Schools of Philosophy
cascaded into Educational Theories and
Principles?
SCHOOLS OF EDUCATIONAL THEORIES
PHILOSOPHY
Mindset Theory (Dweck)
Idealism Theory of Metacognition
Latent Learning Theory (Tolman)
Kant’s Theory of Knowledge

Classical Conditioning (Pavlov)

Realism Hume’s Theory of Knowledge
John Locke’s Tabula Rasa
Rousseau’s Learning Theory

Thorndike’s Connectionism
Pragmatism Social Development Theory (Vygotsky)
Experiential Learning Theory (Kolb)
Theory of Discovery Learning (Bruner)
Montessori Approach

Maslow’s Hierarchy of Needs

Existentialism Split-Brain Theory (Sperry)
Multiple Intelligences (Gardner)