TP 11 - TEACHING PROFESSION Pink – Definition

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► PHILOSOPHY OF EDUCATION - According John Dewey, „Whenever

philosophy has been taken seriously,
“education without philosophy is it has always been assumed that it
blind and philosophy without signified achieving as wisdom that
education is invalid” would influence the conduct of life.‟
▪ philosophy
- The term has been derived from ▪ education
two Greek words, „Philos‟ means love - In literary sense, education owes
and „Sophia‟ means wisdom. its origin to the two Latin words:
- Philosophy means love for „Educare‟ and „Educere‟.
knowledge or passion for learning. - ‘Educare’- means ‘to nourish’, ‘to
▪ meaning of philosophy bring up’, ‘to raise’;
Philosophy as: - ‘Educere’- means ‘to bring forth’,
- Love of knowledge ‘to draw out’, ‘to lead out’.
- Activity - ‘Educatum’- means- ‘the act of
- comprehensive picture of the teaching and training’.
universe ▪ meaning of education
- guide to a way of life Education as:
- Philosophy and Science - acquisition of knowledge
▪ definitions of philosophy - a tool to discipline the intellect
- Philosophy is the tenacious attempt - a preparation for life
of reasoning men to think through the - direction
most fundamental issues of life, to - growth
reach reasonable conclusions on first - transmission of culture
and last things, to suggest ▪ philosophy of education
worthwhile goals that can command - Philosophy of education may be
loyalty of individuals and groups - defined as the application of the
Carlis Lamont fundamental principles of a
- Philosophy is a search for philosophy of life to the work of
comprehensive view of nature, an education.
attempt at a universal explanation of - Philosophy of education offers a
nature of things. - Alfred Weber definite set of principles and
- Coleridge defined philosophy as establishes a definite set of aims
the ‘Science of Sciences’. and objectives.
- Philosophy is a persistent effort of
both ordinary and persistent people ▪ philosophy and education- their
to make life as intelligible and interdependence
meaningful as possible. - Branold - philosophy and education are
- Dr. Ramnath Sharma states, closely interrelated.
„Philosophy is a philosophical - education is application of
process of solving some characteristic philosophy or philosophy of
methods, from a characteristic education is applied philosophy.
attitude and arriving at characteristic - it is the application of philosophy
conclusions and results.‟ to study of the problems of

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education that is known as philosophy of nursing education is

philosophy of education. the application of these fundamental
- according to ross, “philosophy beliefs to the field of nursing
and education are like the sides of a education.
coin, presenting different views of the - Every phase of nursing education
same thing, and that one is implied will be influenced by the philosophy
by the other”. on which it is based.
- education is the strongest - This philosophy will determine the
instrument for the realization of the selection of students, the
ideals of life and a civilized attempt preparation of faculty, the
to bring about the desired development of curriculum,
development of human personality. attitudes toward patient and
- this indicates the fact that plant of community and the personal life
education draws its nourishment and the professional growth of every
from the soil of philosophy. member of the student body and the
- philosophy answers all the faculty.
ultimate questions of education. - Henle, in an excellent statement
on the teacher’s philosophy points
▪ experts view is given below: out that, „We cannot take a set of
1. John Dewey - “Philosophy may general principles, whether
be defined as the theory of education theological or philosophical, and
in its most general phase”. simply deduce a philosophy which
2. Spencer - “True education is will be the general and basic view of
practicable only to true any kind of education‟.
philosophers”. - Therefore, a philosophy of nursing
3. Gentile - “Education without education must be specific about
philosophy would mean a failure to the specialized functional roles and
understand the precise nature of responsibilities of the professinal
education”. nurse within and to society.
4. Dewey - “Education is a
laboratory in which philosophical ▪ traditional and contemporary
distinctions become concrete and are educational philosophies
tested”. The 10 various schools of
5. Fichte - “The aim of education philosophies are:
will never attain complete clearness - Idealism
without philosophy”. - Naturalism
- From the given statements and - Reconstructionalism
views we can easily maintain that - Existentialism
philosophy and education are - Perennialism
closely interrelated. - Essentialism
- Progressivism
▪ philosophy of nursing and - Realism
nursing education - Pragmatism
- since all education is the
outgrowth of philosophical beliefs, a

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1. idealism - normative description of the

- The word „idealism’ signifies two universe.
terms: ‘idea’ and ‘ideal’. - conceptualism.
- Plato conceived of ideas as the - universe is knowable.
basis of his philosophy. - greater emphasis upon the mental
- His philosophy of idealism which or spiritual aspect of the universe.
represents more of ideas can better ▪ idealism and education
be known as idealism. - an idealist’s concept of education
- It is an old philosophy. is something which leads one to the
▪ exponents: highest moral conduct and deepest
- Plato (427-347 BC) spiritual insight.
- Kant (1724-1804) - education, according to idealism,
- Hegel (1770-1831) is a spiritual necessity and not a
- Frobel (1732-1852) natural necessity.
- Dayananda (1825-1883) - education must convert original
- William T Haris (1835-1909) nature of man into spiritual nature.
- Tagore (1861-1950) - in the words of rusk, ‘education
▪ concept of idealism must enable mankind through its
- idealism is a philosophical position culture to enter more and more fully
which adheres to the view that into the spiritual realm’.
nothing exists except an idea in the ▪ idealism and aims of education
mind of man, the mind of god or in a Idealism has greatly contributed to
super or supra-natural realm. the aims of education. They are:
- it deals with certain basic - Exaltation of Human Personality.
questions of human life. - Universal education.
- it holds that mind or spirit, as - Enrichment of cultural
each man experiences it in himself, environment.
is fundamentally real and that the - Cultivation of moral Values.
totality of the universe is somehow ▪ idealism and discipline
mind or spirit in its essence. - Self-insight and self-analysis are
- to the idealist the reality is the main disciplinary factors
spiritual in nature rather than ▪ idealism and teacher
physical, mental rather than Teacher should be:
material. ideas are eternal and - role model
unchanging. - friend, philosopher and guide
▪ characteristics of idealism - perfector of mind
- the universe exists in spirit. - compendium of all virtues.
- mechanical explanation of the - co-worker of god.
universe is inadequate. - apostle of peace and progress.
- teleological explanation of the - maker of democracy.
universe. - priest of man’s spiritual heritage.
- man is central in creation. - personification of reality.
- emphasis upon normative and ▪ idealism and curriculum
social sciences.

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- Idealism attaches great importance - it does not believe in

to those subjects which provide sentimentalism, spiritualism and
significant knowledge and wisdom. supernaturalism.
- These experiences correspond to - naturalism believes that nature
various activities through which one alone contains normal and the only
has to acquire the highest good and final answer to all philosophical
inherent values. problems.
▪ idealism and curriculum ▪ principles of naturalism
- Education Physical activities Care - child centered education.
of body Skill Spiritual Activities - education as the natural
Moral Aesthetic Religious development of the child’s power
Intellectual and capacities.
▪ idealism and method of teaching - negative education in early
- Questioning childhood.
- Discussion - education should be based on
- child’s psychology.
- the role of teacher should be that
2. naturalism of a guide.
- Naturalism is concerned with ▪ characteristics of naturalism
„natural self‟ or „real self‟. - nature is the ultimate reality.
- Dr. Premnath observes, - no distinction between mind and
‘Naturalism is an attitude rather body.
than a specific system of - scientific knowledge.
philosophy’. - inductive method
- James Ward says, ‘Naturalism is - values are resident in nature.
the doctrine that separates nature - man-an offspring of nature.
from God, subordinates spirit to - senses are the gateways of
matter and set up unchangeable knowledge.
laws as supreme’. - laws of nature are unchangeable
▪ exponents and the whole universe is governed
- Democritus (460-360 BC) by them.
- Epicurus (341-270 BC) ▪ naturalism in education
- Bacon (1562-1626) - naturalism may be regarded as a
- JA Comenius (1529-1670) revolt against the stereotyped
- Rousseau (1712-1788) system of education.
- Herbert Spencer (1820-1903) - it believes that education should
▪ concept of naturalism be strict conformity with the nature
- naturalism is a distinct philosophy of the child.
according to which reality and ▪ the cores of naturalistic
nature are identical and that beyond thoughts in education are:
nature there is no reality. - naturalism is against the
- according to naturalism, ‘material autocratic and intellectual
world is the real world‟. it pretension.
emphasizes ‘matter’ and the
physical world.

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- it rejects all authority that - there is no external discipline

interferes with the spontaneous required.
development of children. ▪ naturalism and teacher
- naturalism gives the central Should be:
position to the child. - an observer
- naturalism gives maximum - able to understand nature of the
freedom to child. child
- stage setter
▪ naturalism and aims of ▪ naturalism and curriculum
education - No rigid curriculum.
1. Self-Expression - Naturalists - Focal point should be with
believe that students should be simplicity and objectivity.
provided with an opportunity to -Study of past experiences.
express their ideas and talents. - literary and aesthetic culture.
2. Self-Preservation - In
naturalistic point of view, self- 3. pragmatism
security or self-preservation is an - Pragmatism is midway between
unavoidable aspect in life and idealism and naturalism.
education should enable the child to - According to James, the term
develop these qualities. ‘pragmatism’ is derived from the
3. Redirection of human instincts Greek word „pragma‟ which means
- Naturalists believes that each child action or practice or activity from
is born with certain instincts, which which in the words ‘practice’ and
are the guiding force behind all ‘practical’ have been derived.
human conduct. - Charles Pierce introduced this
4. Struggle for existence - word philosophy.
Naturalists says that individual - It suggests an emphasis upon the
child may have to face several practicalities of life and the
painful and stress laden situations practicable is the real.
in the physical world. - It is an American philosophy
5. Education according to nature - typical in nature and practical in
While educating the child, his whole approach.
nature i.e, tendencies, ▪ exponents
developmental status, capacities, - John Dewey
instincts, likes and dislikes should - Williams James
be considered. - S Kilpatrick
6. Perfect development of - Charles S Pierce
individuality - Education should ▪ characteristics of pragmatism
aim at developing the aim at - pragmatism, a revolt against
developing the child into joyous, traditionalism and absolutism.
rational, balanced useful and - rejects ultimate values.
mature person. - thought in subordinate to action.
▪ naturalism and discipline - pragmatism as instrumentalism
- naturalism gives freedom to the - pragmatism as experimentalism
child to grow in the natural way. - pragmatism as humanism

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- philosophy as theory of education. - their emphasis is on child’s

- man creates his own values. activities, integration and
- faith in democracy. experimentation.
▪ basic principles of pragmatism ▪ pragmatism and discipline
- truth is not absolute, but changes - pragmatism favors social ideas
according to time, ideal and place. - activities develop self-control and
- the work gives satisfaction and hence no problem in discipline.
pleasure is practical and useful.
- aims and beliefs of life are not 4. realism
certain because truth is changeable. - realism is also sometimes called
- knowledge on the basis of activity. objectivism.
- education of sociability. - it is concerned with the existence
▪ pragmatism in education of things.
- it gives a clear-cut concept of - Herbert Spencer (1820-1903) was
education based upon a close a naturalist as a realist.
relationship between theory and - complete living is the aim of
practice of education. education and also the aim of life.
- education as a social necessity. - realism is the theory that holds the
- progressive education. existence of objects is real.
- freedom and worth of the ▪ exponents
individual. - Aristotle (383-322 BC)
- education is a continuous process. - John Locke (1690-1781)
▪ pragmatism and aims of - Johann Friedrich Herbart (1776-
education 1841)
- the aim of education is more - Herbert Spencer (1820-1903)
education. ▪ characteristics of realism
- harmonious development of an - existence of objects is independent
individual. of knowledge.
- continuous reconstruction of - qualities are inherent in known
experiences. objects.
- social efficiency. - knowledge does not affect the
- continuous growth. object.
- personal and social adjustment. - knowledge of objects is direct.
▪ pragmatism and curriculum - objects are common.
- Principle of utility form. – relation between object and
- Principle of interest of the child. thought.
- Principle of integration. ▪ principles of realism
- Principle of organization. - worldly realities of everyday life are
- Principle of activity and experience true.
of the child. - it does not believe in the existence
▪ pragmatism and method of of any absolute truth.
teaching - it accepts only sensory experiences
- does not believe in a fixed method of the external world as real.
of teaching. - it looks at man like a physical
being controlled by rules and laws.

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- real knowledge is obtained by protest against perennialist thinking

analysis and experiencing in education.
sensations. ▪ concept of progressivism
- it advocates the methods and - progressivism is considered a
principles of physical science for contemporary reform movement in
acquired knowledge. educational, social and political
▪ realism and aims of education affairs.
- the realistic aim of education is a - dewey viewed the school as a
happy and integrated life. miniature democratic society in
- according to the american which students could learn and
educationalist Franklin Bobit, practice the skills and tools
happiness in life may be achieved by necessary for democratic living.
fulfillment of human responsibilities ▪ progressivism and education
and obligations such as: - According to the progressive
- activities concerned with language thought, the skills and tools of
- activities concerned with hygiene learning include problem solving
- citizenship activities methods and scientific inquiry.
- ordinary social activities - This philosophy places emphasis
- leisure activities on how to think and not what to
- activities of mental health think.
- religious activities - Progressive education focused on
- activities concerning race- the child as the learner rather than
preservation on subject, emphasized activities
- vocational behaviour activities. and experiences rather than verbal
- vocational activities. and literary skills and encouraged
▪ realism and curriculm cooperative group learning activities
- it prefers subjects and activities rather than competitive
which can prepare children for day individualized lesson learning.
to day living. - This philosophy also cultivated
- science and vocational subjects cultural relativism that critically
enjoy predominant position in appraised and often rejected
curriculum followed by arts, traditional value commitments.
literature and languages. ▪ progressivism and aim of
▪ realism and methods of teaching education
- realist thinkers emphasize - to promote democratic social
objectivity, knowledge of scientific living.
facts and knowledge of the real. ▪ progressivism and curriculum
- the method of teaching should - the curriculum is interdisciplinary
change according to the requirement in nature.
of the child - curriculum is based on student’s
interests, involves the application of
5. progressivism human problems and affairs.
- Progressivism is developed from ▪ progressivism and teacher
pragmatic philosophy and as a - the role of teacher:

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- serves as a guide for students in - an authority because of the high

problem solving and scientific standards he or she holds.
projects. - a person who holds control over
- leader of group activities. the classroom with minimal student
- involves students in planning input.
activities.
7. perennialism
6. essentialism - Perennialism is the oldest and
- This philosophy is rooted in both conservative educational
idealism and realism and surfaced philosophy, is rooted in realism.
in the 1930s as a reaction to ▪ concept of perennialism
progressivism. - perennialism relies on the past.
▪ Exponents: the ideas of - universal knowledge and cherished
essentialism were formulated by values of society.
William Bagley and later developed - a view of the unchanging nature of
by Arthur Bestor and Admiral the universe, human nature, truth,
Hyman Rickover. knowledge, virtue, beauty and so on.
▪ concept of essentialism ▪ perennialism and education
- according to essentialists, the - As Robert Hutchins, a long time
school curriculum should be geared advocate of perennialism noted:
to the fundamentals or essentials. “The function of man as man is the
- essentialism today is reflected in same in every society.”
the public demand to raise academic - The aim of the educational system
standards and to improve the is the same in every age and in every
students work and minds. society where such system can exist,
▪ essentialism and curriculum it is to improve man.
- essentialism rejects subject such ▪ perennialism and curriculum
as art, music, physical education, - it draws heavily on defined
home making and vocational disciplines or logically organized
education as fades and frills and bodies of content- what proponents
thus appeal to those who favour call ‘liberal education’, with
limiting educational expenses. emphasis on language, literature,
▪ essentialism and aims of mathematics, arts, and science.
education ▪ perennialism and aims of
- to promote the intellectual growth education
of the individual. - to develop the rational person and
- to educate the competent person. to uncover universal truth by
▪ essentialism and discipline carefully training the intellect.
- the philosophy believes in tough - character training is also
discipline and training and a good important as a means of developing
deal of home work and serious one’s moral and spiritual being.
studies permeate the curriculum. ▪ perennialism and teacher
▪ essentialism and teacher - an authority in the field whose
- the teacher is considered as; knowledge is unquestionable.
- master of particular subject.

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- a master of the subject and ▪ existentialism and teacher

discipline and must be able to guide - teacher cultivates personal choice
discussion and individual self-definition
▪ perennialism and method of ▪ existentialism and method of
teaching teaching
- Socratic method: oral exposition, - experimentation
lecture and explication. - self-expressive activities
- method and media that illustrates
8. existentialism emotions, feelings and insight.
- It is mainly European philosophy
that originated years before the turn 9. reconstructionism
of the century but became popular - the reconstructionist philosophy is
after World War II based on early socialistic and
▪ exponents: utopian ideas of the 19th century.
- Maxine Greene. - It is society-
- George Keller. ▪ Exponents:
- Van Cleve Morris. - Theodore Brameld is often
▪ concepts of existentialism considered the originator of the term
- according to existentialist reconstructionism in 1950.
philosophy, people are thrust into a ▪ concept of reconstructionism
number of choice-making situations. - the social issues of the 1930s
- a person creates his or her own according to george counts involved
definition and in doing so makes his racial and class discrimination,
or her own essence. poverty and unemployment which
- we are what we choose to be are similar to present issues.
- the essence we create is a product - this is a crisis philosophy
of our choices, it may vary with appropriate for a society in crisis,
individuals. which is the essence of our society
▪ existentialism and education today.
- existentialism believes that the ▪ reconstructionism and
most important kind of knowledge is education
about human condition and the - the reconstructionists seek a
choices that each person has to curriculum that emphasizes cultural
make. pluralism, equality and futurism.
- education is a process of - critically examines the cultural
developing consciousness about the heritage of a society as well as entire
freedom to choose and the meaning civilization.
of and responsibility for one’s - is not afraid to examine
choices. controversial issues.
▪ existentialism and curriculum - is deliberately committed to bring
- the curriculum would avoid about social and constructive
systematic knowledge on structured change.
discipline and students are free to - cultivate a future planning attitude
select from many available learning that considers the realities of the
situations. world.

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- enlists students and teachers in a - an idealist is someone who

definite program to enhance cultural envisions an ideal world rather than
renewal and interculturalism. the real one.
▪ reconstructionism and aims of - transcendent values remain
education unchanged in between changing
- Strengthen control of the schools times
by and for goal-seeking interests of - values: love, care and concern.
the overwhelming majority of - they remain to be a value even if
mankind. no one values them.
▪ reconstructionism and - they are accepted as values
curriculum everywhere
-for reconstructionism analysis, 2. the relativists claim that there
interpretation and evaluation of are no universal & unchanging
problems are insufficient values.
commitment and action by students - the values that our forefathers
and teachers are needed. believed in are not necessarily
▪ reconstructionism and teacher the right values for the present.
- teacher should measure upto their - what the british consider as values
social responsibilities. are not necessarily considered
values by the filipinos.
10. eclectism
- The fusion or synthesis of different ▪ values are caught and taught
philosophies of education is known - The examples of good men &
as ‘eclectic tendency’ in education. women have far more greater
- According to Munroe, “The influence than values lectures
eclectic tendency is that which seeks delivered by experts
the harmonization of principles,
underlying various tendencies and ▪ values have cognitive, affective
rationalization of educational & behavioral dimensions
practices. 1. cognitive dimension
- We must understand the value
► VALUES FORMATION AND YOU that we want to acquire
- We need to know how to live by
▪ Education in values means the that value.
cultivation of affectivity, leading the 2. affective dimension
educand through exposure to an - It is not enough to know what
experience of value and of the honesty is.
valuable. 3. behavioral dimension
▪ is there a right value for me also a - Living by that value is the true
right value to you? acid test if we really value honesty.
▪ There are two varied answers to
the question: ▪ your value formation as a teacher
1. the idealist group, there are will necessarily include those
unchanging and universal values dimensions.
- be attentive to your value lessons.

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- read some biographies and other - steadily aims at virtuous living

Inspirational books
- associate with model teachers ▪ virtuous vs. vicious and their
- avoid loud and aggressive persons effect on the will
- join community immersions to be - virtuous life strengthens you to
exposed to people in various walks live by the right values and live a life
of life of abundance and joy
- value formation is a training - vicious life leads you to perdition
of the intellect and the will. and misery

▪ intellect distinguishes a value and ▪ Max Scheler’s Hierarchy of

presents it to the will as a right or Values
wrong value - it is a hierarchy of values that is
▪ will is to act on the right value & shown in our preferences and
wills to avoid wrong value presented decisions
by intellect
- Values of the Holy
▪ develop your intellect in its 3 - Spiritual values
functions - Vital values
1. formation of ideas - Pleasure values
2. judgment ▪ pleasure values
3. reasoning - pleasant vs. unpleasant
- agreeable vs. disagreeable
- it is also important to train your ▪ vital values
will for it to be strong enough to act - values pertaining to the well being
on the good and avoid the bad either of the individual or of the
▪ how can you train your will to community
desire the desirable and act on it? ▪ spiritual values
- it must be essentially self training - grasped in the spiritual acts of
- learn how tocontrol yourself preferring, loving and hating
- more urgent motives must not ▪ values of the Holy
undergo a kind of atrophy through - appear only in regard to objects
disuse intentionally given as “absolute
- don’t be influenced to do any vice objects”
because it lessens man’s
responsibility
- it lessens man’s responsibility
to take care of himself and it
diminish his ability to resist
temptation

▪ how to increase self-control?

- be frequent in restraining impulse
- checks inclination
- persists against temptation

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