This document summarizes the philosophies and contributions of 10 modern philosophers to education:
1. John Locke promoted the tabula rasa theory that the mind is a blank slate shaped by experience rather than innate ideas. He emphasized the influential power of early education.
2. Immanuel Kant advocated for public education and learning by doing. He believed children should always obey and learn duty through punishment.
3. Jean-Jacques Rousseau rejected the idea that individuals are born with predetermined roles. He outlined ideal education through his book Emile.
4. Mortimer Adler promoted "educational perennialism," teaching principles rather than facts for their perpetual importance.
5. William James ascribed to prag
The document defines different types of curriculum and their foundations. It discusses 7 types of curriculum operating in schools: recommended, written, taught, supported, assessed, learned, and hidden. It also outlines 4 major foundations of curriculum: philosophical, historical, psychological, and social. Finally, it provides details on defining objectives, selecting content, and considering aims, goals and purposes in curriculum development.
The document discusses ICT policies and issues related to teaching and learning in the Philippines. It defines ICT policy and outlines the Department of Information and Communication Technology's (DICT) roadmap to guide agencies on ICT utilization, regulation, and enhancement. The roadmap includes programs like the ICT in Education Masterplan, PheDNET network, and eSkwela community learning centers. It also discusses issues around internet policy like censorship, privacy, and e-waste. Implications for teaching include helping teachers integrate technology appropriately while maintaining the human element. Learners should be guided to leverage technology's benefits while avoiding hazards with teacher oversight.
Social reconstructionism aims to "reconstruct" society through education to address social problems brought on by cultural crises. It emphasizes using education to create a better and more democratic society and world. Key figures who developed this theory saw education as a way to prepare students to critically examine institutions and enact social reform through compassion and technology. The purpose of schooling is to teach students to dream of improving society and train them to become agents of change. Curricula should reflect democratic values and civic education while engaging students in studying real social issues. The classroom environment promotes questioning assumptions and examining social issues through cooperative and active learning.
This document discusses the qualities of an effective teacher. It outlines personal qualities like intelligence, emotional stability, and kindness. Professional qualities include a mastery of subjects, understanding learners, and knowledge of teaching principles. The document also examines a teacher's role in society, their moral character, and philosophies of education like essentialism and progressivism. Finally, it discusses teaching as a vocation, mission, and profession requiring preparation, excellence, service, and ethical values.
This document outlines various philosophies of education including essentialism, progressivism, perennialism, existentialism, behaviorism, linguistic philosophy, and constructivism. It discusses the key beliefs of each philosophy in terms of why we teach, what we teach, and how we teach. The document also introduces the four pillars of learning: learning to know, learning to do, learning to live together, and learning to be. Finally, it provides an overview of four branches of philosophy related to teaching: axiology, epistemology, logic, and metaphysics.
Teaching as a profession requires long and arduous preparation through continuing education to strive for excellence and better serve students. It also demands a dedication to moral and ethical values as well as public service. While not always financially lucrative, teaching provides the satisfaction of positively impacting students which outweighs monetary concerns. Overall, an effective teacher facilitates learning through imparting knowledge that develops students into well-rounded individuals who can contribute to society.
The document discusses assessment in the affective domain of Bloom's Taxonomy. It describes the affective domain as dealing with emotions, values, attitudes, and motivations. It outlines Bloom's taxonomy of the affective domain, including receiving, responding, valuing, organization, and characterization. It provides examples of behavioral verbs used to write affective learning objectives. It also discusses assessing attitudes, motivation, and self-efficacy, and provides examples of assessment tools used in the affective domain like rating scales, semantic differential scales, and checklists.
This document outlines 14 principles for learner-centered education. It discusses that learning is most effective when it is an intentional process of constructing meaning from information and experiences. Successful learners are active, goal-directed, and assume responsibility for their own learning. Learning is influenced by a variety of cognitive, motivational, developmental, social, and individual factors. The 14 principles aim to address the holistic needs of all learners.
Instructional Materials & Technology Used in TeachingJewel Jem
This document discusses different types of instructional materials and aids that can be used to improve teaching and learning. It describes instructional materials as educational resources that deliver content and improve students' knowledge. Some key types of instructional aids covered include printed materials like textbooks and workbooks, sounds and visual resources like films and videos, pictures and pictorial representations like photographs and drawings, symbolic and graphic representations like maps and charts, and microcomputer resources like printers, scanners, and educational software. The document emphasizes that instructional materials can increase teaching effectiveness, stimulate student interest, and help make learning more permanent.
Chapter 2: Philosophical Foundation of CurriculumShauna Martin
This presentation highlights information from Chapter 2: Philosophical Foundation of Curriculum from Curriculum: Foundations, Principles, and Issues by Allan C. Ornstein and Francis P. Hunkins. Highlighted here are the different educational philosophies and their unique impacts on education.
This document discusses existentialism as a philosophy of education. It defines key existentialist concepts like existence preceding essence, and freedom and responsibility. Existentialism holds that individuals are solely responsible for creating their own essence and nature through their choices. The document outlines existentialist views on topics like metaphysics, epistemology and axiology. It also profiles influential existentialist philosophers like Kierkegaard, Heidegger, Sartre and Camus. Finally, it discusses the existentialist approach to curriculum, teaching methods, the roles of teachers and learners.
The document discusses educational theories including idealism, realism, essentialism, progressivism, pragmatism, and social reconstructionism. It provides information on each theory's key beliefs and teaching methods through venn diagrams and charts. For example, it states that idealism believes reality is spirit while realism believes the world is real and material. Progressivism promotes learning by doing rather than just reading. Pragmatism, progressivism, and social reconstructionism aim to teach thinking to adjust to change and improve society, though they differ in their specific methods.
Teachers are the shadows of parents showing love and seldom admonishing, reaching out to be creators narrating noble deeds, like a goldsmith hammering to enrich skills and moulding tiny tots to perfection. Teaching profession is a noble one every teacher must play an important role in making a child to realize their dreams. A good teacher is the one who give their students roots and wings, Roots to know were home is, wings to fly away and exercise what is being taught to them
This document discusses several philosophies of education including essentialism, progressivism, perennialism, existentialism, and behaviorism. It provides an overview of each philosophy's perspective on why we teach, what we teach, and how we teach. Essentialism focuses on basic skills and knowledge, progressivism emphasizes experiential learning and problem-solving, perennialism centers on developing rational thinking through great books, existentialism supports self-directed learning to understand one's self, and behaviorism arranges environments to shape responses to stimuli. The document also briefly mentions other philosophies like reconstructionism and examines which philosophies influence existing educational systems.
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1. The document discusses various definitions and types of curriculum, as well as the major foundations of curriculum. It provides traditional and progressive points of view on defining curriculum.
2. Major models and considerations for curriculum development are outlined, including Tyler's four basic principles and Taba's linear model. The document also discusses the different types of curriculum operating in schools.
3. The philosophical, historical, psychological, and social foundations of curriculum are examined. Key theorists and their perspectives are summarized.
Max Scheler's Hierarchy of Values is a topic from values education subject of college of education students, max scheler, pleasure values, vital values, spiritual values, values of the holy
Behaviorism as a philosophy of educationobemrosalia
Behaviorism as a Philosophy of Education focuses on conditioning student behavior through reinforcement and consequences, based on the work of psychologists like Pavlov, Watson, and Skinner. It aims to modify behavior through techniques like rewarding desirable behaviors and punishing undesirable ones. While controversial, behaviorism has increasingly influenced education through conditioning students to behave in ways like sitting still and being quiet. According to behaviorists, teachers can and do apply behavioral principles in their classrooms through things like praise, rewards, and other reinforcements.
Perennialism focuses on eternal concepts and universal truths. It emphasizes transferring knowledge from teachers to students and is subject-centered. Essentialism believes there is essential knowledge everyone must have to participate in society. The teacher's role is to use verified strategies like lecture and students should listen and learn. Progressivism emphasizes learning by doing and is child-centered. The teacher facilitates while students actively engage. Reconstructionism aims to address social issues and reform society through education. The teacher and students critically examine social problems and take action for change.
The document discusses the National Competency-Based Teacher Standards (NCBTS) framework for Philippine teachers. It describes the NCBTS as defining effective teaching and providing a single framework to guide teacher development. The NCBTS contains 7 domains that describe the knowledge and skills of effective teachers, including social regard for learning, learning environment, diversity of learners, curriculum, planning/assessing/reporting, community linkages, and personal growth. It emphasizes the importance of helping all students learn and recognizing individual differences. The document provides details on various strands within each domain and their related performance indicators.
#1 Introduction – How people learn122701EPISODE #1 I.docxkatherncarlyle
#1 Introduction – How people learn
12/27/01
EPISODE #1 INTRODUCTION CHAPTER
HOW PEOPLE LEARN:
INTRODUCTION TO LEARNING THEORIES
Developed by Linda-Darling Hammond,
Kim Austin, Suzanne Orcutt, and
Jim Rosso
Stanford University School of Education 1
The Learning Classroom: Theory into Practice
A Telecourse for Teacher Education and Professional Development
1 Copyright 2001, Stanford University
#1 Introduction – How people learn p. 2
EPISODE #1: INTRODUCTION CHAPTER
HOW PEOPLE LEARN: INTRODUCTION TO LEARNING THEORIES
I. UNIT OVERVIEW
HISTORY OF LEARNING THEORY
I believe that (the) educational process has two sides—one psychological
and one sociological. . . Profound differences in theory are never
gratuitous or invented. They grow out of conflicting elements in a
genuine problem.
John Dewey, In Dworkin, M. (1959) Dewey on Education pp. 20, 91
PHILOSOPHY-BASED LEARNING THEORY
People have been trying to understand learning for over 2000 years. Learning
theorists have carried out a debate on how people learn that began at least as far back as
the Greek philosophers, Socrates (469 –399 B.C.), Plato (427 – 347 B.C.), and Aristotle
(384 – 322 B.C). The debates that have occurred through the ages reoccur today in a
variety of viewpoints about the purposes of education and about how to encourage
learning. To a substantial extent, the most effective strategies for learning depend on
what kind of learning is desired and toward what ends.
Plato and one of his students, Aristotle, were early entrants into the debate about
how people learn. They asked, “Is truth and knowledge to be found within us
(rationalism) or is it to be found outside of ourselves by using our senses (empiricism)?”
Plato, as a rationalist, developed the belief that knowledge and truth can be discovered by
self-reflection. Aristotle, the empiricist, used his senses to look for truth and knowledge
in the world outside of him. From his empirical base Aristotle developed a scientific
method of gathering data to study the world around him. Socrates developed the dialectic
method of discovering truth through conversations with fellow citizens (Monroe, 1925).
Inquiry methods owe much of their genesis to the thinking of Aristotle and others who
followed this line of thinking. Strategies that call for discourse and reflection as tools for
developing thinking owe much to Socrates and Plato.
#1 Introduction – How people learn p. 3
The Romans differed from the Greeks in their concept of education. The meaning
of life did not intrigue them as much as developing a citizenry that could contribute to
society in a practical way, for building roads and aqueducts. The Romans emphasized
education as vocational training, rather than as training of the mind for the discovery of
truth. Modern vocational education and apprenticeship methods are reminiscent of the
Roman approach to education. As we wil ...
The document discusses the philosophical foundations of American education. It outlines four main branches of philosophy - metaphysics, epistemology, axiology, and logic. It then describes four philosophies of education - perennialism, essentialism, romanticism, and progressivism. For each philosophy, it discusses views on the nature of reality, knowledge, values, logic, the purpose of education, the role of the teacher, teaching strategies, curriculum, and the child. It notes that while each philosophy has a distinct approach, eclecticism involves selecting attractive features from different philosophies. Key terms related to philosophy of education are also defined.
Seeing Education as Social Obligation: A Critical AnalysisAJHSSR Journal
Living is an opportunity endowed to every individual. However, life occurs to be futile and
absurd if one does not become responsible in his/her once-in-a life-time opportunity to live. Most people have
delved into education with a hope to ensure prosperous future. This paper investigates the origins of education,
perspectives and accounts of some theories. It likewise presents how an individual thinks and his/her notion of
success. It is found in this paper that the perspective of man on education is absurd when it centered on his
selfish desires. The investigation falls on the conclusion that education is a key for a good purpose and not for
selfish ambition. Life is an opportunity that is always associated with responsibility. Living is accompanied by
great obligation
1. An Enigma httpenigmaco.deenigmaenigma.htmlencrypted messag.docxSONU61709
1. An Enigma http://enigmaco.de/enigma/enigma.htmlencrypted message was intercepted and reads as follows:
OTIBDHEMUOFGMFMHGKMGNDOEGIBBKXZEJWR
A sleeper of ours behind enemy lines sent a message that the enemy's encryption used Rotor1: Z and Rotor3: E . Decrypt the message.
2. An encryption algorithm turned GOOD MORNING AMERICA into FNNC LNQMHMF ZLDQHJZ Identify the encryption algorithm and express it in a mathematical form.
3. The following enemy encrypted message has been intercepted:
YJRNP<NSTTF<RMYEO::DYSTYYP<PTTPE A sleeper of ours behind enemy lines sent a message that the enemy's encryption had to do with the QWERTY keyboard layout. Decrypt the message and save lives.
Educational Philosophies Definitions and Comparison Chart
Within the epistemological frame that focuses on the nature of knowledge and how we come to
know, there are four major educational philosophies, each related to one or more of the general
or world philosophies just discussed. These educational philosophical approaches are currently
used in classrooms the world over. They are Perennialism, Essentialism, Progressivism, and
Reconstructionism. These educational philosophies focus heavily on WHAT we should teach,
the curriculum aspect.
Perennialism
For Perennialists, the aim of education is to ensure that students acquire understandings about
the great ideas of Western civilization. These ideas have the potential for solving problems in
any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are
constant, not changing, as the natural and human worlds at their most essential level, do not
change. Teaching these unchanging principles is critical. Humans are rational beings, and their
minds need to be developed. Thus, cultivation of the intellect is the highest priority in a
worthwhile education. The demanding curriculum focuses on attaining cultural literacy, stressing
students' growth in enduring disciplines. The loftiest accomplishments of humankind are
emphasized– the great works of literature and art, the laws or principles of science. Advocates
of this educational philosophy are Robert Maynard Hutchins who developed a Great Books
program in 1963 and Mortimer Adler, who further developed this curriculum based on 100 great
books of western civilization.
Essentialism
Essentialists believe that there is a common core of knowledge that needs to be transmitted to
students in a systematic, disciplined way. The emphasis in this conservative perspective is on
intellectual and moral standards that schools should teach. The core of the curriculum is
essential knowledge and skills and academic rigor. Although this educational philosophy is
similar in some ways to Perennialism, Essentialists accept the idea that this core curriculum
may change. Schooling should be practical, preparing students to become valuable members of
society ...
Socrates (470-399 BC) was a Greek philosopher credited as the founder of Western philosophy. He developed the Socratic method of questioning beliefs and exposing their contradictions to determine truth. Plato (428/427-348 BC) was a student of Socrates who founded the Academy in Athens and wrote philosophical works featuring Socratic dialogues. Aristotle (384-322 BC) was a student of Plato who founded his own school in Athens and wrote on many subjects including metaphysics, natural sciences, ethics and politics. He emphasized observation and experience.
The document discusses four major educational philosophies - Perennialism, Essentialism, Progressivism, and Reconstructionism/Critical Theory. It provides overview of each philosophy, including their views on curriculum, teaching methods, and goals of education. Additionally, it briefly discusses the philosophies of Eclecticism and Existentialism.
The document provides definitions and comparisons of major educational philosophies, including Perennialism, Essentialism, Progressivism, Reconstructionism, Existentialism, and Eclecticism. It summarizes the key aspects of each philosophy's view on what should be taught, the role of the teacher, the focus of learning, and their approaches to curriculum, subject matter, student freedom and social goals. The philosophies range from more traditional teacher-centered approaches focused on transmitting essential knowledge (Perennialism and Essentialism) to student-centered philosophies emphasizing active learning, social reform and individual experience (Progressivism, Reconstructionism, and Existentialism).
The document provides definitions and comparisons of major educational philosophies, including Perennialism, Essentialism, Progressivism, Reconstructionism, Existentialism, and Eclecticism. It summarizes the key aspects of each philosophy's view on the aims, curriculum, teaching methods, and role of the student. For example, Perennialism focuses on teaching ideas that are everlasting and transmitting cultural literacy through great works, while Progressivism believes education should focus on the whole child and active experimentation through experience. The document also includes a comparison chart that contrasts attributes of traditional and contemporary educational philosophies.
The document discusses four major educational philosophies - Perennialism, Essentialism, Progressivism, and Reconstructionism/Critical Theory. It provides overview of each philosophy, including their views on curriculum, teaching methods, and goals of education. Additionally, it briefly discusses the philosophies of Eclecticism and Existentialism.
Idealism holds that ideas or mind are the ultimate reality. It emphasizes that knowledge is obtained through reasoning and speculation rather than observation alone. Several philosophers contributed to the development of idealism, including Plato, who believed knowledge comes from recollection of innate ideas, and Kant, who saw the mind as giving meaning to the world. Idealism views education as developing students' abilities and character to serve society by focusing on subjects of the mind through discussion and questioning.
The document discusses four major educational philosophies - Perennialism, Essentialism, Progressivism, and Reconstructionism/Critical Theory. It provides overview of each philosophy, including their views on curriculum, teaching methods, and goals of education. Additionally, it briefly discusses the philosophies of Eclecticism and Existentialism.
The document outlines several theories of learning and development:
- Behaviorism focuses on external stimuli and conditioning, disregarding innate factors. Key theorists included Pavlov, Watson, and Skinner.
- Innate Theory, proposed by Chomsky, posits that humans are born with an innate capacity and "language acquisition device" for learning language.
- Cognitive Theory incorporates internal mental processes and sees learning as involving effort, aptitude and intelligence. Piaget, Gardner and Bloom contributed to this view.
- Social Development Theory, from Vygotsky, emphasizes social interaction and culture as shaping development through tools like language.
- Constructivism views learning as an active process where learners construct their own understandings by
Western educationist “JEAN-JACQUES ROUSSEAU” QuratNaeem
Jean-Jacques Rousseau was an 18th century philosopher whose works heavily influenced educational thought. He believed that humans are naturally good but corrupted by society. His major work Emile outlines an educational philosophy focused on allowing children to develop according to their nature through experience rather than books. It describes educating a boy away from the corrupting influences of society in nature. The tutor only intervenes to prevent bad habits and ensure the child's natural development. Girls are educated differently to prepare them for their role as wives and mothers. Rousseau argued education should develop character and teach useful skills rather than prepare students for a particular profession. His ideas emphasized experience, activity and respecting each child's unique needs and pace of development
The document outlines several theories of learning and development:
- Behaviorism focuses on external stimuli and conditioning, disregarding innate factors. Key theorists included Pavlov, Watson, and Skinner.
- Innate Theory, proposed by Chomsky, posits that humans are born with an innate capacity and "language acquisition device" for learning language.
- Cognitive Theory considers internal mental processes and sees learning as involving effort, aptitude and intelligence. Piaget, Gardner and Bloom contributed to this view.
- Social Development Theory, from Vygotsky, emphasizes social interaction and culture as shaping development through tools like language.
- Constructivism views learning as an active process where learners construct their own understandings by
Ancient Greek philosophers such as Socrates, Plato, and Aristotle developed theories of education and learning. Socrates used questioning to lead students to truth through dialectic. Plato believed knowledge comes from recollection of ideas and the role of education is to transform students' souls. Aristotle was a realist who believed knowledge comes from experience and study of the material world. He viewed education as developing citizens' rational abilities through habituation and instruction. Their theories emphasize using questioning, discussion, and applying ideas to develop critical thinking skills.
- Existentialism is a philosophy focused on free will, choice, and personal responsibility in finding meaning and purpose through self-determination. It emphasizes subjective experience and rejects the idea that humans are defined by external forces.
- According to existentialist educational philosophy, the aim of education is self-realization. It seeks to help students understand themselves and strengthen their sense of being through a child-centered approach tailored to individual needs and abilities.
- While acknowledging the importance of science education, existentialism argues the curriculum should also include humanities, ethics, and religion to foster character development and help students find inner truth and peace beyond what can be gained through objective knowledge alone.
Idealism, as espoused by Plato and Socrates, holds that ideas are the only true reality and focuses on conscious reasoning. Realism, developed by Aristotle, believes reality exists independently of the mind and focuses on observable objects and facts. Pragmatism, advocated by Dewey and Rousseau, views reality as constantly changing and believes in learning through problem solving and experience. Existentialism, developed by Sartre and Kierkegaard, sees reality as subjective to the individual and focuses on freedom, choice, and finding personal meaning. Across these philosophies, teaching methods include discussion, inquiry, problem solving, and empowering students to direct their own learning and values.
Influence of environment and nature on educationAlexander Decker
This document discusses the influence of environment and nature on education. It argues that education has lost its way by focusing too much on advanced science and technology instead of moral values. Nature originally provided the basic education humans needed through qualities of love, peace and brotherhood. While technology has benefits, it has also increased selfishness and destroyed moral values. The ultimate goal of education should be developing well-rounded personalities and enabling social growth, maturity, and ability to maintain relationships. Education is shaped by one's environment, and ancient humans brought up in nature's lap were very different than modern humans.
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10 modern philosophers and their contribution to education
1. 10 Modern Philosophers and their
Contribution to Education
John Locke and the Tabula Rasa
Locke (1632-1704), an English philosopher and physician, proposed that the
mind was a blank slate or tabula rasa. This states that men are born without innate ideas, and that
knowledge comes from experience and perception, as opposed to predetermined good and evil nature,
as believed by other thinkers.
On his treatise “Some Thoughts Concerning Education”, he emphasized that the knowledge taught during
younger years are more influential than those during maturity because they will be the foundations of the
human mind. Due to this process of associations of ideas, he stressed out that punishments are unhealthy
and educators should teach by examples rather than rules.
This theory on education puts him on a clash with another widely accepted philosophy, backed by another
brilliant mind
Immanuel Kant and Idealism
They never lived at the same time, but history always put Locke and Kant on a
dust up.
A famed German thinker, Kant (1724–1804) was anadvocate of public education and of learning by doing, a
process we call training. As he reasons that these are two vastly different things.
He postulated “Above all things, obedience is an essential feature in the character of a child…”. As opposed to
Locke, he surmises that children should always obey and learn the virtue of duty, because
children’s inclination to earn or do something is something unreliable. And transgressions should always be
dealt with punishment, thus enforcing obedience.
2. Also, he theorized that man, naturally, has a radical evil in their nature. And learning and duty can erase
this.
Jean-Jacques Rousseau and Emile
Plato said that each individual is born with skills appropriate to different castes,
or functions of society. ThoughRousseau (1712-1778), a Genevan intellect and writer, paid respects to the
ancient philosopher, he rejected this thinking. He believed that there was one developmental procedure
common to man; it was a built-in, natural process which the main behavioral manifestation is curiosity.
On his book, Emile, Rousseau outlines the process of an ideal education through a hypothetical boy of the
titular name, from twelve years of age to the time he marries a woman. Critics said this work of his
foreshadowed most modern system of education we have now.
Mortimer J. Adler and the Educational Perrenialism
Adler (1902- 2001) was an American philosopher and educator, and a
proponent of Educational Perennialism. He believed that one should teach the things that one deems to be
of perpetual importance. He proposed that one should teach principles, not facts, since details of facts
change constantly. And since people are humans, one should teach them about humans also, not about
machines, or theories.
He argues that one should validate the reasoning with the primary descriptions of popular experiments. This
provides students with a human side to the scientific discipline, and demonstrates the reasoning in deed.
William James and Pragmatism
3. William James (1842-1910), an American psychologist and philosopher, ascribed
to the philosophy of pragmatism. He believed that the value of any truth was utterly dependent upon its
use to the person who held it. He maintained that the world is like a mosaic of different experiences that
can only be interpreted through what he calls as “Radical empiricism”.
This means that no observation is completely objective. As the mind of the observer and the act of
observing will simply just affect the outcome of the observation.
John Dewey and the Progressivism
Dewey (1859-1952), an American philosopher, psychologist and educational reformer, was a proponent of
Educational Progressivism.
He held that education is a “participation of the individual in the social consciousness of the race”, and that
it has two sides; the psychological, which forms the basis of the child’s instincts, and the sociological, on
which the instinct will be used to form the basis of what is around him. He postulated that one cannot
learn without motivation.
Nel Noddings and the Ethics of Care
A notable American feminist, educationalist, and philosopher, Noddings (1929-Present) is best known in
her work Ethics of Care .
4. The Ethic s of Care establishes the obligation, and the sense, to do something right when others address
us. We do so because either we love and respect those that address us or we have significant regard for
them. In that way, the recipients of care must respond in a way that authenticates their caring has been
received.
The same goes for education. As teachers respond to the needs of students, they may design a
differentiated curriculum because as teachers work closely with students, they should respond to the
students’ different needs and interests. This response should not be based on a one time virtuous
decision but an ongoing interest in the student’s welfare.
Jean Piaget and the Genetic Epistemology
Piaget (1896-1980), a Swiss developmental psychologist and philosopher, was
recognized for his epistemologicalstudies with children, and the establishment of Genetic epistemology. It
aims to explain knowledge, on the basis of its history, its sociogenesis, and particularly, the psychological
origins of the notions and operations upon which it is based.
Piaget concluded he could test epistemological questions by studying the development of thought and
action in children. Because of this, he created Genetic epistemology with its own approaches and
questions.
Allan Bloom and The Closing of the American Mind
American philosopher, classicist, and academic Allan David Bloom (1930-1992)
is notable for his criticism of contemporary American higher education in his bestselling 1987 book, The
Closing of the American Mind.
5. He stresses how “higher education has failed democracy and impoverished the souls of today’s students.”
For him, this failure of contemporary liberal education lead to impotent social and sexual habits of today’s
students and that commercial pursuits had become more highly regarded than love, the philosophic quest
for truth, or the civilized pursuits of honor and glory.
Rudolf Steiner and the Anthroposophy
Rudolf Joseph Lorenz Steiner (1 861-1925) was an Austrian philosopher and
social reformer, and founder ofAnthroposophy. His philosophy highlights a balanced development of
cognitive, artistic, and practical skills.
He divides education into three developmental stages. Early childhood, where teachers offer practical
activities and a healthy environment. Elementary, which is primarily arts-based, centered on the teacher’s
creative jurisdiction. And Secondary, which seeks to develop the judgment, reasoning, and practical
idealism.
INFLUENCE OF PHILOSOPHY ON THE CURRICULUM
THE RESPONSIBILTY OF EDUCATING THE YOUTH, OF PREPARING TOMORRWOW‟S
GENERATION OF LEADERS BY INSTILLING IN THEM A LIFE LONG FOR LEARNING IS NOT AN EASY
TASK BUT IT IS THE TASK OF REAL EDUCATOR.
ACCEPTING THIS CHALLENGE, TEACHERS SHOULD GRAPPLE WITH THE FUNDAMENTAL
ISSUE OF CURRICULUM CONTENT AND AIMS AND FUNCTIONS OF SCHOOLING.
IN DEVELOPING A CURRICULUM (WHETHER IN A SPECIFIC SUBJECT AREA, OR MORE
BROADLY AS THE WHOLE RANGE OF OFFERINGS IN AN EDUCATIONAL INSTITUTION) A NUMBER
OF DIFFICULT DECISIONS NEED TO BE MADE. ISSUES SUCH AS THE PROPER SEQUENCING OF
TOPICS IN THE CHOSEN SUBJECT, THE TIME ALLOTMENT FOR EACH TOPIC, THE LABORATORY
WORK OR ISSUES THAT ARE BEST RESOLVED EITHER BY EDUCATIONISTS WITH DEPTH OF
EXPERIENCE WITH THE TARGET AGE GROUP OR BY EXPERTS IN THE PSYCHOLOGY OF
LEARNING. THE VALIDITY OF THE JUSTIFICATIONS THAT HAVE BEEN GIVEN FOR INCLUDING
PARTICULAR SUBJECTS IN THE OFFERINGS OF FORMAL EDUCATIONAL INSTITUTIONS SHOULD
ALSO BE GIVEN SERIOUS CONSIDERATION.
PHILOSOPHERS AND THEIR CONTRIBUTIONS TO PHILOSOPHY OF EDUCATION
6. PART I. IDEALISM
1.
A.
B.
C.
D.
E.
2.
3.
A.
B.
C.
D.
4.
5.
6.
A.
B.
7.
8.
9.
IDEALISM – REALITY IS A WORLD WITHIN A PERSONS MIND.
TRUTH IS IN THE CONSISTENCY OF IDEAS.
GOODNESS IS AN IDEAL STATE TO STRIVE TO ATTAIN.
PLATO – VIEWED LEARNING AS THE SOUL‟S REDISCOVERY OF PREVIOUSLY HELD KNOWLEDGE.
IDEAS CONSTITUTE THE REAL WORLD
OPENED HIS OWN SCHOOL KNOWN AS ACADEMY(ACADEMIA)
MOST FAMOUS WORKS ARE THE REPUBLIC AND THE DIALOGUE
THE ULTIMATE AIM OF EDUCATION IS THE HAPPINESS OF THE INDIVIDUAL AND WELFARE OF THE
STATE
INTELLECTUAL ABILITY.
ARISTOTLE – PEOPLE LEARNS BY APPLYING REASON AND OBSERVATION TO THE NATURAL
WORLD AROUND THEM. HIS BEST KNOWN CONTRIBUTION TO EPISTEMOLOGY WAS THE
DEVELOPMENT OF SYLLOGISM. THE PURPOSE OF EDUCATION IS TO LIBERATE THE MALE MIND
THROUGH RATIONAL UNDERSTANDING OF THE WORLD.
RENE DESCARTES – HIS PHILOSOPHY WAS KNOWN AS THE CARTESSIAN PHILOSOPHY.
HIS BASIC PROPOSITION WAS (COGNITO ERGO SUM) I THINK THEREFORE I AM
THE WORLD CONSITED OT TWO KINDS OF SUBSTANCES: THINKING SUBSTANCE(MIND) AND
EXTENDED SUBSTANCE(MATTER)
FATHER OF DUALISM; DIVIDED BRAIN AND MIND INTO SEPARATE BUT EQUAL PARTS
COMPARED THE BRAIN TO A MACHINE.
BENEDICT DE SPINOZA – HELD THAT PEOPLE‟S HIGHEST HAPPINESS CONSISTS IN COMING TO
UNDERSTAND AND APPRECIATE THE TRUTH THAT THEY ARE TINY PARTS OF AN ALL- INCLUSIVE,
PANTHEISTIC GOD.
GOTTFRIED WILHELM VON LEIBNIZ – INTRODUCED THE CONCEPT OF MONADISM.
GEORGE BERKELEY – WROTE THE PRINCIPLES OF HUMAN KNOWLEDGE
TO BE IS TO BE PERCEIVED.
THINGS EXIST EVEN WHEN NOBODY PERCEIVES THEM BECAUSE THEY ARE BEING THOUGHT
ABOUT BY GOD.
IMMANUEL KANT – THERE ARE UNIVERSAL MORAL LAWS, THE IMMORALITY OF THE SOUL.
GEORG HEGEL – THE WORD “DIALECTTIC” BEST FITS HIS LOGIC.
HEGELIAN TRIAD – THESIS(THE IDEAS); ANTHITHESIS(OTHERNESS OF THE IDEAS; SYNTHESIS –
MIND OR SPIRIT.
PHILOSOPHERS AND THEIR CONTRIBUTIONS TO PHILOSOPHY OF EDUCATION
PART II. NATURALISM
NATURALISM – TRUTH CAN BE DISCOVERED ONLY THROUGH NATURE.
1.
2.
THALES – POSTULATED WATER AS THE COSMIC STUFF COMPRISING THE UNIVERSE.
ANAXIMENES – POSTULATED AIR AS THE FUNDAMENTAL SUBSTANCE SINCE AIR IS THEE MOST
MOBILE OF ALL ELEMENTS.
3.
DEMOCRITUS AND LEUCIPPUS – EXPLAINED THE WORLD USING THE COMMON SENSE APPROACH
4.
OF REDUCING NATURE INTO TWO SIMPLE THINGS: EMPTY SPACE AND ATOMS
EPICURUS – BELIEVED IN THE ENJOYMENT OF THE SIMPLE RHYTHM EXISTING IN THE LIFE OF
MAN AND NATURE.
7. 5.
LUCRETIUS – POSTULATED AN EVOLUTIONARY DEVELOPMENT WHICH FOLLOWED THE HURLING
TOGETHER OF ATOMS TO FORM THE EARTH AND OTHER PLANETS.
6.
7.
MONTAIGNE - FORERUNNER OF NATURALISM IN EDUCATION,
JOHN LOCKE – THEORIST OF NATURALISM
8.
BASEDOW – BROUGHT NATURALISM INTO THE SCHOOL.
EXPONENTS OF NATURALISM
SPENCER
DEWEY
ENGLAND
UNITED STATES
ORATA
PHILIPPINES
THOMAS HOOBES
9.
EUROPE
JEAN JACQUES ROUSSEAU – MAIN EXPONENT OF ROMANTIC NATURALISM
HIS BOOKS EMILE HE EMPHASIZED THAT EVERYTHING IS GOOD AS IT COMES IN THE HAND OF
MAN.
REALISM – BELIEVES THAT EDUCATION SHOULD TRANSMIT CULTURE, DEVELOP, HUMAN NATURE,
AND PROVIDE MAN WITH THE BASIC EDUCATION NEEDED FOR HIS SURVIVAL.
ARISTOTLE – IN HIS PHYSICS, HE STATED THE “NATURE IS THE STARTING POINT FOR
PHILOSOPHIZING AND DOES NOT NEED TO HAVE ITS OWN EXISTENCE PROVEN.”
ST. THOMAS AQUINAS – BELIEVED IN THE REALITY OF MATTER AS DESCRIBED IN HIS SUMMA
CONTRA GENTILES
THE PHYSICAL WORLD IS REAL.
JOHN AMOS COMENIUS – THE MIND OF MAN IS „LIKE A SPHERICAL MIRROR SUSPENDED IN AROOM
WHICH REFLECTS IMAGES OF ALL THINGS AROUND IT.”
BARUCH SPINOZA – THERE IS A SUBSTANCE WHICH EXISTS ETERNALLY AND INFINITELY, IS
ESTENDED IN TIME AND SPACE AND THERE IS NO THOUGHT APART FROM IT.
JOHN LOCKE - AT BIRTH,THE MIND MAY BE COMPARED TO A BLANK SHEET OF PAPER UPONEDS
TO WHICH THE WORLD THEN PROCEEDS TO WRITE ITS IMPRESSIONS (TABULA RASA)
IMMANUEL KANT – BELIEVED THAT OUR SENSORY EXPERIENCES AND PERCEPTIONS ARE
REPRESENTATIONS OF THE EXTERNAL WORLD AND NOT DIRECT PRESENTATIONS OF IT.
JOHANN FRIEDRICH HERBART – MIND IS NOT AN ACTIVE AGENT WHICH PRODUCES CHANGES IN
THE WORLD SURROUNDING IT.
WILLIAM JAMES – A PLURALIST, HE BELIEVED THAT THERE ARE ALL KINDS OF QUALITIES
SUBSTANCES OR ESSENCES WHICH EXIST IN TIME AND SPACE.
PRAGMATISM – ALL LEARNING BEGINS IN EXPERIENCE. EDUCATION IS A MEANS WHICH SOCIETY
RENEWS ITSELF.
JOHN DEWEY – HIS PHILOSOPHY HAS BEEN LABELED PRAGMATIC BECAUSE IT S HOLDS THAT
THE CRITERION OF THE TRUTH AND GOODNESS OF A THING IS ITS WORKABILITY ACCORDING TO
A GIVEN PURPOSE.
8. EDUCATION IS LIFE
EDUCATION IS GROWTH
EDUCATION IS A SOCIAL PROCESS
EDUCATION IS A RECONSTRUCTION OF HUMAN EXPERIENCES.
1.
2.
3.
4.
FOUR MAJOR PHILOSOPHIES
NATURALISM
IDEALISM
REALISM
PRAGMATISM
1.
2.
3.
4.
FORMS OF NATURALISM
BIOLOGICAL NATURALISM
PSYCHOLOGICAL NATURALISM
SOCIOLOGICAL NATURALISM
ROMANTIC NATURALISM
1.
2.
3.
4.
IDEALISM – TRUTH OR REALITY EXIST IN IDEAS OR IN THE SPIRIT OR IN THE MIND.
FOUR FACTORS IN THE IDEALIST INSPIRED EDUCATION
THE TEACHER
IMMITATION
INTEREST, EFFORT DISCIPLINE,
SELF ACTIVITY
FOUR FORMS OF REALISM
SCHOLASTIC REALISM
HUMANISTIC OR LITERARY REALISM
SOCIAL REALISM
SENSE REALISM
1.
2.
3.
4.
DR. BROUDY DESCRIBES THE LEARNER BY ELLABORATINGFOUR PRINCIPLES WHICH COMPRISE
THE ESSENCE OF HUMAN SELF:
APPETITIVE PRINCIPLE
PRINCIPLE OF SELF DETERMINATION
PRINCIPLE OF SELF-REALIZATION
PRINCIPLE OF SELF-INTEGRATION
1.
2.
3.
4.
-
PRAGMATISM
MUST APPROACH EDUCATION AS A SOCIAL PHENOMENON.
PROGRESSIVISM
IS AN EQUALLY NEW APPROACH TO THE PHILOSOPHY OF EDUCATION LIKE PRAGMATISM, IT
CLAIMS THAT THE CHILD‟S GROWTH AND DEVELOPMENT AS AN INDIVIDUAL DEPEND ON HIS
EXPERIENCES AND SELF ACTIVITY.
PRINCIPLES OF CURRICULUM DEVELOPMENT
9. -
DRAWS FROM A WEALTH OF PROVEN RESEARCH AND CONCEPTS FROM EARLY CHILDHOOD
PROFESSIONALS
1.
EMERGENT CURRICULUM
2.
HANDS ON, CONCRETE MANIPULATIVE
3.
EXPERIMENTAL LEARNING
4.
5.
SPIRAL APPROACH
MULTIPLE APPROACH
6.
CONSTRUCTIVIST APPROACH
7.
DEVELOPMENTALLY APPROACH
ntroduction
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Philosophy of Education is a label applied to the study of
the purpose, process, nature and ideals of education. It can be considered a branch
of both philosophy and education. Education can be defined as
the teaching and learning of specificskills, and the imparting
of knowledge, judgment and wisdom, and is something broader than the societal
institution of education we often speak of.
Many educationalists consider it a weak and woolly field, too far removed from
the practical applications of the real world to be useful. But philosophers dating back
to Plato and the Ancient Greeks have given the area much thought and emphasis, and
there is little doubt that their work has helped shape the practice of education over the
millennia.
Ancient Era
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Plato is the earliest important educational thinker, and education is an essential
element in "The Republic" (his most important work on philosophy and political theory,
written around 360 B.C.). In it, he advocates some rather extreme methods: removing
children from their mothers' care and raising them as wards of the state,
and differentiating children suitable to the variouscastes, the highest receiving the
most education, so that they could act as guardians of the city and care for the less
able. He believed that education should be holistic, including facts, skills, physical
discipline, music and art. Plato believed that talentand intelligence is not distributed
genetically and thus is be found in children born to all classes, although his proposed
system of selective public education for an educated minority of the population does
not really follow a democratic model.
Aristotle considered human nature, habit and reason to be equally important forces to
be cultivated in education, the ultimate aim of which should be to produce good and
virtuous citizens. He proposed that teachers lead their students systematically, and
that repetition be used as a key tool to develop good habits, unlike Socrates' emphasis
on questioning his listeners to bring out their own ideas. He emphasized the balancing
10. of the theoretical and practical aspects of subjects taught, among which he explicitly
mentions reading, writing, mathematics, music, physical education, literature, history,
and a wide range of sciences, as well as play, which he also considered important.
During the Medieval period, the idea of Perennialism was first formulated by St.
Thomas Aquinas in his work "De Magistro". Perennialism holds that one should teach
those things deemed to be of everlasting importance to all people everywhere,
namely principles and reasoning, not just facts (which are apt to change over time),
and that one should teach first aboutpeople, not machines or techniques. It was
originally religious in nature, and it was only much later that a theory of secular
perennialism developed.
Modern Era
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During the Renaissance, the French skeptic Michel de Montaigne (1533 - 1592) was
one of the first to critically look at education. Unusually for his time, Montaigne was
willing to question the conventional wisdom of the period, calling into question the
whole edifice of the educational system, and the implicit assumption that universityeducated philosophers were necessarily wiser than uneducated farm workers, for
example.
In the late 17th Century, John Locke produced his influential "Some Thoughts
Concerning Education", in which he claimed that a child's mind is a tabula rasa (or
"blank slate") and does not contain any innate ideas. According to Locke, the mind is to
be educated by a three-pronged approach: the development of a healthy body; the
formation of a virtuous character; and the choice of an appropriate academic
curriculum. He maintained that a person is to a large extent a product of his
education, and also pointed out that knowledge and attitudes acquired in a child's
early formative years are disproportionately influential and have important
and lasting consequences.
Jean-Jacques Rousseau, in the 18th Century, held that there is one developmental
process, common to all humans, driven by natural curiosity which drives the child to
learn and adapt to its surroundings. He believed that all children are born ready to
learn from their surroundings so as to grow into virtuous adults, but due to the malign
influence of corrupt society, they often fail to do so. To counter this, he
advocated removing the child from society during education. He also believed that
human nature could be infinitely developed through a well-thought pedagogy.
John Dewey was an important progressive educational reformer in the early part of
the 20th Century. For Dewey, it was vitally important that education should not be the
teaching of mere dead fact, but that the skills and knowledge which students learn
beintegrated fully into their lives as persons, citizens and human beings, hence his
advocacy of "learning-by-doing" and the incorporation of the student's past
experiences into the classroom.
11. Rudolf Steiner (1861-1925) was another very influential educational reformer, and
his Waldorf Education model emphasizes a balance of developing the intellect (or
head), feeling and artistic life (or heart) and practical skills (or hands), with a view to
producing free individuals who would in turn bring about a new, freer social order.
Other important philosophers of education during the 20th Century include the
Italian Maria Montessori (1870 - 1952), the SwissJean Piaget (1896 - 1980) and the
American Neil Postman (1931 - 2003).