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2.2 philo and educ foundations of education

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Arneyo
Arneyo

The document discusses several major educational philosophies: naturalism, idealism, realism, pragmatism, existentialism, perennialism, essentialism, progressivism, and reconstructionism. It provides brief descriptions of each philosophy, including key thinkers associated with each approach and their beliefs about the nature of learning, the role of the teacher, curriculum, and goals of education.

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Juish D. Dela Victoria
MAJOR PHILOSOPHIES EDUCATIONAL PHILOSOPHIES
IDEALISM REALISM PRAGMATISM EXISTENSIALISM MAJOR PHILOSOPHIES NATURALISM
PERENNIALISM ESSENTIALISM PROGRESSIVISM RECONSTRUCTIONISM EDUCATIONAL PHILOSOPHIES
Major Philosophies/ Classical Philosophies
NATURALISM Nature: Considered the oldest, the philosophy that believes that nature is the Aggregate of Physical Objects. Naturalist: Thales, Anaximander, Anaximander, Leucippus, Democritus, Epicurus, Lucretius, Thomas Hobbes ( 1588- 1678 ), and Herbert Spencer ( 1820-1903 ) Critical Naturalism: Induction and Scientific Method Deduction- minor place Induction- major emphasis Principles that govern naturalistic values : Nature is the kind of order which possesses values. These values are desirable. To realize the most value out of life, harmonize one’s life with nature.
IDEALISM Nature: Idealism is the philosophy that believes that ultimate reality is spiritual or mental. It believes in a unified reality with God as the perfect or the absolute or universal mind. Idealist: Plato , Descartes, Spinoza, Leibniz, Kant, Berkely and Hegel. Idealist Philosophy of Education The school exists due to spiritual necessity. The school is a value realizing institution.
IDEALISM School of thought governing idealism holds that knowledge is independent of sense of perception or experience Stresses the virtues that are intangible and spiritual Emphasizes the development of values in the student Values based on long-held principles and standards of morality.
IDEALISM knows some truths by reasoning logically about the relationship between values True ideas exist innately on our soul Claims that a person’s knowledge is based on his mental state from the infinite spirit. In education, individual’s freedom should be emphasized and guaranteed. Subject matter – centered curriculum Teachers should teach by example
The Nature of a Pupil The pupil is a self, a spiritual being, a personality whose foundation is God. He is neither good nor bad; his becoming good or bad depends on his environment, his education and free will. Objectives of Education For the individual: self-realization (attainment of superior life) For society: Brotherhood (souls and essence of democracy)
The Educative Process School is ideal-centered The teacher is the key to the Educative process. ( The teacher is model, specialist of children, excellent technician, respectable, personal, friend, motivator, co-worker with God. Etc.) Imitation, interest, effort and discipline Self-activity Curriculum (Universe Division, Civilization, Division Culture Division, Culture Division and Personality Division) Methods: Socratic Method (questioning ; discussion, lecture and project
REALISM  Realism is a philosophy that believes that objects exist independent of the mind. Realist: Aristotle (doctrine of particulars) , St. Thomas Aquinas , John Amos Comenius, the neorealist and the critical realists
Realist Philosophy of Education Comenius: Education is a formation: the school is the true forging place of man. John Wild: Education is both a basic need and a basic right of man Harry Broudy: Education is dependent on Government for support particularly formal education. Redden and Ryan: State is only of the social institutions concerned with education. The church is another so the State has no control or education.
REALISM  theory that things exist objectively: the theory that things such as universals, moral facts, and theoretical scientific entities exist independently of people's thoughts and perceptions theory of objectively existing world: the theory that there is an objectively existing world, not dependent on our minds, and that people are able to understand aspects of that world through perception theory that statements have truth values: the theory that every declarative statement is either true or false, regardless of whether this can be verified
REALISM It is contrary to the idealism of philosophers such as George Berkeley or Immanuel Kant. things perceived by the senses are believed to be exactly what they appear to be sometimes referred to as critical realism the term realism referred to a position that regarded Platonic Forms, or universals, as real
REALISM “A realist is an idealist who knows nothing of himself” (Novalis 1772 – 1801) German poet and novelist, The Disciples at Sais
Pragmatism Pragmatism is the Philosophy which believes that the essence of an idea comes from the consequence of its test or practice; if it works, the idea is true or good, if it doesn’t the idea is false or bad. It is called experimentalism (pierce), practicalism (James) and instrumentalism (Dewey). Pragmatists: Heracliturs, Protagoras and Gorgias (Sophists), Francis Bacon, Auguste Comte, Charles Pierce, William James and John Dewey
PRAGMATISM John Dewey emphasized practical ideas in both his philosophical and educational theories, always striving to show how abstract concepts could work in everyday life.
PRAGMATISM He emphasized “hands-on” learning, and opposed authoritarian methods in teaching.  His ideas prompted a drastic change in United States education beginning in the 20th century. He published Democracy and Education in 1916.
PRAGMATISM Greek word pragma, meaning “a thing done, a fact that is practiced.” Idea lies in its practical consequences Modern perspective is credited to John Dewey, Charles Pierce, and William James Stresses that education has been in vain if it does not perform the social functions assigned to it School must maintain intimate relations with society
PRAGMATISM Pragmatist concerned the total development of the child either through experience, self activity, or learning by doing. Learner must be made the center of all educative processes Dewey’s tenet – the education is life, education is growth, education is a social process, and education is the construction of human experience.
Pragmatist Philosophy of Education Education as a Social Institution Schools exists to supply the volume of leaming each generations needs. Heritage of the past may function fruitfully in the present. Language is the means by which the heritage is communicated. The Pupil Distinct and concrete center of experience. Unique inviduals that interact actively with forces in the environment .
EXISTENSIALISM Søren Kierkegaard In Kierkegaard’s deliberately unsystematic works, he explained that each individual should attempt an intense examination of his or her own existence.
EXISTENSIALISM Existentialism as a distinct philosophical and literary movement belongs to the 19th and 20th centuries, but elements of existentialism can be found in the thought (and life) of Socrates, in the Bible, and in the work of many premodern philosophers and writers.
Emphasizes the freedom of human beings to make choices in a world where there are no absolute values outside the individual Education to the existentialists should enable a person to make choices for his/her life. The teacher has the right to teach his/her students how to think but not what to think. EXISTENSIALISM
PERENNIALISM Perennialists believe that one should teach the things that one deems to be of everlasting pertinence to all people everywhere. one should teach first about humans, not machines or techniques A particular strategy with modern perennialists is to teach scientific reasoning, not facts. Socratic method, which, if carried out as true dialogue, is a balance between students, including the teacher promoting the discussion.
ESSENTIALISM philosophical doctrine of essences: the doctrine that things have an essence or ideal nature that is independent of and prior to their Philosophical theory that ascribes ultimate reality to the essence embodied in a thing and which is perceptible to the senses. Believe that schools should inculcate in the minds and hearts of students the values that are considered important by society.
PROGRESSIVISM Claims that the child’s growth and development as an individual depend on his/her experiences and self – activity. The learner must learn what he lives and must accept and respond to his experiences based on the degree of his understanding of a particular situation. Adheres to the idea that thinking and reasoning should be emphasized
Good and successful teaching utilizes the principle of self – activity and stimulates thinking and reasoning Also recognizes the principle of individual differences (that no to individuals are exactly alike) Activities and experiences to be provided by the school should meet the needs of and be in accordance with the abilities of every child. PROGRESSIVISM
Reconstructionism Reconstructionism is a philosophical movement that conceptualizes education as an institution for social engineering. It asserts that educators must develop curricula and pedagogical techniques specifically to reconstruct society and educational practices from their current state.
Reconstructionism Brief general description of beliefs – Plato being the first philosopher that we studied and his Idealist Philosophy was a reconstructionist. Any philosopher who looks at changing the world, developing humanity, and the human soul through socialism is a reconstructionist.
Reconstructionism - Educational aims The educational aims of reconstructionism is that people act as change agents.  They do not think that schools should be separate from society, and educators should be more involved in the social cause. Three ideas reconstructionist believe are world community, brotherhood, and democracy should be implemented in school and society.
Reconstructionism – Educational methods Reconstructionist believe that students are shaped to fit the preexisting models of living.  Reconstructionist want to see people actively participating in the educational methods than being passive. Students should participate in service learning to gain first hand knowledge and experience community life.
Reconstructionism – Curriculum The curriculum should encourage students to use and apply what they learn. Discussion groups, field experiences and content. Reconstructionist want teachers to be internationally oriented and humanitarian in their outlook.
Reconstructionism – Role of the Teacher Reconstructionist want teachers to be social activist. They believe the improvement in society results from continuous thoughtful change and the best change agent is the educational process. Teachers need to focus on critical issues and allow students to have an active say in education.
Vis – a – vis Determine yours goals in life and try to achieve these to make life socially, intellectually, economically and spiritually satisfying.Be not afraid of going slowly, be afraid of standing still.
Thank you… 

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2.2 philo and educ foundations of education

  • 1. Juish D. Dela Victoria
  • 6. NATURALISM Nature: Considered the oldest, the philosophy that believes that nature is the Aggregate of Physical Objects. Naturalist: Thales, Anaximander, Anaximander, Leucippus, Democritus, Epicurus, Lucretius, Thomas Hobbes ( 1588- 1678 ), and Herbert Spencer ( 1820-1903 ) Critical Naturalism: Induction and Scientific Method Deduction- minor place Induction- major emphasis Principles that govern naturalistic values : Nature is the kind of order which possesses values. These values are desirable. To realize the most value out of life, harmonize one’s life with nature.
  • 7. IDEALISM Nature: Idealism is the philosophy that believes that ultimate reality is spiritual or mental. It believes in a unified reality with God as the perfect or the absolute or universal mind. Idealist: Plato , Descartes, Spinoza, Leibniz, Kant, Berkely and Hegel. Idealist Philosophy of Education The school exists due to spiritual necessity. The school is a value realizing institution.
  • 8. IDEALISM School of thought governing idealism holds that knowledge is independent of sense of perception or experience Stresses the virtues that are intangible and spiritual Emphasizes the development of values in the student Values based on long-held principles and standards of morality.
  • 9. IDEALISM knows some truths by reasoning logically about the relationship between values True ideas exist innately on our soul Claims that a person’s knowledge is based on his mental state from the infinite spirit. In education, individual’s freedom should be emphasized and guaranteed. Subject matter – centered curriculum Teachers should teach by example
  • 10. The Nature of a Pupil The pupil is a self, a spiritual being, a personality whose foundation is God. He is neither good nor bad; his becoming good or bad depends on his environment, his education and free will. Objectives of Education For the individual: self-realization (attainment of superior life) For society: Brotherhood (souls and essence of democracy)
  • 11. The Educative Process School is ideal-centered The teacher is the key to the Educative process. ( The teacher is model, specialist of children, excellent technician, respectable, personal, friend, motivator, co-worker with God. Etc.) Imitation, interest, effort and discipline Self-activity Curriculum (Universe Division, Civilization, Division Culture Division, Culture Division and Personality Division) Methods: Socratic Method (questioning ; discussion, lecture and project
  • 12. REALISM  Realism is a philosophy that believes that objects exist independent of the mind. Realist: Aristotle (doctrine of particulars) , St. Thomas Aquinas , John Amos Comenius, the neorealist and the critical realists
  • 13. Realist Philosophy of Education Comenius: Education is a formation: the school is the true forging place of man. John Wild: Education is both a basic need and a basic right of man Harry Broudy: Education is dependent on Government for support particularly formal education. Redden and Ryan: State is only of the social institutions concerned with education. The church is another so the State has no control or education.
  • 14. REALISM  theory that things exist objectively: the theory that things such as universals, moral facts, and theoretical scientific entities exist independently of people's thoughts and perceptions theory of objectively existing world: the theory that there is an objectively existing world, not dependent on our minds, and that people are able to understand aspects of that world through perception theory that statements have truth values: the theory that every declarative statement is either true or false, regardless of whether this can be verified
  • 15. REALISM It is contrary to the idealism of philosophers such as George Berkeley or Immanuel Kant. things perceived by the senses are believed to be exactly what they appear to be sometimes referred to as critical realism the term realism referred to a position that regarded Platonic Forms, or universals, as real
  • 16. REALISM “A realist is an idealist who knows nothing of himself” (Novalis 1772 – 1801) German poet and novelist, The Disciples at Sais
  • 17. Pragmatism Pragmatism is the Philosophy which believes that the essence of an idea comes from the consequence of its test or practice; if it works, the idea is true or good, if it doesn’t the idea is false or bad. It is called experimentalism (pierce), practicalism (James) and instrumentalism (Dewey). Pragmatists: Heracliturs, Protagoras and Gorgias (Sophists), Francis Bacon, Auguste Comte, Charles Pierce, William James and John Dewey
  • 18. PRAGMATISM John Dewey emphasized practical ideas in both his philosophical and educational theories, always striving to show how abstract concepts could work in everyday life.
  • 19. PRAGMATISM He emphasized “hands-on” learning, and opposed authoritarian methods in teaching.  His ideas prompted a drastic change in United States education beginning in the 20th century. He published Democracy and Education in 1916.
  • 20. PRAGMATISM Greek word pragma, meaning “a thing done, a fact that is practiced.” Idea lies in its practical consequences Modern perspective is credited to John Dewey, Charles Pierce, and William James Stresses that education has been in vain if it does not perform the social functions assigned to it School must maintain intimate relations with society
  • 21. PRAGMATISM Pragmatist concerned the total development of the child either through experience, self activity, or learning by doing. Learner must be made the center of all educative processes Dewey’s tenet – the education is life, education is growth, education is a social process, and education is the construction of human experience.
  • 22. Pragmatist Philosophy of Education Education as a Social Institution Schools exists to supply the volume of leaming each generations needs. Heritage of the past may function fruitfully in the present. Language is the means by which the heritage is communicated. The Pupil Distinct and concrete center of experience. Unique inviduals that interact actively with forces in the environment .
  • 23. EXISTENSIALISM Søren Kierkegaard In Kierkegaard’s deliberately unsystematic works, he explained that each individual should attempt an intense examination of his or her own existence.
  • 24. EXISTENSIALISM Existentialism as a distinct philosophical and literary movement belongs to the 19th and 20th centuries, but elements of existentialism can be found in the thought (and life) of Socrates, in the Bible, and in the work of many premodern philosophers and writers.
  • 25. Emphasizes the freedom of human beings to make choices in a world where there are no absolute values outside the individual Education to the existentialists should enable a person to make choices for his/her life. The teacher has the right to teach his/her students how to think but not what to think. EXISTENSIALISM
  • 26. PERENNIALISM Perennialists believe that one should teach the things that one deems to be of everlasting pertinence to all people everywhere. one should teach first about humans, not machines or techniques A particular strategy with modern perennialists is to teach scientific reasoning, not facts. Socratic method, which, if carried out as true dialogue, is a balance between students, including the teacher promoting the discussion.
  • 27. ESSENTIALISM philosophical doctrine of essences: the doctrine that things have an essence or ideal nature that is independent of and prior to their Philosophical theory that ascribes ultimate reality to the essence embodied in a thing and which is perceptible to the senses. Believe that schools should inculcate in the minds and hearts of students the values that are considered important by society.
  • 28. PROGRESSIVISM Claims that the child’s growth and development as an individual depend on his/her experiences and self – activity. The learner must learn what he lives and must accept and respond to his experiences based on the degree of his understanding of a particular situation. Adheres to the idea that thinking and reasoning should be emphasized
  • 29. Good and successful teaching utilizes the principle of self – activity and stimulates thinking and reasoning Also recognizes the principle of individual differences (that no to individuals are exactly alike) Activities and experiences to be provided by the school should meet the needs of and be in accordance with the abilities of every child. PROGRESSIVISM
  • 30. Reconstructionism Reconstructionism is a philosophical movement that conceptualizes education as an institution for social engineering. It asserts that educators must develop curricula and pedagogical techniques specifically to reconstruct society and educational practices from their current state.
  • 31. Reconstructionism Brief general description of beliefs – Plato being the first philosopher that we studied and his Idealist Philosophy was a reconstructionist. Any philosopher who looks at changing the world, developing humanity, and the human soul through socialism is a reconstructionist.
  • 32. Reconstructionism - Educational aims The educational aims of reconstructionism is that people act as change agents.  They do not think that schools should be separate from society, and educators should be more involved in the social cause. Three ideas reconstructionist believe are world community, brotherhood, and democracy should be implemented in school and society.
  • 33. Reconstructionism – Educational methods Reconstructionist believe that students are shaped to fit the preexisting models of living.  Reconstructionist want to see people actively participating in the educational methods than being passive. Students should participate in service learning to gain first hand knowledge and experience community life.
  • 34. Reconstructionism – Curriculum The curriculum should encourage students to use and apply what they learn. Discussion groups, field experiences and content. Reconstructionist want teachers to be internationally oriented and humanitarian in their outlook.
  • 35. Reconstructionism – Role of the Teacher Reconstructionist want teachers to be social activist. They believe the improvement in society results from continuous thoughtful change and the best change agent is the educational process. Teachers need to focus on critical issues and allow students to have an active say in education.
  • 36. Vis – a – vis Determine yours goals in life and try to achieve these to make life socially, intellectually, economically and spiritually satisfying.Be not afraid of going slowly, be afraid of standing still.