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Philosophical-thoughts-on-education.pptx

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This document discusses six philosophies of education: - Pragmatism emphasizes learning through experience and interaction with the environment. - Progressivism sees learners as active agents who learn through authentic experiences. - Social Darwinism holds that education should prepare students for the competitive world through a process of natural selection. - Social Reconstructionism asserts that schools should critique and transform society to match technological progress. - Critical pedagogy believes education should empower the oppressed and promote social change through problem-posing dialogue. - Freire's philosophy rejects the "banking model" where teachers deposit knowledge, and instead promotes collaborative inquiry.

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Philosophical-thoughts-on-education.pptx
At the end of the lesson, student should be able to:  To know the definition of Philosophy Discover the six (6) philosophical thought on education; Reflect on the importance of these philosophies in education.
 The original meaning of the word philosophy comes from the Greek roots philo - meaning “love” and Sophos, or “ wisdom”. Philosophy of education is branch of applied or practical philosophy concerned with the nature and aims of education and the philosophical problems arising from educational theory and practices.
Acquire knowledge about the world through the senses – learning by doing and by interacting with the environment. Tabula Rasa or “ Blank Slate” the inductive method. Questioned the long traditional view that knowledge came exclusively from literary sources, particularly the Greek and Latin classics. Learners learn for authentic experiences and they are active agent of their own learning.
Spencer’s concept of “ Survival of the fittest” means that human development had gone through an evolutionary series of stages from the simple to the complex and the uniform to the more specialized king of activity. Social development had taken the place according to an evolutionary process by which simple homogenous societies had evolved to more complex societal systems characterized with humanistic and classical education.  Industrialized society require vocational and professional education- based on scientific and practical (utilitarian) objectives rather than on the very general educational goals associated with humanistic and classical education.
 Education is a social process and so school is intimately related to the society that it serves. Children are socially active human beings who want to explore their environment and gain control over it. Education is a social process by which the immature members of the group, especially the children, are brought to participate in the society.  The school is a special environment established by members of society, for the purpose of simplifying, purifying and integrating the social experience of the group so that it can be understood, examined and used by its children.
An American educator and influential education theorist George S. Counts challenged teachers and teacher educators to use school as a means for critiquing and transforming the social order Best known for his controversial pamphlet Dare the School Build a New Social Order? ( 1932) Education is not based on eternal truths but is relative to a particularly society living at a given time and place By change society, schools should cope with social
There is a cultural lag between material progress and social institutions and ethnical values Instruction should incorporate a content of a socially useful nature and a problem- solving methodology Schools become instrument for social improvement rather than an agency for preserving the status quo Teachers should lead society lead society rather than follow it. Teacher are agent for change. Lag Between Material Progress and Ethical Values Count asserts that “there is a cultural lag between material progress and social institutions and ethical values.”
Theodore Burghard Hurt Brameld (1904-1987) was a leading educational philosopher of the 20th century. As an American educator and educational philosopher, Brameld was best known as the founder of Social Reconstructionism. Brameld advocated that schools be a driving force for social and political change. Social Reconstructionism is a philosophy that emphasizes the reformation of society. Humankind has yet to reconstruct its values in order to catch up with the changes in the technological order and organized education has major role to play in reducing gap between the values of the culture and technology (Ornstein 1984).
Paulo Reglus Neves Freire was a Brazillian educator and philosopher who was a leading advocate of critical pedagogy.  One of the most influential philosophers of education of the twentieth century. His insights were rooted in the children and grandchildren of former slaves. Paulo Freire, a critical theorist believed that systems must be changed to overcome oppression and improve human conditions. Education and literacy are the vehicle for social change.
 Friar saw teaching and learning as a process of inquiry in which the child must invent reinvent the world. Teachers must not see themselves as the sole possessors of knowledge and their students as empty receptacles. He calls this pedagogical approach the “banking method” of education. Freire’s critical pedagogy is problem-posing education. A central element of his pedagogy is dialogue.
Presented by: Hannah Villafuerte Althia Sienes

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Philosophical-thoughts-on-education.pptx

  • 2. At the end of the lesson, student should be able to:  To know the definition of Philosophy Discover the six (6) philosophical thought on education; Reflect on the importance of these philosophies in education.
  • 3.  The original meaning of the word philosophy comes from the Greek roots philo - meaning “love” and Sophos, or “ wisdom”. Philosophy of education is branch of applied or practical philosophy concerned with the nature and aims of education and the philosophical problems arising from educational theory and practices.
  • 4. Acquire knowledge about the world through the senses – learning by doing and by interacting with the environment. Tabula Rasa or “ Blank Slate” the inductive method. Questioned the long traditional view that knowledge came exclusively from literary sources, particularly the Greek and Latin classics. Learners learn for authentic experiences and they are active agent of their own learning.
  • 5. Spencer’s concept of “ Survival of the fittest” means that human development had gone through an evolutionary series of stages from the simple to the complex and the uniform to the more specialized king of activity. Social development had taken the place according to an evolutionary process by which simple homogenous societies had evolved to more complex societal systems characterized with humanistic and classical education.  Industrialized society require vocational and professional education- based on scientific and practical (utilitarian) objectives rather than on the very general educational goals associated with humanistic and classical education.
  • 6.  Education is a social process and so school is intimately related to the society that it serves. Children are socially active human beings who want to explore their environment and gain control over it. Education is a social process by which the immature members of the group, especially the children, are brought to participate in the society.  The school is a special environment established by members of society, for the purpose of simplifying, purifying and integrating the social experience of the group so that it can be understood, examined and used by its children.
  • 7. An American educator and influential education theorist George S. Counts challenged teachers and teacher educators to use school as a means for critiquing and transforming the social order Best known for his controversial pamphlet Dare the School Build a New Social Order? ( 1932) Education is not based on eternal truths but is relative to a particularly society living at a given time and place By change society, schools should cope with social
  • 8. There is a cultural lag between material progress and social institutions and ethnical values Instruction should incorporate a content of a socially useful nature and a problem- solving methodology Schools become instrument for social improvement rather than an agency for preserving the status quo Teachers should lead society lead society rather than follow it. Teacher are agent for change. Lag Between Material Progress and Ethical Values Count asserts that “there is a cultural lag between material progress and social institutions and ethical values.”
  • 9. Theodore Burghard Hurt Brameld (1904-1987) was a leading educational philosopher of the 20th century. As an American educator and educational philosopher, Brameld was best known as the founder of Social Reconstructionism. Brameld advocated that schools be a driving force for social and political change. Social Reconstructionism is a philosophy that emphasizes the reformation of society. Humankind has yet to reconstruct its values in order to catch up with the changes in the technological order and organized education has major role to play in reducing gap between the values of the culture and technology (Ornstein 1984).
  • 10. Paulo Reglus Neves Freire was a Brazillian educator and philosopher who was a leading advocate of critical pedagogy.  One of the most influential philosophers of education of the twentieth century. His insights were rooted in the children and grandchildren of former slaves. Paulo Freire, a critical theorist believed that systems must be changed to overcome oppression and improve human conditions. Education and literacy are the vehicle for social change.
  • 11.  Friar saw teaching and learning as a process of inquiry in which the child must invent reinvent the world. Teachers must not see themselves as the sole possessors of knowledge and their students as empty receptacles. He calls this pedagogical approach the “banking method” of education. Freire’s critical pedagogy is problem-posing education. A central element of his pedagogy is dialogue.
  • 12. Presented by: Hannah Villafuerte Althia Sienes