Professional Documents
Culture Documents
Educational Philosophies
Educational Philosophies
Philosophical Background
Introduction
Man by nature is curious. He wants to know the “whatness, whyness, and howness” of the
things around him. It is in the exploring of things that he finds fulfillment for the numerous
complexities that confront him. The eagerness to look for more answers or find solution to
manifolds problems that beset him leads him to the undending journey of seeking for truth. Truly
, this manifests the true desire of man which is to know. It affirms not only his essence, his
rationality. It is also a fulfillment of his purpose to keep the truth and pass it from one generation
to another so as to preserve humanity.
Ideas flow from the human mind eternally. It is in the ideas that the truth lies. Undending as the
ideas are, the more the need for a man to harness and cultivates it to perfection. Ideas that are
not nourished and protected will not just prevent man in possessing the truth but it will also
deprive him a taste of his rationality. Hence , ideas must and should be at all times shine in
luster of naturalness, profound by simplicity and contain true and real meaning.
The truth in the ideas must be preserved in as much as man wants to preserve the gift of
knowledge and wisdom that it brings. And delicate as it is, it should be protected from all forms
of deterioration and artificialities. Presented it maybe in various ways, the real meaning must be
conveyed at all times.
It is Philosophizing that the ideas can be best presented and conveyed. This can be best
enhanced through proper education. Since then philosophy and education complement and
work hand-in-hand in the acquisition of knowledge and the preservation of Truth. True enough,
one can say then that Philosophy is knowledge and Education is the most essential tool of
philosophy in the search for wisdom and truth.
The ultimate aim of man is to possess for the Truth. The process ends not in the search but in
the possession of the truth. It is in his capacity to think, to rationalize that the responsibility of
philosophizing is realized. It is but proper then to have a closer look on the man and a glimpse
of what philosophy is, so that we can fully understand the meaning of our search for the truth
and the desire to possess it.
Definition of Man
The quest for the truth is the ultimate goal of man. There is no way but up, the goal is to achieve
it. Thus, man is defined vertically as Rational Animal.
Innate in man is the desire to be with his fellow beings. It is in his relationship with others that
fulfillment of another dimension of his rationality is achieved. Time and time, it has been proven
that man cannot live by himself alone. The need to share himself with others-share his
innermost thoughts, feelings, experiences and unravel the kind of person he is-is a must fully
realize the aspect of being political animal. Hence , the aim to develop a relationship not only
with him spreads to other beings. Here he develops friendship, camaraderie, companionship
with other fellow beings. He grows and finds fulfillment with them. This, man is defined
horizontally as a SOCIAL or POLITICAL ANIMAL.
Being rational and social or political animal are not enough to realize the value of man. Another
aspect must also be present, functionality. Man is created for a certain reason or purpose. He
has a role to perform in order to preserve him and all other beings. He is the steward of the
world. In this regard, man should work. Hence man is defines as a Working Animal.
Philosophy and Education complement each other. Both of them spouse theory and practice.
The absence of one of the one will make a man insufficient and aimless.
Philosophy of Education
Naturalism
Rooted from Ancient Philosopher such as Thales, Anaximander, Anaximenes
Denies everything that has supernatural significance-dogmas/revelations-for all
can only be found through nature
Preserves the natural goodness of man
Truth can only be found nature
Advocates: J.J. Russeau, John Lock, Montaigne
On Education
Naturalism stands for democratic and universal way-everyone must be
educated in the same manner.
Education is in accordance to human development and growth
Emphasis is given more on the physical development- informal exercise-
and hygiene of the person rather of the 3R’s
Aims to unfold the child’s potential not to prepare him for a definite
vocation or social position-but to prepare him to adapt to the changing
times and needs. Consequently, ones conduct is governed by impulse,
instinct and experience.
It puts the child at the center of educational process and prepares him to
experience life as it is.
Idealism
Ideas are the only true reality, the ultimate truths for matter is nothing but just a mere
representation of ideas.
Emphasis is given on knowledge obtained by speculation and reasoning for its central
tenet is that ideas are the only thing worth knowing for.
Focus is on conscious reasoning of the mind in order to attain truth. This includes the
activities pertinent to the human mind such as introspection and intuition and the use of
logic.
Advocates: Socrates, Plato
On Education.
Its aim is to discover the full potentials in child and cultivates it in order to prepare
him for a better position in the society and for him to serve the society better.
Emphasis is given on subjects-philosophy, literature, religion and history that will
develop and enhance the mind of a child
Methods used in teaching include lecture, discussion and the Socratic dialogue.
Character development is through emulation of examples and heroes.
Realism
Rooted from the dehumanization of man by technology and reaction to the traditional
Philosophy of Kant and Hegel
Defining feature is “ existence precede essence”
- Man conceives and makes of himself
Known as the Philosophy of Subjectivity
- Proclaims man’s freedom in the accomplishment of his destiny
Conceives philosophy as something that is human life and the choice that each person
has to make.
Advocates: Soren Kierkegaard, Jean Paul Sarte
On Education:
- Subject matter is a personal choice
- Learning is based on the willingness of the student to choose and give meaning to
the subject
- Emphasis is given on the students rather than on curriculum content
- Students should not be treated as objects measured or standardized
- Methods are geared on giving opportunities for the students for self actualization and
self direction.
- Character development is through the personality of every individual in making a
decision.
Essentialism
Pragmatism
Rooted in the economic and political changes during the Renaissence period
Has three main lines of growth:
-intellectual (includes Education
-Aesthetic
-Scientific
Divisions:
1. Individualistic Humanism
- Making the most out one’s life
- Living life to the fullest
- Stresses on individual freedom, culture and development
2. Social Humanism
- Aims for social rather than individual happiness
- Includes social reforms and improvement of social relationships
Advocates: Da Feltre, Erasmus, Pestalozzi
On Education:
- Education is a process and should not be taken abruptly. The unfolding of human
character proceeds with the unfolding f nature
- The learner should be in control of his destiny
- Concern is more on methods which include theme writing rather than of oral
discussions, drills and exercises, playing.
- Asserts the importance of playing in the curriculum
- Emphasizes motivations and the use of praise and rewards
- Curriculum includes subjects concerning literary appreciation, physical education,
social training in manners and development
Progressivism
A philosophy of learning which asserts that reality does exist outside of human
conceptions. It is the individual that construct reality by reflecting on his own experience
and gives meaning to it.
Learning is the process of adjusting one’s mental modes to accommodate new
experience
Reconstructivism
A philosophy that aims to awaken the consciousness of individual about the social
issues, concerns and problems that comfort him. This should involve him to look for
solutions and engage in addressing this social concerns and issues
Primary goal is to achieve the elusive Social Change.
Advocates: Theodore Brameld, George Counts, Paulo Friere
On Education:
- Schools should originate policies and progress that will bring social reforms and
others
- Teachers should be an instrument to encourage and lead students in program of
social reforms
- Curriculum emphasis on social reforms as the aim of education. It focuses on
student experience and taking social actions on real problems.
- Method of teachings include the problem oriented type ( students are encouraged to
critically examine cultural heritage), group discussions, inquiry, dialogues,
interactions and community-based learning.
- The classroom will serve as a laboratory in experimenting school practices bringing
the world into the classroom.
Behaviorism
Rooted in the work of Russian experimental psychologist Ivan Pavlov and American
psychologist John Watson in the early 1990’s
Asserts that human beings are shaped entirely by their external environment
The only reality is the physical world
Man by nature is neither good nor bad but a product of his environment. Hence, an
autonomous acting man is but an illusion since it negates the faculty of freewill
Advocates: John Watson, B.F. Skinner
Other’s ISM’s
Utilitarianism
- Actions are geared toward the greatest total amount of happiness that one can
achieved
Rationalism
- Form empiricism and asserts that they only reliable form of knowledge is gained
through scientific experiments
Hedonism