Name KAINAT AKRAM

Roll no 2025213033
Lahore College for Women University Lahore Final Term Examination
Semester: 2
Courses: Philosophical Perspective of Education
MS Education (Curriculum)

Subjective Long questions

Q1: What is the main idea of Realism? (20)

REALISM
Realism is that kinds of realism. It is developed by two words that Res
and Ism. Res is denoted by Greek word and develop by real . Res
means object and ism means reflection. Realism is reality of system it
believes that the world is composed of matters rather then ideas. Ideas
are only the images of the physical worlds.
MAIN IDEA OF REALISM
Realism is a philosophy away from the world of ideas and is concerned
with the study of the world we live in.It believed that the world is made of
real, substantial, material entities.The ideas expressed in the symbols of
the material world it gives more emphasis on the utilization of the real
world. The realist believes that everything that exist in the universe is
matter or energy or matter in motion.
Five Fundamental Principles of Realism

Phenomenal world is true.

Senses are the doors of knowledge.
Opposition of Idealism
Man is a part of material world.
Emphasis on experiment and observation.

Types of realism
1. Social realism
2. Humanistic realism
3. Sense realism
4. Scientific realism
Social realism
Social realism is more a method of educational practice rather than a
philosophy of education. It is not a completely distinct trend from other
forms of realism. Social realists were practical men and were against
existing routine curriculum. 
Humanistic realism
Humanists believed that classical literature should be studied for the
information and the knowledge of the facts of the pasts so that such
knowledge could be used for the preparation for practical living basic
concerns in education physical, moral and social development.
Sense realism
Senses realism contains the germs of modern education. The sense
realists emphasized the training of the senses, this movement may be
called the precursor of scientific tendency in education.It emphasizes the
training of the senses, which are the gateways to knowledge.
Scientific realism
It is really a philosophical thought. It considers scientific principles are
changeable. It accepts the methods and results of modern development
in physics. The entities described by the scientific theory exist
objectively and mind independently. This is the metaphysical
commitment of scientific realism
Realism as a philosophy of Education
• Aims of Education
• Methods of Education
• Curriculum
• Role of Teacher

1. Aims of education
• Preparing the child for a happy and successful life.
• Developing the physical and mental powers of child.
• Imparting vocational education.
• Developing and training of senses.
• Preparing the child for a real life.
• Character Development.

2. Methods of Education
• Herbart developed a five-step method as follows Preparation,
Presentation, Association, Generalization, Application
• Emphasis on critical reasoning through observation.
• Supports formal ways of teaching.
• Children should be given positive rewards (Locke).
• Scientific research and development.
• Precision and order: ringing bells, time periods, daily lesson plans, and
pre-packaged curriculum materials.

3. Curriculum
• According to Locke, in agreement that studies be practical and useful.
• Locke emphasized the educational value of play and physical activity.
• He believed that children should spend much time in the open air.
• He focused his attention upon the complete person.
• Locke was the first to use images in the educational process.

4. Role of Teacher
The teacher according to realist is expected to have a full knowledge of
the content and needs of the students.
• Should have knowledge of child psychology & should have undergone
training.
• Prepares the students to receive new information.
• Inspires and encourages the student sympathetically.

Realism in the Classroom

• Focuses on the basics of reading, writing and arithmetic

• Classroom environment is highly structured and organized
.• Utilization of standardized testing.
• Education should be fun and interesting for the student.
• Education should prepare students for life in the real world.

Critique of Realism in Education

• Great stress upon physical world.

• Realism accepts real needs and real feelings only. It doesn't believe in
imagination and sentiments.
• Realism emphasizes on scientific subjects and neglects art and
literature. This creates imbalanced curriculum.
• Doesn't give any importance to ideals and values.

Q2: What is Perennialism and Essentialism? (20)

Perennialism is a teacher-centered educational philosophy that focuses

on everlasting ideas and universal truths. his educational philosophy
aims to prepare students for life by developing their intellectual and
moral qualities through emphasizing knowledge and the meaning of
knowledge, servings to enhance student’s critical thinking skills in their
search for individual freedoms, human rights and responsibilities through
nature.
Perennialism in Education
The aim of Perennialism in Education is to develop power of thought,
internalize truths that are universal and constant and to ensure that
students acquire understanding. This is the most conservative,
traditional, and flexible philosophy. Perennailism stimulate students in 
how to think critically and thoughtfully; cultivating the rational mind.

Role of Teacher

Perennailism is a teacher centered philosophy, in which the teacher is

less concerned with student interest and more concerned with
transferring knowledge from older generations to younger generations.
The teacher will focus on the importance of reading and will often use
the underlying reading lessons to make a moral point. Teachers use
history, religion, literature, and the laws of science to reinforce universal
ideas that have the potential to solve any problem in any era.

Curriculum

Perennialism is the classroom is focused on the curriculum and nature

need. Curriculum will focus on attaining cultural literacy, stressing
students’ growth in enduring disciplines. They stress learning through
reading and analyzing the works by history’s finest thinkers and writers.
Perennialists believe that reading is to be supplemented with mutual
investigations  with teacher and minimally directed discussions through
the Socratic method in order to develop historically oriented
understanding of concepts. Less emphasis on vocational and technical
education and more on the humanities.

Perennialism be applied in teaching

• Personal development of the students through inculcating in them
the principles that have been passed from generation to
generation.
• These principles are likely to make one develop a good
personality and morality if learned and applied in life.
• Will be useful in later life especially when learners begin to
appreciate the need to be educated of the facts and knowledge .

Existentialism
Existentialism stresses that people are entirely free and therefore
responsible for what they make of themselves.Their Focuses on
conditions of human existence, Emotions,Actions
Responsibilities,Thoughts,Meaning or purpose of life.
Soren Kiekergaard, Jean-Paul Sartre,  Karl Jaspers are most famous
existenlists philosopher.
Beliefs of Existenlists
 The child is a learner to be shaped and developed, Education is a
preparation for life, it is not an imitation of life
 Humans construct their own values by making choices. These
ideals assist them in finding significance in their lives. Actions and
their accountability for those actions define their identity.
 Humans have freedom, but that freedom also comes with the
responsibility of making decisions. Each decision has the potential
to succeed or fail.
 Humans take a “leap of faith” that no matter the outcome, success
or failure, they will make it.
 We live in sorrow. We have no one to blame for our choices but
ourselves. This responsibility can lead to dread and anxiety over
choosing.
 If you choose not to make a choice, you are not living
authentically.

Existentialism philosophy in Education

 Teacher must facilitate choices for students.

 Let the child take the first step and the teacher guide the next.
 Teachers prepare students for success and failure.
 When schools give children the freedom to make choices they are
helping the child develop their identity and authentic self.

Existential CURRICULUM

 The Existential curriculum would be one of experience:

 Those experiences set up by the school for the purpose of
disciplining students and youth in group ways of thinking and
acting.
 Series of things that children and youth must do and experience.
 All the experiences children have under the guidance of teachers.
 A goal or set of values that is activated through a development
process and culminates in classroom experiences for students.
School needs essentialism in the education system
• For the students to acquire basic knowledge, skills, and values
• To hopefully transmit the traditional moral values and intellectual
knowledge that students need to become model citizens.
TEACHER’S ROLE
 As an expert
 Impart essential knowledge
 Direct focused tasks
 Use verified instruction strategies
STUDENT’S ROLE
• Listen and learn
• Trust that the teacher knows best

Criticism of Essentialism in education

 Positive: Stability of education
 Negative: Students take more on the passive role on their
education
Difference
Essentialism is an educational philosophy that strives to ensure that
students acquire a common core of knowledge in a systematic,
disciplined way. In contrast, perennialism is an educational philosophy
that states one should teach the things that are of everlasting
importance to all individuals everywhere. The main difference between
essentialism and perennialism is that essentialist curriculum tends to be
fact-based while perennialist curriculum tends to be principal-based.

Q3: What is the role of philosophy in education? (20)

Philosophy
Philosophy is the study of general and fundamental questions, such as
those about reason, existence, knowledge, values, mind, and language.
Education
 Accusation of knowledge
 A tool to discipline the intellect
 A preparation for life
 Direction
 Growth
 Transmission of culture

Educational philosophy
A set of values and beliefs about education that guide the professional
behavior of educator.
Philosophy of Education

Philosophy of education is that branch of philosophy that addresses

philosophical questions concerning the nature, aims, and problems of
education. As a branch of practical philosophy, its practitioners look both
inward to the parent discipline of philosophy and outward to educational
practice, as well as to developmental psychology, cognitive science
more generally, sociology, and other relevant disciplines.

Aims of philosophy of education

The aim of the philosophy of education are synthesized in the
multifaceted development of personality.
Education consists in the development of all the capacity in the
individual.
Scope of Philosophy of Education
The scope of the philosophy of education includes the critical evaluation
of aims, ideas and education, analysis of human nature, educational
values, the theory of knowledge and the relationship of education and
social progress.
Functions of educational philosophy
Philosophy of education performs various functions,determining the
aspects of education:
1. Aims of education
2. Curriculum
3. Methods of teaching
4. Discipline
5. Teacher & Student
6. Administration
Methods of teaching
Educational philosophy is very much helpful to adopt suitable methods
of teaching. We get the knowledge of different methods of teaching, i.e.
‘Learning by doing’ in naturalism, lecture method in idealism and
‘experimental method in pragmatism.It helps us to choose the suitable
methods of teaching according to the nature of the subject and school
environment.

Teacher & Student

Educational philosophy determines the role and quality of teacher as
well as the student in diversified society. With the help of educational
philosophy, we get knowledge pertaining to the role of the teacher as
well as student in the school and relationship with each other.

Philosophy of education influences the aims of education

The aims and ideals of education too are determined by the philosophy
of education a country believes in. Different philosophies of education
have different views on education. A country that tends to believe in the
philosophy of idealism will stress on creating a spiritual environment in
the school as that pupils develop spiritual values and attain self-
realization.

Philosophy of education influences the curriculum

What should be taught in the schools is also influenced by the kind of
philosophy of education a society supports. Various philosophies of
education advocate differing views on curriculum Naturalism, for
example, lays stress on subjects that help in self- expression and self-
preservation. It advocates teaching of basic sciences, physical and
health education.
Conclusion

Philosophy and education are complementary to each other in the

sense that both deal with nature of human being.Philosophy determines
the various aspects of education such as: aims, curriculum, methods of
teaching, role of teacher etc.It provides theoretical guideline to the
education where as education make it into practice.

Q4 What are the values of Existentialist? (5)

Existentialist means relating to human existence and experience.

Existentialist focus on several aspects of existence and the some values
of Existenlialist are:
They focus, first, on the problematic character of the human situation,
through which the individual is continually confronted with diverse
possibilities among which he may choose and on the basis of which he
can project his life.
They focus on the intersubjectivity that is inherent in existence and is
understood either as a personal relationship between two individuals, I
and thou, such that the thou may be another person or God, or as an
impersonal relationship between the anonymous mass and the individual
self deprived of any authentic communication with others.
Existentialism focuses ontology, on some doctrine of the general
meaning of Being, which can be approached in any of a number of ways
through the analysis of the temporal structure of existence.

Values
 Emphasis on human responsibility and judgment in ethical matters.
 The individual is the sole judge of his or her own actions.
 Human freedom is understood precisely as the freedom to choose.
 existence precedes essence Human persons do not possess the
essence; they make choices that create their own nature.
 Choice is vital and inevitable to human existence; even the refusal
to choose is a choice.
 At birth, man lacks human nature, Man creates himself; what he is,
he himself made. Man is only what he himself wills himself to be.
Man is nothing else but what he makes of himself.
 Choice or decision makes one responsible for the effects of his
choice not only to himself but also to others since his choice also
affects other people.