EDUC 201 ADVANCED PHILOSOPHY OF EDUCATION

SUMMER 2020-2021
FINALS PROJECT

Shiela Michelle M. Clorado, Lpt

EDUCATIONAL PROPONENTS EDUCATIONAL PROPONENTS CONCEPT BEST PRACTICES
PHILOSOPHY THEORIES
IN SCHOOL

Aims of Curriculum Roles of the

Education Teacher

Idealism Plato and Perennialism Robert Hitchins To teach The aims to Teacher is an The teaching is centered
Socrates and Mortimer student to think develop the example of on the teacher. They
Adier rationally and learner's values and utilise the socratic method
Realism Aristotle develop minds rational and ideas of teaching and mutual
that can think moral powers inquiry sessions.
critically and to let them
use their
reasoning skills
and higher
faculties
according to
their passions
and appetites.

Idealism Essentialism Neo-themism Essentialist The purpose of -Teacher as Best practices of

goals are to this philosophy mental essentialism would be
Realism instill students os to help the disciplinarian lecture based introduction
with the learner's and moral/ classes taught at
"essentials" of acquire basic spiritual leader universities.students sit
academic skill set, and take notes in a
knowledge, intelligence and -Master of classroom which holds
patriotism, and morals for them Knowledge over one hundred
character to become students. They take
 development model citizens. introductory level courses
through in order to introduce them
traditional (or to the content.
back to basic)
approaches
thus modern
essentialist
favour going
"back to
basics" of the
traditional
curriculum.

Pragmatism John Dewey Progressivism John Dewey Pragmatism The curriculum Pragmatism Pragmatism is an
aims to of pragmatism regards teacher educational philosophy
enhance the is centered on as a helper, that says education should
potential of the students in guide and be teaching students the
students to making life philosopher. things that are practical for
adopt to a decisions. This The chief life and encourages them
constantly curriculum aims function of a to grow into better
changing world to help pragmatic people. . Pragmatists
students to teacher is to believe in the idea of
learn the suggest practical learning i.e.
process of problems to his education should apply to
problem- pupil and to the real world.
solving and stimulate them
uses social to find by
media to share themselves the
ideas, Insights solution which
and will work. The
experiences. teacher must
provide
opportunities
for the natural
development of
innate qualities
if the children.
 Reconstructionism Theodore Strengthen For - Teacher Through actual experience
Burghard Hurt control of the reconstructionis should or a simulation, teachers
Brameld (1904- schools by and m analysis, measure up to who use Social
1987) for goal- interpretation their social Reconstructionism
seeking interest and evaluation responsibilities. challenge their students to
of the of problems are think and feel and to
overwhelming insufficient acquire strong moral
majority of commitment values. It should broaden
mankind and action by students' cultural and
students and -The personal horizons.
teacher are reconstructionis Through travel, students
needed t classroom can “walk” the pages of
contains a the textbook rather than
teacher who simply read them.
involves the
students in
discussions of
moral
dilemmas to
understand the
implications of
one's actions.
Students
individually
select their
objectives and
social priorities
and then, with
guidance from
the teacher,
create a plan of
action to make
the change
happen

Existentialism Søren Critical Theory Max Horkheimer Critical theory How to The teacher Critical theory focuses on
Kierkegaard teaches that Implement role is a the oppression of the
(1813-1855) as knowledge is Critical decision maker, individual, the group, and
 an Existentialist power. This Pedagogy into analyst, society by self-imposed or
Philosopher means that your Classroom practitioner, externally imposed
understanding and researcher influences. To emancipate
Postmodernism Jean the ways one is people on all three levels
Baudrillard, oppressed of oppression, individuals
Gilles Deleuze, enables one to must engage in a critique
Jacques take action to 1.Challenge of the personal, situational,
Derrida, Michel change yourself. If you and historical forces which
Foucault, oppressive are not thinking cause oppression.
Pierre-Félix forces. Critical critically and
Guattari, social science challenging
Fredric makes a social
Jameson, conscious structures, you
Emmanuel attempt to fuse cannot expect
Lévinas, Jean- theory and your students
François action. to do it!
Lyotard,
Richard Rorty,
and Slavoj
Žižek. 2.Change the
classroom
dynamic

3.Present
alternative
views. ...

4.Change your
assessments

5.Encourage
activism.
Sources:

https://web.augsburg.edu/~erickson/edc490/downloads/comparison_edu_philo.pdf

https://eera-ecer.de/ecer-programmes/conference/21/contribution/38914/

https://biznewske.com/idealism-philosophy-of-education/amp/

https://educational-system.blogspot.com/2011/09/implications-of-idealism-in-educational.html