NATURALISM

A. 
IDEALISM REALISM 1. Generally that which excludes whatever is spiritual or transcendental.
A.  A.  Whatever the product of scientific knowledge is final. No room for revelation
1. importance of mind, soul, or spirit; idolizes mind and self 1. believes in the world as it is; based on the vies that reality is what we observe or faith. Focuses on the very actual life. One of the early philosophies and
2. mind or spirit is the essential world stuff; the rule reality is a material 2. truth is what we sense and observe  oldest in the Western side.
character 3. goodness is found in the order of the laws of nature; schools exist to reveal the 2. The universe is a huge machine. Life comes out of dead matter. The capacities
3. truth in consistency of ideas; goodness is an ideal state (perfection, order of the world and univ. of man are delimited by his nature. Man is considered as the supreme creation
excellence) idea and the ideal 4. students are taught factual info of nature. The kind of life they lived in is the real life.
4. believes in refined wisdom; reality is a world in one’s mind 5. job of schools is to teach students about the world 3. Focus is on Self-Preservation
5. schools sharpen the mind and intellectual processes 6. truth would be the simple correspondences of observation 4. Idea of back to nature. Opposition to bookish knowledge. Idea of progression.
6. students taught of the past heroes’ wisdom 7. realists believe in a world of things or beings and observable facts Negative education. Child having the central position. Freedom of a child.
7. PRINCIPLES: two forms of the whole world; ideas are more important than 8. ethics is the law of nature or natural law and aesthetics is the reflection of Emphases on the training of the senses.
objects; importance of man over nature; faith in spiritual values; personality nature 5. Jean Jacques Rousseau - Emile. private educ of the boy. the world is an
development; unity in diversity 9. values depend on the attitudes of the sentiments beings experiencing them artificial, autocratic, egotistic and arrogant plave. 
8. one of the oldest schools; origin traced back to Plato’s ideas 10. believe that investigating and reasoning are important in any effective 6. Education must be given accdg to the natural interest of child aiming at
9. stresses mental, moral, and spiritual nature of an individual and his universe adjustment to the real world in the control of experiences holistic devt of the personality
10. education is both a basic need and right 11. Aristotle, Harris Broudy, John Locke, Johann Pestalozzi, Jean Jacques 7. nature is the best teacher accdg to him
11. Plato, Socrates, Descartes Rosseau, Thomas Aquinas, Francis Bacon B. 
12. Ideas are the only true reality, only thing worth knowing; focus on conscious 12. Naturalism and realism both regard matter as their ultimate truth but they 1. Material world is the only real world governed by system of natural laws and
reasoning in mind. to understand truth, one must purse knowledge with the focus on different things. For realists, they regard the here and now as the the man must submit to them.
Absolute Mind ultimate reality but for the naturalists go beyond the here and now. 2. have regard for actual facts, situations, and realities. Nature is everything. It is
13. birth process check this innate perfection,educ. brings latent ideas to 13. Phenomenal world is true; Senses are the source of true knowledge; Theory of the whole reality.
consciousness organism; opposition to idealism; Man is part of the material world; Emphasis 3. denies the existence on anything beyond nature. everything comes from
14. focuses on the contemplative side of life; two forms of workd; ideas are more on experiments; Importance of the present applied life. nature and returns to nature.
important than objects, persons more than matters, focuses on spiritual values, 14. Emphasis on the Present life of the child; Based on science; Emphasis on the 4. nature is self-sufficient entity.
importance of self-devt, emphasis on unity and diversity present life of the child; Emphasis on experiment and applied life; Opposition C.
15. Basic idea: Man is free, a free personality; Education is the awakening of man to bookish knowledge; Limited freedom of child; Emphasis on training of 1. Perfection of the human machine. Attainment of happiness. 
in his relation to God and the society. senses; Equal importance of individuality and sociability. 2. Preparation for the struggles of existence. Adaptation to the environment
16. Man knows no bound since he is free. However, it fixes goal: the growth B.  3. Education in not only memorization or storing info but a process which results
towards the infinite and embraces it. 1. Primary qualities of experience exist in the physical world;  mind is like a into childs devt in nature and personality
B.  mirror receiving images from the physical world 4. pupil will absorb info and concepts. parents are natural teachers and no need
1. God is the absolute ideal; all positive values through Him 2. mind of child at birth is similar to a blank sheet of paper upon which the for institutions such as school
2. every indiv. is born good and capable to sense, perceive and think world proceeds to write its impressions 5. a child is a child an not an adult in the making. Infancy, boyhood, early
3. self is the ultimate reality of indiv. experiences 3. nature is a primary self-evident reality, a starting point in philosophizing adolescence, adolescence, marriage
4. the idiv. self has all freedom for self-determination 4. consciousness is not a substance, it is an awareness of exp. and exp. is a 6. educational should be a natural process. it should be for the happiness and
5. one’s perception of the world roots in his existence medium in which object and organism are related. liberty of child and it should be through experience. it should be for individual
6. values depend on how one pass and enjoy them in their exper. C. devt and to spread social awareness
7. social values are realizes when one recognizes that he is a part of the society. 1. Preparing the child for a happy and successful life; Preparing the child for a 7. education aimed at the inner faculties, capacities and powers of the child. aim
C. real life; Developing the physical and mental powers of the child; Developing of education is not preparation for life, but participation in it. Each stage
1. Aims to develop the individual spiritually, mentally, and morally; discover and training the senses; Acquainting the child with the natural and social through which a child passes has a specific aim of education and these aims
indiv’s abilities and full moral excellence to serve society environment; Importing vocational education. differ according to the stage. The aim of education during the first stage of a
2. self-realization or exhalation of personality; ensure spiritual dev’t; develop 2. gives direction and form to indivs’ basic potentialities child is to gain knowledge and all the wants and needs of a child are to be
intelligence and rationality; universal education; transmission and promotion 3. determines the direction of the indivs’s inherited tendencies fulfilled. The second aim of education is to provide the child with the strength
of cultural heritage; cultivate moral values; prepare a holy life 4. provide educ that could produce a good indiv, and a good society by meeting that the child lacks of the ability of being free
3. what makes idealism active is education the 4 principal needs: aptitude, self determination, self realization, self D. 
D.  integration 1. curriculum must be child centered accdg to the present and future needs of the
1. emphasis on the subject matter of mind: lit, history, philo, religion, math, arts D.  child
2. importance to thought, feelings, ideals and values than to the child and his 1. Focuses on ‘right” subject. There is no fixed curriculum because it should 2. divided curriculum under two stages: earlier and later
activities apply according to the present needs. 3. early stage sensory training is given to the child. The child senses are properly
3. must consist of humanities; concerned with whole humanity 2. combination of subj matter and problem centered concepts or real problems exercised; the child develops physically and also develops the natural habits.
4. should give good mental experience of all types. science and art must be fully towards acquisition of desirable habits: study habits, research skills, library, At the later stage the naturalists included in the curriculum subjects as
integrated, healthy, hygiene, games, and sports evaluation, observ, ecperi, analtic, words, enjoyment physical sciences, language, mathematics, social studies, anatomy and other
E.  3. subject areas: natural science, social science, art, poetry, literature, biography subjects
1. Methods on handling ideas through lecture, discussion, and socratic dialogue.  E.  4. Manual work, trade, history aesthetics, physical culture, music and drawing 
2. introspection, intuition, and insight and whole-part logic are used to bring 1. Scientific methods: steps are defining probs, observing factors, hypothesizing, 5. Moral education  is given through activities and occupations but not through
concepts in mind and testing it. lectures on ethics
3. character is developed by imitating examples of heroes 2. Character devt is in training in rules of conduct. E. 
4. lecture-discussion methods; excursion; question mehtod project method F. 1. naturalistic philosophy of teaching. people learn more through direct
5. reading, lecturing, discussion, imitation, descartes device of simple to 1. Recognizes the demands of the student and also their needs; Teaches while experience that is by doing rather than by reading the books. 
complex being grounded to reality; Gives clear and systematic knowledge; Regards 2. not to use any book in the childhood and boyhood stage. Heuristic method
6. classroom is a temple of spiritual learning knowledge as one and universal; One with the student in teaching. which means to find or to discover, the children are provided with situation
F.  2. Help the students realize irresistable necessity of earth’s physical forces and opportunities and the children search. stress upon direct method of
1. Teachers are chief sources of inspiration; creator of educational environment 3. develops initiative and ability to control their experiences teaching. Teaching through things rather than words is given importance. two-
2. school is the agency of the society; thinking institution 4. realizes that they can enter into the meaning of their experinces way play method of teaching, learning by doing, during play also child learns
3. teacher is a spiritual guide; living model; carries child from darkness to light; 5. student would be taught factual info for mastery a lot and is educated
guides towards perfection 6. further develop discipline; utilize pupil activity through instruction; speak 3. STAGES OF EDUCATION. Infancy, Childhood, adolescence, and youth
4. teachers as the priest of man’s spiritual heritage; co-worker of God in with authority; regard pupil as more superior than others; change in the school F.
perfecting man would be perceived as a natural evolution towards perfection of order G.
G.  G.  1. Development of child psychology.
1. emphasizes the exaltation of personality (self-realization) brought by spiritual 1. It is practical. It responds to the individual and social need. Reintroduces 2. Scientific study of sociology and society.
knowledge, self-discip, and dignified teacher inductive method. They do not generalize. Scientific subjects found 3. Emphasis on curriculum which centered on experience.
2. assigns teachers as a respected guide and philosopher importance in education. It emphasizes objectivity. 4. Contribution in methods of teaching.
3. importance of moral, and spiritual education and points out the values of H. 5. Opposition to depression. 
humanities, social, sciences, art, and literature 1. Fails to answer, “Is there power beyond the physical world?” “Is there 6. it is a child centered process of education. It emphasizes on the natural
4. man’s perfection in various facets of life absoluteness of the physical world?” “What are the limits of the physical interests and capacities of the children. It focuses on the learning from
H.  world?” Total rejection of imagination. Does not give importance to ideas and experience of the children, so that the child is educated to solve all the
1. abstract and vague; avoids presenting realities to the child values. problems of the life successfully. Naturalism brings a variety in teaching
2. concerned with the ultimate end of life and avoids real daily problems; methods which are effective
neglects social aspects of life H.
3. sets unobtainable goals; over emphasizes humanity and underrates science 1. One sided and unsatisfying aim of education focuses more on the child. There
and tech is a tendency for the child to be anti-social. 
4. more on thinking and mental activities; unnecessary intellectualism 2. Too much emphasis on the present. They ignore books. Undue emphasis on
5. more importance on teacher than child physical education. Too much scientific subjects. Unlimited freedom of the
6. emphasize cramming and rote memory child. No importance to teachers. Child tends to become anti-social.
3. that it emphasizes too much on nature and natural development. The aims of
education of naturalism are one sided and unsatisfying. 
4. So much emphasis is given on present needs which will avoid the preparation
of the people for the future. Books are given no emphasis which is not good
because books play a great role in the development of the personality
EASTERN PHILO 
A.  PRAGMATISM
1. Hinduism Buddhism Confucianism Taoism Judaism Islam A. 
2. Confucianism  1. Problems as the motive of truth. Truth is formed by its result. There is no
Believe self should not come before society absolute truth. It changes. There are relative truths. Emphasis on the principle
Building moral character is more important than merely teaching skills  of utility. Emphasis on social and democratic value.
Superior individuals develop; Five Constant Virtues: 2. Opposition to fixed and absolute ideas and values. Importance of manpower.
Right attitude Right Procedure Right knowledge Right moral courage Right Opposition to social custom and tradition. Reality is still in the making.
persistence  3. Education is the Reconstruction of Experiences
1. Taoism  4. Education as growth. Education is reconstruction of experiences. Education as
Goal of human being is to attain a natural way of behaving (move like the responsibility of state. Education as social process.
Tao) 5. Beliefs and ideas are true if they are workable and profitable otherwise false. 
Most significant activity is nonaction  Knowledge is a plan of action one adopts to resolve a practical problem and
One should live in tranquil communion with nature truth is the success of the plan in leading to desirable results. Generally
People can govern themselves- strong sense of anarchy  considered an intellectual formation of American beliefs and attitudes.
1. Judaism  B. 
Observance of the Sabbath  1. Material world is the only real world governed by system of natural laws and
Pray several times a day  the man must submit to them.
The Torah is the divine words of God  2. have regard for actual facts, situations, and realities. Nature is everything. It is
Religion should impact everything in life: food, dress, work, the whole reality.
and marriage  3. denies the existence on anything beyond nature. everything comes from
Strongly value learning  nature and returns to nature.
1. Islam  4. nature is self-sufficient entity.It aims for social efficiency.
Want to return to more fundamental beliefs and traditional Trains the students to continuously and actively quest for information and production of new ideas
social values needed to adjust to an ever-changing society.
Must pray 5 times a day, facing Mecca 
Rich should care for the poor C.
Fast during holy times  1. Prepares a child for membership in the society. To give techniques on
1. Hinduism - Follows the Vedas and Upanishads  children on how to live life. To turn children to become good pragmatist.
Humans should not devote their lives to the pursuit of worldly possessions 2. As a result, schools exist to discover and expand the society we live in.
and success  Students study social experiences and solve problems. It encourages people to
Lead lives of love and service toward others find processes that work in order to attain desired goals. The doctrine that
Religion should mold our social, economic, educational, and political views practical consequences are the criteria of knowledge, meaning, and value.
B. 3. Conservative
1. Progress means non attachment and development of one's inner being D. 
2. Education is a way of achieving wisdom, maintaining the family structure, 1. curriculum Emphasis on the need, skills, etc. of the children. Follows
establishing the law, and providing for social and economic concerns children’s interest. Support their natural interests.
3. Education is necessary for this life, and for achieving life in the hereafter 
4. Mission Statement for Muhatama Secondary School E. 
The mission statement of Muhatama Secondary School is to inspire all of our 1. METHODS: Experimental methods STEPS; Statement of the Problem
students to continuous inquiry, empowering them with the skills, courage, optimism, and integrity Hypothesizing Investigating or data gathering Testing hypothesis Forming
to pursue their dreams and enhance the lives of others.  conclusions
2. OTHER METHODS: Creative and constructive projects Field trips
 School Curriculum  Laboratory work Library work Activity-centered Pupil-centered Opportunity
Priority Subjects: Prayer/meditation: breathing instruction Reading of sacred literature Recitation to practice democratic ideals CHARACTER DEVELOPMENT: Making
of oral legends Philosophy Ethics Character education group decisions inlight of consequences
3. Child and process-centered Emphasis on citizenship, knowledge and skills
Others:  applicable to daily life and career or job preparation Classroom in flexible and
Writing  Math  Science Physical Education rich in opportunities to experience what they are learning The source on
knowing is the challenging EXPERIENCE (learning by experience).
How Subjects Will Be Taught  F.
Self-discovery through prayer and meditation  Guided discussion; Teacher assisted activities and 1. Should be pragmatist first before teaching. Does not believe in systematic
lessons; Reflection; Physical Setup teaching. Keeps order in class Facilitates group work Encourages and offers
suggestions, questions, and help in planning Curriculum planner Schools’ role
Student Evaluation is to provide a miniature society. Gives child balance and genuine experience
Students will move to higher level classes once the teacher feels they have reached a certain level in preparation for democratic living Place where ideas are tested,
of cognitive ability; No numerical grades will be given; Students will be assessed by self- implemented, and restructed
evaluations, oral discussions with the teacher, and willingness to participate  G.
1. Importance of child over society.
Qualities of a Teacher 2. Infusion of new life in education. Social and democratic education.
Guru; Build strong relationship with students; Patience Progressive and optimistic attitude. Construction of new method
Wise; Knowledge of sacred literature and oral tradition corresponding to the present need. Contributes to the development of a system
Enlightened; Role model for prayer and meditation ; Social Structure of the Classroom; which is vocation centered.  Recognizes that an individual should be socially
Teacher/guru assumes all responsibility and control in the classroom; Students play a passive role efficient and productive, the curriculum duly takes note of it.  Another
in the classroom  important principal given by pragmatism is the principle of integration. 
Physical Education  Project method.  Helps to realise the value of today’s life. Saves child from
Buddhist School the burden of education which is too much centred on books.
Teaching and learning process through Eastern education philosophy stresses on the major H.
outcomes from the teachers 1. No predetermined aim of education. Everything is adjustable. Opposition to
It encourages the students to be active in giving and sharing the ideas, which is maximizing their predetermined ideas. Opposition to eternal truths. Opposition to
role as students than the teacher in creating the effective learning and teaching activity teachers intellectuality.
are fully responsible on the class effectiveness, by preparing and planning all the activities for 2. Negation of spiritual values. Negation of the past, tradition and customs.
their students Pragmatism is a method only and it does not talk about the general principle
The students are not trained or required to do anything, but every materials are given by the in life.
teachers they are very much encouraged to think and voice their views whenever they are
involved in group discussion or carried out the given assignment.

Students receive fully knowledge from the teachers inside the classroom. Students in a way
receive knowledge in a rigid way as they only seem to learn and study straightly from the teachers

Eastern education the students practice the concept of memorizing, as this philosophy focuses
mainly on book learning and memorization within the teaching and learning process. The system
of education is exam oriented, and teachers have to rush through the textbooks to prepare students
to sit for the tests.
Eastern education philosophy emphasizes on conformity and originality. Students have tons of
school rules to follow and such rules main aim is to produce perfect students.