Asian Development Foundation College

Tacloban City

PHILOSOPHY OF
EDUCATION
Learning Insights

SUBMITTED BY: SUBMITTED TO:

ROWELINA L. OLIMPO OFELIA N. ALCOBER, Ph.D.
MAED-SOCIAL STUDIES
 Philosophy and Education

Philosophy of education is that branch of philosophy that addresses philosophical

questions concerning the nature, aims, and problems of education. It discusses the goals, forms,
methods, and meaning of education. It is very important to know how philosophy and education
are interrelated in order for the teacher to become an effective teacher. Education in philosophy
involves becoming aware of major figures and developments in the history of philosophy,
learning up-to-date techniques and accepted answers to philosophical questions, and learning
critical, interpretive, and evaluative skills that, in the overall scheme of things, may be
considered to be of greatest value. The study of philosophy helps us to enhance our ability to
solve problems, our communication skills, our persuasive powers, and our writing skills. Below
is a description of how philosophy helps us develop these various important skills.

Methodology of instruction; Areas of Philosophy

If different areas of education are observed In relation to philosophy we will conclude

that philosophy is an essentiality for a productive and progressive outlook on education Rusk had
rightly commented’ from every angle of educational problem comes thus the demand for a
philosophical basis of the subject. Instructional methodology describe the teaching process; most
decisions a teacher makes are on these procedures. Proper management of this component results
in those changes in student behavior which we call learning or achievement. As the means of
reaching predetermined ends methods form the most important link in the total teaching learning
chain. It is the middle link connecting the objectives with its value. Generally instructional
procedures describe procedures for teaching skills, language, concepts, principles, and problem
solving.

Educational Theories

Essentialism

It advocates the mind with what are essential. The reason why we teach is to instill
students with the “essentials” of academic knowledge, enacting a back-to-basic approach. In
essentialism we teach students the basic skills of the fundamental R’s such as reading, writing,
arithmetic and right conduct. As a teacher we are expected to be a intellectual and moral models
of our students. We have to master the subject matter and observe the core requirements.

Perennialism

It is the belief that schools should teach ideas that are everlasting. Perennialism is from
the word perennial which means lasting for many years. The goal of a perennial aesthetic action
is to teach students to think rationally and develop minds that can think critically. Teachers teach
from classic and great books. The perennials’ classroom are teacher-centered, student engaged in
Socratic dialogue or mutual inquiry sessions to develop an understanding of history’s most
timeless concepts.

Pragmatism
The leading proponent of this philosophy is John Dewey. In which he is known for the
saying “Education is not preparation for life, Education is life itself”. In pragmatism, truth and
meaning of ideas are evaluated. How? According to their physical consequences and practical
values in Layman’s term according to the evidence as shown without enough evidences then
certain ideas opinions cases or news are enough to be called fake news. In pragmatism class the
need to test the validity of ideas or emphasize how to test the validity of ideas. In this philosophy
to validate ideas empirically use the scientific method. to understand more about pragmatism
think of this phrase “ if something works, it is true”. The reason why students should be
encourage to do researches and apply them to the solution of a problem. Relating to education it
believes that the function of education is to enhance human potential to be able to adopt to a
constantly changing world.

Progressivism

It is the idea that education comes from the experience of the child progressive esteems to
develop learners into becoming enlightened and intelligent citizens. We teach based on the
curriculum that responds to students’ needs and that relates to their personal lives and
experience. Teachers teach students things that are practical for life and encourage them to grow
into better people they also teach students the skills to cope with change. Progressive teachers
used experiential methods they believe that one learns by doing.

Reconstructionism

It is a more critical theory is a philosophy that emphasizes the addressing of social

questions in a quest to create a better society in worldwide democracy. Reconstructionist
educators focus on a curriculum that highlights social reform as the aim of Education. For
reconstructionist it focuses on students taking social action in solving real problem such as
environmental problems, hunger, international terrorism, inflation and inequality.
Reconstructionist deals with social issues through inquiry dialogue and multiple perspectives.
Community-based learning and bringing the world into the classroom are also utilized.

Existentialism

It focuses on individual’s freedom to choose their own purpose in life. The main concern
of existentialists is to help students understand and appreciate themselves as unique individuals
who accept complete responsibility for their thoughts feelings and actions. In existentialist
curriculum, students are given a wide variety of options from which to choose. Humanities are
given tremendous emphasis. Existentialist methods focus on the individual. Learning is self-
paced and self-directed.

Philippine Philosophical Orientation

Education during the new society

The emphasis of the New Society is on moral values, relevance, proper methods of
teaching, retraining of teachers, vocational and technical education, bilingualism, national
consciousness and cultural values. To guarantee that the educational system would be relevant
and responsive to the challenges and requirements of national, provincial and local development.

Education during the present period

Education is a multiple learning lifetime process of gaining knowledge from all means.
The present education system is mainly based on the intelligence quotient I.Q aspects and lacuna
exists in emotional intelligence quotient E.Q. aspects. To improve the quality of the present
education system emotional intelligence subject should be implemented as compulsory subject at
college level in Indian universities. A tentative syllabus for E.Q. is highlighted. Three
dimensional thinking can enrich E.Q of a student. Students of higher E.Q are talented in facing
of any arising situation in a perfect manner. We need fast track updating of teacher's knowledge
through refresher courses and extending internet facilities to improve the quality of teaching.

Global Education And Education for All

The Education for All (EFA) initiative included provisions to ensure all Filipinos were
able to achieve what UNESCO calls “functional literacy”, the ability to read, write and do
calculations at a level that is sufficient for the country in which a particular person lives. Further
supporting the K-12 reform, the government set four key objectives for the EFA initiative:
providing education options for all out-of-school adults and young people; eliminating drop-outs
and repetition during the first three years of school; encouraging the completion of a full cycle of
basic schooling to a satisfactory level at every grade by all Filipino children; and committing to
the attainment of basic education competencies for everyone.
Part III. The significance, nature and role of Philosophy of Education, Philosophical Thoughts
and Values Education

Philosophy of General Aim of Education

Education is a continuous lifelong process. The aim of education is to provide direction

to the process of education. There are different aims of education like social aim, vocational aim,
cultural aim, moral aim, spiritual aim, intellectual aim, etc. Education can make him to be a
productive member of the society. Every individual is born with some potential. It is the
education that helps the individual to meet his potential. Process of education makes the
individual to be capable of his livelihood, so that he can useful and lead a productive life in the
society. Education has a cultural aim also. By undergoing education, child becomes civilized and
cultured. An educated person develops aesthetic sense and respects other's culture. Knowing the
culture includes gaining or acquiring knowledge about existing beliefs of a society, art, morals,
laws, etc. Education helps in building up of character of an individual. Most values like honesty,
truthfulness, justice, goodness, purity, courage, punctuality, and dutifulness are nurtured through
education. Education is necessary to promote spirituality among the individuals. He raises
himself above self-interest and works for the welfare of others, which is called to be the state of
self-actualization. He not only preaches right or wrong, but also practices it in his life. Education
provides opportunities to an individual to develop innate power or intellectual capacity to think
rationally and lead his life independently with confidence.

The Educational System in Relation to the Foundation of will and Dignity of the Intellect

A good teacher, first, has a powerful fait in the future. Teaching with passion shows vulnerability
to the learners. Teaching requires love for children because we love to teach them and help them.
The intellect, defined as intellectual thinking, includes knowing, understanding, analyzing,
evaluating, and creating. Intellectual thinking makes sound judgements and it makes those
judgements based upon an accumulation of knowledge coupled with an awareness and sensitivity
to current situations and environments. Intellectual thinking enables a person to confidently face
problems, challenges, and obstacles. Intellectual capacity imagines and creates pathways of life
that lead to goodness and value, regardless of circumstances. We must teach from our will and
with dignity of intellect.

The Nature of the Truth

 Education without a commitment to truth seems to be meaningless and raises serious
questions about its legitimacy. Education is a cultural process dependent on and transferring
acknowledged values. However, because we need to distinguish between what is true and what
is recognized, reflection on epistemological and foundational issues is needed in relation to
education. Thus, epistemological questions about truth and communication, and metaphysical
questions about knowledge and reality, need to be raised. I draw on discussions in classical,
modern epistemology and theories of truth, and of their relation to educational issues. In
addition, the interdependency of culture and education and their mutual relations come up as
an issue of principal importance for the foundation of both of these relata. My reasoning relates
to the philosophy of education developed by the German philosopher Richard Hönigswald.
Lastly, I discuss why truth and critique matter for education and human life today, including
ethical and political formation, in relation to two cases, viz. the algorithms and data targeting
of internet search technology, and, secondly, the special problem of propaganda and
disinformation.

Philosophical Foundation Thought in Education

Naturalism

Naturalism is a philosophical doctrine that holds the belief that matter is the ultimate
reality thus, naturalism believes that the material world is the only real world and that it is
governed by natural laws. As you can see naturalism is directly opposed to idealism in its
interpretation of reality in the sense that idealism holds the belief that the material world is
not real. For the idealists the material world is just a copy of the real which is beyond this
world for example for Plato who was considered to be the leading proponent of idealism the
true reality cannot be experienced through the senses the true reality for Plato is the universal
and eternal form that exists beyond the material world. Naturalism and Realism are a kindred as
both regard matter as the ultimate reality. However, they differ significantly in its interpretation
of nature. In realism there is the emphasis on a faithful representation of nature while in
naturalism nature is viewed as a force that is powerful and indifferent mechanism. Given that
nature is a force a powerful and independent mechanism the material world for the naturalist is
therefore being governed by a system of natural laws. Hence, for the naturalist nature is
everything. It is the whole and ultimate reality. For this reason when the naturalist interprets the
material world he or she focuses on explanations that come from the loss of nature rather than
employing supernatural or spiritual explanations. This explains why the naturalist have high
regard for actual or natural facts situations or realities. For this reason, the naturalist presume
that in principle nature is completely knowable this is because there is in nature irregularity
unity and wholeness which can be accessed by the human mind. According to naturalist without
these regularity, unity and wholeness objective and scientific knowledge would not be possible.

Idealism

It is based in ideas are the only true reality, the only thing worth knowing. Now ideas are
generated in the head and ideas have to be translated these are thoughts. They are in our heads,
they have to be translated into language and then put forward. So as people developed ideas and
old ideas led to newer ideas and newer ideas led to yet newer ideas lots of ideas and lots of
information and knowledge was created. That brings us to how much ideas, how much of all
these ideas that people have given us do we really need to know. The focus of idealism is on the
mind, the brain, the thinking because that is the fountain from where all ideas emerge. Ideas can
be good ideas and also can be bad ideas. As the philosopher or the person trying to follow a
certain philosophy you have the option. You don’t like a certain idea of a philosopher, don’t use
it, don’t work with it. You like the idea of another philosopher, use it. You have to be
comfortable with a philosopher’s ideas before you actually use it. As a teacher you are not
comfortable with a philosopher’s ideas, don’t use it because you will only set yourself up for
failure.

Realism

The term realism comes from the Latin word “Realists” who is to be really real. Realism
refers to the things exist whether or not the human mind perceives them. Aristotle was the
leading proponent of Realism and the first philosopher to develop a systematic theory of logic.
Ina deeper meaning of realism, it is a philosophy that assumes that there is a real external world
that can be recognized. There are facts about the philosophy of realism. First, realism is believes
in the word which we see or perceive to be true. Second, realists believe in the present life.
Third, realists believe in the truth of life and ai, of life is in the development of unsystematic life.
Lastly, realists ten to believe that what we believe now is only an approximately and that every
new observation brings us closer to understanding reality.

Progressivism

According by John Dewey, progressivism employs experiential methods and he believed

that one learns by doing. One Experiential teaching method that progressivist teachers heavily
rely on is the problems. Progressivist teachers are more concerned with teaching the learners
long life skills and complete change. Change is the only thing that doesn’t change.

Socialism
In the socialistic theory of education, “work” or “activity” is the bottom line and must
lead to further activity. Learning becomes largely a matter of doing w/ experience considered the
only means of acquiring knowledge. When we say SOCIAL it refers to a characteristics of living
organism as applied to populations as humans and other animals. SOCIETY is a group of people
who share a defined territory and culture. SOCIALISM is a political and social economic theory
of social organization that advocates the meaning of production, distribution and exchange
should be owned or regulated by the community as a whole. Socialism stresses the belief that
society and group life take precedence over the individual. Socialism and naturalism are
integrally related since both venture to solve the problems of life through science; the former, by
social science, the latter by social science. In theory, based on public benefits socialism has the
greatest goal of common wealth; Since the government controls almost all the society’s function,
it can make better use of resources, labors and lands; Socialism reduces disparity in wealth, not
only in different areas, but also in all societal ranks and classes. There are five effects of the
philosophy of socialism on education. First is a false interpretation of human nature. Just as
naturalism misinterpreted man’s true nature of subjecting him totally to nature, otherwise
socialism misinterprets the essential nature of man. Second, A false theory of education. The
social theory of education is based on the false philosophy of socialism. Third, a false
methodology, socialism as a school of philosophy of education hopes that the child is to learn by
doing. By his own direct experience. Fourth, a false methodology or a false notion of discipline,
socialistic philosophy of education denies the freedom of the wheel. And fifth a false aims,
Socialism asserts that the ultimate aim of education is to achieve the maximum degree of self-
realization by the individual through proper participation in the institute in this institutional
activities of society.

Communism
 Communism is a political ideology that is still present in a few countries across the globe
Communism may help to close the gap between the poor and the rich. It enhancement of the
education infrastructure. They give importance on investments in infrastructure. Communism
can reduce social tensions in a society. Absent of classes may reduce the problem of
discrimination of minorities. Everyone gets similar chances to succeed in life by having
education and working hard on it to achieve.

Fascism

Fascism is anti-philosophy. Fascists are firmed about what they stand up for than what
they hold up. Therefor fascism appears to be anti-philosophy; it is anti-rational, anti- liberal,
anticonservative, anti-capitalist, anti-bourgeois, anti-communist. In this light, some have
portrayed fascism as an example of nihilism, literally a belief in nothing, a rejection of
established moral and political principles.

Existentialism

Existentialism in education is a teaching and learning philosophy that focuses on the

student’s freedom and agency to choose their future. Existentialist educators believe there is no
god or higher power guiding their students. Thus, they encourage all students to exercise
personal agency and create their own meaning for life.

The Philippine Philosophy of Education and Values Education

What we hope to achieve is to bring about the idea that a response to traditional methods
of teaching, Educational movement which gives more value to experience than formal learning
that concentrate on the development of the child’s talent is necessary linked to the philosophy of
pragmatism. Education should be about life and growth which include practical learning, which
focuses on the real-world applications of lessons and positivism state of being certain or very
confident of something which have been extended and have found its roots and influence in the
Philippine educational system. Values education as a part of the school curriculum is the process
by which values, attitudes and habits are formed as the learner interacts with his environment
under the guidance of the teacher. It involves different kinds of teaching-learning process. First,
in terms of subject matter, values has direct and immediate relevance to the personal life of the
learner. Second, the process involves not just cognitive but all the faculties of the learner. The
teacher must appeal to the heart and the total human person instead of only to the mind. And
third, one learns values the way children learn many things from their parents. Children identify
with parents, and this identification becomes the vehicle for the transmission of learning. Hence,
the teacher’s personal values play an important role in values learning.

Filipino Thinkers, Educators and Philosophical Association

Social thinkers are individuals in society who can be regarded as forefronts and
visionaries toward the improvement of society in a particular time. They can also be regarded as
great individuals who have contributed significantly to development of political and social
thoughts and philosophy. They also provided significant contributions to the advancement of the
disciplines of the social sciences. In the Philippines, there are a number of Filipino social
thinkers who contributed toward the advancement and enrichment of social and political
thoughts.

The nature of Academic Freedom

 Academic freedom is the freedom to pursue the truth through open inquiry and
exploration and experimentation. The philosopher Russel Kirk described academic freedom as
transcendent and permanent or as a natural right. If scholars and students are to discover the truth
they need to be able to investigate freely wherever the evidence in logic lead them. The climate
on many college campuses has grown more hostile to differing viewpoints it’s especially
important now to protect academic freedom so that scholars who investigate a hot-button
subjects are not punished for doing so. Unfortunately, in some cases academics can lose their
jobs or never even get hired because of their personal beliefs or because their research deals
with controversial and unpopular topics. Initially tenure was created to protect academic
freedom. But today there is a large body there is a large of legal precedents that protect
academic freedoms just as well if not even more academic freedom isn’t just for professors the
intellectual freedom of everyone on campus should be protected that includes students,
administrators, trustees, alumni and in the case of universities. The purpose of academic
freedom is to preserve the spirit of inquiry.

The Paulo Fiere Method of Combating Illiteracy

Paulo Freire is the patron of education in Brazil. His main work - the Popular Education
pedagogy - influences many educators all over the world who believe in education as a way of
liberating poor oppressed people. One of the outcomes of Freire's work is a literacy method,
developed in the 1960's. In this paper, we propose the adoption of elements of Freire's Literacy
Method for use in a pedagogical pathway towards data literacy. After tracing some parallels
between literacy education and data literacy, we suggest some data literacy strategies inspired on
Freire's method. We also derive from it a definition for critical data literacy.

Philosophy preference Assessment in relation to the Curriculum.

Philosophy refers to the beliefs that make up the society and constitute the meaning of
educational philosophy. It points out to the society what they aspire to be achieved through
education. Education is an act or experience that has a formative effect on the mind, character or
physical ability of an individual. It is also the process by which society deliberately transmits its
accumulated knowledge, skills and values from one generation to another through institution.
The term curriculum is from a Latin word for ‘race-course’ referring to the course of deeds and
experiences through which children grow to become mature. Curriculum is all the selected
activities done in the society which are used in the learning process. It is a race experience,
planned learning and instruction which requires a learner to know things taught in class
producing and understanding language used, solving problems and making their own decisions