ARMY 2040: WORLD CLASS. MULTI-MISSION READY. CROSS-DOMAIN CAPABLE.

TRAINING DEVELOPMENT CENTER, CAC (P)

TRAINING AND DOCTRINE COMMAND, PHILIPPINE ARMY
Camp O’Donnell, Capas, Tarlac

PHILOSOPHY OF EDUCATION
(Student Handout)

I. DEFINITION OF TERMS

❖ PHILOSOPHY

- Philosophy of Education is a term that is used to define an approach to

Education that is based on the planning of courses and curriculum, policies
regarding education, and programs that are used to support or encourage
personal and academic development. In many cases, It will be used to inform
the structure and mission of a school.

-The Philosophy of Education is one of the basic foundations of Education.

-In many cases, it will be used to inform the structure and mission of a
school (WiseGEEK, 2015).

-Philosophy of Education is a term that is used to define an approach to

Education that is based on the planning of courses and curriculum, policies
regarding education, and programs that are used to support or encourage
personal and academic development.

❖ EDUCATION

-Acquisition of knowledge
-A tool to discipline 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 educators.
-It may be defined as the application of the fundamental principles of a
philosophy of life to the work of education.
-It offers a definite set of aims and a definite set of objectives.
-“Education without philosophy is blind and philosophy without education is
invalid.”

HONOR. PATRIOTISM. DUTY

ARMY 2040: WORLD CLASS. MULTI-MISSION READY. CROSS-DOMAIN CAPABLE.

II. MAJOR PHILOSOPHICAL FOUNDATIONS OF EDUCATION

❖ EXISTENTIALISM
- Jean Paul Sartre and Soren Keirgeraad
- “Existence precedes essence”
- Philosophy of Subjectivity
- People are free to choose what to make their lives and their passions are
what drive them.
-helps students understand and appreciate themselves
-helps accept responsibility for their thoughts, feelings, and actions
-helps students define their essence
-creates an environment in which they freely choose their preferred way
-Heart and mind are intertwined

❖ ESSENTIALISM
-William Bagley, James Koerner
-“Essence precedes existence”
-Back to the basic approach that emphasizes the basic skills of the
fundamental 4 r’s (reading, writing, arithmetic, and right conduct) ---mastery of
the subject matter.
-No consideration to student’s learning styles, interests, or schemata. ----
Teacher-centered ----memorization, lecture method, and discipline.

❖ BEHAVIORISM
-John Watson, B.F Skinner
-Human Beings- shaped by the environment
-Man- neither good/bad-product of society
-Therefore, make sure to create a physical classroom climate and a
psychological climate.

❖ PERRENIALISM
-Robert Hutchins, Mortimer Adler
-Ageless, eternal, unchanged----Curriculum is based on recurrent themes
-Truth-universal (transcends truths and values)
-Believed that we are rational animals, therefore schools should develop
students’ moral power.
-Aristotle ----Students’ reasoning skills should be developed to lead in the
development of other higher faculties and emotions.
-Studies humanities, social sciences, history, and general education
(GREAT BOOKS)---PAST IDEAS ARE RELEVANT.
-“The more things change, the more they stay the same”.

❖ PROGRESSIVISM
-Active than passive learning.
-The whole focus is student.
-To develop the curriculum according to the personal experiences,
interests, and needs of the students.
-It should be relevant to the students in order for them to learn.

HONOR. PATRIOTISM. DUTY

ARMY 2040: WORLD CLASS. MULTI-MISSION READY. CROSS-DOMAIN CAPABLE.

❖ CONSTRUCTIVISM
-Dialogical Exchange of Ideas
-Jean Piaget
-Assimilation: absorbing new information and experience and incorporating
them into our pre-existing ideas (Schema).
-Accommodation: new information replaces old beliefs
-Constructivism develops independent learners and intrinsically motivated
learners.
-Skills: The teacher provides data while students investigate, infer, predict,
invent solutions, etc.

Example: Fall in line versus Form in line

III. REPERCUSSIONS OF HAVING A DIFFERENT POE

-There will be conflicts of beliefs, ideas, and interests. Having conflicting POE
could hinder the achievement of the goals of the institution.

-What then should the instructor do if his/her POE is different from the POE of
the school?
*adapting to the school’s POE

IV. HOW DOES POE HELP YOU IN INSTRUCTIONAL PLANNING?

-Instructional plans outline the methods for teaching each lesson with activities
and a list of the necessary resources.

-In short, learning POE provides the teacher the most effective tool for the
students to learn in line with the POE of the school/ institution.

V. CONCLUSION:

❖ Philosophy is a rational enquire to the reality of the world which aims to find
out Truth for the sake of attaining wisdom.
❖ Education is a social process by which society deliberately transmits its
accumulated knowledge, skills, and values from one generation to another.
❖ Philosophy and education are complementary to each other in the sense
that both deal with the nature of human beings.
❖ Philosophy determines the various aspects of education such as aims,
curriculum, methods of teaching, role of teacher, etc.
❖ It provides a theoretical guideline to education whereas education makes it
into practice.

REFERENCE: Instructor Development (IDS) Handbook

Name of Instructor: Cpl Marie Sol V Leonin (Inf) PA
Contact Details:0905-711-0408

HONOR. PATRIOTISM. DUTY