CHAPTER 3:

PHILOSOPHY OF EDUCATION AND

PERSONAL PHILOSOPHY
BEED 1A- GROUP 3
ZAFRA
VILLARONTE
CAPUNO
DIAMADA
MALACHICO
 LESSON 1:
PHILOSOPHY AND
ITS BRANCHES
 LESSON 1: Philosophy and Its Branches
What is Philosophy?
-is what has driven people to understand their world, explore other worlds createe works of art, create
tools and machinery that extend our capabilities. Yet philosophy is what has driven humans to war,
destruction and incredible cruelty to human beings.
Meaning of Philosophy
Philo=love, sophos or Sophia=wise or wisdom; Philosophy therefore is love of wisdom.
◦ The quest for truth based on logical reasoning aside from factual observation of nature’s multifarious
phenomena. Its purpose is to seek and prove the ultimate and absolute truth and for this, it is
considered as the mother of all sciences. (Duka,1999)
◦ A set of ideas about the nature of reality and about the meaning of life. McNergney
◦ A group of theories or system of thoughts by which it sought to understand the world, its meaning
and its values. It is a systematic study of life and the universe as a whole in order to frame a logical
and necessary system of general idea so that every element of human experience may be
interpreted. Gregorio
◦ An unusually stubborn attempt to think clearly. William James
 BRANCHES OF PHILOSOPHY
Metaphysics is the branch of philosophy that considers questions about the physical universe. The
word “physics” refers to those things physical. The prefix “meta” implies considerations that go
beyond mere physics, a consideration that transcends the physical world. Metaphysics then
deals with the nature of being and reality.

A) Ontology- explores issues related to nature, existence or being. It tries to resolve the question of
whether existence is identical with space, time, nature and spirit.

B) Cosmology- is concerned with the nature of origin of the universe (cosmos). It tries to explain the
theories, origin and development of the nature of the universe (cosmos).

B.1 Evolutionism-theorize that universe evolve of itself

B.2 Creationism- theorize that universe was the result of the working of a creative cause of
Personality

c) Teleology- tries to elucidate subjects pertaining to whether or not there is purpose in the universe
Epistemology- is concerned with nature of knowledge or how we come to know things. It
theorized that knowledge of truth develops through thought from observations and from logical
reasoning and come from scientific inquiry, intuition and the senses. It adhered the view that
education must be aimed at developing the person intellectually through acquisition of knowledge
imparted by the teacher.
a) Agnosticism- is a position that conclusive knowledge of ultimate reality is an outright
impossibility

b) Skepticism- is based on the idea that everything is open to doubt. It is also considered as a
questioning attitude toward the possibility of having any knowledge.

c) A posteriori- is a Latin term which means “from behind”. It is the term used to determine
knowledge that comes from experience. It postulates that experience comes first and the
knowledge afterwards.

d) A priori- a Latin term used to describe knowledge which, it is urged, can be acquired through
pure reason alone, independently and perhaps, before experience.
Axiology- seeks to ascertain what is of value. It specifically deals with the problem of value. It stressed that
education should not only give provisions for intellectual and personality development but should also
emphasize value formation as well as appreciation of what is beautiful in the world where one lives.
a) Ethics- explores the issue of morality and conduct. It is therefore, the determiner of whether the action
is good or evil
b) Aesthetics- is concerned with beauty and standards of tests and value especially in art

Logic- deals with the science of correct thinking and reasoning. It held the view that education is expected
to develop the young minds to think and reason out logically based on concrete facts and not on mere
speculation or hearsay. This is based on the premise that the person who thinks right and reasons out right
does the right actions. It also helps to distinguish valid thinking from fallacious thinking.

a) Induction- reasoning from particulars to general conclusion. It is usually done through the process of
inferring a general law or principle from the observation of particular instance to a general conclusion
b) Deduction- that is the opposite of induction. A kind of reasoning from general to particulars
c) Syllogism- derives conclusion from two propositions called premises (major premise and minor premise)
d) Dialectic- conflict or contrast of ideas is utilized as a means of detecting the truth (thesis, antithesis and
synparticular
 LESSON 2:
PHILOSOPHIES OF
EDUCATION
Philosophies/ IDEALISM REALISM THOMISM HUMANISM
Philosophers Plato Aristotle Thomas Aquinas Erasmus

Metaphysics Reality is an Reality is Reality is an ordered Reality is also

unchanging world of observable events, world created by humanity’s creation.
perfect ideas and objects and matter
universal truths independent of God that people can People strive for
human knowing come to personal meaning in
know. People their
strive for eternity experience and
with God. interpretation of life
on earth.

Epistemology Knowledge is Knowledge is A combination of Exploration,

obtained when ideas obtained when reason and faith questioning, and
are brought into students are taught enables students to critical thinking eable
consciousness ideas that can be acquire and use students to discover
through self- verified and skills bodies of knowledge or construct and use
examination and that enable them to their own knowledge
discourse know objects they
encounter
Philosophies/ IDEALISM REALISM THOMISM HUMANISM
Philosophers
Plato Aristotle Thomas Aquinas Erasmus

Axiology Wisdom of Self-control, Knowing, loving Knowing and

goodness, clear judgment and serving God loving God and
discipline, order, and rational serving
self-control, thought, humanity.
preservation of personal
cultural heritage of excellence,
the past balance and
moderation
WHAT PHILOSOPHIES
INFLUENCE WESTERN
EDUCATION?
 Goal of Education Role of Teachers Teaching Methods
Philosophy Subjects Studied

Idealism Education must Creation of Informal dialect Subjects offered are

exist as an educational essential for mental,
institution of environment Question and moral and spiritual
human society Discussion development such as:
concerned on Chief source of
one’s spirituality inspiration, Lecture Excursion Philosophy, Theology,
and not because of knowledge and and field trip History, Mathematics,
natural information Literature, Values
necessity alone Project method Education, GMRC and
  Excellent mentally, Meditation Christian Living
Education Morally and Reading
develops the spiritually
individual
spiritually, mentally A reserved
and morally person/con versant
 Goal of Role of Teaching
Philosophy Education Teachers Methods Subjects Studied

Realism Give direction to Help students Scientific Combination

individual’s realize the methods/ problem of subject matter and
basic irresistible solving problem centered
potentialities necessity of Process approach concepts, acquisition of
and talents earth’s physical
forces desirable habits, study
Experimentation
Determine habits, Research skills,
Discovery method
the direction of Develop evaluation, observation,
one’s inherited initiative and experimentation,
tendencies ability to analytical thinking, critical
control their thinking, application of
Provide an experiences principles, effective use of
education that words and
could produce Help realize that
they can enter habits of enjoyment
individuals who
can meet their into the
principal needs meaning of their
experiences
 Goal of Role of Teaching
Philosophy Education Teachers Methods Subjects Studied

Pragmatism For social Keep order in the Experimental and Integrated and based on
efficiency class scientific method the problems of society
Social duties and
Train students to Facilitate group Creative and responsibilities
continuously and work construction
actively quest for projects Motivation Subjects are
information and Encourage/ Laboratory work interdisciplinary
production of new
Offer suggestions
ideas needed to
and helps in Self activity Combined academic and
adjust to an
everchanging planning vocational discipline
society Library work
 Goal of Role of Teaching
Philosophy Education Teachers Methods Subjects Studied

Perennialism Internalize truths Known masters Subject centered Arts and sciences
that are universal of disciplines
and constant Method of Great ideas or universal
Discipline pupils disciplining the principles
Develop rational intellectually mind through
thinking and through a study reading and Moral, aesthetic, religion
intellectual mind of literature discussion and intellectual topics
Develop
Lecture
learner into a
rational and
intuitive being Discussion
 Goal of Education Role of Teachers Teaching Methods
Philosophy Subjects Studied

Produce the “whole Act as resource Problem solving, No structured curriculum,

Progressivism man” who will person reflective strategies subject centered curriculum
become a
responsible Serve as advisers, Cooperative Emphasis on life experience
member of society counselors and learning 4 h’s (health, head, heart,
guides hand) for physical,
Gives strength and Strategies intellectual, social and
meaning to
Teach students Socialized group manipulative
community
how to activities and skills
life
learn and become situation
active problem
solvers /Conferences
Synthesis on

Observation and
participation

Experiential and
social development
 Goal of Education Role of Teachers Teaching Methods
Philosophy Subjects Studied

Essentialism Develops Provide stimulating Deductive method Core skills like reading,
individuals activities for writing and arithmetic
to perform justly, learning Recitation
skillfully and Teaching the essential facts
magnanimously Provide Assignments or and concepts of
wellganized homework Analysis ,Science
Adjust to cultural lessons to prove he and synthesis ,Literature
demands
is an authority of Health and
and live
instruction Race and social Physics
together in peace
heritage over
Authoritative experiences Hard sciences, technical
disciplinarian and vocational
courses

Arts for aesthetic expression

Values of discipline, hard

work and respect for
authority
 Goal of Role of Teaching
Philosophy Education Teachers Methods Subjects Studied

Existentialism Focus on Present principles Scientific dialog Sciences

individual and values
humanity reasoning Inquiry approach Humanities

Produce Good Question answer Philosophy

individuals who provider of method Arts for aesthetic
are experience/ expression
aware of their opportunities Drawing
freedom of choice
responses History
Effective
questioner and Social heritage Literature
communicator over experiences
Mathematics

Ethics/values
 Goal of Education Role of Teachers Teaching Methods
Philosophy Subjects Studied

Reconstructionism Awareness Lead the young in Problem National/ international/

of societal needs designing Solving method global issues
and problems programs for
social, educational, Democratic Societal needs and problems
Quest for a better practical and discussion
society economic change Educational philosophies
Socialized recitation
Conscious of
Encourage Forum/conference /Social change
students’ role in
nation building pupils to solve philosophy
problems Brainstorming

Encourage Project method

community based
projects Concept approach
 Goal of Role of Teaching
Philosophy Education Teachers Methods Subjects Studied

Behaviorism Engineer Manipulate the Programmed Learning tasks

environments that learning instruction on which behavior
efficiently environment that provides can be directly
maximize and present feedback on observed, measured and
learning stimuli using performance, evaluated
conditioning and behavioral
Modify and social contracts,
shape students’ learning reinforcement
behavior by to shape student
providing
behavior
favorable
environment
 Goal of Role of Teaching
Philosophy Education Teachers Methods Subjects Studied

Linguistic Develop the Develop the Experiential How to send clear,

Philosophy communication learner’s concise messages and
skills of the skill in Learning how to receive and
learners sending correctly understand
messages Dialogue messages sent
clearly and
receive Method Verbal, nonverbal and
messages paraverbal
correctly Socialized communication

Recitation Uses of language

Multilingual

Approach