EDUC 2: THE TEACHING PROFESSION

Philosophical
Foundation
Ryan Joseph Lee | Alexa April Bono
 PHILOSOPHY

Derived from the Greek words "Philo" meaning love, .sophos

meaning wise and ".sophia" which means wisdom.

It is the quest for truth based on logical reasoning aside from

factual observation of the nature's multifarious phenomena.

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 EDUCATION

Derived from the Latin word educare which means to rear or nourish and
educere, which mean to lead forth or draw out.

It is the process of acquiring knowledge (cognitive), habits, attitudes,

interests (affective) and skills and abilities (psychomotor) and other
intangible human qualities through training, instruction and self-activity
and transmitting these vital elements of human civilization to posterity.

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 PHILOSOPHY OF EDUCATION

Involves the union of two distinct yet interwoven and equally important disciplines, which
supplement and complement each other
The theoretical framework of ones educational ideas which considerably influences ones
educational practices.
Specifically, it studies or reflects on the educational problems on aims, methods, curriculum,
effects, forms, costs values and relations.
The practical application of formal philosophy in the problems and concerns of education.

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 Three basic applications of formal philosophy to education:

Analysis.
It classifies speculates any prescriptive statement. It examines the rationality of
our educational aims, their consistency with other ideas. It tests the logic of concepts
and the adequacy of facts they seek to explain.

Prescriptive. It specifies the ends that education ought to follow and it prescribes
means that education ought to use to obtain knowledge.

Speculative. It seeks to establish theories on the nature of man, society, and the world
which order and interpret the conflicting data of educational research and behavioral
sciences.

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 1. Epistemology- deals with nature of knowledge
and knowing and is directly related to methods of
teaching and learning.
2. Metaphysics- deals with the nature of reality and
Major Areas of existence. It relates reality to the content,
experiences, and skills in the curriculum.
Philosophy
3. Axiology- deals with values. Axiology is divided
into ethics and aesthetics. Ethics examines moral
values and the rules of right conduct. Aesthetics
deals with values in beauty and art.

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 HUMANISM

It was characterized by the revival of classical letters, an individualistic and

critical spirit and a shift of emphasis from religious to secular concerns
especially giving man ultimate freedom to determine his destiny.

It rejected supernatural sin, regarded man as a natural object and asserted the
essential dignity and worth of man and his capacity to achieve self-realization
through the use of reason and scientific method.

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 DISCIPLINISM
This theory also known as formal discipline was based
upon Aristotle's "Faculty" psychology which asserted that
the mind is made up of certain faculties such as memory,
reason, will, judgment, etc and -:act; of which needs
DISCIPLINISM special activities for its training and development

This theory maintained that the power developed in any

faculty by the study of a school subject can be used
equally well in other subjects or to meet any other
experience in life.

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 John Locke (1632- 1704)

Believed that the mind of the child at birth is

like a "tabula rasa", or blank tablet and
experiences will be the ones to write on that
tablet
Advocated that mastery of mathematics and
linguistic; ensures mastery of other subjects.

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RATIONALISM
Rationalism was the educational philosophy prevalent in Europe in the latter part of the seventeenth century.
It took its roots during the period known as the age of reason or age of enlightenment.
This philosophy claimed that human reason was the sole source of knowledge and the sole determiner
whether things or actions were acceptable or not.
Anything that did not conform to human reasoning should be blatantly rejected.
The rationalists upheld the right of a person to expose his own ideas and opinions, liberty of conscience and
freedom of thought and expression.
This philosophy aimed at the development of the individual by means of restraints based upon his reasons.
By these, man can develop his lot and can contribute to the common good and welfare of his institutions and
society.

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NATURALIS
M
Naturalism is the educational philosophy, which
adamantly opposed formalism
This advocated that education should be in
accordance with the nature of the child.
All educational practices should be focused
towards the natural development of all the
innate talents and abilities of the child
 Jean Jacques Rousseau (1712- 1778)

He believed that man, by nature is basically

good and the influences of the society are the
things that drive man to do evil acts
He also believed that the stronger the body,
the more it obeys: the weaker the body, the
more it commands.
He wrote EMILE, a novel, which is now
considered as the gospel of the childs
educational freedom.

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 IDEALISM

Lays stress on the mental idea, intrinsic and spiritual value rather than physical fact or
material value.

Truth or reality exists in ideas or in the spirit or in the mind. The philosophy starts with the
idea and ends up with the thing, for thought is prior to being.
The school of thought governing idealism holds that knowledge is independent of sense
perception or experience.

The development of idealism is traced from the philosophical ideas of Plato, Descartes,
Spinoza, Leibniz, Kant and Hegel.

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 IDEALISM

This they contend should only be made possible through a subject

matter-centered curriculum designed in order to provide students
with the best ideas of human culture and civilization.

The idealists expect the teachers to be role models of intellectual,

moral, aesthetic and vocational excellence to their students. They
should teach by example.

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 REALISM

Realism is a school of philosophy which is as old as that of naturalism and

idealism. It is a revolt against the theory of knowledge and metaphysics of the
idealist. It holds that the world around us is a real world and does not depend
on any mind, finite or infinite for its existence. It starts with a thing for it
believes that being is prior to thought.

This philosophy of realism is traced from the ideas of Aristotle, Aquinas,

Descartes, Locke, Hernart, Spinoza, James, Kant and Comenius.

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 REALISM

Realism is defined as the type of education in which natural phenomena and

social institutions rather than languages and literature are made the chief
subjects of study
It arose as a reaction opposing narrow humanism and religious formalism that
held education captive for nearly three centuries 1300's to 1600's)
It is also considered as an educational philosophy, which advocates that
education should be concerned with the actualities of life and prepare for its
concrete duties.

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 PRAGMATISM

Pragmatism in education and in modern perspective is credited to Professor John Dewey, Charles Pierce and
William James, the three famous American educators and philosophers. This philosophy stresses that
education has been in vain if it does not perform the social functions assigned to it, and unless it is considered
as a social institution in itself. The aim of education is the total development of the child through experience,
self-activity or learning by doing. The child must be the center of all educative processes- based on Deweys
tenet that education is life, education is growth, education is a social process, and education is the construction
of human experience. chools' main functions according to Pragmatism Being a specialized institution designed
to represent society to the child in simplified form;
Being selective in a qualitative. if not ethical manner as it represent society to the young, the school is in a position to
exercise value judgments in representing society;
Being responsible in giving the child a balance and genuinely representative acquaintance with society.

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 Essentialism refers to the "traditional" or "Back to the Basics"
approach to education; a response to progressivism.
It is so named because it strives to instill students with the
ESSENTIALISM "essentials" of academic knowledge and character development; a
conservative educational theory deeply rooted in idealism and
realism. The educational institutions as far as essentialism is
concerned are the agencies for the propagation and perpetuation of
these long-cherished cultural traits and not an entity to oppose such
values. Essentialists urge that the most basic academic skills and
knowledge be taught to all students; prescribe a fixed curriculum
and minimum essentials.

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 EXISTENTIALIS
M
Existentialism is a philosophical doctrine which emphasizes the freedom of human beings to
make choices, in a world where there are no absolutes outside of man himself.
The existentialists have no concrete concept to support the existence of God or any absolute
value. They believe that man is the molder of his own destiny.
For them truth is never absolute, but it is always relative to each individual who is the sole
determiner of the truth for himself, and every value is always dependent upon the free choice
of every man.
Education to the existentialists should enable a person to make choices for his /her life.

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 PROGRESSIVISM

This philosophy holds that change and not permanence is the essence of reality and
therefore education is always in the process of development. As such, educators must be
ready to modify methods and policies in the light of new knowledge and changes in the
environment.
This philosophy emphasizes that educational concern must be on the child's interests,
desires and the learner's freedom as an individual rather than the subject matter. No
structured curriculum.

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 PROGRESSIVISM

This philosophy emphasizes that educational concern must be on the child's interests,
desires and the learner's freedom as an individual rather than the subject matter. No
structured curriculum.

PROGRESSIVISM

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RECONSTRUCTIONIS
M
More concerned with social change; believes that the school should make
policies and changes which would bring about reforms of the social order.
We live in a world of great crisis; humans have the capability of destroying
civilization overnight. Similarly, mankind has the intellectual,
technological, and moral potential to create a world of abundance, health,
and human capacity. The curriculum should enable the individual to address
global educational issues, societal needs and problems

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 Postmodern

the aims of education are teaching critical thinking, production of knowledge,

development of individual and social identity, self creation. In postmodern education
teachers just lead students to discover new things.

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 ANY
QUESTION
S?
Thank You
Ryan Joseph Lee | Alexa April Bono