PHILOSOPHY

OF TEACHING

Presenter:

VICKY RANCE-CATUBIG
PhD Student
 INTRODUCTION/REVIEW
Definition of terms:
Philosophy – derived from the Greek words “philo” meaning LOVE and
“sophia” which means WISDOM.
Philosophy is the quest for TRUTH based on LOGICAL REASONING,
aside from factual observation of nature’s multifarious phenomena.
Education – derived from the Latin word “educare” which means to
REAR or NOURISH and “educere” which means to lead forth or draw
out.
Education 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.
Philosophy of Education – This helps us study or reflect on the
educational problems on AIMS, METHODS, CURRICULUM,
EFFECTS, FORMS, COSTS/VALUES and RELATIONS.
Three Basic Application 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 opts 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.
Need of Philosophy Education in Modern Times:
 Every behavior or action has its own principles.
 The principles underlying all educational behavior are
derived from philosophy of education.
 It is only through a philosophy of education that one
determines the curriculum, the textbooks, the methods of
teaching, methods and standards of evaluation, the methods
of maintaining discipline, etc.
 PHILOSOPHICAL FOUNDATIONS
MAJOR PHILOSOPHICAL THOUGHTS
1. Idealism (Plato)
a. Ideas or thoughts make up fundamental reality. “What the mind
can conceive, the mind can achieve.”
b. Ideas and knowledge are enduring and can change lives.
c. Aims to develop the individual spiritually, mentally and morally
(mind, soul and spirit)
d. Main teaching methods are imitation, reflection, introspection,
critical discussions, lecture and Socratic method (giving of questions,
rather than answers)
e. Learner imitates the teacher and strives towards perfection /
excellence
f. Teacher serves as role model and questioner.
g. School trains future leader and maintain and transmit values.
2. Realism (Aristotle, Comenius, Herbart)
a. Knowledge is derived from sense experience.
b. Aims to provide students with essential knowledge to survive
in the natural world.
c. Methods – demonstration, sensory experiences, inductive logic
and lectures.
d. Student can only learn when he follows the laws of learning.
e. Teachers is a demonstrator who has full mastery of the subject,
utilizes learner’s interest by relating the lessons to the learner’s
experiences, and makes the subject matter as concrete as possible.
f. School teaches students about the world, and transmits
knowledge.
3. Pragmatism/Experientialism (John Dewey)
a. Curriculum should reflect society and emphasize the needs
and interests of children.
b. Openly accepts change and continually seeks to discover new
ways to expand and improve society.
c. Aims to teach students how to think so that they can adjust to
the demands of an ever changing world.
d. Learning methods are free and open discussion, project
method, and individual problem-solving.
e. Learner learns from experience.
f. Teacher uses various methods to accommodate individual
learning styles and serves as helper, guide and arranger or
experiences (scaffolding).
MODERN PHILOSOPHICAL THOUGHTS
1. Perennialism (Robert Hutchins)
a. Knowledge that has endured through time and space should constitute
the foundation of education (proven and tested).
b. Aims to develop students’ intellectual and moral qualities or develop
the power of thought.
c. Learners are passive recipients of knowledge.
d. Teacher spends more time teaching concepts and explaining how they
are meaningful to students. S/He interprets information and shares eternal
truth.
2. Essentialism (William Bagley)
a. Teaches basic/essential knowledge and skills.
b. Aims to promote the intellectual growth of the learners.
c. Classrooms are teacher-oriented.
d. Learner receives instruction in skills (3Rs) and is passive.
e. Teacher focuses on achievement test scores in evaluating progress, and is
lecture-based.
 3. Progressivism (John Dewey, Johann Pestalozzi)
a. Education is always in the process of development.
b. Centered on experiences, interests and abilities of students.
c. Education comes from the experience of the child.
d. Aims to provide the student the necessary skills to interact
with his every changing environment.
e. Learner learns by doing.
f. Teacher plans lessons that arouse curiosity and encourages
the development of higher level of knowledge (HOTS).
4. Existentialism (Jean Paul Sartre)
a. Knowledge is subjective to the person’s decision and varies
from one person to another.
b. Encourages the role of both culture and individual nature in
identity formation. (role of heredity and environment)
 c. Aims to train the individual for significant and meaningful
experience.
d. Learner determines his/her own rules and is empowered and
free to determine his/her own values and identity.
e. Teacher provides pathways for students to explore their own
values, meanings and choices.
5. Social Reconstruction (George Counts)
a. Rests on the idea that schools need to reconstruct society.
b. Main goal of education is for change and social reform.
c. Learner takes social action on real problems such as hunger,
inequality and inflation.
d. Teacher uses community-based learning.
Philosophy’s Relationship to Education:
Subdivision of Philosophy Related Educational Concerns
Metaphysics Knowledge of most worth
What is real? The curriculum
Epistemology How we teacher and how
What is the knowledge students learn
based on? Methods of instruction
Axiology
What is moral and right? Behavior, character, civility,
(ethics) appreciation and expression
What is beautiful and good?
(aesthetics)
Logic How we structure and organize
How can we reason? course, lessons and units
 Perennialism Essentialism Progressivism
Reconstructionism
Aim ofTo educ. the ra- To promote the in- To promote de- To improve and
Educ. tional person, tellectual growth of mocratic and reconstruct society
to cultivate thethe individual and social living education for
intellect and educate a change
competent person

Role of Teachers help Teacher is the sole Knowledge leads Teachers act as
Educ. students think authority in his/her to growth & dev’t agents of change
reason subject area or of lifelong and reform in
field of specializa- learners who various educ’l.
tion actively learn projects including
by doing research
Educ’l. Philosophical Role of Teacher Purpose
Viewpoint Base
Essentialism Idealism As a example of values Absorption of ideas
& Perennialism and ideas
Behaviorism Realism As disciplinarian and Absorption and
leader/model mastery of facts
and behaviors
Progressivism Pragma- As challenger and Problem solving &
tism inquiry leader experiencing
Reconstructi- Pragma- As project director Problem solving &
vism tism & & research leader rebuilding the social
Eastern order
philos
Humanism Existen- As interfering, Searching for self
tialism sounding board
 IMPLICATIONS TO EDUCATION
IDEALISM
 All material things are
explainable.
 Ultimate reality is spiritual.
Nature possess meaning and
purpose.
 Knowledge is independent of
sense experience.
 Starts with the idea and ends
with thing.
 Universe as being made of mind 
and reason.
 High regard for individuality and
freedom of education.
REALISM
 Propositions are true only if they
correspond
with known facts.
 Physical matter is the ultimate reality.
Nature and science are real.
 Knowledge is derived through sense
experience.
 Starts with the thing and ends with idea.
An attempt to portray life as it is.
 Recognizes the importance of individual
education.
MODERN CONCEPTIONS OF
EDUCATION
INDIVIDUALISTIC HUMANISM – Freedom of thought, self-
expression, and creative activity.
 Proponent – Vittorino da Feltre (Venice)
 Aim – rich and full life for each individual through contact with
the ancients
 Content – grammar, literature, mathematics
 Methods – text study, self-activity

SOCIAL HUMANISM
 Proponent - Desiderus Erasmus , from Rotterdam, Netherlands.
He was a teacher, theologian, Catholic priest and critic
 Aim – social reform; concerned with social equality
 Content – Classical and biblical literature
 Methods – repetition and mastery, reward system,
individualized instruction

REFORMATION
 Proponent –Martin Luther, a German professor, priest-
monk, made protests demanding reforms. He refused to
renounce all of his writings as demanded by Pope Leo X.
 Aim – religious moralism; improvement of Catholic
practices by correcting them. The papacy must observe
poverty and simplicity.
 Content – physical education, math, science, history,
character education
 Methods – memorization, religious indoctrination

COUNTER-REFORMATION (Catholic reformation)

 Proponents – Jesuits, Jansenists, Christians (Spain & Italy)
 Aim – unquestioning obedience to the authority of the church
 Content – 4Rs – religion is included
 Methods – repetition, review, memorization with
understanding

FORMAL DISCIPLINE
 John Locke – English philosopher and physician, Father of
Liberalism; philosophy of tabula rasa.
 Aim – rigorous mental exercises; action should be based on
reason
 Content – mathematics and classical languages, physical,
mental moral development
 Methods – drill, memorization and reasoning

RATIONALISM
 Proponent – Rene Descartes, a French, Father of Modern
Western Philosophy
 Aim – some knowledge, not tabula rasa
 Content – ethics, morality, scientific knowledge
 Methods – application of reason, critical analysis, reason
rather than experience
NATURALISTIC CONCEPTION OF EDUCATION
 Proponents – Jean Jacques Rousseau (a Genevan
philosopher), Aristotle, Comte, Bacon, Spencer, Tagore
 Aim – development of the individual in accordance with the
laws of human development and natural goodness of man
 Content – holistic education
 Methods – direct experience with nature, freedom to choose
own activities, play

NATIONALISTIC CONCEPTION
 Aim – military preparedness and aggressiveness for the
preservation and glorification of the state
 Content – Social Studies
 Methods – practical

PSYCHOLOGICAL DEVELOPMENT
 Aim – direct control of growth and development through
appropriate educational procedures
 Content – Math, science, language, history, arts
 Methods – principles and laws of learning

SOCIAL EXPERIMENTATION
 Aim – progressive rebuilding of the social order
 Content – civic, vocational, intellectual
 Methods – guidance, field trips, community life immersion