Which do you prefer, individual or

group activity?
Which do you prefer, surprised
quiz or graded recitation?
Which do you prefer, in-class or
take home activity?
TRADITIONAL AND
CONTEMPORARY
EDUCATIONAL
PHILOSOPHIES
IDEALISM
PLATO – THE
FATHER OF
IDEALISM
CONCEPTS AIMS IN DISCIPLINE ROLE OF A CURRICULUM METHOD OF
EDUCATION TEACHER TEACHING

Associates To discover and Self -insight and Teacher should Literature, Focus on
reality to ideas develop each self-analysis gain respect History, handling ideas
in the mind individual's from the child Philosophy, through lecture,
rather than to abilities and full by his Religion. discussion, and
material objects. moral excellence affectionate and Socratic
in order to sympathetic dialogue (a
better serve behavior and method of
society. then motivate teaching that
him by his uses questioning
praiseworthy to help students
ideals. It believes discover and
in guided clarify
freedom and knowledge).
strict discipline.
NATURALISM
EMILE ZOLA-
the father of
naturalism
Concepts Aims in education Discipline Role of a teacher Curriculum Methods of
Teaching

Does not believe in Educational aim Natural The teacher has to physics, chemistry, Attaches no
spiritualism. It according to consequences. play the role of zoology, botany importance to
denies the Naturalism is the Naturalism has no acquainting formal schools and
existence of a self-expression faith in formal children with their textbooks as these
spiritual universe and satisfaction of education. natural hinder the natural
— the universe of the environment. development of
ideas and values. natural impulses According to him children. It
of the child. nature is the only condemns note-
pure and man. learning and
encourages
learning by doing.
They emphasize
auto-education
and self-
development, and
learning through
personal
experience of the
child.
Pragmatism
Charles Sanders
Peirce- father of
Pragmatism
concept Aims in education Discipline Role of a Teacher Curriculum Method of
Teaching

1. Gives 1. Pragmatists 1. Gives a lot of 1. Creates a real 1. Experience- to 1. Gives

importance to don’t believe in freedom to life situation- educate importance to
action pre-conceived children child interested 2. Life- centered a child than
2. Gives aims of 2. Teacher- to solve curriculum books or
importance to education guide- self- 2. Keep student 3. Only one teachers
experience 2. Education discipline as- discoverer subject- the art 2. Avoids
3. Believes in becomes the 3. Acts- carried and of modern outdated and
change laboratory of in a happy and experimenter living rigid method
4. No belief in life free 3. Not impose 4. Curriculum- of learning
permanent 3. Consider while environment anything- child formulated 3. Methods
values forming aims- 4. Self-discipline- will decide own based on: include:
5. A practical  creation of new not exposed by aim, goal  Activity  Learning by
philosophy values( for authority 4. Not a dictator- curriculum doing
6. A humanistic experience and 5. Social only “leader of  Principle of  Provision of
philosophy values) discipline- group utility real life
7. Pragmatists  Activity and participation activities”  Principle of situation
believe on exercise ( to in school interest  Project
present create new society  Principle of method( real
values) integration and purposeful
task)
 Discussion,
8. Believe that  Personal and 5. As a friend, Questioning and
growth and social philosopher and inquiry
development takes adjustment guide
place through (cope up) 6. Can maintain a
interaction and  Reconstruction close relationship
environment of experience
9. Deep faith in (providing
democracy social setting)
10. Emphasis on  All around
means not on personality
ends. development
Realism
Aristotle- father
of realism
Concept Aims in education Discipline Role of a Teacher Curriculum Methods of
Teaching

1. Based on 1. Preparing the 1. Emphasizes a 1. Supreme- 1. Developed 1. Scientific and

science only child for happy synthetic form brings the according to objective
2. Emphasizes and successful of child in touch utility and method
on behavior life impressionistic with external needs 2. Informal
and 2. Preparing the and realities of life. 2. Subjects method
experiment child for a real emancipatory 2. Imparts concerning day 3. Self experience
3. Child and his life discipline scientific to day and research
present life 3. Developing the according to knowledge in activities 4. Experimental
are the physical and natural and an essay and 3. Main subjects method
centers of mental powers social effective way are: natural 5. Heuristic
education of the child procedures. 3. Gets testing science, method
4. It opposes 4. Developing and results than physical 6. Correlation
book training of can help science, health method
learning. senses improve that culture,
5. Both the 5. Acquainting the the students physical
individual child with nature are learning exercise,
and the and social the material maths,
society are environment geography,
valued. 6. Imparting history,
vocational astronomy
education.
Perennialism
Robert
Hutchins and
Mortimer
Adler
Concepts Aims in education Discipline Role of a Teacher Curriculum Methods of
Teaching
1. To teach The aim of 1. Develop 1. Instill The perennialist Perennialists use a
ideas that are education is to the intellect of all respect for curriculum is lot of teacher
everlasting. ensure that learners and authority, universal and is telling. In other
2. To seek students acquire prepare them for perseverance, based on their words, they like
enduring truths understandings life and moral duty, view that all the lecture
which are constant about the great qualities through consideration, and human beings method. However,
(not changing), as ideas of Western emphasizing practicality. possess the same it is not their
the natural and civilization. knowledge and the 2. As the essential nature. favorite method.
human worlds at meaning of director and coach Perennialists think Perennialists
their most knowledge, of intellect it is important frequently use
essential level, do servings to respondent. that individuals catechism
not change. enhance student’s 3. Must think deeply,
critical thinking deliver clear analytically,
skills in their lectures. flexibly, and
search for 4. Coaching imaginatively
individual in critical thinking
freedoms, human skills.
rights and
responsibilities
through nature.
. This is simply a
refined version of
the recitation
method where the
student “lectures
back” to the
teacher. All of the
questions relevant
to the subject
matter are
ordered and
organized in a
published list.
Each question has
one and only one
correct answer.
The student
commits both the
question and the
answer to
memory.
Essentialism
William Bagley
known as the
Father of
Essentialism
Concepts Aims in education Discipline Role of a Teacher Curriculum Methods of
Teaching

Educational From the Adults are also 1. The teacher Mathematics, 1. Use
essentialism is an Essentialist point responsible for teaches Natural Science instructional
educational of view, the aim of imposing discipline and Literature strategies
philosophy whose education is to discipline in an hard work. Foreign Language 2. Lecture
adherents believe equip students essentialist 2. The teacher is History 3. Memorization
that children with common core classroom. an expert of 4. Homework
should learn the or the “basic” of Teachers must content 1. Strong 5. Teacher and
traditional basic information and guide students by knowledge. emphasis on subject
subjects skills needed for using strict, 3. The teacher is basic skills in centered
thoroughly. the promotion of external discipline accountable elementary 6. Mastery
citizenship. with fair and for student schools and on learning
consistent learning. disciplined
consequences. knowledge and
scholastic
achievement in
secondary
schools.
Concepts Aims in education Discipline Role of a Teacher Curriculum Methods of
Teaching

In this For this reason, Self-discipline, 2. There should

philosophical essentialists according to be a common
school of thought, believe that essentialist core
the aim is to instill students should philosophy, will curriculum
students with the master “the eventually develop that is taught
"essentials" of essentials” before from this to all students.
academic they are to study outwardly 3. Essentialists
knowledge, other less imposed believe that the
enacting a back- essential material discipline. core
to-basics that is possibly Essentialism in the knowledge
approach. more interesting to classroom means could change.
them. Hence, that teachers and
Essentialists administrators
believe in have the duty to
education that promote student
stresses the self-discipline
fundamentals through strict
daily guidance.
Existentialism
Søren
Kierkegaard is
the founder of
Existentialism
Concept Aims in education Discipline Role of a teacher Curriculum Methods of
Teaching
1. Human free will 1. To help the Safeguarding 1. To help 1. Learning 1. Focus is
2. Human nature students and “human being” in students define is self-paced, self- on the individual.
is chosen through appreciate the world of their own essence directed. 2. In
life choices themselves as nature and by exposing them 2. Students teaching history,
3. A person is best unique individuals history, come to various paths are given a wide existentialists
when struggling who accept together to give his they take in life. variety of options focus on the
against their complete existential 2. To create from which to actions of
individual nature, responsibility for philosophy its an environment in choose. historical
fighting for life their thoughts, unique character. which they freely 3. Students individuals, who
4. Decisions are feelings and This is also the choose their own are afforded great provide possible
not without stress actions. framework within preferred way. latitude in their models for the
and consequences which nihilism 3. To relate choice of subject student’s own
reappears as the with each student matter. behavior, rather
ground of openly and on. than emphasizing
philosophy. honestly. historical events.
3. In arts,
creativity and
imagination
5. There are things 2. To educate the 4. To assist 4. The 4. Teaching
that are not whole person, not and guide the humanities are values to help
rational just the mind, learner in the given emphasis to students know
6. Personal since feeling is not process of provide students themselves and
responsibility and divorced from becoming with vicarious their place in
discipline is reason in decision intelligent, experiences that society.
crucial making. sensitive, choosing will help unleash 5. Open
7. Society is 3. To help the and acting their own Space in the
unnatural and its learner become individual who creativity and self- classroom for
traditional fully his authentic knows the expression. dialogues and
religious and self. obligation and small group
secular rules are responsibility and discussions and
arbitrary freedom. individualization
8. Worldly desire 5. To help to lessen the
is futile individual identify tension.
and know himself 6. Criticism
better. to any individual
6. work is less
Questioner important.
7. Poser of 5.
alternatives Composed of fine
8. Identifier arts, drama,
of choices who creative
challenges the expression,
learner to become literature, and
fully existent. philosophy
9. To freely 6.Vocational
choose what education is seen
subject they want more as a means
to study as long as of teaching
they are interested students about
in it. themselves and
10. To define their potentials
their own essence than that of
and meaning in earning a
life. livelihood.
Reconstructionis
m
Theodore
Burghard Hurt
Brameld is the father
of Reconstructionism
Concept Aims in education Discipline Role of a teacher Curriculum Methods of
Teaching

Emphasizes the People act as Social experiences Reconstructionist The curriculum Reconstructionist
addressing of change agents. (social sciences)- want teachers to should encourage believe that
social questions They do not think bringing about be social activist. students to use students are
and a quest to that schools change in areas They believe the and apply what shaped to fit the
create a better should be separate that concern them, improvement in they learn. Half of preexisting models
society and from society, and they will not society results the students' time of living.
worldwide educators should become frustrated, from continuous is in the classroom Reconstructionist
democracy be more involved and therefore, will thoughtful change and the other half want to see people
in the social cause. not be likely to and the best is spent learning actively
Three ideas become discipline change agent is outside the school participating in
reconstructionist problems. the educational structure. the educational
believe are world process. Teachers methods than
community, need to focus on being passive.
brotherhood, and critical issues and Students should
democracy should allow students to participate in
be implemented in have an active say service learning to
school and society. in education. gain firsthand
knowledge and
experience
community life.
They prefer the
wheel curriculum
where the core
(central theme of the
school) of the
curriculum is at the
hub of the wheel and
the spokes represents
the related studies,
such as: discussion
groups, field
experiences and
content.
Reconstructionist
want teachers to be
internationally
oriented and
humanitarian in
their outlook.
Progressivism
John Dewey-
father of
Progressivism
Concept Aims in Education Discipline Role of a teacher Curriculum Methods of
Teaching

1. Contemporary 1. To develop a Progressivists 1. The human 1. It should be 1. Project

reform personality of believe that elements , based on the method- active
movement in an individual education should human beings actual giving participation
educational, through focus on the whole are given more environment to of the pupils in
social and providing a child, rather than importance. the child. It learning.
political democratic on the content or The teacher must reflect his 2. Socialized
affairs. environment in the teacher. This has to meet the daily life. method- to
2. Dewey viewed the educational educational needs of pupil 2. The bring all the
the school as a institutions. philosophy as a good curriculum is individual into
miniature 2. An all-round stresses that human being. interdisciplina a group system
democratic development of students should 2. As a facilitator ry in nature. of interaction.
society in a child. test ideas by active or guide 3. Books and 3. Conferences
which students 3. Co-operative experimentation. .. 3. Determine subject matter 4. Demonstration
could learn behavior and student were part of 5. Group work
and practice social interests the learning 6. Role play
the skill and participation 4. Involve process rather 7. Debates
tools necessary 4. Education of students in than sources of 8. Inquiry
for democratic the whole man, curriculum ultimate 9. Discussion
living. or whole development knowledge.
personality
Which includes 5. Stimulate direct 4. Curriculum is based 10. Planning
the physical, learning process. on student’s interests, and
emotional, social involves the participation
and intellectual The teacher who is application of human in the
aspects of vital in education problems and affairs. activities
individuals. process and 5. It uses the life
having richer, experience approach
superior to fit the student for
experience and future social action.
can analyze the 6. Curriculum is based
present situation. on a specific group of
Teacher will act as students.
a stage setter, 7. Political, moral,
guide and social, intellectual,
coordinator but he vocational,
is not a total mathematics, general
authority, just he science, languages,
guides the integration of
situation. experiences.