Philosophies of Education PDF

PHILOSOPHIES OF EDUCATION Prepared by: MARK GIL C. GIANGAN, LPT. M.A.Ed. - Teaching Math (CAR), M.D.E. (CAR) Introduction Philosophy - the term “Philosophy” comes from two Greek words: philo meaning love or fondness, and sophia meaning knowledge or wisdom. It is a...

PHILOSOPHIES OF EDUCATION Prepared by: MARK GIL C. GIANGAN, LPT. M.A.Ed. - Teaching Math (CAR), M.D.E. (CAR) Introduction Philosophy - the term “Philosophy” comes from two Greek words: philo meaning love or fondness, and sophia meaning knowledge or wisdom. It is a systematic study of general and fundamental questions concerning topics like existence, reason, knowledge, value, mind, and language. Rooted from Ancient Philosophers such as Thales, Anaximander, Anaximenes. Denies everything that has supernatural significance - dogmas/revelations - for all can be accounted by scientific laws. Preserves the natural goodness of man. Truth can only be found through nature. Proponents: J.J. Rousseau, John Locke, Montaigne, Emile Zola On Education: Naturalism stands for a democratic and universal way - everyone must be educated in the same manner. Education is in accordance to human development and growth. Emphasis is given more on the physical development - informal exercise and hygiene of the person rather than the 4Rs. It puts the child at the center of educational processes and prepares him to experience life as it is. Ideas are the only true reality, the ultimate truths for matter is nothing but just a mere representation of ideas. Emphasis is given on knowledge obtained by speculations and reasoning for its central tenet is that ideas are the only thing worth knowing for. Focus is on conscious reasoning of the mind in order to attain truth. This includes the activities pertinent to the human mind such as introspection, intuition, and the use of logic. Proponents: Socrates, Plato On Education: Its aim is to discover the full potentials of the child and cultivates it in order to prepare him for a better position in the society and for him to serve the society better. Emphasis is given on subjects - Philosophy, Politics, Literature, Religion and History - that will develop and enhance the mind of a child. Methods used in teaching include lecture, discussion, and the Socratic dialogue. Character development is through emulation of examples and heroes.  Concerns with the actualities of life, what is real. Ultimate reality is the world of physical objects. Hence, reality is independent of the human mind. Proponents: Aristotle, St. Thomas Aquinas, Jonathan Herbart On Education: The most effective way to find about reality is to study it through organized, separate and systematically arranged matter - emphasis is on subject matter concerning Science and Mathematics. Methods used in teaching include recitation, experimentation, and demonstration. Character development is through training in the rules of conduct. EXISTENTIALISM Rooted from the dehumanization of man by technology and reaction to the traditional Philosophy of Kant and Hegel. Defining feature is “existence precedes essence”. Known as the Philosophy of Subjectivity, which proclaims man’s freedom in the accomplishment of his destiny. Stresses on knowledge about realities of human life and the choice that each person has to make. Proponents: Soren Kierkegaard - Father of Existentialism Jean-Paul Sartre EXISTENTIALISM Central Concept: Man has freedom and independence in the accomplishment of his own destiny. Choice and freedom to live life the way he wanted. On Education: Subject matter is a personal choice. Learning is based on the willingness of the students to choose and give meaning to the subject. Emphasis is given on the students rather than on curriculum content. Methods are geared on giving opportunities for the students for self- actualization and self-direction. Character development is through the responsibility of every individual in making a decision. essentialism Rooted in idealism and realism and arose in response to progressive education. Defining feature is “essence precedes existence”. Refers to the traditional or back to the basic approach in education. Concerns with the fundamental of education skills and knowledge. Proponents: William Bagley, James Koerner, H.C. Rickover, Paul Copperman On Education: Schooling is practical for this will prepare students to be competent and valuable members of the society. Focuses on the “basics” - the 4Rs - Reading, wRiting, aRithmetic and Right conduct. essentialism On Education: Subjects that are given emphasis includes Geography, Grammar, Reading, History, Mathematics, Art, and Hygiene. Students should be taught to think logically and systematically - grasping not just the parts but the whole (entirety). Methods of teaching centers on giving regular assignments, drills, recitation, frequent testing, and evaluations. PRAGMATISM Synonymous to usefulness, applicability, functionality and practicality. Focuses more on “praxis”. What is experienced and observed is true. Hence, what is useful is true: U = T. Thought must produce actions (realizations) rather than to continue lying inside the mind and leading into uncertainty. Proponents: Charles Sanders Peirce, John Dewey (Father of Pragmatism) PRAGMATISM On Education: Involves students to work in groups. Practical ideas should be accepted. Methods of teaching include experimentation, project- making, and problem solving. Stresses on the application of what have learned rather than the transfer of the organized body of knowledge. Perennialism The world itself means “eternal”, “ageless, “everlasting”, ”unchanged”. Influenced by the philosophy of Realism. Truth is universal and does not depend on circumstances of place, time, and person. To learn means to acquire understanding of great works of civilizations. Proponents: Greeks, Robert Hutchins, Mortimer Adler Perennialism On Education: Some of the ideas in the past are still being taught because they are significant. Curriculum should contain cognitive subjects that cultivate rationality, morality, aesthetics, and religious tenets. This includes History, Language, Literature, Mathematics, Logic, Humanities, and Science. Curriculum must be based on recurrent themes of human life. Teachers must have the mastery of the subject matter and authority in exercising it. Aim for this education is to become rational person - to develop man’s power of thoughts. HUMANISM Rooted in the economic and political changes during the Renaissance Period. Has three main lines of growth: Intellectual (includes Education), Aesthetics, Scientific. Two Divisions: 1. Individualistic Humanism Making the most out of one’s life. Living life to the fullest. Stresses on individual freedom, culture, and development. 2. Social Humanism Aims for social rather than individual happiness. Includes social reforms and improvement of social relationships. HUMANISM Proponents: Da Feltre, Erasmus, Confucius, Pestalozzi, Petrarch (Father of Humanism/Father of the Renaissance) On Education: Education is a process and should not be taken abruptly. The unfolding of human character proceeds with the unfolding of nature. The learner should be in control of his destiny. Concern is more on methods which include theme writing rather than of oral discussions, drills, and exercises. Asserts the importance of playing in the curriculum. Emphasizes motivations and the use of praise and rewards. Curriculum includes subjects concerning literary appreciation, PE, social training in manners and development. PROGRESSIVISM Contrasted the traditional view of essentialism and perennialism. Emphasizes changes, growths, and innovations. Stresses that man is a social animal who learns well through active interplay with others. Learning is based on the questions of one’s experience of the world. “I hear and I forgot. I see and I remember. I do and I learn” - tenet. Proponent: John Dewey (Father of Progressivism) On Education: Experiential Learning (Learning by doing) Student-centered rather than teacher-centered. Curriculum content comes from the questions and interest of the students. PROGRESSIVISM On Education: Emphasis is given on the validation of ideas by the students through active participation and experimentation. Methods of teaching include discussions, interactions (teacher with students), and group dynamics. Opposes the extreme reliance on bookish method of instruction, learning through rote memorization, the use of fear and punishment and the four-walled philosophy of education. nationalism Rapid rise was in the 18th century. Center of ideology is the concept of national sovereignty. Aims for the preservation and glorification of the State. Emphasis is on the development of loyalty, patriotism, national feeling and responsible citizenship. Proponents: Jonathan Herbart, Johan Heinrich Pestalozzi, Jose Rizal (Father of Filipino Nationalism) nationalism On Education: The most important development was the creation of common language. Stresses on the teaching of the principles of democracy and duties of citizenship. Stimulates the development of the state which includes the control and support of public school system. Curriculum includes the teaching of grammar, georaphy, and history. Methods of teaching gives emphasis on the content regarding on nature studies, physical exercises, and play activities. Constructivism A philosophy of learning which asserts that reality does not exist outside of human conceptions. It is the individual that construct reality by reflecting on his own experience and gives meaning to it. Learning is the process of adjusting one’s mental modes to accommodate new experiences. Proponents: Lev Vygotsky, Jean Piaget, John Dewey, and Jerome Bruner RECONSTRUCTIONISM Also known as Social Reconstructionism. A philosophy that aims to awaken the consciousness of individuals about the social issues, concerns, and problems that confront them. This should involve them to look for solutions and engage in addressing these social concerns and issues. Primary goal is to achieve the elusive Social Change. Proponents: Theodore Brameld, George Counts, Paulo Freire RECONSTRUCTIONISM On Education: Schools should originate policies and progress that will bring social reforms and orders. Teachers should be an instrument to encourage and lead students in program of social reforms. Curriculum emphasizes on social reforms. Methods of teachings include the problem-oriented type (students are encouraged to critically examine cultural heritage), group discussions, inquiry, dialogues, interactions and community-based learning (CBL). The classroom will serve as a laboratory in experimenting school practices - “bringing the world” into the classroom. BEHAVIORISM Rooted in the work of Russian experimental psychologist, Ivan Pavlov and American psychologist, John Watson in the early 1900s. Asserts that human beings are shaped entirely by their external environment. The only reality is the physical world. Man by nature is neither good nor bad but a product of his environment. Proponents: B.F. Skinner, Ivan Pavlov, John Watson (Father of Behaviorism) UTILITARIANISM Actions are geared toward the greatest total amount of happiness that one can achieved. Proponents: Jeremy Bentham, John Stuart Mill RATIONALISM Source of knowledge is the mind, independent of the senses. Proponents: 1. Wilhelm Leibniz 2. Spinoza 3. Rene Descartes (Father of Modern Rationalism) EMPIRICISM Source of knowledge is the sense-based experience and observation. Proponents: 1. John Locke 2. Francis Bacon (Father of Modern Empiricism) EXPERIMENTALISM Form of empiricism and asserts that the only reliable form of knowledge is gained through scientific experiments. Proponent: 1. John Dewey - coined the term “democratic experimentalism (1927). eclecticism A philosophy of choice. Fusion of knowledge from all sources. Proponents: 1. Cicero - Father of Eclecticism. 2. Victor Cousin STOICISM Education is divided in three (3) parts. 1. Physics 2. Logic 3. Ethics Fate that determines everything. Proponents: Zeno of Citium (Cyprus now) HEDONISM Pleasure is the only good thing to the person - pursuit of pleasure, sensual self-indulgence. Used as a justification in evaluating action by giving emphasis on how much pleasure can be achieved. Pleasure is the highest good and aim of human life. Proponents: Fred Feldman, Democritus, Shara Niña Partosa EPICUREANISM Considers as a form of ancient Hedonism, it identifies pleasure with tranquility and reduction of desire. Claimed that the highest pleasure consists of a simple and moderate life. “Carpe diem” - a Latin expression that means “seize the day”. Tenet: Eat now, drink now, have sex, and be merry for tomorrow you will die. Seek out pleasure and enjoy friends and learn. Everything is good but in moderation. Proponents: Epicurus of Samos, Christine Rose Ebale THANK YOU!