Educational Philosophies PDF

Module 3: EDUCATIONAL PHILOSOPIES Objectives Illustrate the various meanings of education and relate them to practice Discuss the different educational philosophies and cite actual educational situations in which the educational philosophies are applied. Philosophical Foundations of Educat...

Module 3: EDUCATIONAL PHILOSOPIES Objectives Illustrate the various meanings of education and relate them to practice Discuss the different educational philosophies and cite actual educational situations in which the educational philosophies are applied. Philosophical Foundations of Education PHILOSOPHY Derived from the Greek words "Philo" meaning love, “.sophos” meaning wise and ".sophia" which means wisdom. It is thequest for truth based on logical reasoning aside from factual observation of the nature's multifarious phenomena. 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. 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 one’s educational ideas which considerably influences one’s 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. Major Areas of Philosophy 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 existence. It relates reality to the content, experiences, and skills in the curriculum. 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. 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. 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 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. 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. NATURALISM 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.