PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
Name: Jaiza R. Pacaldo
Foundations of Education
FLA 3: Different Educational Movement and Philosophies of Education and its
Implication in the Classroom
Educational movements
Humanism
Individual humanism
Mindanao
Multicultural Education Hub
FACULTY OF TEACHER DEVELOPMENT
BMSEE II-1
Description
A philosophical and ethical stanc
e that emphasizes the value
and agency of human beings,
individually and collectively, and
affirms their ability to improve
their lives through the use
of reason and ingenuity as
opposed to submitting blindly to
tradition and authority or sinking
into cruelty and brutality.
It is the moral stance, political
philosophy, ideology, or social
outlook that emphasizes the
moral worth of the individual
Philosophy of education and its
implication
Place of the child in teaching-learning.
Place of the child in teaching-learning:
According to this approach
student plays a central role in
whole teaching-learning process.
This approach believes in child-
centered-education. This
approach, considers that we should
first understand the needs,
interests, abilities, age level,
attitudes, aptitude of students
then try to organize teaching
learning process according to
these.
It emphasizes on reach, touch and
teaches the child according to his
nature, and interests. All teaching
material and its process must be
related to individual
characteristics of students.
Teacher promotes the exercise of
one's goals and desires and so
value independence and self-
reliance and advocate that
interests of the individual should
achieve precedence over
the state or a social group, while
opposing external interference

Social humanism Social Humanism is both a moral
and a political philosophy. As a
moral philosophy it is the
required foundation for the full
spectrum of human rights,
including those that are now
called entitlements
Educational realism Realism in the arts is the
attempt to represent subject
matter truthfully, without
artificiality and avoiding artistic
conventions, implausible, exotic
and supernatural elements
Literary verbal Literary realism is part of
realism the realist art
movement beginning with
mid nineteenth-century French
literature (Stendhal),
and Russian
literature (Alexander Pushkin)
and extending to the late
nineteenth and early twentieth
century
Social realism A theory or practice (as in
painting) of using appropriate
representation and symbol to
express a social or political
attitude.
Scientific realism Scientific realism is, at the most
general level, the view that the
world described by science is
the real world as it is,
independent of what it might be
upon one's own interests
by society or institutions such as
the government.
Place and role of the teacher:
According to this approach
student plays a central role in
teaching learning process. Teacher
acts as a guide, friend or helper of
the students.
Students should freedom to
develop and make progress
according to their own pace, needs
and interests. Teacher should be
considered as the milestone in the
journey of total development of
the child.
Teacher should not force his own
methods and views on students but
he should be only a guide in this
development process.
The educational implication of
realism is the need to establish
that objects exist in reality
without experiencing them directly
all the time.
The approach inherently implies a
belief that
such reality is ontologically indepe
ndent of man's conceptual
schemes, linguistic practices and
beliefs, and thus can be known (or
knowable) to the artist, who can in
turn represent this 'reality'
faithfully
An international art movement
that includes the work of painters,
printmakers, photographers and
filmmakers who draw attention to
the everyday conditions of the
working classes and the poor, and
who are critical of the social
structures that maintain these
condition
It is often framed as an answer to
the question "how is the success
of science to be explained?" the
success of science in this context
centers primarily on the status
 taken to be. Within philosophy of
science
18th and 19th century educational movements
Formal discipline disciplinary training supposedly
imparted by the form of a study
(as mathematics) as
distinguished from its content
value; also : the study itself.
Rationalism A belief or theory that opinions
and actions should be based on
reason and knowledge rather
than on religious belief or
emotional response.
Naturalism The view of the world that
takes account only of natural
elements and forces, excluding
the supernatural or spiritual.
Nationalism Loyalty and devotion to a nation;
especially : a sense of national
consciousness (see consciousness
1c) exalting one nation above all
others and placing primary
emphasis on promotion of its
culture and interests as opposed
to those of other nations or
supranational groups
Philosophical foundations
I. Main branches of philosophy
Metaphysics the branch of philosophy that
deals with the first principles of
things, including abstract
concepts such as being, knowing,
substance, cause, identity, time,
and space.
Epistemology Epistemology is the branch of
philosophy that examines the
nature of knowledge, the
processes through which we
acquire knowledge, and the value
of unobservable
entities apparently talked about by
scientific theories
Formal discipline looks ate
studying to exercise the mind."
How to Become an English as a
Second Language Teacher
Children's Cognitive Development
Teachers are able to establish the
religious truth
A theory that reason is in itself a
source of knowledge superior to
and independent of sense
perceptions
A view that reason and experience
rather than the non-rational are
the fundamental criteria in the
solution of problems
A manner or technique for
teachers of treating subject
matter that presents, through
volume of detail, a deterministic
view of human life and actions.
Positive outcomespromotes a
sense of identity, unites people,
and promotes pride. negative
outcomesleads to conflict with
others, infringes on rights of
others, creates xenophobiathe
fear that someone will take them
over
This has a close bearing upon the
aims and ideals of education the
metaphysical attitude provides the
educationists the proper
perspective for devising aims and
ideals of education. The concept
of self is the basis of the
development of character, the
central aim of education.
In education it is essentially an
exercise in making sure that
students absorbed necessary
informationspecific facts, data,
theories, methods, formulaein
 of knowledge.
Axiology Axiology is the branch of
philosophy that answers the
question what is value? Value
is understood to be worth and it
centers on both ethics and
aesthetics.
II. Major western philosophies
Idealism Idealism is the group of
philosophies which assert that
reality, or reality as we can know
it, is fundamentally mental,
mentally constructed, or
otherwise immaterial
Nationalism Loyalty and devotion to a nation;
especially : a sense of national
consciousness (see consciousness
1c) exalting one nation above all
others
Realism Realism in the arts is the
attempt to represent subject
matter truthfully, without
artificiality and avoiding artistic
conventions, implausible, exotic
and supernatural elements
Pragmatism The belief that being practical
and having moral principles are in
opposition, and you must choose
one or the other. This belief is a
derivative of the Moral/Practical
dichotomy
time for the examinations at the
end of each year. Some students
understood what they were
learning, but many did not (and
hence could not be said to have
actually learnt anything, even
though a good number of them
passed the examinations in the
end)
If morals are relative and ethics
are situational, then value is empty
and life is meaningless. The
Christian minister recognizes the
profound privilege of engaging
Gods beloved and joining the
redemptive work of Christ as His
ambassador.
Idealism has had great influence in
education. Study in the arts
reveals a bit of ultimate reality
and promotes the quality of life as
no other area can. It draws
attention to truths that do not
change; through religious study,
idealism can bring a meaning to
existence on Earth that remains
permanent
Positive outcomespromotes a
sense of identity, unites people,
and promotes pride. negative
outcomesleads to conflict with
others, infringes on rights of
others, creates xenophobiathe
fear that someone will take them
over
The educational implication of
realism is the need to establish
that objects exist in reality
without experiencing them directly
all the time.
In the present world pragmatism
has influenced education
tremendously. It is a practical and
utilitarian philosophy. It makes
activity the basis of all teaching
and learning. It is activity around
which an educational process
revolves.
It makes learning purposeful and
 infuses a sense of reality in
education. It makes schools into
workshops and laboratories. It
gives an experimental character to
education. Pragmatism makes man
optimistic, energetic and active. It
gives him self-confidence. The
child creates values through his
own activities.
Experimentalism Believes that things are As a result, schools exist to
constantly changing. It is based discover and expand the society
on the view that reality is what we live in. Students study social
works right now and that experiences and solve
goodness comes from group
decisions
Contemporary western philosophy
Perennialism Is a normative educational Since people are human, one should
philosophy. Perennialists believe teach first about humans, rather
that one should teach the things than machines or techniques and
that are of everlasting liberal rather than vocational
pertinence to all people topics. Although perennialism may
everywhere, and that the appear similar to essentialism,
emphasis should be on principles, perennialism focuses first on
not facts. personal development.
Essentialism A belief that things have a set Essentialism focuses first on
of characteristics that make essential skills. Essentialist
them what they are, and that curricula thus tend to be much
the task of science and more vocational and fact-based,
philosophy is their discovery and and far less liberal and principle-
expression; the doctrine that based.
essence is prior to existence.
Progressivism Is a philosophy based on the Philosophies are typically
Idea of Progress, which asserts considered to be teacher-
that advancements in science, centered, as opposed to student-
technology, economic centered philosophies of education
development, and social
organization are vital to the
improvement of the human
condition.
Existentialism A philosophical theory or The nature of reality for
approach that emphasizes the Existentialists is subjective, and
existence of the individual lies within the individual. The
person as a free and responsible physical world has no inherent
agent determining their own meaning outside of human
development through acts of the existence. Learners choice and
will. teacher standards rather than
external standards are central.
Existence comes before any
definition of what we are.
Social Adherence to the doctrines or Education should be reasonably
traditionalism practices of a tradition. authoritarian and hierarchical
 The beliefs of those opposed to knowledge and accuracy are
modernism, liberalism, or essential
radicalism The product, or knowledge of
content, should be objectively
tested or measured
Choice between different
curricula and/or different types
of school is essential to maximize
individual strengths
Social Social reconstructionism is a Critically examine all cultural and
reconstructionism philosophy that emphasizes the educational institutions and
addressing of social questions recommended change and reform
and a quest to create a better as needed.
society and worldwide To teach students and the public
democracy. not to settle for "what is" but
rather to dream about what might
be.
Prepare Students to become
agents for change
Scholasticism The system of theology and A method of learning, as it places
philosophy taught in medieval a strong emphasis on dialectical
European universities, based on reasoning to extend knowledge by
Aristotelian logic and the inference and to resolve
writings of the early Church contradictions. Scholastic thought
Fathers and having a strong is also known for rigorous
emphasis on tradition and dogma. conceptual analysis and the careful
Narrow-minded insistence on drawing of distinctions. In the
traditional doctrine. classroom and in writing, it often
takes the form of explicit
disputation; a topic drawn from
the tradition is broached in the
form of a question, opponents'
responses are given, a
counterproposal is argued and
opponents' arguments rebutted.
Because of its emphasis on
rigorous dialectical method,
scholasticism was eventually
applied to many other fields of
study.
Constructivism A style or movement in which Teaching philosophy based on the
assorted mechanical objects are concept that learning (cognition) is
combined into abstract mobile the result of 'mental construction'
structural forms. - students construct their own
A view which admits as valid only understanding by reflecting on
constructive proofs and entities their personal experiences, and by
demonstrable by them, implying relating the new knowledge with
that the latter have no what they already know. Each
independent existence. student creates his or her own
'schemas' or mental-models to
make sense of the world, and
 accommodates the new knowledge
(learns) by adjusting them. One of
its main principles is that learning
is search for meaning, therefore,
to be effective, a teacher must
help the student in discovering his
or her own meaning.
Postmodernism A late-20th-century style and Teachers hold the identities which
concept in the arts, constructed by students race or
architecture, and criticism that gender or class identitiesthat is
represents a departure from the collectivized part of it: You
modernism and has at its heart a exist only as part of a collective
general distrust of grand group
theories and ideologies as well as
a problematical relationship with
any notion of art.