PHILOSOPHY OF EDUCATION VIS--VIS PROGRESSIVE EDUCATION

First...
Education has been

regarded as one of the major enterprises of a democratic society.

Second...
Prepare competent

teachers in whose hands will be entrusted the education of the young in pursuit of goodness, beauty & truth, advancement of human knowledge & moral upliftment as life preparation.

To present and analyze?...

Metaphysics Axiology Ethics
Field of Concerns:

Aesthetics Epistemology

Logic

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METAPHYSICS

Studies the

nature of reality

and being.

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EPISTEMOLOGY
Inquires about the nature,

presuppositions, and scope of knowledge.

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LOGIC

Studies correct

thinking or rules

of inference to
arguments.

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ETHICS

Inquires into morally right

conduct and the morally good life.

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AESTHETICS

Analyzes standards

and values in art and aesthetic experience.

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AXIOLOGY

Studies the

nature, status,

and types of
values.

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Idealism Realism Pragmatism (Experimentalism) Existentialism Philosophical Analysis

With regards to:

Metaphysics Epistemology

Axiology
Educational Implications

Proponents
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Metaphysics

Epistemology Axiology

Educational Implications

Proponents

Reality is spiritual or mental and unchanging

Knowing is the rethinking of latent ideas

Values are absolute and eternal

A subject matter curriculum emphasizing the great and enduring ideas of the culture

Berkeley Butler Frochet Hegel Plato

IDEALISM
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Metaphysics

Epistemology Axiology

Educational Implications

Proponents

Reality is objective and is composed of matter and form; it is fixed, based on natural law.

Knowing consists of sensation and abstraction

Values are absolute and eternal based on natures laws.

A subject matter curriculum stressing humanistic and scientific disciplines

Aquinas Aristotle Broudy Martin Pestalozzi

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Metaphysics

Epistemology Axiology

Educational Implications

Proponents

Reality is the interaction of an individual with environment or experience; it is always changing

Knowing Values are results from situational or experiencing: relative use of scientific method

Instruction organized around problem solving according to scientific method

Childs Dewey James Peirce

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Metaphysics

Epistemology Axiology

Educational Implications

Proponents

Reality is subjective, with existence preceding essence

Knowing to make personal choices

Values should be freely chosen

Classroom dialogues designed to stimulate an awareness that each person creates a selfconcept through significant choices

Sartre Marcel Morris Soderquist

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Metaphysics

Epistemology Axiology

Educational Implications

Proponents

Reality is verifiable

Knowing involves empirical verification or logical analysis of language

Values are regarded as emotional preferences

Instruction Soltis that uses Russell language Moore analysis to clarify communicati on and to establish meaning

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Existentialism Marxism Behaviorism Cognitivism

With regards to:

Goal of Education Role of Students Role of Teachers Teaching Methods Subjects Studied

Pragmatism
Perennialism Essentialism

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Goal of Education

Role of Students

Role of Teachers

Teaching Methods

Subjects Studied

Develop authentic individuals who exercise freedom of choice and take responsibility for their actions

Develop independenc e, selfdiscipline; set challenges and solve problems

Encourage students to philosophize about life and to recognize and fulfill personal freedom

Discussion and analysis, examination of choicemaking in own and others lives

Drama Art Literature Social Sciences History

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Goal of Education

Role of Students

Role of Teachers

Teaching Methods

Subjects Studied

Shape people and institutions; change material conditions of society, producing classless society

Live and Lead and work advocate harmoniousl change y with others, acquire and use knowledge that will enable them to transform natural and social world

Scientific Emphasis on methodology, science and practical history activity (problem solving)

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Goal of Education

Role of Students

Role of Teachers

Teaching Methods

Subjects Studied

Engineer environment s that efficiently maximize learning

Respond to environment al and behavioral stimuli: become selfregulated

Manipulate the learning environment and present stimuli, using conditioning and social learning to shape student behavior

Programmed instruction that provides feedback on performance behavioral contracts reinforcemen t

Learning tasks in which behavior can be directly observed, measured and evaluated

BEHAVIORISM
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Goal of Education

Role of Students

Role of Teachers

Teaching Methods

Subjects Studied

Develop thinking skills for lifelong selfdirected learning

Construct meaningful knowledge through experience and interaction

Stimulate cognitive development; mediate student learning and monitor thought processes

Use of manipulative s and real-life learning opportunities relevant to students prior experiences

Integrated curricula; emphasis on thinking and critical thinking skills, study skills, and problem solving skills

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Goal of Education

Role of Students

Role of Teachers

Teaching Methods

Subjects Studied

Develop and apply practical knowledge and skills for life in a progressive democratic society

Active learning and participation

Teach inductive and deductive reasoning, the scientific method, and the powers of observation and practice

Hands-on curricula; groupwork; experimentat ion

Emphasis on citizenship, knowledge and skills applicable to daily life, and career or job preparation

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Goal of Education

Role of Students

Role of Teachers

Teaching Methods

Subjects Studied

Acquisition of timeless principles of reality, truth and value; learning for the sake of learning

Receive knowledge and academic skills

Guide to the classics; teach basic skills

Teachercentered direct instruction

Emphasis on Great Books and core curricula in the arts and sciences

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Goal of Education

Role of Students

Role of Teachers

Teaching Methods

Subjects Studied

Acquisition of culture; cultural literacy for personal benefit

Receive Deliver a knowledge; standard demonstrate curriculum minimum competencies

Subjectcentered direct instruction

Uniform curriculum for all students that emphasizes the essence of traditional culture

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Realism Idealism

Humanism

Democracy

Educational Application

Pragmatism

Reconstruction

Existentialism
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 Aims of Education Nature of Curriculum

Field of Application:

Role / Character of Teacher

Role / Character of learners

Method of Teaching

Influences

on the Present Educational System

Nature of Classroom Source of Knowing Proponents

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Idealism Development of mind and body

Realism Development of mind and body through the sense and reason

Humanism Cultivate balance physical and mental growth

Pragmatism Individual growth thru processes, experience and problem solving

Aims of Education

Reconstruction Social awareness reforms and construct of a new society

Existentialism Philosophical analysis of human experience, life, love and death

Democracy Welfare of the individual & society

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Idealism subject mattercentered

Realism subject mattercentered

Humanism Individual and societycentered

Pragmatism Child and processcentered

Reconstruction

Existentialism

Democracy

Child, subject Child and subject and human matter-centered reaction-centered

Child and society-centered

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Idealism Dispenser of knowledge / active, imposing, serious, strict

Realism Initiator and facilitator / practical, organizer, authoritarian

Humanism Dispenser of knowledge, facilitator / tradition when emphasizing values

Pragmatism Facilitator / dynamic good classroom manager result and processoriented Existentialism Facilitator, moderator, consultant, adviser Democracy Facilitator, liberal, openminded, provides for individual differences

Reconstruction Aware of dominant social values, issue and problems, goal and futureoriented

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Idealism Receives knowledge, passive, dependent

Realism Discoverer of knowledge thru sensation & abstraction, good at classifying & sorting objects based on their characteristics

Humanism Discoverer of knowledge thru the arts and literature

Pragmatism Problem solvers, observe the scientific method, curious critical result & processoriented Democracy Free-seekers of knowledge, inquisitive, adventurous, indecent

Reconstruction

Existentialism Curious, assertive inquiry, expressive, articulate, personally & socially aware

Role / Character of Learners

Organizers, leads, future & goaloriented, socially aware and responsible

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Idealism Lecture, deductive method

Realism Grouping or classifying objects

Humanism Traditional, lecture method, appreciation of the arts

Pragmatism Scientific method and experimental

Reconstruction

Existentialism

Democracy

Group activities and dynamics

Group dynamics

Group dynamics

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Idealism Traditional, rigid, inflexible

Realism Traditional but with little flexibility in the arrangement of seats

Humanism Artistic with plenty of reading materials

Pragmatism Flexible, rich in opportunities for students to experience what theyre learning

Nature of Classroom

Reconstruction Modern, needsbased

Existentialism

Democracy Democratic / liberal

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Idealism Books

Realism Objects, nature

Humanism Works of arts and theology

Pragmatism Challenging experience

Source of Knowing
Reconstruction Existentialism Democracy

Social, issues, problems and current issues

Books, experience, society, environment

Books, environment, experience, society current issues

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Idealism Plato Froebel Herbart Buther Hegel Berckeley

Realism Aquinas Aristotle Broudy Martin Pestalozzi

Humanism

Pragmatism Dewey James Pierce

Reconstruction

Existentialism Sartre Marcel Mowes Soderquist

Democracy

Proponents

Brameld James Pierce

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Idealism

Realism

Humanism

Pragmatism

Values, GMRC

Use of realia

Humanities as a course, arts, architecture, painting

Learning by experience

Influence on the Present Educational System

Reconstruction Existentialism Democracy Social sciences, anthropology, sociology

Politics and social The use of group work dynamics

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Herbart

Learning should lead to Character

Formation.
AND

Aristotle

Virtue which is moral excellence, goodness and righteousness is not possession of knowledge. It is the state of the will.

SO