Philosophical

Foundation of
Education

LET Review

Prof. Arthur S. Abulencia

Lecturer

PART I: KNOWLEDGE
UPDATE
BASIC CONCEPTS

Concepts from General

Philosophy
Philosophy

(from the Greek words, "Philia"

and "Sophia," meaning "love of wisdom") is defined technically as the science of
beings in their ultimate reasons, causes and
principles, acquired by human reason alone.
In brief, it is the field of reason.

Branches of Philosophy
Metaphysics.

It is the theory of reality.

It covers such sub-branches as
cosmology (origin and development of
the cosmos); nature of man, problem of
freedom as in determinism (cosmos is
governed by forces or laws beyond the
control of man ) and free will.

Conceptions about God

theism,
atheism,
monotheism,
polytheism,
pantheism,
deism

Branches of Philosophy
teleology (meaning

or purpose of
life); constancy or lack of it in reality
as in absolutism (constancy) and
relativism (lack of constancy);
quality or reality as in monism (one
reality), dualism (two), and pluralism
(many realities); ontology (study of
being/existence); relation of body
and mind; and others.

Branches of Philosophy
Epistemology.

It is the theory of
knowledge. Its major concerns are the
nature of knowledge itself and the
grounds for its validity.

Positions in relation to knowledge

a.

Agnosticism - coined a/by Thomas Huxley which

means "not being able to know" or belief in the
impossibility of knowledge.

b. Skepticism is the doubting or

questioning attitude towards knowledge (also known
as the scientific attitude).
c. Affirmation of knowledge. It is the possibility of
knowledge.

Types of knowledge in relation to

observation
a. A priori - knowledge not requiring
observation; literally means "before" or
"prior to"
b. A posteriori - knowledge based on
observation; literally means "after" or
"posterior to
c. Experimental knowledge
resulting from tested
observation.

Types of knowledge according to

means / instruments
a.

Empirical - knowledge acquired

through sense perception (equivalent
to scientific knowledge). The school of
thought is known as empiricism.

Types of knowledge according

to means / instruments
b.

Rational - knowledge acquired

primarily through reason and belief is
called rationalism.

Types of knowledge according to

means / instruments
c. Intuitive - knowledge acquired
primarily through intuition (sudden
flash of insight) and the belief is known
as intuitionism.

Types of knowledge according to

means / instruments
d. Authoritative - knowledge acquired
through an authority (expertise) and
the belief is known as authoritarianism
e. Revealed. Knowledge acquired
through revelation (what God discloses
to man). And the belief is revelation
ism. It is also called religious
knowledge.

Branches of Philosophy
Logic.

Is the science and art of correct

thinking/reasoning. The types of logic
are also known as modes or methods
of thinking.

Types of Logic
a. Inductive.

It is reasoning from
particular/specific to general/universal.
Popular in the sciences because it leads to
the discovery of principles, laws, etc.

Types of Logic
b. Deductive. It is reasoning from the
general/universal to the
particulars/specifics. It main justification
is to show proofs of the known principle.
It is often used in Mathematics.
Syllogism is the verbal form
of deductive reasoning.

Example of Syllogism
All men are mortal.
Pedro is a man.
Therefore, Pedro is mortal.

Types of Logic
c. Dialectic. It is reasoning in which the
conflict or contrast of ideas is used a
means of detecting the truth. In Hegel's
dialectic, there are three stages: thesis
(affirmation of the idea); antithesis
(negation of the idea); and synthesis
(reaffirmation of the
idea or
truth itself).

Types of Logic
d. Experimental or problem solving. It is
the testing of hypothesis and makes
use of both induction an deduction.

Branches of Philosophy
Axiology.

It is the theory of values

(from the root word/'axios" meaning "of
like value" or "worth as much as")

The types of Values

a. Ethics. - Theory of morality (good and
evil)
b. Aesthetics. - Realm of art and beauty
c. Religions. - realized through worship,
experience and service
d. Educational. - Inherent in the
educative process.

The types of Values

e. Social. - Realized in the community
through then individual's relation to
society.
f. Utilitarian. - Realized in harmonious
adjustment to or efficient control of the
forces of the physical environment

Issues about values in general:

Values are either:
a. absolute (constant; unchanging) or
relative (changing)
b. objective or subjective
c. hierarchical or non-hierarchical

Theories on nature of values

a. interest theory - believes that values
depend upon the interest of the person
who enjoys them. What is desired has
value.
b. existence theory. Believes that values
exist on their own right, independent of
the person and his interest.

Theories on nature of values

c. Experimentalist theory. Believes that
what is of value yields a greater sense
of happiness in the present and most
likely in the future.
d. Part-whole theory. Believes that the
key to realizing and enjoying value is
the effective relating of parts to whole.

Philosophy of Education
It

is an attempt to comprehend
education in its entirely, interpreting it
by mean of general concepts that will
guide the choice of educational ends
and practices. (Kneller). It is the
application of philosophical ideas to
educational problems (Ozmon &
Craver). It is the study of educational
problems of aims, curriculum, and
methods from philosophical
perspective (Botor & Ortinero).

Education in Various Contexts

(Kneller)
2.1 Broad sense. Education is any act or

experience that has a formative effect on the

mind, character, and physical development of
the individual
2.2 Technical Sense. Education is the process
of transmitting the cultural heritage from one
generation to another through the
educational agencies or society.
2.3 As a process: Education as in educative
process pertains to instruction or the
teaching learning process.

Education in Various Contexts

(Kneller)
2.4 As a product. Education here is equivalent to
learning outcomes such as knowledge, skills,
attitudes, appreciations, and values.
2.5 According to experts. Education is viewed
differently by experts according to their
philosophical orientation. For instance, John Dewey
(a pragmatist) views education as life itself and a
continuous reconstruction of experiences for social
efficiency. Herbert Spencer (naturalist) believes that
education is complete living, a preparation for life.
John Amos Comenius (realist) views education as
the formation of man as man.

Eastern/Oriental Philosophies

Distinct Character of
Eastern/Asian Philosophy
1.1 It thinks of time in a cyclical manner.
Nothing really ends; nothing really begins
absolutely. Once in existence, always in
existence.
1.2 There is no dichotomy between a way of life
and a way of thinking. As one thinks, so one
lives. Religion and philosophy are one.
1.3 It has propensity to mysticism, at its use of
super-consciousness, existence of the third
eyes, or a sixth sense.

Influences upon the Filipino

2.1 G. Zaide. Contact with India, China,
Japan and Arabia before 1521 enriched
the ancient Filipino civilization.
2.2 O.D. Corpuz. Asian influences persist
in modern times, having become part
of Filipino dialects, myths and art
forms.

Influences upon the Filipino

2.3 L. Estioko. The Filipino is
enterprising, maintains close family
ties and community structures, loves
learning, cared for the soil and
surrounding, and is deeply religious.
These are traits embedded in the
Filipino souls before the first contact
with the West.

Chinese Philosophy
Confucianism
It is body of beliefs based on the
Analects, the teachings of Confucius
Confucius was born at Kung-Fu-tzu in
551 B.C. and died in 479 B.C.

 He

Confucianism

taught the importance of li which

means propriety and orderliness ad the
ideal of a gentleman. He also taught
filial piety, devotion to the family,
loyalty to elders, love for learning,
brotherhood, honesty and efficiency in
government service (civil service), and
universal love and justice.
For almost 2500 years it has been the
religion of the great masses in China.

Taoism
The word "tao" means the path, the
way, of the great. It is the source of all
being, the First Cause, the Ultimate
Reality.
The original teachings of Taoism are
found in Tao Te Ching, attributed to Lao
Tzu, born in 604 B.C.
To follow the Tao is to follow the way of
nature. Thus,
its main tenet is
harmony with nature. It regards nature
as sacred and even as an extension of
human selves.

General Character of Chinese

Philosophy
The

highest achievement of man is to

be a sage or wise man.
The Chinese are a this-world people.
Life is desirable.
They believe in the cycle of ups-anddowns in this life.
They believe in the coordination of
thought and action.

Indian Philosophy
Hinduism
It is the major religion of India, accounting for
85% of the population. It has known as
"Trimurti" which consists of BRAHMA, the
supreme spirit, VISHNU, the preserver, and
SHIVA, the destroyer and creator. Since the
ancient times, people are already destined
into social classes known as the caste
system.
Brahmins / Brahmans - the priests
Kshatriyas - the nobles and the warriors
Vaisyas - the traders, cultivators, peasants
Sudras - the servants (Outside the caste
system are the untouchables or outcasts)

Hinduism

The Hindu's life is governed by the law of "karma"

which is a process or series of birth and rebirth until
one attains perfection and finally reaches "nirvana" the place or eternal happiness and bliss. Under this
belief, the sum of the person's actions carried from
one life to the next results in either an improved or
worsened fate.
The "Veda" is the most sacred of all Hindu scriptures
composed of four main collections:
-Rig Veda - hymns and praises
-Yajur Veda-prayer and sacrificial formulas
-Sama Veda - tunes and chants
-Athan/a Veda- magical formulas

Buddhism

It is one of the major religions of the world; founded by

Siddharta Gautama, the Buddha, who lived in Northern
India. Today, Buddhism has two major divisions:
1. Theravada or "Way of the Elders" (the more
conservative type), popular in Sri Lanka, Burma, and
Thailand
2. Mahayana or "Great Vehicle" (liberal type), dominant
in Taiwan, Korea, Japan, and Tibet
Buddha advocated four noble truths:
1. Life is suffering (duhka);
2. The cause of suffering is desire;
3. the end of suffering is to stop desire; and
4. to stop desire is to follow the Noble Eight-fold Path
(to break the chain of karma and to reach Nirvana)

Buddhism
The

Noble Eight-fold Path consists of

1) Right View;
2) Tight Resolve;
3) Right Speech;
4) Right Action;
5) Right Livelihood;
6) Right Effort;
7) Right Concentration; and
8) Right Contemplation.

Japanese Philosophy
Shintoism
It was popular during the Imperial
regime but lost its popularity when
Japan lost during the Second World
War. Shinto was not a Japanese word.
It was derived from the Chinese "shon"
(Gods) and "tao" (the way). The
intention was to distinguish this
religion from Buddhism when it first
entered Japan.

Shintoism
Shintoism

is the belief in the "kami no

michi" or the "way of the kami". Kami
are Japanese deities or goods of nature
like the sun goddess, Kmaterasu,
whom the Japanese believed that the
Imperial family came from. During the
Imperial reign, Japan is said to be a
theocratic state.

Arabian Philosophy (Islam)

Islam is a major world religion (one of
the three monotheistic religions),
comes from the Arabic word "al-islam"
which literally means complete
submission to God (Allah).
Islam traces its origin to the prophet
Muhammad who was born in Mecca,
Arabia about AD 571. in middle life,
Muhammad showed mystical traits and
developed the habit of withdrawing to
the bills for contemplation.

Arabian Philosophy (Islam)

Later, at

the age of forty, he received a

revelation calling him to denounce the
paganism and polytheism of Mecca and
preach the existence of one God - Allah.
In AD 622, he left Mecca for Medina.
This came to be known as hijra, the
event from which the Muslim calendar
begins. Is AD 632, Muhammad died
without naming a successor. He was
succeeded by a series of Caliphs, the
first being Abu Bakr and Umar.

The Islamic faith is centered on

these five Pillars of Islam:
1. Shahada (confession of faith): There is
no other God but Allah and Muhammad
is his prophet.
2. Salat (prayer). Muslims pray five times
daily facing Mecca - at daybreak, noon,
mid afternoon, after sunset and early in
the night. They also go to the Mosques
during Fridays.

The Islamic faith is centered on

these five Pillars of Islam:
3. Zakat (almsgiving). Muslims give a percent
of their income and other properties to
charity.
4. Ramadan (fasting) During this period,
Muslims do not eat, drink, smoke, or engage
in sex between dawn and sunset.
5. Haji (Pilgrimage). A Muslim is required to go
to Mecca at least once in his lifetime.

Other important concepts in

Islam are:
Qur'an/Koran

(recitation) - collection of the

revelations received by Muhammad from
Allah.
Hedith (tradition) - is the record of the life
and activities of Muhammad and early
Muslim communities.
Sunna (example) - set of standards of
Muhammad which all Muslims should follow.
Shiari'a (law) - formed by the combined
Qur'an and Sunna to
serve as an
extraordinary comprehensive guide to life
and conduct.

Western Philosophies

Naturalism. It is probably the oldest

philosophic thought in the west.
Nature

is the be-all and end-all of

reality. Its antithesis is
supernaturalism. Nature is the
aggregate of things around us.
its educational theme is harmony with
nature as exemplified in Rousseau's
Emile and the hedonistic principle of
pleasure in the educative process.

Naturalism
Its

chief educational spokesman is

Herbert Spencer who believes that the
goal of education is complete living.
The child (pupil) is viewed as a child of
nature and so is inherently good.

Idealism. One of the oldest schools of thought

in the West.
It

rebelled against the philosophy of

naturalism.

Its

origin is traced to Plato who advocated a

doctrine of ideas (also the doctrine of the
universals).
Since an idea is nonmaterial, idealism
stresses moral and spiritual reality.

Idealism
Its

educational philosophy is idealcentered. God is the absolute/ perfect

ideal. Sometimes, it is regarded as
perfectionalism.
Plato's Republic is believed to be the
first educational classic/treatise ever
written. It envisioned a society ruled by
a philosopher-king.

Idealism
Emphasizes

the importance of the

mind, soul and spirit
Goodness is an ideal state

Particular Philosophies of
Education

Idealism,

the first systematic philosophy in

Western thoughtSocrates and Plato, the
Socratic method was dialogue
Generic notions: Philosophers often pose
abstract questions that are not easily answered
but are concerned with the search for truth
World of matter in constant state of flux, senses
are not to be trusted, continually deceive us
Truth is perfect and eternal, but not found in the
world of matter, only through the mind

Idealism
The

only constant for Plato was

mathematics, unchangeable and eternal
Platos method of dialogue engaged in
systematic, logical examination of all
points of viewultimately leading to
agreement and a synthesis of ideasthis
approach known as the dialectic.

Idealism
Plato

believed education helped move

individuals collectively toward achieving the
good.
The State should be involved in education,
moving brighter students toward abstract ideas
and the less able toward collecting dataa
gender free tracking system
Those who were brighter should rule, others
should assume roles to maintain the state

Idealism
The

philosopher-king would lead the State

to the ultimate good

Idealism
Evil

comes through ignorance, education will

lead to the obliteration of evil
More modern idealists: St. Augustine,
Descartes, Kant, Hegel
Goal of Education: interested in the search for
truth through ideaswith truth comes
responsibility to enlighten others, education is
transformation: Ideas can change lives.

Idealism
Role

of the Teacher: to analyze and

discuss ideas with students so that
students can move to new levels of
awareness so that they can ultimately be
transformed, abstractions dealt with
through the dialectic, but should aim to
connect analysis with action
Role of the teacher is to bring out what is
already in students mind: reminiscence

Methods of Instruction
Lecture

from time to time, but primary

method of teaching is the dialectic
discuss, analyze, synthesize, and apply
what they have read to contemporary
society
Curriculumimportance of the study of
the classicsmany support a back to the
basics approach to education

Realism. It is attributed
to Aristotle, a pupil of Plato.
Realism

believes that things exist

independent of the mind. Its origin is traced
to Aristotle's doctrine of particulars.
It has greatly influenced the socialistic
(communistic) educational philosophy.
John Amos Comenius, a great realist,
believes that education is formation
and that the school is the true
forging place of man.

Realism
It

believes in determinism (man is not

free because he is governed by laws or
forces of nature beyond his
control). One of the primary goals of
education is habit formation.
The teacher is the key figure, a master
teacher; one who transmit knowledge
to his pupils (an authority).

Realism
Stresses

that the world is made up of

real, substantial and material entities
Natural laws regulate and determine
everything
Knowledge is derived from sense
experience
Standards of value are determined by
reason

Realism
Aristotle

was the leading proponent of

realism, started the Lyceum, the first
philosopher to develop a systematic
theory of logic
Generic Notionsonly through studying
the material world is it possible to clarify or
develop ideasmatter is real independent
of ideas

Aristotles Systematic Theory of

Logic

Begin

with empirical research, speculate or

use dialectic reasoning, and culminate in a
syllogism
A syllogism is a system of logic that
consists of three parts: (1) a major premise,
(2) a minor premise, and (3) a conclusion
For a syllogism to work, all the parts must
be correct

Philosophers Concerns
What

is the good life?

What is the importance of reason?
Moderation in all thingsbalance in
leading ones life: reason is the instrument
to help individuals achieve balance and
moderation

Realists
Neo-ThomismAquinas

affected a
synthesis of pagan ideas and Christian
beliefsreason is the means of
ascertaining or understanding truth, God
could be understood through reasoning
based on the material worldno conflict
between science and religion
The world of faith with the world of reason,
contemporary Catholic schools

Modern Realism
From

the Renaissance, Francis Bacon

developed induction, the scientific method
based on Aristotle, developed a method starting
with observations, culminating in generalization,
tested in specific instances for the purpose of
verification
John Locke and tabula rasa, things known from
experience ordered sense data and
then reflected on them

Contemporary Realists
Tend

to focus on philosophy and

scienceAlfred North Whitehead,
concerned with the search for universal
patterns
Bertrand Russell with Whitehead, Principia
Mathematicauniversal patterns could be
verified and classified through
mathematics

Goal of Education for Realists

Notions

of the good life, truth, beauty could

be answered through the study of ideas,
using the dialectical methodfor
contemporary realists, the goal of education
is to help individuals understand and apply
the principles of science to help solve the
problems plaguing the modern world
Teachers should be steeped in the basic
academic disciplines

Pragmatism. It is the most recent among the

four classical philosophies.
Pragmatism

is the belief that the

meaning of an idea is determined by
the consequences when it is put into
test or practice in the world of reality.
Although Greek in origin, it later
became an American philosophy.

 The

foremost American philosophers

are William James (practicalism),
Charles Peirce (experimentalism), and
John Dewey (intrumentalism)

Pragmatism
It

believes that change is the essence

of reality. "Everything flows; nothing
remains the same."
Its chief method is the experimental
method that yields experimental
knowledge.
It believes that education is life; a
continuous process of reconstruction.
Education never complete.

Pragmatism
Ideas

are true if they work

Reality is what is actually experienced
People are instruments of change
capable of experimenting and testing
their beliefs
Pragmatists openly accept change and
continually seek to discover new ways
to expand and improve society

Pragmatism
An American

philosophy from the 19th century

Peirce, James, Dewey
By their fruits, ye shall know them. Pragmatism
encourages people to find processes that work in
order to achieve their desired endsaction
oriented, experientially grounded
Rousseau back to nature, environment and
experienceEmile, little regard for the education
of women other than to be Emiles companion

John Dewey

Intellectual

heir to Charles Darwin, constant

interaction between organism and environment,
dynamic and developing worldchild centered
progressivism and social reconstructionism
Instrumentalism and experimentalism,
pragmatic relationship between school and
society and applying ideas of education on an
experimental basis

John Deweys Philosophy

Education

starts with the needs and interests of

the child, allows the child to participate in
planning her course of study, employ project
method or group learning, depend heavily or
experiential learning
Children are active, organic beingsneeding
both freedom and responsibility
Ideas are not separate from social conditions,
philosophy has a responsibility to society

Deweys Role for the Teacher

Not

the authoritarian but the facilitator

encourages, offers suggestions, questions
and helps plan and implement courses of
studyhas command of several
disciplines
Inquiry method, problem solving,
integrated curriculum

Existentialism. It is principally a
contemporary or modern philosophy
It

grew out from the works of European

philosophers particularly Soren
Kierkegaard (Danish)
Its chief principle is "existence
precedes essence."
It was two types: atheistic and theistic.
The chief atheistic philosopher is Jean
Paul Sarte (French)

Jean Paul Sartre

Soren

Kierkegaard

Existentialism
It

clamors for individually and

freedom in education.
It stresses individual decisionmaking; the teacher offers
knowledge and the pupil can either
accept or reject it.

Existentialism
Man has no fixed nature and he
shapes his own being as he
lives
The world is a personal
subjectivity where goodness,
truth and reality are individually
defined

Existentialism
Knowledge

is subjective to the
persons decision: knowledge varies
from one person to another
While an existentialist is completely
free to choose his values, he holds
himself responsible for the
consequences of his choice.

Existentialism
Aim:

to train the student for significant

and meaningful existence
Curriculum: Subjects are to recognize
individual differences and complete
freedom to work
Teachers giving assistance to students
in their personal learning journeys
Schools create an atmosphere for
active interaction

Existentialism and
Phenomenology

Kierkegaard,

Buber, Jaspers, Sartre,

Maxine Greeneexistentialists
Husserl, Heidegger, Merleau-Ponty
phenomenologists
How do ones concerns affect the lives of
an individualthe phenomena of
consciousness, perception and meaning
in an individuals experience

 Based

Existentialists and
Phenomenologists

on the earth alone, must make

sense of the chaos one encounters
Existence precedes essence. People
must create themselves and create their
own meaningdone through the choices
people make in their lives, in a state of
constant becomingan individual can
make a difference in a seemingly absurd
world

Existentialists
Education

should focus on the needs of

individuals, include the nonrational as well
as rational, the notion of possibility
Teachers should understand their own
lived world and help students to
understand their world
The need to be wide awakethe role of
the teacher is intensely personal

Neo-Marxism
Radical

critique of capitalism
The role of education should be to give
students the insight to demystify
capitalism and become agents of radical
change
Marx believed the history of civilization
was defined by class struggle
General conflict theorythe teacher is a
transformative intellectual

CONTEMPORARY
EDUCATIONAL THEORIES

 A Theory

is a set of assumptions
initially verified or tested but not yet
universally accepted.
An educational theory is one that is
directed to education. The
contemporary educational theories
have their roots in formal philosophies.

 Perennialism.

It is a theory founded on
the belief that the body of knowledge
that has endured through time and
space should form the basis for one's
education.
Rooted in classical realism and
idealism, the chief exponent is Robert
N. Hutchins. He believes that the basic
principles of education are both
timeless and recurring.

Perennialism.
Liberal

education should contribute to

the understanding of the great works of
civilization Hutchins

Perennialism
Purpose:

To help students uncover and

internalize truths that are universal and
constant.
Curriculum and Method: Its curriculum is
subject-centered relying heavily on the
disciplines of literature, mathematics,
languages, history, philosophy, and-religion
(liberal education). Reading and discussion
of the "Great Books" would be the principal
method of study.

Perennialism
Teacher:

The teacher is viewed as an

authority, a master teacher, whose
expertise is not to be questioned.
School: The school's role is to train an
intellectual elite and to prepare the
young for life,

Teacher Centered Educational

Theories
Perennialism:

an educational theory that

focuses on enduring principles of
knowledge; nature, human nature, and the
underlying principles of existence are
considered constant, undergoing little
change

Perennialism
Focus

of learning: activities designed to

discipline the mind
Learners are rational and spiritual people
Perennialist curriculum: the three Rs,
character training, educating the
intellectual elite, trade and skill training for
others

 Progressivism.

It grew out from

pragmatic philosophy and puts
emphasis on democratic experience
and skills on how to think.
Its chief exponent is Francis Parker.
Improvement and reform in human
condition are both possible and
desirable
Education is always a process of
development

Progressivism
Purpose.

To give the necessary skills-andtools with which to interact with theenvironment within a constant process of
change.
Curriculum and Method. Its curriculum is
built around the personal and social
experiences of the learners. It draws most
often from the social sciences. Scientific
methods of inquiry and problem solving are
its favored methods.

Progressivism
Teacher:

Since the students are

capable of thinking and exploring their
own environment, the teacher's role is
that of a guide, group leader,
consultant, and facilitator in the
student's activities.
School. It is viewed as a microcosm of
society, a living learning laboratory,
and a working model of democracy.

Student Centered Educational

Theories
Progressivisman

educational theory that

emphasizes that ideas should be tested by
experimentation and that learning is rooted in
questions developed by the learner
Opposes authoritarianism and favors human
experience as a basis for knowledge, favors the
scientific method and also student involvement
Learning how to think rather than what to think

ESSENTIALISM.

It is rooted in
classical idealism and realism
with William C. Bagley as
principal advocate. It clamored
for curricular reforms with
emphasis on the basics or
essential.
There are certain essentials
that all men ought to know

ESSENTIALISM
Individuals

should be able to
distinguish between the essentials
and non-essentials in ones life
Essential subjects represent the
most precious elements of the
human heritage Bagley

ESSENTIALISM.
Purpose.

To transmit the cultural and

historical heritage to each new generation of
learners.
Curriculum and Method. It puts emphasis on
the 3r's in the elementary and a concentrated
study of mathematics, sciences, humanities,
languages and literature in the secondary.
Mastery of the basic facts and concepts of
essentials is imperative.

ESSENTIALISM
Teacher, The

teacher is a master of
his/her discipline and a model
worth emulating.
It becomes one of conserving and
transmitting to the present
generation to the rich cultural
heritage of man.

Essentialism
An

educational theory that holds that there

is a common core of information and skills
that an educated person must have;
schools should be organized to transmit
this core of essential material

Essentialism
Common

core of information and skills that an

educated person in a given culture must have
Three basic principles: a core of information,
hard work and mental discipline, teachercentered instruction
Back to basics movement is essentialist
Draws equally from Idealism and Realism
important difference in emphasis from the
notions of everlasting truth that perennialists
espouse

Essentialism
Focus

of learning: transmit the cultural

heritage and develop good citizens.
Schools are places where children come
to learn what they need to know and the
teacher is the person who can best
instruct students in essential matters

Behaviorism
A psychological

theory that asserts that

behaviors represent the essence of a person
and that all behaviors can be explained as
responses to stimuli
Closely linked to Realismthe environment,
particularly the interpersonal environment,
shapes human behavior
Reinforcement: positivethings students like
and negativethings students wish to avoid

Positivism
A social

theory that limits truth and knowledge to

what is observable and measurable
Auguste Comte (1798-1857)three historical
periodstheological era, things explained in
reference to spirits and godsmetaphysical era,
things explained in terms of causes, essences,
inner principlespositive period, thinkers did not
attempt to go beyond observable, measurable
fact

Reconstructionism. Also

known as social
reconstructionism it is rooted
in pragmatism and
progressivism. It is Utopian
because it clamors for a new
world social order, its principal
exponents are George Counts,
Theodore Brameld and Edwin
Reischauer."

Reconstructionism.
Man

plans and controls is society, that

in a democratic society this should be
done in the public interest
Society is in need of contact
reconstruction

Reconstructionism
Curriculum

should include
broad areas of social and
technological knowledge.
George Counts

Reconstructionism
Purpose.

To raise the consciousness of

students regarding social, economic,
and political problems facing mankind.
Curriculum and Method. Its subject is
the multitude of social, political and
economic problem of man and uses
pragmatic methods of scientific inquiry.

Reconstructionism
Teacher.

The teacher is a social

catalyst, a change agent, a social
engineer, and the other roles of the
progressivist teacher.
School. It becomes the primary agency
for societal change.

Reconstructionism
An

educational theory that calls on schools to

teach people to control institutions and to be
organized according to basic democratic ideals
Progressivism too focused on the needs of the
child and fails to develop long range goals for
society
Need to analyze world events, explore
controversial issues, develop a vision for a new
and better world

Thank You

Good Luck to All of You..