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1. Major
Philosophies
in Education
Prepared by: Gilbert De Castro
For: CIN 501

2. Target Learning
 Definition & Importance of Philosophy
 Idealism
 Realism
 Naturalism
 Essentialism
 Existentialism
 Conclusion/Summary
 References

3. Philosophy
 two Greek words philos, which means
“love,” and sophy, which means
“wisdom.”
 general beliefs, concepts, and
attitudes possessed by an individual
or a group

4. Branches of Philosophy

5. Branches of Philosophy

6. IDEALISM
• system of thought that emphasizes the
importance of mind, soul or spirit.
• Idealism believes in refined wisdom.
• As a result, schools exist to sharpen
the mind and intellectual processes.
Students are taught the wisdom of
past heroes.

7. NATURE
• One of the oldest schools of thoughts with
its origin traced back to Plato’s ideas.
• Stresses the mental, moral and spiritual
nature of an individual and his universe.
• Advocates that education is both a basic
right of man.

8. ASSUMPTION
 God is the absolute ideal and all positive values are fully
realized and enjoyed through Him.
 Every individual is born good, and is capable to sense,
perceive, and think.
 The self is the ultimate reality of individual experiences
 The individual self has all the freedom for self-
determination
 One’s perception of the world is rooted in his existence
 Values depend on how individual persons pass and
enjoy them in their experiences
 Social values are realized when an individual
recognizes that he is a part of the total society.

9. EDUCATIONAL AIM CURRICULAR EMPHASIS
 Todevelop the individual  Literature
spiritually, mentally and  History
morally.
 Philosophy
 Religion
 Mathematics
 Arts
In Education

10. TEACHING METHODS CHARACTER DEVELOPMENT
 Lecture-Discussion  Imitating examples of
Method heroes
 Excursion
 Question Method
 Project Method

11. ROLE OF TEACHERS ROLE OF SCHOOL
 Chief source of  An agency of the society
inspiration  Thinking institution
 Creator of educational
environment


12. Realism
 education should be based on
essential and practical knowledge that
exists independent of the knower
 education is the process of
developing rational powers to their
fullest so that the good life can be
achieved

13. Aims of Education:
Realists put great emphasis on the
practical side of education & that
includes education for moral and
character development. John Locke,
Johann Herbart, & Herbert Spencer
held that the chief aim of education
should be moral education.

14. Methods of Education:
 understanding of facts and ways of
ordering and classifying knowledge.
 teach fundamental facts about the
universe, and a good school program
will present material in interesting and
enjoyable ways
 emphasis on critical reason aided by
observation and experimentation.

15. CURRICULUM
Realists agree that studies should be practical and
useful:
John Locke - approved of practical studies such as
reading, writing, drawing, geography, astronomy,
arithmetic, history, ethics, and law – with
supplementary studies in dancing, fencing, and riding.
John Amos Comenius – first to introduce an extensive
use of pictures in the educational process.
The proper kind of education should be based on a
curriculum to perfect one’s natural powers by training
the senses.

16. CURRICULUM
Johann Pestalozzi – sense impression; promoted skills
as spinning and gardening
Froebel – “object studies” – focused on gifts, songs and
games.
Herbart – system of “ correlation and concentration”,
whereby each subject would bear on and
Integrated with other related subjects.
Maria Montessori – use of objects, provides all sorts of
experiences with blocks, cylinders, and
Geometric patterns.

17. ROLE OF THE TEACHER
The teacher should present material in a
systematic and organized way and should
promote the idea that one can used clearly
defined criteria in making judgments about
art, economics, politics, and science.
Realists educators would like teachers to
take a critical look at what they are doing. It
is hoped that When they see the negative
effects that trends in contemporary
education may be having, they will return to
more basic subject matter.

18. Naturalism
 Is a doctrine denying anything in
reality that has supernatural
significance
 Truth can be discovered only through
nature

19. Synthesis of Naturalism:
 There is only one reality, and that
reality is nature.- Leucippus,
Democritus, Epicurus, Lucretius and
Spencer
 Reality is composed of bodies moving
in space.- Democritus, Epicurus,
Lucretius and Hobbes
 Force or energy is the ultimate reality.-
Spencer

20.  4. Keeping close to the dominant and
peaceful ways of nature is the most
acceptable way of adhering to the
demands of day-to-day life.-
Leucippus, Democritus, Epicurus and
Rousseau
 5. Cosmic reason is the governing
principle of all things.- Epictetus

21. Educational Aims of
Naturalism
 To develop the individual in
accordance with
◦ laws of nature
◦ human development
Curricular Emphasis
 Physical Education
 Natural Sciences

22. Contents Studied:
 History was taught as biography
 Astronomy and geography were
learned through observation
 Counting and weighing things,
measuring distances, drawing and
singing
 Women were taught only singing,
dancing, embroidery and home chores
to please their men

23. Implications to Education
 Education is, first of all, for the benefit
of the child, not for the sake of any
conception, however hallowed, of the
function of the teacher, or the
curriculum, or the school.- Rousseau
 Education should be a practical
preparation for life.- Rousseau

24.  3. All knowledge should be evaluated in
terms of evolutionary naturalistic
principles of education which must
conform to them.- Spencer
 The method of instruction should be
based upon the psychological principles
governing the development of the child.-
Rousseau
 Education teaches the moral primacy of
the will.- Epictetus

25.  6. Education must provide first-hand
contact with the child’s physical
environment.- Rousseau
 7. The knowledge that the individual
acquires through experience and
verifies and uses to solve his life
problems, is utterly superior to that
knowledge supplied by traditional
sources.- Spencer

26. ESSENTIALISM
 It is a theory that asserts that
education properly involves the
learning of the basic skills, arts, and
sciences that have been useful in the
past and are likely to remain useful in
the future
 It focuses on INTELLECTUAL
DISCIPLINES

27.  It is the educational theory that sees
the primary function of the school to
be the preservation and transmission
of the basic elements of human
culture
 It opposes catering to childish whims
or transitory fads that will cause
schools to degenerate into mindless
and irrelevant institutions

28. CURRICULUM
 Core skills like reading, writing and
arithmetic
 Teaching essential facts and concepts
on Science, Literature, Health and PE
 Hard Sciences, technical and
vocational courses
 Arts for aesthetic expression
 Values of discipline, hard work, and
perfect authority

29.  It is not to take on nonessential
functions such as “social adjustment”,
career education, consumer
education, cooking classes and the
like
 It’s primary mission is ACADEMIC
 It opposes using the school as
experimental laboratories to test
curricular or institutional innovations
 It has a well-defined CURRICULAR
ORIENTATION

30.  It asserts that the curriculum should
provide students with a differentiated
and organized learning experience
rather than with an undifferentiated
experience that students must
organize themselves
 The teacher is an academic authority
figure

31. METHODS OF TEACHING
 Deductive Method
 Recitation
 Assignments
 Analysis and synthesis
 “Race and Social Heritage” over
experiences

32. ROLE OF TEACHERS
 Provide stimulating activities for
learning
 Prepare well-organized lessons to
prove he is an authority of instruction
 Authoritative and Disciplinarian

33. THE ROLE OF SCHOOL
 cultural transmitter
 provide a standard of intellectual
training in the fundamental disciplines
geared to the needs of serious
students and to the capacities of the
upper two-thirds of the school
population
 diversify its offering to include certain
areas of vocational training, physical
education, extracurricular activities

34.  The most effective and efficient mode
of providing a differentiated
educational experience is the subject-
matter curriculum in which each
subject or intellectual discipline is
organized separately from other
subjects

35. EXISTENTIALISM
 Man has no fixed nature and he
shapes his being as he lives.
 The philosophy that places emphasis
on individual existence, freedom, and
choice.
 Sees the world as a personal
subjectivity, where goodness, truth
and reality are individually defined.
 Reality is a world of things, truth
subjectivity chosen, and goodness
comes from group decisions.

36.  Existentialism is about being saint
without God; being your own hero,
without all the sanction and support of
religion or society.
 Existentialism, broadly defined, is a
set of philosophical systems
concerned with a free will, choice, and
personal responsibility.
 There are no “universal” guidelines for
most decisions.

37.  Soren Kierkegaard-(1813-1855) –
Father of Existentialism.
 His philosophy can be seen in his
doctrine that there are three stages of
life experience:
◦ Aesthetic
◦ Ethical
◦ Religious

38. NATURE
 Focuses on the experiences of the
individuals.
 Offers individuals a way of thinking
about the meaning of life.

39. ASSUMPTION
 Existence precedes essence.
 -in other words, you need existence to
have essence. There is no
predetermined “true” thing, it has to
already exist in order to become what
it is.

40. EDUCATIONAL AIM
 To train individual for significant and
meaningful existence.
 Synthesis and Implications to
Education:
◦ The classroom is a free market of ideas
and as such it must guarantee complete
freedom of thought for the individual.
◦ The student is encouraged to make
independent decisions to guarantee
authentic existence.

41. CURRICULAR EMPHASIS
 Subject-centered
 Literature
 History
 Arts for Aesthetic expression
 Humanities for ethical values

42. TEACHING METHODS
 Inquiry Approach
 Question-Answer Method
 Experimentation
 Self- expressive activities

43. ROLE OF TEACHERS
 Good provider of experiences
 Effective questioner
 Mental disciplinarian
ROLE OF THE STUDENT
 Determines own rule

44. Summary / Conclusion
 Teacher has his/her perspective
towards education
 Determining his/her philosophy will
greatly affect student’s learning.