Philosophy Advocate Main Idea(s)

Advocate
EDUCATIONAL IMPLICATIONS Souce
Content Method Insi!ht
Disciplinisn
m
John Locke Formal discipline Spelling,
arithmetic,
grammar,
history,
geography and
science
(elementary)
Classical
languages,
mathematics,
English,
drawing,
geography,
history,
anatomy,
ethics, dancing,
practical and
fne arts
(Uniersity)
!"seration
#emori$ation
%easoning
&he aim o' 'ormal
disciplinism was the
'ormation o' ha"its
through discipline( )
"eliee in this kind o'
philosophy( * child
must learn proper
discipline in school( )
also agree with John
Locke that mind could
"e deeloped "y
memori$ing and
a"stract reasoning(
Foundatio
ns o'
Education
)) "y
+oris +(
&ulio
Nationalism ,rogressie
Educators
)t aims to protect and
glori'y the state
-rammar .
leading su"/ect
in the
curriculum
*c0uisition o' skills
through 1 %2s
Use o' the 3pro/ect
method4
&his philosophy is what
we are lacking now( 5e
are losing our sense o'
nationalism( !ur aim is
more o' glorifcation o'
sel' instead o' the
protection and
glorifcation o' state(
#any schools now
would like to produce
students who are
glo"ally competitie
and sometimes
promotes that their
school ensures work
6istorical
,
,hilosoph
ical and
Legal
Foundatio
n o'
Education
"y
%o"erta
Laraga7
!mas7as
a"road( 5here is the
sense o' nationalism
there8
Developmen
talism
,etalo$$i,
6er"art and
Froe"el
Child centered theory
that emphasi$ed on a
care'ul study o' the
child
,hysical
#oral
)ntellectual
#anual 5ork
Learn "y e9perience
instead o' er"alism
and memori$ation(
+eelop the mind
through e9ternal
stimuli
Laws o' readiness
and sociali$ation
&he deelopmentalism
has : principles;
7 Principle of self
activity7 its says
learning comes 'rom
the student2s
responses through a
certain stimuli(
7 Principle of Interest .
learning is upon
interest o' the student
and the task o' a
teacher to create a
situation
7 Principle of
apperception .
learning is upon past
e9periences(
7 Principle of individual
diferences . learning
was limited "y the
di<erences o' a"ility,
so the teacher should
adapt instruction to
indiidual di<erences(
7Principle of
Socialization . learning
was deeloped through
natural social process(
6istorical
,
,hilosoph
ical and
Legal
Foundatio
n o'
Education
"y
%o"erta
Laraga7
!mas7as
Idealism ,lato,
Socrates,
%ene
+escartes,
Emphasi$es on the
importance o'
mind, soul or spirit(
-oodness is an
Literature
6istory
,hilosophy
%eligion
Lecture7+iscussion
method
E9cursion
=uestion #ethod
&he idea o' this
,hilosophy that
indiidual is "orn good
and is capa"le to
Foundatio
ns o'
Education
)) "y
ideal state
something to "e
stried 'or(
#athematics
*rts
,ro/ect #ethod sense, perceie and
think is 0uite
agreea"le 'or me( )
also like the aim o' this
philosophy to deelop
the indiidual
spiritually, mentally
and morally(
+oris +(
&ulio
Pragmatism/
Experiment
alism
John +ewey,
Charles
Sanders
,ierce,
5illiam
James and
%ichard
%orty
Encourages people
to fnd processes
that work in order
to attain desired
goals
&he doctrine that
practical
conse0uences are
the criteria o'
knowledge,
meaning and alue
Conseratie
#athematics
Science
6istory
%eading
#usic
*rts or metal
works
E9perimental
Creatie and
constructie
pro/ects
Field trips
La"oratory work
Li"rary work
*ctiity centered
,upil centered
!pportunity to
practice democratic
ideals(
Constant e9posure o'
students and practice
application o' the
theories he learned in
school is an e<ectie
way o' making the
students understand a
certain lesson(
Learning should not "e
limited to 'our corners
o' the room( &he
e9periences we get
'rom applying the
theories we learned in
school is more
e<ectie way o'
learning(
Foundatio
ns o'
Education
)) "y
+oris +(
&ulio
Perennialis
m
%o"ert
#aynard
6utchins,
#ortimer
Jerome
*lder,
Jac0ues
#aritain
>iews truth as
constant and
uniersal(
Education is good i'
it ena"les the
student to ac0uire
knowledge o'
unchanging
principles
-reat ideas or
uniersal
principles
*rts, sciences,
6istory,
Language,
#athematics,
Logic,
Literature and
6umanities
Su"/ect centered
#ethods o'
disciplining the
mind through
reading and
discussion(
) agree to the
perennialism
philosophy that one
should teach the things
that they "eliee are o'
eerlasting importance
to all people
eerywhere( ?ut this
could "e stress'ul to a
child(
Foundatio
ns o'
Education
)) "y
+oris +(
&ulio
Progressivis John +ewey, E9actly opposite o' *ctiity and Cooperatie and &he role o' the teacher Foundatio
m 5illiam
6eard
@irkpatrick
perennialism
Stresses the child2s
needs and
there'ore child7
centered
e9perienced
centered on li'e
'unctions
Learning Strategies
%eAectie Strategies
,ro"lem Soling
Strategies
here is to guide and
'acilitate unlike with
perennialist who are
known as master o'
discipline( +ictating a
child on what they
should learn is not
e<ectie as 'acilitating
students in reAecting
on the things they hae
to know(
ns o'
Education
)) "y
+oris +(
&ulio
Essentialism !'ten called
as
traditionalis
m or
conseratis
m
Emphasis on race
e9perience or the
social heritage
Emphasis on
the essential
skills (1%2s)
English, math,
Foreign
Language
6ard Science
and >ocational
courese
+eductie method
+rill method
%ecitation
-iing assignments
and homework
&esting and
ealuation
Systematic analysis
and synthesis
&his alues discipline,
hard work, and respect
'or authority( &he role
o' teachers here is to
proide stimulating
actiities 'or learning
and prepare well7
organi$ed lesson to
proe he is an
authority o'
instruction(
Foundatio
ns o'
Education
)) "y
+oris +(
&ulio
Existentialis
m
Soren *a"ye
@ierkegaard,
Jean7,aule
Sartre
Focuses on the
e9periences o' the
indiiduals
!<ers indiiduals a
way o' thinking
a"out the meaning
o' li'e
Su"/ect7
centered
Literature
6istory
*rts 'or
*esthetic
e9pression
6umanities 'or
ethical alues
)n0uiry *pproach
=uestion7*nswer
method
&his is similar to
progressiism
philosophy( )t aims to
deelop a person2s
responsi"ility 'or
decisions and
pre'erences( &he
teachers are good
proider o'
e9periences, e<ectie
0uestioner and mental
disciplinarian
Foundatio
ns o'
Education
)) "y
+oris +(
&ulio
Reconstruct
ionalism
&heodore
?rameld,
Social change
)nitiatie in
Emphasis on
social sciences,
Community7"ased
pro/ects
&his contains two
ma/or premises; B()
-eorge
Sylester
Counts and
,aulo %eglus
Cees Freire
reconstructing the
present social
order
Educational
philosophies are
"ased on one2s
culture
social research
methods,
e9amination o'
social and
political
pro"lems
Focus on
present and
'uture trends
,ro"lem oriented
method
Society is in need o'
constant
reconstruction or
changeD E() such social
change inoles a
reconstruction o'
education and use o'
education in
reconstruction society(