HECEL LOREEN P.

LLANO MARCH 06,2021

EDUC-200 DR. LEO JADE B. MATALUBOS

1. Major Philosophies in Education

a. Perennialism

Knowledge that has endured through time and space should constitute the

foundation of education. Perrenialists believe that when students are immersed

in the study of profound and enduring ideas, they will appreciate learning for its

own sake and become true intellectuals. It aims to develop the power of thought.

The Teacher will interpret and tells eternal truth, spends more time teaching

about concepts and explain how these concepts are meaningful to students. The

Learner is a passive recipient.

b. Essentialism

This philosophy contends that teachers teach for learners to acquire basic

knowledge, skills and values. Teachers teach “not to radically reshape society”

but rather” to transmit the traditional moral values and intellectual knowledge that

students need to become model citizens.” The emphasis is on academic content

for students to learn the basic skills or the fundamental R’s-reading, writing,

arithmetic, right conduct- as these are essential to the acquisition of higher or

more complex skills needed in preparation for adult life. Aims to promote the

intellectual growth of the learners. The learner will receive instruction in skills

such as writing, reading and measurement/ arithmetic (3R’s). The Teacher will

focus heavily on achievement test scores as a means of evaluating progress

c. Progressivism

Education is always in the process of development. Progressivism Focused on

the whole child and the cultivation of individuality. Centered on the experiences,

interests and abilities of students. Progressivists strive to make schooling both

interesting and useful. It aims to provide the pupil the necessary skills to be able

to interact with his ever-changing environment. The Learner will learn through

experiences, by doing. The Teacher will plan lessons that arouse curiosity and

encourage the students to develop a higher level of knowledge. Progressivists

believe that individuality, progress, and change are fundamental to one's

education. Believing that people learn best from what they consider most

relevant to their lives, progressivists center their curricula on the needs,

experiences, interests, and abilities of students.

d. Reconstructionism

A philosophy that emphasizes the addressing of social questions and a quest to

create a better society and worldwide democracy. Typically, a Reconstructionist

focus on a curriculum that highlights social reform. Reconstructionism is a

philosophical approach that questions essentialism and other rigid and dogmatic

standpoints. It questions the existing standards in order to provide new

perspectives to the social, political, economic and other related issues. Theodore

Brameld is regarded as a founder of reconstructionism in education along with

John Dewey.
e. Behaviorism

Behaviorist schools are concerned with the modification and shaping of students’

behavior by providing for a favorable environment, since they believe that they

are a product of their environment. They are after students who exhibit desirable

behavior in society. Behaviorists look at “people and other animals as complex

combinations of matter that act only in response to internally or externally

generated physical stimuli, behaviorist teachers teach students to respond

favorably to various stimuli in the environment. Behaviorist teachers ought to

arrange environmental conditions so that students can make the responses to

stimuli. Teachers ought to make the stimuli clear and interesting to capture and

hold the learners’ attentions. They ought to provide appropriate incentives to

reinforce positive responses and weaken or eliminate negative ones.

f. Constructivism

Philosophy to develop intrinsically motivated and independent learners

adequately equipped with learning skills for them to be able to construct

knowledge and make meaning of them. The learners are taught how to learn.

They are taught learning processes and skills such as searching, critiquing and

evaluating information, relating these pieces of information, reflecting on the

same, making meaning out of them, drawing insights, posing questions,

researching and constructing new knowledge out of these bits of information

learned.In the constructivist classroom, the teacher provides students with data

or experiences that allow them to hypothesize, predict, manipulate objects, pose

questions, research, investigate, imagine and invent.

g. Humanism

A humanistic philosophy refers to a few specific ideas. For one thing, humanistic

thinkers aren't religious; they don't believe in a god or gods. Humanists are more

concerned with life on Earth and what we can see and hear. Also, humanistic

thinkers believe in science as a way people can achieve their greatest potential.

Humanistic ideas place great importance on thinking and reason as ways people

can be fulfilled. This philosophy is called humanism.

h. Existentialism

The main concern of the existentialists is to “help students understand and

appreciate themselves as unique individuals who accept complete responsibility

for their thoughts, feeling and actions”. Since “existence precedes essence”, the

existentialist teacher’s role is to help students define their own essence by

exposing them various paths they take in life and by creating an environment in

which they freely choose their own preferred way. Since feeling is not divorced

from reason in decision making, the existentialist demands the education of the

whole person, not just the mind.

 2. Foundation of Education

A. History

Foundations of Education refers to a broadly-conceived field of educational study

that derives its character and methods from a number of academic disciplines,

combinations of disciplines, and area studies, including: history, philosophy, sociology,

anthropology, religion, political science, economics, psychology, cultural studies, gender

studies, comparative and international education, educational studies, and educational

policy studies. As distinct from Psychological Foundations of Education, which rely on

the behavioral sciences, these Standards address the Social Foundations of Education,

which rely heavily on the disciplines and methodologies of the humanities, particularly

history and philosophy, and the social scienes, such as sociology and political science.

The purpose of foundations study is to bring these disciplinary resources to bear in

developing interpretive, normative, and critical perspectives on education, both inside

and outside of schools.

B. Philosophy

The philosophy of education examines the goals, forms, methods, and meaning

of education. The term is used to describe both fundamental philosophical analysis of

these themes and the description or analysis of particular pedagogical approaches.

Considerations of how the profession relates to broader philosophical or sociocultural

contexts may be included. The philosophy of education thus overlaps with the field of

education and applied philosophy. For example, philosophers of education study what

constitutes upbringing and education, the values and norms revealed through
upbringing and educational practices, the limits and legitimization of education as an

academic discipline, and the relation between educational theory and practice.

C. Sociology

Sociology is the study of society, human social behavior, patterns of social and

relationships, social interaction, and culture that surrounds everyday life. It is a social

science that uses various methods of empirical investigation and critical analysis to

develop a body of knowledge about social order and social change. Sociology can also

be defined as the general science of society. While some sociologists conduct research

that may be applied directly to social policy and welfare, others focus primarily on

refining the theoretical understanding of social processes. Subject matter can range

from micro-level analyses of society (i.e., of individual interaction and agency) to macro-

level analyses (i.e., of systems and the social structure).

D. Anthropology

Anthropology is the systematic study of humanity, with the goal of understanding our

evolutionary origins, our distinctiveness as a species, and the great diversity in our

forms of social existence across the world and through time. The focus of Anthropology

is on understanding both our shared humanity and diversity, and engaging with diverse

ways of being in the world.

 E. Religion

Religion is a human beings’ relation to that which they regard as holy, sacred,

absolute, spiritual, divine, or worthy of especial reverence. It is also commonly regarded

as consisting of the way people deal with ultimate concerns about their lives and their

fate after death. In many traditions, this relation and these concerns are expressed in

terms of one’s relationship with or attitude toward gods or spirits; in more humanistic or

naturalistic forms of religion, they are expressed in terms of one’s relationship with or

attitudes toward the broader human community or the natural world. In many religions,

texts are deemed to have scriptural status, and people are esteemed to be invested

with spiritual or moral authority. Believers and worshippers participate in and are often

enjoined to perform devotional or contemplative practices such as prayer, meditation, or

particular rituals. Worship, moral conduct, right belief, and participation in religious

institutions are among the constituent elements of the religious life.

F. Political science

Political science focuses on the theory and practice of government and politics at the

local, state, national, and international levels. We are dedicated to developing

understandings of institutions, practices, and relations that constitute public life and

modes of inquiry that promote citizenship. Political theory is concerned mainly with the

foundations of political community and institutions. It focuses on human nature and the

moral purposes of political association. To clarify these concepts, political theorists draw

on enduring political writings from ancient Greece to the present and on various writings

by moral philosophers. Political theory also focuses on empirical research into the way

political institutions function in practice.

 G. Economics

Economics is a social science concerned with the production, distribution, and

consumption of goods and services. It studies how individuals, businesses,

governments, and nations make choices about how to allocate resources. Economics

focuses on the actions of human beings, based on assumptions that humans act with

rational behavior, seeking the most optimal level of benefit or utility. The building blocks

of economics are the studies of labor and trade. Since there are many possible

applications of human labor and many different ways to acquire resources, it is the task

of economics to determine which methods yield the best results. Economics can

generally be broken down into macroeconomics, which concentrates on the behavior of

the economy as a whole, and microeconomics, which focuses on individual people and

businesses.

H. Psychology

Psychology is the scientific study of the mind and behavior, according to the

American Psychological Association. Psychology is a multifaceted discipline and

includes many sub-fields of study such areas as human development, sports, health,

clinical, social behavior and cognitive processes. Psychology is really a very new

science, with most advances happening over the past 150 years or so.  However, its

origins can be traced back to ancient Greece, 400 – 500 years BC.