SOCIALLY RESPONSIBLE TEACHERS:

RICH WITH PHILOSOPHICAL HERITAGE AND THE TEACHING PROFESSION

Topic 2
 Contents
First
Presentor 01 DEFINITION
• Philosophy
• Philosophy of Education

02 PHILOSOPHY
EDUCATION
ROOTS OF

• Idealism
• Realism
• Pragmatism
ELEMENTS OF TEACHING AS A PROFESSION

CHOICE
ACCOUNTABILITY and
RESOURCES

FLEXIBILITY COLLEGIAL SUPPORT

SMALL STEPS
What is Philosophy? DEFINITION
Philosophy can be defined as a set
of ideas that answer question about the nature
of reality and about the meaning of life.

The word Philosophy

came from the Greek
word Philo which means
“PHILO”
“SOPHIE”
love and Sophie which
means wisdom.
 THREE BRANCHES
METAPHYSICS
• Ontology examines issues related to nature, existence or
01
being.
• Cosmology is related with the nature and origin of the
universe
EPISTEMOLOGY.
02
Is concerned with the nature of knowledge - how we come to
know about things, or how we acquire knowledge.

AXIALOGY
03
• Ethics related to issues in morality and conduct
• Aesthetics is concerned with beauty
 WHAT IS PHILOSOPHY OF EDUCATION?
Philosophy of Education is a set of related beliefs that
influence what and how students are taught. Teacher’s philosophy
of educations guides their behavior or performance in the
classroom.

GUIDE QUESTION IN
MAKING PHILOSOPHICAL
STATEMENT

• What is the purpose of education?

• What content and skills should schools develop?
• How should schools teach the content of the curriculum?
• What are the roles of the students and teachers in the
teaching learning process?
• How should learning be assessed?
PHILOSOPHICAL ROOTS OF EDUCATION

IDEALISM REALISM PRAGMATISM

 Idealism
Idealism contends that reality lies in our consciousness or our
intellect. Idealists believe that perfect knowledge of the ideal
resided outside humans as an Absolute or as God. They believe
that the spiritual essence or soul is the permanent element of
human nature that gives them the power to think and feel.

Idealism envisions schools that are intellectual centers of

Philosophical teaching and learning, where teachers guide the students to
realize their intellectual potential and appreciate the finest and
Roots of education enduring achievements of culture.
 REALISM

Realism advocates that reality is outside of our minds. They are

not internal to our minds as idealists claim. Realists believe that
the objects we perceive exist independently of the mind, that
whether or not we perceive these objects, they really exist in the
world.

For the realists, the purpose of education is to teach students

about the world in which they live. That the most accurate and
efficient way of learning is through the curriculum of organized Philosophical
and classified subject – matter discipline.
Roots of education
 PRAGMATISM

Pragmatism evaluates the truth and meaning of ideas according

to their physical consequences and practical value. It emphasizes
the need to test the validity of these ideas by acting on them. The
best way to validate ideas empirically is by using the scientific
method. For pragmatists, if something works, it is true.

John Dewey, a pragmatist, related education as preparation for

life. He believed that the function of education was to enhance
human potential to be able to adapt to a constantly changing
Philosophical world. Students should be trained to construct knowledge as they
interact in the world. Pragmatists believe that the students should

Roots of education be encouraged to do research and apply them to the solution of a

problem.
 REALIST TEACHERS IDEALIST TEACHERS

Believe that teachers Believe that the schools are

should be equipped with the repositories of eternal

REALIST a wide repertoire of

methods in teaching to
achieve their goals.
truth which have organized
the hierarchical curriculum
in education
and Believe that their primary Believe that on top of this

IDEALIST responsibility is to bring

students ideas about the
world into reality.
hierarchy are the most
important subjects that
cultivate abstract thinking –
Philosophy, Theology and
Believe that he inclusion Mathematics
of non-academic
activities interfere with Believe that teachers
the school’s primary should lead exemplary lives
purpose as a center of and be models for students
disciplined academic to imitate
inquiry.