Contemporary Philosophies of Education

CONTEMPORARY
PHILOSOPHIES OF EDUCATION
The Meaning of Philosophy
 Philosophy comes from Greek words; philo which means love and saphio meaning
wisdom.
 A systematic and logical examination of life to frame a system of general ideas of which
the sum total of human experience may be evaluated ( Callahan and Clark)
 A general theory of education (Dewey)
 An unusually stubborn attempt to think clearly (William James)
 A world view; a doctrine of values, meaning and purposes of human life (Leighton)
 Analyzes life’s unending phenomena-natural or man-made and gives a critical and
contemplative view of life
The Philosophy in Education
 An intellectual base that supports educational practices

 Provides a comprehensive systematic study
 Provides basis of what the teacher is doing
 Application of theories to classroom situations
 A basis of curriculum existence
The Philosophy of Education
 Involves the union of two distinct yet interwoven and equally important disciplines which
supplement and complement each other
 Refer to any distinctive socio-political outlook such as democracy and communism
(Kilpatrick)
 Guiding spirit or principle which serves as the very foundation of educational system
The General Classification of Philosophy
1. Western Philosophy
 Classical/Traditional/ Conservative or Conventional views which influence modern
education
 Originated from the west such as France, Italy, American, Greece and Germany
2. Eastern Philosophy
 Ideas originated from the east such as Buddhism, Confucianism, and Shintoism from
China , India and Japan
The Four Areas of Philosophy
1. Epistemology 3. Axiology
 Recognizes the significance of education  Sets values desirable to live by, any time
or place
 Deals with approaches to effective
teaching and learning  Divide ethics into moral and aesthetics
4. Logic
2. Metaphysics  Formal structure of truth and argument
 Systematic analysis of the question of  Art of reasoning
ultimate reality
 Fundamentals’ of nature and existence
The Sources of Philosophy
PEOPLE
 Primary group family members neighborhood play/peer group teachers classmates
 Secondary group businesslike relationship seller-customer/driver-passenger
 Other group in/out group voluntary association reference group
SCHOOL
 Type of school
 Philosophy of the school
 Teachers/staff
 Students/classmates
 Classroom experiences
 Methods/principles, approaches used
 Climate
 Facilities
COMMUNITY
 Home environment
 Location of the school
 Physical structure
 Socio-ecological condition
 Home/school/ community climate

 Local officials
 Professionals and workers
MAJOR CLASSICAL WESTERN
PHILOSOPHIES
PHILOSOPHICAL EDUCATIONAL
THEORIES PRACTICES
1. IDEALISM AIM: develop the mind and the self
 Reality is spirit CURRICULUM: lessons necessary for
mental and moral development
 Universe is made up of infinite
mind/spirit TEACHING: Learning Process:
 Knowing takes place in the mind  Teachers to be role models of
intellectual/moral/ aesthetic and
 Man can know intuitively through
vocational excellence
reasons
 Students are passive
 Every stimulus came from God
 Values are eternal
PHILOSOPHIES
PHILOSOPHICAL EDUCATIONAL
THEORIES PRACTICES
1. IDEALISM METHODS: provision for
 Individual’s freedom should be  Thinking/reasoning
emphasized and guaranteed  Moral evaluation
 Proponents are Plato and Erasmus
PROPONENTS: Humanism in
Italy/Northern Europe
 Catholic Counter Reformation
PHILOSOPHIES
PHILOSOPHICAL THEORIES EDUCATIONAL PRACTICES
2. REALISM AIM: prepare students to survive in the
natural world
 The world is real and material
CURRICULUM: Math and Science
 Knowledge is derived from sense of
experience TEACHING: LEARNING PROCESS
 Natural laws determine and regulate  Lessons related to true-to-life
one’s existence experiences
 Natural phenomena and social  Students learned factual information
institutions are the chief subjects of  Schools perceive change as natural
study
evaluation toward perfection of others
PHILOSOPHIES
2. REALISM METHODS:
 Scientific process
 Advocates that education should be
concerned with realities of life and  Experimentation
prepare a person for his/her duties in life  Explanation/probing
 Test of truth is when the mind is in  Comparison
accord with the material object  Interpretation
 Anything consistent with nature is  Use of pleasant activities such as games and
valuable sports
 Standards of value are determined by  Practical application
reason  Mastery of content and actual use in real life
PHILOSOPHIES
2. REALISM
PROPONENTS:
PROPONENTS:
 Aristotle  HUMANISTIC REALISM
 John Milton  SOCIAL REALISM
 Francois
 Rabelais
 SENSE REALISM
 Michael de Montaigne  DISCIPLINISM
 John Amos
 RATIONALISM
 Commenuis
 Francis Bacon  NATURALISM
 Richard Mulcaster
 Wolfgang Ratke
PHILOSOPHIES
3. PRAGMATISM AIM: Develops thinking individuals to be
able to adjust to an ever-changing world
 The meaning of a proposition lies in its
practical consequence CURRICULUM: Individuals Social
Functions
 Very much related to experimentalism
TEACHING: Learning Process:
 Learner must be made the center of all
educative processes  Learning by Doing
 Education is life; growth, a social  Provides projects and activities for
process, and the construction of human  Individual/group experiential learning
experience
PHILOSOPHIES
3. PRAGMATISM PROPONENTS:
 Man can know nothing beyond his  John Dewey
experience  Charles Pierce
 Experience determines knowledge  William James
THE CONTEMPORARY WESTERN
PHILOSOPHIES
4. PERENNIALSIM AIM: rigorously develop students, intellectual
powers first, and moral qualities, second
 Derived from the word perennial which
means everlasting CURRICULUM: Theological principles and
ideas; subject-centered
 Ideas lasted over centuries and are still
relevant today, should be the foci of TEACHING: Learning Process
education  Scientific processes
 Asserts that reality is a world of reasons  Learning concepts and meaningful
application
 Some truths are revealed through study
and sometimes through divine acts  Reasoning for analytical, deep thinking,
flexibility and imaginative development
PHILOSOPHIES
4. PERENNIALISM METHODS:
 Goodness is to be found in oneself  SOCRATIC dialogues between teachers
and students
 The roots of perennialism lie in the
philosophy of Plato, Aristotle, and St.  Application of scientific processes
Thomas Aquinas
PROPONENTS:
 Mortimer Adler
 Robert Hutchins
 St. Thomas Aquinas
PHILOSOPHIES
5.ESSENTIALISM AIM: Instill the essentials of academic
knowledge and character development
 Refers to traditional or back-to-the
basics approach to education CURRICULUM: The 3 R’s ;
 The basic idea is that there are certain  Essential subjects such as English,
essentials that all men ought to know Sciences, History, Math and Foreign
Languages, Literature
 Individuals should be able to distinguish
between the essentials and non- TEACHING: Learning Process
essentials in one’s existence  Students are required to master
information and basic techniques,
gradually moving from simple to complex
PHILOSOPHIES
5.ESSENTIALISM METHODS OF TEACHING:
 Was too rigid to prepare students for  Writing
adult life  Measurement
 Believed that knowledge can be obtained  Computing
anywhere
 Application of knowledge in real-life
 Emphasizes instruction in natural
situations
science rather than philosophy and
comparative religion  Return to the essentials of reading,
writing, arithmetic, history and English
 Owes its underpinnings to both realism
and idealism  PROPONENT: William Bagley
PHILOSOPHIES
AIM: Provide the individuals with necessary skills to
6. PROGRESSIVISM
be able to interact with his ever changing
 Claims that child’s growth and environment
development as an individual depends CURRICULUM: Activity and Experience-centered
on his experiences and self activity  Principle of Individual Differences
 Educational concern must be on the TEACHING: Learning Process
learner’s interests, desires, and freedom  School as microcosm of society, a model of
as an individual, democracy
 Believes that improvement and reform in  Teachers are passive , acts as guide, facilitator,
the human condition are possible and group leader and consultant
desirable  Students participative and active
PHILOSOPHIES
6. PROGRESSIVISM METHODS OF TEACHING:
 Asserts that the human beings are  Group activities
capable of improving and perfecting  Brain storming
their environment
 Field trip
 Recognizes the principle of individual
differences  Socialized recitation
 Includes practical subjects such as  Reading
industrial arts and home economics  Learning by doing
PROPONENT: John Dewey
PHILOSOPHIES
7. EXISTENTIALISM AIM: Individuals to make own choice out of
available alternatives
 Emphasizes freedom of human beings to
make choices CURRICULUM:
 Accepts that individuals are responsible for  Subject matter is only second to humanities
determining for themselves what is true or  Students given a wide variety of options
false; what is beautiful or ugly
from which to choose
 Man has no fixed nature and shapes his
TEACHING LEARNING PROCESS:
being as he lives
 Teacher-student interaction center around
 Sees the world as one personal subjectivity,
assisting students in their personal activities
where truth and reality are individually
defined
PHILOSOPHIES
7. EXISTENTIALISM
 Students ask to choose own subject matter
 Provide students with vicarious experiences that
 Reality is a world of things, truth will help develop creativity and self-expression
subjectivity chosen, and goodness a
METHODS:
matter of freedom
 Experiential learning
 Enable man to make choices for his life
 Field trip
 Believe that man is the moulder of his  Apprenticeship
own destiny
 Individualized instruction
 Man is nothing else but what he makes
PROPONENTS: Soren Kierkegaard, Friedrich
of himself
Nietzsche, Jean Paul Satre
PHILOSOPHIES
8. SOCIAL RECONSTRUCTIONISM AIM: Improve and reconstruct society
 Believes that man can make control, CURRICULUM:
change and reform his society through  Social sciences
democratic practices for public interest
 Social researchers
 The other name of this philosophy is
problem solving themes  Social/economic/ and political problems
 National and global issues
 Solutions to the societal problems
PHILOSOPHIES
EDUCATIONAL PRACTICES
METHODS:
 Group activities
 Research/reporting
 Brainstorming
 Field trip
PROPONENT: John Dewey
THE OTHER PSYCHOLOGICAL EDUCATORS:
1. JEAN JACQUES ROUSSEAU ( 1712-1778)

 Swiss educator who believed that the learner should develop according to his natural
characteristics
 Believes that learning should be free from all artificialities of his environment
 Asserts that morals can be learned through natural punishment
 Writer of a famous book “Emilie” , where he illustrated how a boy learned naturally
without formal schooling
 His principle of growth states that the child should be allowed to grow naturally
 Outstanding proponent of naturalism
2. JOHANN HEINRICH PESTALOZZI ( 1746-1827)

 A Swiss educator whose beliefs were the same as Rousseau’s
 His aim of education was for the social regeneration of humanity
 Defined education as a natural, symmetrical and harmonious development of the faculties of the
child
 Argued that learning proceeds from the concrete to the abstract; from known to unknown
 Believed that home environment and school make learning easier
 A believer of pupil-activity centered
 Conceptualized that teachers must respect the individuality of every pupil and must base discipline
upon love
 Emphasized manual labor and industrial education
3. FRIEDRICH WILHELM AUGUST FROEBEL (1782-1852)

 A Great German educator
 Known as the father of Kindergarten
 Regarded the value of concrete objects in learning
 Utilization of games, crafts, and stories
 Introduced play as an essential part of the school work
 An avid follower of Pestallozi and Comenius
 Rejected rigid discipline
4. JOHANN FRIEDRICH HERBART (1776-1841)

 A German philosopher
 A strong moralist who believed that virtues were founded on knowledge
 Believed that learning is founded on moral character
 Believed that intellect and morality are two connected entities
 Stressed that mind develops both through its own experiences and social interaction
 Believed that history and literature should be emphasized in the curriculum
 Introduced Herbatian method of teaching, which is consists of five major steps; 1)
preparation, 2) presentation, 3) association, 4) generalization, 5) application
5. MARIA MONTESSORI (1870-1952)

 First female doctor of Italy
 Developed a teaching program that enabled children with mental and physical disability to
read and write
 Developed the principle- first the education of the senses, then the education of the
intellect
 Established the first Casa de Bambini (children’s house) in Rome in 1907
 Believed that learning is spontaneous and need very little prodding from the teacher
6. JOHN DEWEY (1859-1952)

 An American educator
 A believer of democratic learning style
 Advanced learning by doing
 Emphasized the individual as a contributor to his society
 Proponent of sociological movements
 Introduced Pragmatism and Reconstructionism philosophies
7. JEAN PIAGET ( 1896-1980)

 A Swiss philosopher
 A great contributor to early childhood education
 Known for his Cognitive Development Theory
 Encouraged teachers to use exploration and experimentation in classroom activities
 Stressed the use of scientific methods of learning
8. JOHN LOCKE (1632-1704)

 An English educator-philosopher
 Prominent adherent of formal discipline
 Stressed that at birth a child’s mind can be compared to a tabula rasa, or a blank tablet
 Believed that the formation of desirable habits should be the chief aim of education in
order to realize this, education should be composed of three separate but equally important
components:
1. Physical education – Vigor of the Body
2. Moral education – Virtue of the Souls
3. Intellectual education - knowledge
9. JOHN AMOS COMENIUS ( 1592- 1670)

 A Moravian bishop and educator
 First educator who advocated the use of visual aids in classroom teaching
 Use of uniform textbooks for learners on same level
 His curriculum for elementary to university levels were based on this tenet – “know all
things, do all things, and say all things”
 Organized a school system for boys and girls regardless of socio-economic status
 Introduced the four stages in the education of individual
Age School
0-6 yrs School of the mother’s knee (home)
6-12 yrs Vernacular elementary (school)
12-18 yrs Latin School (secondary school)
18-24 yrs University
 Schools to follow the same curriculum for same levels
 Argued separate room for each class
 Believed that if possible, no homework
 A proponent of Learning by Doing
 Introduced the use of ice breakers and relaxation activities before every period
10. MICHAEL DE MONTAIGNE( 1533-1592)

 A lawyer and a public official
 Known as a social realist
 Believed that education should prepare the individual for practical affairs of real life
 Contented that mere studying of books is inadequate
 Articulated that the aim of education is not to produce scholars and professionals but to
prepare a young boy to live a life of a gentleman in the affairs of the world
11. FRANCIS BACON ( 1561-1626)

 An English statesman, philosopher, and educator
 Introduced the steps of Inductive Methods
1. Preparation 4. generalization
2. Presentation 5. application
3. Comparison
 Believed that the best agencies of education were the schools

12. RICHARD MULCASTER ( 1531-1611)

 A school head of two famous and excellent humanistic schools in England
 Maintained that education should be in accordance with nature
 Advocated that all teaching processes should be adapted to the pupils needs, nature and
abilities
 Use of the mother tongue or vernacular to instruct pupils aged 6-12
 Believed that teachers just like other professionals should obtained university training
13. WOLFGANG RATKE ( 1571- 1635)

 A German teacher
 A believer of realism
 Advocated the use of vernacular as the medium of instruction during the early years
 Advocated that all learnings follow the course of nature
 Believed that learning by rote is ineffective
 Use of experimentation is very meaningful
 Maintained that learning starts from the senses and then made meaningful through
exploration
14. HOWARD EARL GARDNER (1943)

 Known as the Father of the Multiple Intelligences Theory
 Viewed that all people posses at least eight different intelligences that operate in varying degrees
1. Linguistic 6. intrapersonal
2. Logical mathematical 7. naturalistic
3. Visual-spatial 8. bodily-kinesthetic
4. Musical 9. existentialist
5. Interpersonal
 Defined intelligence as the human ability to solve problems and to make something that is
valued in one or more cultures
15. EDWARD LEE THORNDIKE (1874-1949)

 Father of the statistical movement in education
 Author of the laws of learning (readiness, exercise, and effect)
 Formalized the theory of connectionism/association
 Responses followed by satisfying consequences which are associated with the situation are
more likely to recur when the situation is subsequently encountered. Conversely, if the
responses are followed by aversive (negative) consequences, associations to the situation
become weaker
16. JOHN BAPTIST DE LA SALLE (1651-1719)

 Founded the Brothers of the Christian Schools (now De la Salle Brothers/University)
 Launched the First Normal School (ecole normal) in the history of education
 Pioneer in Elementary Education Practices
 Became the Patron Saint of Teachers
17. PEDRO POVEDA ( 1874- 1936)

 Spanish priest who introduced Christian Humanism ( committed to the upliftment of the poor and
marginalized people)
 Founded the Teresian Association in 1911 (committed to the transformation of the world through the
Gospel)
 Advocated teacher formation (New Experienced) through:
a. Study ( teacher is a perpetual student)
b. Practice (what is studied is put into action/practice)
c. Write (an activity more reflective than oral expression)
d. Lecture ( engage in dialogue to test one’s ideas and learn from the thinking of others)
 Encouraged women to be active in education and research, and in the purification of culture
18. PAOLO FREIRE (1921-1997)

 Author of the “ Pedagogy of the Oppressed” (1968)
 Advocated liberating education
 Compared contemporary education to banking
 Advocated three levels of instruction:
a. Basic Instruction
b. General Equivalency Instruction
c. Middle-level Poly technical Education
19. LEWIS MADISON TERMAN ( 1877-1956)

 Pioneer in Cognitive Psychology
 Author of the Stanford revision of the Binet- Simon IQ Test ( a group of tests to determine the index of an
individual’s intelligence)
20. JOHN HENRY NEWMAN ( 1801-1890)

 Author of the “Idea of a University”
 The Role of the University
 a place for teaching universal knowledge
 Promotes intellectual culture
 Employs interdisciplinary approach
 Justifies the inclusion of religious on the ground that man is more than a physical being
21. HERBERT SPENCER (1820-1903)

 Defines education as complete living
 On intellectual training, he upheld the cultivation of the powers of observation, object
teaching, learning thru self instruction and learning in a pleasurable manner
 On moral training, he advocated that the child should learn naturally from the
consequences of his acts, opposing artificial punishment
 Author of Synthetic Philosophy, “ survival of the fittest”, first to advocate evolutionism
ahead of Darwin
22. WILLIAM JAMES ( 1842- 1910)

 Father of American Psychology of Education
 Co-founder of Pragmatism (practicalism)
23. HORACE MANN (1837-1902)

 Pioneer of the “Common School” (forerunner of the public school)
24. FRANCIS PARKER (1837-1902)

 Father of Progressive education (progressivism)
 Proposed all forms of expression such as gestures, voice, speech, music, construction, modeling,
drawing, painting, and writing
25. FRANCOIS FENELON (1651-1715)

 Education of women
 Treatise on the “Education of Girls” (1687)
 Practical Ideas on teaching:
a. Imitation and modeling
b. Patience and compassion
c. Art of reading
d. Study of religion
26. MARTIN LUTHER (1483-1546)

 The chief leader of the Reformation; believed that education should be state-supported and
state-controlled
27. DESIDERIUS ERASMUS (1467-1536)

 The most effective humanist and educator; author of the “The Praise of Folly”, “The
Colloquies”, “The Adages” and “The Ciceronians”
28. JUAN LUIS VIVES (1492-1540)

 Spanish scholar who believed that education should develop personality and Christian Virtues
29. FRANCOIS RABELAIS (1483-1553)

 A French monk who believed that education should develop the whole man
30. JOHN MILTON (1608-1674)

 An English poet and author who believed that education should prepare one for actual
living

Contemporary Philosophies of Education

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CONTEMPORARY

 An intellectual base that supports educational practices

 Home/school/ community climate

1. JEAN JACQUES ROUSSEAU ( 1712-1778)

2. JOHANN HEINRICH PESTALOZZI ( 1746-1827)

3. FRIEDRICH WILHELM AUGUST FROEBEL (1782-1852)

4. JOHANN FRIEDRICH HERBART (1776-1841)

5. MARIA MONTESSORI (1870-1952)

6. JOHN DEWEY (1859-1952)

7. JEAN PIAGET ( 1896-1980)

8. JOHN LOCKE (1632-1704)

9. JOHN AMOS COMENIUS ( 1592- 1670)

10. MICHAEL DE MONTAIGNE( 1533-1592)

11. FRANCIS BACON ( 1561-1626)

 Believed that the best agencies of education were the schools

12. RICHARD MULCASTER ( 1531-1611)

13. WOLFGANG RATKE ( 1571- 1635)

14. HOWARD EARL GARDNER (1943)

15. EDWARD LEE THORNDIKE (1874-1949)

16. JOHN BAPTIST DE LA SALLE (1651-1719)

17. PEDRO POVEDA ( 1874- 1936)

18. PAOLO FREIRE (1921-1997)

19. LEWIS MADISON TERMAN ( 1877-1956)

20. JOHN HENRY NEWMAN ( 1801-1890)

21. HERBERT SPENCER (1820-1903)

22. WILLIAM JAMES ( 1842- 1910)

23. HORACE MANN (1837-1902)

24. FRANCIS PARKER (1837-1902)

25. FRANCOIS FENELON (1651-1715)

26. MARTIN LUTHER (1483-1546)

27. DESIDERIUS ERASMUS (1467-1536)

28. JUAN LUIS VIVES (1492-1540)

29. FRANCOIS RABELAIS (1483-1553)

30. JOHN MILTON (1608-1674)

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