Philosophy

1. In
Educational Philosophy

2. Man’s Educational Philosophy
1. Nature of
learner
2. Role of
teacher
3. Curriculum
 what is
real, true,
of value
4. Purpose of
schooling
EDUCATION:
the imparting and acquiring of knowledge
through teaching and learning, especially at a
school or similar institution.
Education developed from the human struggle for
survival and enlightenment
It may be formal or informal.
I. Informal Education
refers to the general social process by
which human beings acquire the
knowledge and skills needed to function in
their culture.
II. Formal Education
refers to the process by which teachers
instruct students in courses of study within
institutions.

3. Philosophy: An Activity In 3 Styles
• Speculative
given to forming conclusions or opinions that are not
based on fact
a way of thinking systematically
• Prescriptive
establishing or adhering to rules and regulations
establish standards to assess values & judge conduct
• Analytic
able or inclined to separate things into their constituent
parts in order to study or examine them, draw
conclusions, or solve problems
words and meaning

4. Man’s Educational Philosophy
• Concerns mainly the branch of
Metaphysics, which seeks to
determine the nature of ultimate
reality
• Attempts to establish coherence
throughout the whole domain of
experience

5. Main schools of Metaphysical thought
• Idealism
Ultimate reality is spiritual rather than
physical, mental rather than material. Nature
possesses meaning and purpose.
• Realism
Physical mater is the ultimate reality. Nature
and science are real.
• Pragmatism
Ultimate reality is change. Man is social,
biological & intelligent. Values are relative

6. Philosophical Educational Policy
Considerations
1. Objectives of education
2. Nature of man: The student
3. Society in which the student
will function
4. Ultimate nature of reality
which we are trying to
communicate

7. Pragmatism
A straightforward practical way of
thinking about things or dealing with
problems, concerned with results rather
than with theories and principles
• FEATURE:
1. The only philosophy developed in America
2. Emphasized testing ideas by acting on them
3. Rejected universal and eternal truths
4. Argued that philosophy should deal with real human
problems rather than metaphysical speculation

8. Pragmatism: Major Authors
(1) As a philosopher, he emphasized the
practical, striving to show how
philosophical ideas can work in everyday
life.
His sense of logic and philosophy was
ever-changing, adaptive to need and
circumstance.
The process of thinking, in his
philosophy, is a means of planning action,
of removing the obstacles between what is
given and what is wanted.
Truth is an idea that has worked in
practical experience.
(3) American psychologist and
philosopher who helped to popularize
the philosophy of pragmatism with his
book Pragmatism: A New Name for
Old Ways of Thinking (1907).
He held that truth is what works, or
has good experimental results.
In a related theory, He argued the
existence of God is partly verifiable
because many people derive benefits
from believing.
(4) The self, he argued, emerges out of a
social process in which the organism
becomes self-conscious
This self-consciousness arises as a result
of the organism's interaction with its
environment, including communication
with other organisms.
(2) According to his pragmatic
philosophy, no object or concept
possesses inherent validity or
importance.
Its significance lies only in the
practical effects resulting from its use
or application.
The “truth” of an idea or object,
therefore, can be measured by
empirical investigation of its
usefulness.

9. Pragmatism
Taught that theory and practice, and
thus, thinking and doing, should be
united
Proposed that the scientific method
should be used to solve human
problems
Believed in a democratic society
Believed that change is the essence of
reality

11. 1. Education should be life itself,
not a preparation for living
Learning situations should be
oriented toward experiences in life

12. 2. Learning should be directly
related to the interests of the
learner
Content should be relevant to the real
world of the learner

13. 3. Real learning occurs through
problem solving
Knowledge is a tool for managing
experience

14. 4. The teacher’s role is not to
direct but to advise
The teacher should employ his
greater knowledge and experience to
guide learning

15. 5. The school should encourage
cooperation rather than
competition
Students should compete with each
other only when it fosters personal
growth

16. 6. Only democracy permits true
personal growth
Democracy is more than a system of
government, it is shared experience

17. Perennialism
Allegiance to absolute principles
Permanence is more real than change and
more desirable as an ideal
Stability is the most important educational
value
• PERENNIAL
constantly recurring, or lasting for an
indefinite time

18. Perennialism Major Authors
• Aristotle
• Thomas Aquinas
• Robert M. Hutchins
• Alfred Adler
• David Livingstone

20. 1. Despite differing
environments, human nature
remains the same everywhere
Education should, therefore, be the
same for everyone

21. 2. Man must use his rationality
to carefully chosen ends
No learner should be able to choose
their own educational experience

22. 3. Education’s task is to teach
eternal truth
Adjustment to truth is the result of
learning

23. 4. Education is preparation for
life
School can never, nor should be a
“real-life situation”

24. 5. Students should be taught
basic subjects based upon
permanencies
Vocational education is best left to
practitioners in their field

25. 6. Curriculum should be the
great works of literature,
philosophy, history & science
The message of the past is never
dated

26. Essentialism
An early 20th century educational
reform movement
The doctrine that things have an
essence or ideal nature that is
independent of and prior to their
existence

27. 3 main Essentialists efforts
1. Reexamination of the curriculum
2. Distinguish the essential and
nonessential elements
3. Reestablish the authority of the
teacher in instruction

28. Major Essentialist Authors

30. 1. Learning, of its very nature,
involves hard work and often
unwilling application
Discipline is essential to learning

31. 2. The initiative in education
should lie with the teacher
Authority resides with the teacher

32. 3. The purpose of education is to
learn prescribed subject matter
Content and method are prescribed by
the teacher

33. 4. The school should retain
traditional methods of mental
discipline
Deferred rewards are preferred for
motivation

34. Existentialism

35. Major Existentialists Authors
• Saren Kierkegaard
• Friedrich Nietzsche
• Jean-Paul Sartre
• Gabriel Marcel
• Paul Tillich
• Martin Buber
• MartinHeidegger

36. Existentialist World View
• Ultimate Reality Is Lived Reality
What is real to us is what we
experience
What a person becomes is his own
responsibility
He either chooses or allows the
choice to be made for him

38. In itself freedom is neither goal
nor an ideal. It is the potential for
action
People can change (learn) because
they can always act differently

39. Choice can be either active or
passive
Failing to choose is also a choice.
You are responsible for the results of
your actions

40. People know things as they are
presented to their private
consciousness
Learning is an individual act

41. Subjectivity is inseparable from
truth
The test of being is always being-for-
me

42. Teaching can only come from
inner experience
One can only teach what they know

43. No subject matter is more
important (in itself) than any
other
The importance of subject matter is
the value to the individual student