Detailed

2. •PERENNIALISM
•IDEALISM
•REALISM
•EXPERIMENTALISM
•EXISTENTIALISM
•NATURALISM
•SOCIALISM
•COMMUNISM
•FASCISM

3. - Is an educational theory that is greatly
influenced by the principles of realism. It has a
conservative/ traditional view of human nature
and education. Perennialists contend that truth
is universal and unchanging, and therefore, a
good education is also universal and constant.

4. AIM Education of the rational person,
develop the power of thought, search for
dissemination of truth and designed to
develop human intelligence and develops
intellectual power.
•The recurring process is
based on truths.
•Contains cognitive subjects •Matter curriculum, includes
history, mathematics, logic,
literature, humanities and
science.

5. Robert Hutchins’ educational philosophy is
based on the premise that human nature is rational,
and knowledge resides in unchanging, absolute, and
universal truths.
He strongly recommended the study of the
classics, or the great works of Western Civilization. He
believed that reading and discussing great books
cultivated the intellect and prepared students to think
carefully and critically.

6. Summing up, perennialism represents a conservative
theoretical view centered in the authority of tradition and the
classics. Among its major educational principles are:
1. Truth is universal and does not depend on the circumstances
of place, time, or person;
2. A good education involves a search for and an understanding
of the truth;
3. Truth can be found in the great work of civilization; and
4. Education is a liberal exercise that develops the intellect.

7. Subject centered,
drawing heavily upon the
disciplines of literature,
mathematics, language,
history and humanities.
Perenialists also believes
that studying of the great
books of Western Civilization
would attain knowledge.
METHOD

8. IDEALISM
- Is a philosophy that proclaims the spiritual
nature of men and the universe.
- Its basic view stresses the human spirit,
soul or mind as the most important element in
life.
- All of reality is reducible to one
fundamental substance-spirit. Matter is real. It is

9. Aims
To contribute to the
development of mind
and self, the school
should emphasize
intellectual abilities,
morals, judgments,
aesthetics, self-
realization, individual
freedom, individual
responsibility and self-
Curriculum
A body of intellectual
subject matter which is
ideational and
conceptual on subjects
which are essential for
the realization of mental
and moral development.

10. Methodology
Should encourage
accumulation of
knowledge and thinking
and must apply criteria
for moral evaluation.
Suggested methods
are questioning and
discussion, lecture and,
of course, the project,
whether done singly or
in group.
Teacher-learner
Relationship
The teacher must be :
•excellent mentally and morally
in personal conduct and
convictions.
•must exercise creative skills in
providing opportunities for pupil’s
minds to analyze, discover,
synthesize, and create.
•should see his/her role in
assisting the learner to realize the
fullness of his own personality.

11. REALISM
Realism may be defined as any philosophical
position that asserts:
1. The objective existence of the world and
beings in it and relations between these things
independent of human knowledge desires;
2. The knowability of these objects as they are in
themselves;
3. The need for conformity to the objective reality
in man’s conduct.

12. Aim
- Provide the student with the
essential knowledge he will need
to survive in the natural world.
Teacher -Learner Relationship
Teaching should not be indoctrinating.
Learning should be interactive. The teacher
utilizes pupil interest by relating subject matter
to student experiences. The teacher maintains
discipline by reward, and control the pupil by
activity.

13. Methodology
The teacher is
expected to be skilled in
both the subject matter
that he teaches and the
method of teaching it to
the students. Students
will be required to recall,
explain, compare,
interpret and make
inferences.
Curriculum
Studying through
organized, separate,
and systematically
arranged subject
matter.

14. EXPERIMENTALIS
M Dewey‘s prominent philosophy, known as
experimentalism or instrumentalism is largely
centered on human experience (White, 1964).
Given that the basis for Dewey‘s philosophy
is focused on social reform (Dewey, 2007) this
philosophy of learning makes sense, as it
contextualizes problems into opportunities for
learning and growth.

15. Benefits of Dewey’s Experimentalism
Philosophy
1. All ―truths are held up to ongoing inspection
(counter to perennialism where truths are absolute).
2. Responsive to existing conditions as well as changes
in conditions, enabling students to adapt to an ever-
changing society.
3. Teaches reflective thinking and inquiry skills,
giving students the opportunity to draw their own

16. 4. Encourages peer learning and provides
exposure to different viewpoints.
5. Can be applicable for all types of
learners.

17. EXISTENTIALISM
- is a way of viewing and thinking about life in the world so
that priority is given to individualism and subjectivity.
- human being is the creator of his own essence; he creates
his own values through freedom of choice or individual
preference.
- the most important kind of knowledge is about the realities of
human life and the choices that each person has to make.
- education is the process of developing awareness about the
freedom of choice and the meaning and responsibility for one’s
choice.

18. Aims
-Education should cultivate and intensify
awareness in the learner.
- Education should be concerned with effective
experiences, with these elements of experience
which are subjective and personal. The goals of
education cannot be specified in advance nor can
they be imposed by the teacher of the school system.

19. Curriculum
•Subjects are merely tools for the realization of
subjectivity.
•Literature and the humanities are important in the
existentialist curriculum.
•Literature is useful and relevant for awakening choice-
making in basic human concerns.
•History is important in finding out how men in the past
have faced and answered recurrent human questions like
guilt, love, suffering or freedom.
•Arts stimulate aesthetic expression, not merely imitate
styles of selected models.

20. NATURALISM
- Philosophy with the belief that nature alone represents the entire
reality. There is nothing beyond, other than nature.
- Human life is the part of the scheme of nature. This philosophy gives
emphasis to matter, the physical world. It does not believe in spirituality
and supernaturalism.
1. Physical naturalism - believed that reality exists in the natural
universe not within the individual. Tagore has called nature as a
'manuscript of God'.
2. Mechanical naturalism - regards man as a mere machine. There
is no spirit or soul.
3. Biological naturalism - tries to explain man in terms of lower form of
life from which he has evolved.
Three Types of Naturalism

21. Naturalism and Education
Naturalism is a revolt against traditional system of
education, which gives very little freedom to the child.
Whenever a system of education becomes
stereotype, there is reaction against it in the form of
revival of naturalism. According to Rousseau, there are
three sources of education namely, nature, men, and
things. Education from nature is to prepare a natural
man.
Curriculum
There is no fixed curriculum. Every child is given the
right to determine his own curriculum. He is expected to
learn directly from nature through personal experiences.

22. Methods of Teaching
Learning by doing, playway method, observation and
experimentation are used, so as to govern self.
Discipline
Naturalist gives utmost freedom to the child to do
and learn the behavior. There is no punishment of any
kind. External discipline is not desirable, as it stands in the
ways of child development. Naturalism also believes that
formal education is the invention of society, which is
created and can be called artificial. Therefore, rigid man-
made discipline must be avoided in the teaching-learning

23. Role of Teacher
•Teacher is always behind the screen. He is a spectator
or an observer.
•Teacher plays his role behind the scene. He does not
interfere in students' activities.
•Teacher acts as a facilitator, a setter of the stage, and
as a supplier of materials and opportunities.
Nature of Naturalism
Naturalism is a doctrine denying anything in reality that
has a supernatural significance.
The ultimate explanation of all reality is to be found in
nature.

24. 1. Education is, for the benefit of the child, not for the sake of
any conception, however hhallowed is the function of the teacher, or
the curriculum, or the school (Rousseau).
2. Education should be a practical preparation for life
(Rousseau).
3. All knowledge should be evaluated in terms of evolutionary
naturalistic principles of educations which must conform to them
(Spencer).
4. The method of instruction should be based upon the psychological
principles governing the development of the child (Rousseau).
Implications of Naturalism for Education

25. 5. Education teaches the moral primacy of the will
(Epictetus).
6. Education must provide first hand contact with the
child’s physical environment (Rousseau).
7. The knowledge that the individual acquires through
experience and verifies and uses to solve his life problems,
is utterly superior to that knowledge supplied by traditional
sources (Spencer).

26. Socialism, as a philosophy of life has invariably affected
contemporary education. It is a direct offshoot of naturalism.
It looks man as a wondrous product of nature, but modifies
and interprets this naturalistic viewpoint to fit the particular
requirements of social life.
SOCIALISM
Socialism is an outgrowth of naturalism since the
underlying tenets of both are based on the naturalistic
philosophy of life. Nonetheless, since socialism makes society
the center of life, views the problem of life as the problems of
society, the treatment needs more careful perusal.

27. 2. A false theory of
education. The social theory of
education is based on the false
philosophy of socialism. The
theory asserts that conduct is
right when it produces a social
good, and wrong when it
produces a social evil.
1. A false interpretation of
human nature. Just as naturalism
misinterpreted man’s true nature
by subjecting him totally to
nature, likewise socialism
misinterprets the essential nature
of man by subordinating him
entirely to society.
Education and Socialism

28. 5. False aims. Socialism asserts that the ultimate aim of education
is to achieve the maximum degree of self- realization by the individual
through proper participation in the institutional activities of society.
The ultimate objective, then, is to prepare the educand to take part in
the affairs of the society. Since society established schools to then,
the school has only a social aim.
4. False notion of discipline. Socialistic philosophy of
education denies the freedom of the will. This is so because it
teaches that the individual will is determined by society and is but
an extension of the will of the group

29. COMMUNISM
- is rooted on the philosophy of dialectical
materialism, interpreted by Marx and Engels and
translated into practice in modern Russia since 1917
by Lenin and his followers. Dialectical materialism
(also known as Diamat) builds its interpretation of the
state, morality, religion, revolution, history, and
society upon three fundamental laws of principles.

30. The third principle governing dialectical materialism is known as
“ the law of transformation,” The transformation of quality into
quantity, and of quantity into quality. The law simply means that
merely increasing of anything causes a qualitative as well as a
quantitative change in that thing, and vice-versa.
The second principle of dialectical materialism is termed as “
the law of negation.” This is also known as the creation of the
new out of the old. This law of negation is usually expressed in
terms of thesis, antithesis, and synthesis.
Law of Principles

31. Principal Marxian
Doctrines
The Hegelian Dialectic
Marx accepted the Hegelian dialectic. He stated that every thesis contains its
own antithesis, its negation, opposite, or contradiction, and that two conflicting forces
merge to produce a synthesis, a new greater reality. He applied this logical principle
to socio-economic history. The two socio-economic classes which are antithetical to
each other are the “bourgeoisie” (the capitalist or property-owning class) and the
“proletariat” (the workers, who must labor in order to survive.
Historical Materialism
This economic interpretation of history, as it is sometimes called, the
materialistic interpretation of history is based upon the doctrine of economic
determinism. Marx contented that a particular society’s mode of economic production
determines the nature of is cultural social structure.

32. Labor Theory of Value: Exploitation of Labor
Marx noted that, since the labor of many workers are required to
support a single capitalist, members of the capitalist class are
parasites living at the expense of the workers who are being
exploited. This assertion brings us to the principal themes of “ Das
Kapital” , namely, the labor of theory of value and the doctrine of
surplus value.
Common Ownership of the Means of
Production
Marx defined communism as the common ownership of the
means of production,’ an ideal system to be achieved by shifting
control over economic resources from the capitalists to the proletariat.

33. Scientific Socialism: Class struggle, Dictatorship of
Proletariat, Classless Society
Consequently, an inherent class struggle or war is constantly being waged
between the capitalist, who exploits, and the proletariat whose labor is being
exploited. This conflict can be resolved only through the elimination of the
capitalist by force of arms, a violent revolution to overthrow the capitalist
exploiters and to established the dictatorship of the proletariat.
The Philosophy of Communism has its own
particular and peculiar interpretations of every aspect
of humanity
1. Communism and Reality. Communism considers matter to be the only
reality. Its blind forces cause plants, animals, man and human society to evolve.
No distinction is made between matter and spirit, between body and soul, hence,
there is no belief in eternal life. Communism is an utterly materialistic philosophy

34. 2. Communism and religion. Communism accuses religion of being
the opium of the people and is enervating through three ways: (1)
religion, by teaching only the rich their rights, sanctions and reinforces
their exploitation of the poor; (2) religion, by preaching that the poor
obey and serve the ruling class, contributes to their own exploitation;
and (3) religion, by preaching passivity, tends to regress the economic
status of man.
3. Communism and Society. To encourage class struggle
between the various groups, communism upholds the achievement
of a classless society

35. 5. Communism and Morality. Communism teaches that morality
is merely a product of society; hence is subject to continual
change. Morality is simply a manifestation of what is useful for the
group if it serves the interest of the proletariat. Hence, the welfare
of the proletariat is the source and objective of morality.
4. Communism and freedom of Thought and the Free Will. By
adhering purely to the theory of economic determinism, communism
denies the freedom of the person to engage in orderly thought and
the free will. As a consequence, communism holds that human
personality is merely a myth that must be eradicated.

36. Synthesis of Communism and implications to
Education
The foregoing tenets of communism and their interpretations are
the foundations of the communistic world- view, and hence, its
philosophy of education. Several radical changes have taken place in
Soviet education philosophy since 1935. More radical changes are
taking place under perestroika and glasnost. Education is made the
keystone of the perpetuation of communism.
The communistic theory regards education as a lifelong
process. The content and method of such educative activity are
governed by one fundamental objective of providing the same
basic training for all

37. Today, communism saw its early collapse in the Soviet Union with
the abolition of the Union of Soviet Socialist Republics. The USSR is
now replaced by the Commonwealth of Independent States. This
came about as a result of the turn of events towards liberalism
brought about by Gorbachev’s leadership.
In the future, many inevitable events could still occur which could
revolutionize the system. There is one thing certain and that is:
communism contains within itself the seeds of its own destruction.
Communism denies freedom of the will. It errs in not making a
necessary distinction between the influences and actual determiners
in the social order.

38. FASCISM
The term "fascismo" was coined by the Italian Fascist dictator
Benito Mussolini (1883 - 1945) and the self-described "philosopher of
Fascism" Giovanni Gentile (1875 - 1944). It is derived from the Latin
word "fasces", an ancient Roman symbol consisting of a bundle of
rods tied around an axe, used to suggest "strength through unity". It
was originally used to refer specifically to Mussolini's political
movement that ruled Italy from 1922 to 1943, but has subsequently
also been used to describe other regimes.
Fascist system comes from that stuff with the eagle sharing
power. This means centralized power. Essentially, fascism is a
political philosophy. It invokes a philosophy which affects the life of
the people in a very concrete way. Communism inherits the traits of a
facistic philosophy, because they share the same effects on people.

39. One of the best way of controlling people is through the
education of the young. Students were taken from their parents,
especially the brighter ones and were placed in special schools to
form an elite group. Students were indoctrinated that it was their
duty to report their parents if they say anything against the regime.
Only the government has the exclusive control over the youth. Man’s
free will and the development of talent were denied.
Fascism is based on an idealism. The national security states are
fascists because they try to keep the power within the particular
regime in the name of the protection of the people or of the nation
using the military resulting in the deprivation of human rights. When
we mention fascism, we talk about government, about control, about
total lack of freedom in thinking and in action.

40. Essentially, fascism is a political philosophy of education. To aid
in clarifying a positive statement of its position, it may be well to
outline a negative statement of what it opposes. In general, fascism
is a protest against what it believes to be weakness in the democratic
philosophy of education. The principal weakness of democracy is its
individualism, born of the Protestant Reformation and the French
revolution.
Education in the fascist state gives first priority to the elite of
exceptional endowment. Yet the school does not make or unmake
the elite; it merely increases their social distance from the masses.
To face these facts realistically should be depressing. Neither should
it afford an argument against more and better education for
everyone. The aim of fascist education is not to equalize educational
opportunities but rather to differentiate them.

41. The prime principle of fascist education is the
identification of the individual’s interest with those of the
state. The individual learns to exercise true volition when
the will of the state acts in his personal will. This means
that his will is the realization of the will of his state.
The prime principle of fascist education is the
identification of the individual’s interest with those of the
state. The individual learns to exercise true volition when
the will of the state acts in his personal will. This means
that his will is the realization of the will of his state.

42. Thaaankyoouuuu!!