TOPIC: Philosophies of Education CONTENT: What is Philosophy? What is Philosophy of Education? What are the four main schools of philosophy? Who were the key philosophers within each school of philosophy? (Social Foundation of Education K-12) •Mp4 Presentation: https://youtu.be/dOQZx2Ha8_M •PowerPoint Presentation: https://www.slideshare.net/NiaMaeSabillo/philosophies-of-educationpptx •Soft Copy (word file): https://www.slideshare.net/NiaMaeSabillo/philosophies-of-educationdocx •Soft Copy (pptx to pdf format): https://www.slideshare.net/NiaMaeSabillo/philosophies-of-education-ppt-to-pdf-formatpdf

4. “philos,”
“sophos,”
(Greek Words)

5. (Johnson et. al., 2011).

6. existence, reason, knowledge,
values, mind, and language.

13. Plato believed
that truth was the central
reality.
In addition, to understand
truth, Plato believed you
must first understand
knowledge.
Plato (ca. 427 – ca. 347 BCE)

14. Socrates’ work is only known
through the works of Plato.
When applied in classrooms,
the Socratic method actively
engages students in the
learning process, improves
understanding, and promotes
higher-order thinking.
Socrates (ca. 470 – ca. 399 BCE)

15. Kant added valuable information
about the important role of reason
and its’ contributions to
knowledge.
According to his research, it is only
through reason that we gain
knowledge of and understand the
world in which we live.
Immanuel Kant (1724 – 1804)

16. Learning is also intrinsically
motivated. Teaching methods
used within idealism include:
lecture, discussion, and
Socratic dialogue
Essential to these teaching
methods is posing questions
that generate thoughts and
spark connections.

17. Questions for clarification
• How does this relate to our discussion?
Questions that probe assumptions
• What could we assume instead?
Questions that probe reasons and evidence
• What would be an example?
1/2

18. Questions about viewpoints and
perspectives
• What is another way to look at it?
Questions that probe implications and
consequences
• What are the consequences of that
assumption?
Questions about the question
• What was the point of this question?
2/2

22. Aristotle is known as the father of
realism and the Scientific Method.
His pragmatic approach to
understanding an object, by
understanding is form, is an
example of how he investigated
matter.
Aristotle (384 – 322 BCE)

23. Locke believed in the tabula rosa,
or blank tablet, view of the mind.
According to this view, a child’s
mind is a blank slate when they
are born.
All the sensory experiences they
have after birth fill up the slate
through the impressions that are
made upon the mind.
John Locke (1632 – 1704)

24. Outcomes of this thinking in
classrooms today include the
appearance of standardized tests,
serialized textbooks, and specialized
curriculum.
Teaching methods used in realism
include:
• Demonstration
• Recitation
• Critical thinking
• Observation
• Experimentation

28. Peirce is one of the first pragmatic
thinkers. He introduced the
pragmatic method in which students
are supplied a procedure for
constructing and clarifying
meanings.
In addition, this system helps to
facilitate communication among
students.
Charles Sanders Peirce (1839 – 1914)

29. to evolution by explaining that
“human beings are creatures who
have to adapt to one another and
to their environment”.
Therefore, learners within the
classroom need to adapt to one
another and their learning
community.
John Dewey (1859 – 1952)

30. The curriculum is also
interdisciplinary.
Teaching methods used in
pragmatism include:
• Hands-on problem solving
• Experimenting
• Projects
• Cooperative Learning

34. Kierkegaard was a Danish
minister and philosopher.
He is considered to be the
founder of existentialism.
Soren Kierkegaard (1813-1855)

35. Nietzcshe stressed the importance
of the individuality of each person.
According to Johnson et. al.
(2011), his work provided a
“strategy to liberate people from
the oppression of feeling inferior
within themselves, and a teaching
of how not to judge what one is in
relation to what one should be”.
Friedrich Nietzsche (1844-1900)

36. Furthermore, answers come from within
the individual in an existential classroom,
not from the teacher.
Existentialists are opposed to thinking
about students as objects to be measured,
tracked, or standardized. “Such educators
want the educational experience to focus
on creating opportunities for self-direction
and self-actualization".
Therefore, they start with the student,
rather than the curriculum.