This summarizes various classical and contemporary philosophies that are essential in understanding the framework of our educational structure today.

1. Philosophical Foundation of Education
Philosophy (from Greek φιλοσοφία, philosophia, literally "love of wisdom" is the study of general and
fundamental problems concerning matters such as existence, knowledge, values, reason, mind, and
language.The term wasprobablycoinedbyPythagoras(c. 570–495 BCE).Philosophical methodsinclude
questioning, critical discussion, rational argument, and systematic presentation. Classic philosophical
questions include: Is it possible to know anything and to prove it? What is most real? Philosophersalso
pose more practical and concrete questionssuchas: Is there a bestway to live?Isit betterto be justor
unjust (if one can get away with it)? Do humans have free will?
Education
Educationisthe processof facilitatinglearning,orthe acquisitionof knowledge,skills,values,beliefs,and
habits. Educational methods include storytelling,discussion, teaching, training, and directed research.
Education frequently takes place under the guidance of educators, but learners may also educate
themselves. Education can take place in formal or informal settings and any experience that has a
formative effect on the way one thinks, feels, or acts may be considered educational.
Etymologically, the word "education" is derived from the Latin ēducātiō ("A breeding, a bringing up, a
rearing") from ēducō ("I educate, I train") which is related to the homonym ēdūcō ("I lead forth, I take
out; I raise up, I erect") from ē- ("from, out of") and dūcō ("I lead, I conduct").
Educare means ‘to nourish”, ‘To bring up’, ‘to raise’.
Educere means ‘to bring forth’, ‘to draw out’, ‘to lead’.
Educatum means ‘the act of teaching and training’.
Philosophy of Education
Behind every school and every teacher is a set of related beliefs—a philosophy of education—that
influenceswhatandhowstudentsare taught.A philosophyof educationrepresentsanswerstoquestions
about the purpose of schooling, a teacher's role, and what should be taught and by what methods.
Philosophy of education can refer either to the application of philosophy to the problem of education,
examining definitions, goals and chains of meaning used in education by teachers, administrators and
policymakers.It can involve the examination of visions or approaches by researchers and policy-makers
ineducationthatoftenaddresscontemporarydebatesand assumptionsaboutinnovationsandpractices
in teaching and learning by considering the profession within broader philosophical or sociocultural
contexts.
As an academic field, study involves "the philosophical study of education and its problems...its central
subjectmatteriseducation,anditsmethodsare those of philosophy"."The philosophyof educationmay
be eitherthe philosophyof the processof educationorthe philosophyof the disciplineof education.That
is,itmaybe partof the disciplineinthesense of beingconcernedwiththeaims,forms,methods,orresults
of the process of educating or being educated; or it may be multidisciplinary in the sense of being
concernedwiththe concepts,aims,and methodsof the discipline."Assuch,it isboth part of the fieldof
education and a field of appliedphilosophy,drawing from fieldsof metaphysics,epistemology,axiology
andthe philosophical approaches(speculative,prescriptive,oranalytic)toaddressquestionsinandabout
pedagogy, education policy, and curriculum, as well as the process of learning, to name a few. For
example, it might study what constitutes upbringing and education, the values and norms revealed

2. through upbringing and educational practices,the limits and legitimization of education as an academic
discipline, and the relation between educational theory and practice.
“Philosophy may be defined as the theory of education in its most general phase.”
“Education is a laboratory in which philosophical distinctions become concreate and tested.”
—Dewey
“True education is practicable only to true philosophers”
—Spencer
“Education without philosophy would mean a failure to understand the precise nature of education”
—Gentile
“The aim of education will never attain complete clearness without philosophy.”
—Fichte
From the given statements and views we can easily maintain that philosophy and educationare closely
interrelated

3. Traditional Philosophy of Education
Traditional education, also known as back-to-basics, conventional education or customary education,
refers to long-established customs that society traditionally used in schools. Some forms of education
reformpromote the adoptionof progressiveeducation practices,amore holisticapproachwhichfocuses
on individual students' needs and self-control. In the eyes of reformers, traditional teacher-centered
methods focused on rote learning and memorization must be abandoned in favor of student-centered
and task basedapproachesto learning.However,manyparentsandconservative citizensare concerned
withthe maintenanceof objectiveeducationalstandardsbasedontesting,whichfavorsamore traditional
approach.
Classification of Traditional Philosophy
NATURALISM
Chief Proponents of Naturalism

4. Concept of Naturalism
Naturalismisa philosophical doctrine.Itisopposedtoidealisminitsinterpretationof reality.Naturalism
isconcernedwith“natural self”or“real self”.Itcontendsthatthe ultimate realityismatter,andnotmind
or spirit.Naturalismdoesnotbelieve inspiritualism.Itdeniesthe existence of aspiritual universe — the
universe of ideas and values. According to naturalism, the material worldis the onlyreal world. It is the
only reality. This material world is being governed by a system of natural laws and the man, who is the
creation of the material world, must submit to them. The naturalists have regard for facts, actual
situations and realities. For them nature is everything. It is the whole reality. Behind everything there is
Nature. It denies the existence of anything beyond nature. Naturalism believes that everything comes
from nature and returns to nature. Nature, according to naturalism, is a self-sufficient entity. It is self-
determined and governed by its own laws.
Organization and Aims of Education
1. Self-Expression ►Naturalistbelieve thatstudentsshouldbe providedwithanopportunitytoexpress
their ideas and talents.
2. Self-Preservation ► In naturalistic point of view, self-security or self-preservation is an unavoidable
aspect in life and education should enable the child to develop these qualities.
3. Redirectionofhumaninstincts►Naturalistbelievesthateachchildisbornwithcertaininstincts,which
are the guiding force behind all human conduct.
4. Struggle for existence ► Naturalists says that individual child may have to face several painful and
stress laden situations in the physical world.
5. Education according to nature ► while educating the child, his whole nature i.e., tendencies,
developmental status, capacities, instincts, likes and dislike should be considered.
6. Perfectdevelopmentof individuality ►Educationshouldaimatdevelopingthe aimat developingthe
child into joyous, rational, balanced useful and mature person.
Nature isconsideredthe classroom.Emphasisonopenairschoolstoteachthroughdirectexperiencewith
nature.
Curriculum
In naturalism,there are norigidcurriculum.The focal pointshouldbe withsimplicityandobjectivity.This
study of past experiences, literary and aesthetic culture.

5. Basisof curriculumdevelopmentwaschild’snature,interestandneeds.Stressedonsubjectsdealingwith
nature such as physics,chemistry,biology,language andmathematics.Tagore also stressedonteaching
spiritual values of nature
According to Rousseau’s philosophy of naturalism, the aim of is to gain useful knowledge which would
help them to meet their desires and daily life needs. Content suggested by naturalism contains the
knowledgeandskillsabouttheoccupationsatsecondarylevel.The utilizationofsuchknowledgeandskills
isimportant.The methodsof teachingsuggestedinnaturalismare discoverylearningandinquirylearning
where the teacher needs to let the students discover and inquire by their own.
Methods of Education
As natural as possible considering individual differences.Noble efforts for planned living with nature.
Direct experience of nature through observation, excursion, experimentation, ply-way. The naturalism
gives freedom to the child to grow in the natural way. There is no other external discipline required.
Naturalism may be regarded as a revolt against the stereotypes system of education. It believes that
education should be strict conformity with the nature of the child.
Role of Teacher
The teacher’s role is to remain in background. The natural development of child should be stimulated.
Since, Nature is best educator,according to naturalists the teacher is the observer and facilitator of the
child’s development rather than a giver of information, ideas, ideals and will power or a molder of
character. In the words of Ross“teacher ina naturalisticsetupis onlya setterof the stage,a supplierof
materials and opportunities, a provider of an ideal environment, a creator of conditions under which
natural development takes place. Teacher is only a non-interfering observer”.
Greatemphasiswasplaceduponthe studywhichteachersshouldmakeof the environmentalbackground
of each student,since unacceptable behaviorwasrootedthere ratherthaninthe pupil’sill will.Teachers
were advisedtolearnof the racial,national,andreligiousbackgroundsof theirstudentsif apupil caused
trouble or lacked initiative in school, the home conditions should be studied to see whether a home
broken by divorce, death, or marital conflict is responsible for the child’s difficulties. If a teacher were
unable to manage a class, he was held responsible because he lacked insight into child nature.
Discipline of Naturalism
Punishment should be constituted by natural consequences of wrong deeds; should be certain, but
tempered with sympathy. As we should teach in accordance with the rhythms of Nature, so we should
also punish as Nature punishes.
Man wasbornfree andeverywhere heisinshackles.”- Jean-JacquesRousseauNaturalism,asaphilosophy
of educationadvocatesmaximumfreedomforthe childandfurtherstressesinfreeingthe childfromthe
tyranny of rigidity, interference and strict discipline. The freedom of child disciplines him and he is
naturally controlled by his own learning and experiences.
There isstressgiventodiscipline bynatural consequences.Since classroomdisciplineusuallyisassociated
with methodology the naturalist asserts a fourth characteristic of sound teaching, namely that all
discipline should derive from the natural elements of the situation. The situation will provide a form of
innate discipline that should replace that of the teacher.

6. IDEALISM
Chief Proponents
Concept of Idealism
Idealism is a philosophical approach that has as its central tenet that ideas are the onlytrue reality,the
onlything worthknowing.In a search for truth, beauty,and justice that is enduringand everlasting,the
focus is on conscious reasoning in the mind.
The maintenant of idealismisthat ideasand knowledge are the truestreality.Manythings inthe world
change, but ideas and knowledge are enduring. Idealism was often referred to as “idea-ism”. Idealists
believethatideascanchange lives.The mostimportantpartof a personisthe mind.It isto be nourished
and developed.
Idealismisanyphilosophywhicharguesthatthe onlythingsknowable are consciousnessorthe contents
of consciousness – not anythinginthe outside world,if such a place exists.Indeed,idealismoftentakes
the form of arguing that the only real things are mental entities, not physical things.
Organization and Aims of Education
The following are the aims of education according to the philosophy of idealism:
 Self-realization or Exhalation of Personality:  According to the idealism man is the most creation of
God. Self- realizationinvolvesfull of knowledgeof the self anditis the firstaim of education“The aimof
education especially associated with idealism is the exhalation of personality or self-realization it is the
making actual or real personalities of the self.”

7.  To Ensure Spiritual Development: Idealisticgive greaterimportance tospiritualvaluesincomparison
with material attainments. The second aim of education is to develop the child mentally,morally and
above all spiritually. “Education must enable mankind through its culture to enter more and more fully
into the spiritual realm”.
 Development of Intelligences and Rationality:  “In all things their regions an external law this all-
pervadingenergetic,self-consciousandhence eternal law thisall-pervadingenergetic.ThisunityisGod.
Education should lead and guide man to face with nature and to unity and God”.
Curriculum of Idealism
Idealistsgive more importance tothoughts,feelingsidealsandvaluesthantothe childandhis activities.
They firmly hold that curriculum should be concerned with the whole humanity and its experience.
 Views of Plato aboutcurriculum  Accordingto Platothe aimof life isto realize God.Whichis possible
only by pursing high ideals namely Truth, Beauty, and Goodness. Three types of activities namely
intellectual, aesthetic and moral cancan attain these high ideals.
Methods of Education
The methods preferred by the idealists are the logical outgrowth of their acceptance of the doctrine of
the primacyof ideas.If experience,ashe has seen,isaninferiorof the primacyof ideas.If experience,as
we have seen, is an inferior reflection of Reality, the only purpose experience has for the idealist is to
distortthe Truth. Since the Truth can be reachedthroughthe abstract activitiesof the mind,itisinthese
that method must lie.
Methodology, for the idealists then, consist for the most part of lectures, discussion, and imitation.
Learningisanexerciseinstretchingthe mindtoitsfullestsothatitcanabsorbandhandle ideas.Imitation
shouldbe of some exemplarypersonorpersonswhoby theirbehaviorgive evidence thattheyare close
to the nature of reality. Role of the Teacher Idealism is traditional philosophy of education in which
teacher has central role who has to be role model so that the students will adopt his model to become
good citizen. In idealism the lecture method is considered the most important one in which a delivers
lecture andstudentslistentothe teacher.Teacherselectsanytopicor issue forteachingfirsthe teaches
the topicthenasksthe questionsaboutthattopic.Studentsanswerthe askedquestions,Teacherprovides
the feedback and students improve themselves according to the teacher’s feedback. This is teacher
centered approach therefore students do not participate in a well manner and do not understand the
taughtcontent.Thismethodof teachingisnotsuitable foryoungorelementarylevelof studentsbecause
they are not habitual for listening long time. This method is only usedfor adults. Because their mind is
mature and they can understand easily. The second method that suits idealism the most is the Socratic
Method inwhich the teacherinvolvesthe studentsinlearningactivities.The teacherraisesan issue and
the students are encouraged to discuss it in a dialogue form and reach to a conclusion.
Discipline of Idealism
Idealism believes that there can be no spiritual development of the child without discipline. They give
importance to impressionistic discipline in comparisonto expressionistic discipline.They assert that the
teacher should gain respect from the child by his affectionate and sympathetic behavior and then
motivate himbyhispraiseworthyideals.Idealistbelievesinguidedfreedomandstrictdiscipline.Children
must endure a restraint on freedom. Self-insight and self-analysis are the main disciplinary factors.
Teacher’sguidance isessential.The discipline isnottobe imposedonpupils.The teacherhasonlytohelp

8. them to develop self-discipline throughthat self-knowledge.To them freedomis not means but it is an
end. Idealists are the supporters of self-discipline.
They are not in favor of militant discipline. They want to combine humility, courtesy, obedience and
subordination in discipline. This approach signifies effective discipline.
PRAGMATISM
Chief Proponents

9. Concept of Pragmatism
The word Pragmatism is of Greek origin (pragma, matos = deed, from prassein = to do).
Pragmatismmeansaction,fromwhichthewordspractical andpracticehave come.The idealistconstructs
a transcendental ideal,whichcannotbe realizedbyman. The pragmatist laysdownstandards whichare
attainable.Pragmatistsare practicalpeople.Theyface problemsandtrytosolve themfrompracticalpoint
of view. The central theme of pragmatism is activity.
It considersself-activityasthe basis of all teaching-learningprocessesincontextof cooperative activity;
tocreate optimisticmen,whoare the architectsof theirownfate bytheprocessof theirefforts.Education
shouldbe accordingtothe child’saptitude andability;wherehe isrespectedandeducationisplannedto
cater to his inclinations and capacities.
Organization and Aims of Education
Educationis itsownend.Aimsare revisedasthe childadvancesingrowth.There can be no fixedaimsin
advance.Educationisgrowth.Educationshouldnotbe preparationforlifebutlife itself.Individualityand
freedomare the educational aims.Use and growth of intelligence shouldbe promoted.Betterlivingand
democraticidealsare the aimsof education.Pragmatismsaimsof educationistoteachone how to think
sothatone canadjusttoanever-changingsociety.Toproducecreative resourcefulandadaptablechildren
we should have conditions in school which are conducive to the creation of these qualities of mind.
Recommendsformal school tohave activity-orientedlearningbasedonthe needs,interest,aptitude and
capabilities of the individual student.
Curriculum of Pragmatism
Pragmatistsbelieveinabroadanddiversifiedcurriculum,whichiscomposedof bothcontentandprocess
and subjectsrangingfrom humanitiestogeographyandscience.Itbelievesincore-curriculumandnotin
subjectmattercurriculum.Itfollowsasuggestedlistof projectactivities.Itfollowsactivitycurriculumand
not in water-tight subject-matter curriculum.

10. REALISM
Chief Proponents:

11. Concept of Realism
Realismmakesthe beingunderstandandenjoysocietyinthe true sense bygettingthe multidimensional
real joyof life.Italsoaimsforeducationtomake alife of amanuseful;where amancanenjoyhisactivities
and comfort in reality. Education should equip individuals to a best possible meaningful life through
vocational skills.OrganizationandAimsof EducationRealistsdonotbelieve ingeneral andcommonaims
of education. According to them aims are specific to each individual and his perspectives. And each one
has different perspectives. The aim of education should be to teach truth rather than beauty, to
understandthe presentpractical life.The purpose of education,accordingtosocial realists,istoprepare
the practical man of the world. Realism emphasizes on scientific attitude based on realistic principles,
where the childcan extendhisknowledge,whichhe learnsthroughbooks.Ithas givendue emphasison
formal schools, which provides adequate opportunity for learners to learn the vocational skills through
observation, experimentations and examinations.
Organization and Aims of Education Realists do not believe in general and common aims of education.
According to them aims are specific to each individual and his perspectives.And each one has different
perspectives.The aimof educationshouldbe toteachtruthratherthanbeauty,tounderstandthe present
practical life.The purpose of education,accordingtosocial realists,istoprepare the practical manof the
world.Realismemphasizesonscientificattitude basedonrealisticprinciples,where the childcanextend
his knowledge, which he learns through books. It has given due emphasis on formal schools, which
provides adequate opportunity for learners to learn the vocational skills through observation,
experimentations and examinations.
Curriculum of Realism
According to humanistic realism, classical literature should be studiedbut not for studying its form and
style but for its content and ideas it contained.
Sense-realism►attachedmore importancetothe studyof natural sciencesandcontemporarysociallife.
Study of languages is not so significant as the study of natural sciences and contemporary life.
Neo-realism► gives stress on the subject physics and on humanistic feelings, physics and psychology,
sociology,economics,Ethics,Politics,history,Geography,agriculture variedarts,languagesandsoon,are
the mainsubjectstobe studiedaccordingtothe Neo-realists.Selectionof the curriculumforthe students
must base on their abilities,interest and capabilities so that education helps the student to adjust to
changingcircumstancesof the society.Italsoemphasisonsubjectmatterof real-life use suchasscience,
mathematics, hygiene and vocational subjects.

12. Methods of Education
The method of the realists involves teaching for the mastery of facts to develop an understanding of
natural law. This can be done by teaching both the materials and their application. In fact, relevant
knowledgecomesonlywhenthe organismcanorganize the dataof experience.The realistpreferstouse
inductive logic,goingfromthe factsof sensoryexperiencetothe more generallawsdeduciblefromthese
data. These general laws are universal natural law.
For Herbart, education was applied psychology. The five-step method he developed was as follows:
Preparation:Anattemptismade tohave the studentrecall earliermaterialstowhichthe new knowledge
mightbe related.The purpose of the lessonisexplainedandanattemptto interestthe learner is made.
Presentation: The new facts and materials are set forth and explained.
Association: A definite attempt is made to show similarities and differences and to draw comparisons
between the new materials and those already learned and absorbed into the apperceptive mass.
Generalization: The drawing of inferences from the materials and an attempt to find a general rule,
principal, or law.
Application: In general, this meant the working of academic exercises and problems based on both the
current information and the relevant related information in the appreciative mass.
Selectionof the curriculumfor the studentsmustbase on theirabilities,interestandcapabilitiessothat
educationhelpsthe studenttoadjusttochangingcircumstancesofthe society.It alsoemphasisonsubject
matter of real-life use such as science, mathematics, hygiene and vocational subjects.
Role of the Teacher
Teachermust focuson the developmentof vocational skillsinthe learners,sothattheycan be equipped
withqualitiesof race preservationandvocationalbehavioractivities.Teacheractsas a mentor,andmust
be a role model and skilled to demonstrate vocational skills to the learners.
A teacher should be such that he himself be educated and well versed with the customs of belief and
rights and duties of people, and the trends of all ages and places.
He musthave full masteryof the knowledge of presentlife.He mustguide the studenttowardsthe hard
realitiesof life.He isneitherpessimist,noroptimist.He mustbe able to expose childrentothe problems
of life and the world around.
Discipline of Realism
Realism believes in an optimum level of discipline without imposing undue stress on the learners. A
disciplined student is one who does not withdraw from the cruelties, tyrannies, hardships and
shortcomings pervading the world. Realism has vehemently opposed withdrawal from life. One must
adjust oneself to this material world.
The student must be disciplined until he has learned to make the proper responses. Wild says of the
studentthatitis.Hisduty….tolearnthosearduousoperationsbywhichhere andthereitmaybe revealed
to him as it really is. One tiny grain of truth is worth more than volumes of opinion.

13. Modern Contemporary Philosophy of Education
Modern Contemporary philosophy is the presentperiodin the history of Westernphilosophy beginning
at the earlier period in Western philosophy up to the continental philosophers' criticisms of modern
philosophy with the professionalization of the discipline and the rise of analytic and continental
philosophy.
PERENNIALISM
Chief Proponents

14. Concept of Perennialism
The concept of Perennialism focus is to teach ideas that are everlasting. To seek enduring truths which
are constant(notchanging),asthe natural andhumanworldsattheirmostessential level,donotchange.
This oldest and conservative educational philosophy, is rooted in realism.
The Perennialism relies on the past, universal knowledge and cherished values in society. A view of the
unchanging nature of the universe, human nature, truth, knowledge, virtue, beauty and so on.
Education ensures that students acquire an understanding about the great ideas of civilization. These
ideashave the potential forsolvingproblemsinanyera.The focus istoteachideasthatare everlastingto
seekensuringtruthswhichare constant,asthe natural and human worlds at their most essential level.
Organization and Aims of Education
Because human beingsare essentiallythe same,educationshouldbe essentiallythe same for everyone.
The functionof a citizenmayvaryfrom societytosociety,butthe functionof man, as a man, isthe same
in every age and in every society since it results from his nature as a man. “The aim of an educational
system … is to improve man as man
For Perennialists,the aimof educationistoensure thatstudentsacquire understandingsaboutthe great
ideas of Western civilization. These ideas have the potential for solving problems in any era.
The focusis toteach ideasthatare everlasting,toseekenduringtruthswhichare constant,notchanging,
as the natural and human worlds at their most essential level, do not change.
A Perennialists views nature,human nature, and the underlying principles of existence as constant. The
principles of knowledge are enduring. Truth never changes
Curriculum of Perennialism
The perennialistcurriculumisuniversal andisbasedontheirview thatall humanbeingspossessthe same
essential nature.Perennialiststhinkitisimportantthatindividualsthinkdeeply,analytically,flexibly,and
imaginatively.
They emphasize thatstudentsshouldnotbe taughtinformationthatmay soonbe outdatedor foundto
be incorrect Perennialist believe that the most important topics develop a person. Since details of fact
change constantly,thesecannotbe the mostimportant.Therefore,oneshouldteachprinciples,notfacts.

15. Since people are human,one shouldteachfirstabouthumans,notmachinesortechniques.Since people
are people first,andworkers secondif atall,one should teach liberal topics first, not vocational topics.
Acceptslittle flexibilityinthe curriculumthatemphasizesonlanguage,literature,mathematics,artsand
sciences. Common curriculum for all the students with minimal opportunities for elective subjects.
Teaching-learning process must create liberalism, tolerance and discretion among learners.
Methods of Education
A particular strategy with modern Perennialists is to teach scientific reasoning, not facts. They may
illustrate the reasoning with original accounts of famous experiments. This gives the students a human
side to the science, and shows the reasoning in action. Most importantly, it shows the uncertainty and
false steps of traditional real science.
Education should adjust man to the truth which is eternal, while the contemporary world is not.
“Education implies teaching. Teaching implies knowledge. Knowledge is truth. The truth everywhere is
the same.Hence,educationshouldbe everywhere the same.”Perennialistsbelievethatone shouldteach
the things that one deems to be of everlasting importance to all people everywhere.
Perennialismportagesforthe educationalmethods,whichpromotesconstantteacher-taughtinteraction
such as oral exposition, lecture and explication. Emphasis is placed on teacher-guided seminars, where
students and teachers engage in mutual inquiry sessions. Students may also learndirectly from reading
and analyzing the great books.
Perennialists disapprove of teachers requiring students to absorb massive amounts of disconnected
information.Theyrecommendthatschoolsspendmore time teachingaboutconceptsandexplainingthey
are meaningful to students.
Educationrequireshard workand effort.If the studentis interestedinthe subject, well andgood,but if
not, s/he still mustbe requiredto do the tasks. Afterall,the studentdoesnot know what s/he will need
in the future. Motivation is fine, and if the teacher can provide it,well and good, but if not, the student
must work at the task regardless.

16. Teacher must be competent and master of his subject so that he can help their student to developthe
powerto thinkdeeply,analytically,flexibilityandimaginatively.Teacherisalsoauthoritative andaguide
of the students.
Discipline of Perennialism
Studentsshouldbe taughthardwork,respectfor authority,anddiscipline.Teachersare tohelpstudents
keep their non-productive instincts in check, such as aggression or mindlessness. Discipline in the
classroom is essential to learning. A noisy classroom is not a desirable place for learning to take place.
Orderis vital.Studentscannotalwaysthinkof the future.Consequently,teachersandparentsmusthelp
studentsovercome theirdesire forimmediate endsanddirectthemtofuture objectives.Self-disciplineis
fine,butmostof the timesitisinsufficient.Adultsthereforemustgive direction.The classroomisteacher-
centered.The teacherasa professional isfarmore likelytoknow whatherstudentswill needtoknowin
the future than do they. She/he is responsible for the education and intellectual growth of his/her
students. Education requires the mastery of content, of subject matter.
Education requires mental discipline. Study is challenging work. Concentration and effort is required.
Students must therefore be being cultured in the process.
ESSENTIALISM
Chief Proponents

17. Concept of Essentialism
Essentialismisarelativelyconservative stance toeducationthatstrivestoteachstudentsthe knowledge
of a society and civilization through a core curriculum. This core curriculum involves such areas that
include the studyof the surroundingenvironment,basicnatural laws,andthe disciplinesthatpromote a
happier, more educated living. Other non-traditional areas are also integrated as well in moderation to
balance the education. Essentialists' goals are to instill students with the "essentials" of academic
knowledge, patriotism, and character development through traditional (or back-to-basic) approaches.
This is to promote reasoning, train the mind, and ensure a common culture for all citizens.
Essentialismbelieve thatthere iscommoncore of knowledge thatneedstobe transmittedtostudentsin
a systematic, disciplined way. The emphasis placed on intellectual and moral standards that schools
should teach and preparing students to become valuable members of society.
Organization and Aims of Education
Essentialismhasrecommendedforthe formal schoolsor teaching-learningplaces.The aimof education
is to promote intellectual growth and academic competitivenessof the individual to become a model
citizen.
The Essentialismphilosophydealswithfactsandideasbutalsowelcomeschanges.Itscurriculumfocuses
on the intellectual and moral standards that the school could transfer to the learners.

18. Curriculum of Essentialism
This philosophy recommended intellectual content with quality and capacity of the learner. The
recommended subjects are English, mathematics natural science, history and foreign languages
Although it is difficult to maintain a pure and strict essentialist-only curriculum, these schools have the
central aimof establishingacommonknowledge base forall citizens.Todoso, theyfollow anationwide,
content-specific, and teacher-centered curriculum. The Core Knowledge curriculum also allowsfor local
variance above andbeyondthe core curriculum.Central curricularaimsare academicexcellence andthe
learning of knowledge, and teachers who are masters of their knowledge areas serve this aim.
Methods of Education
Essentialism emphasize the teacher’s authority in the classroom. Supporters of essentialism are of the
view that the standards in the schools have beenloweredby the greater educational opportunities and
theyalsofeel thatthe subjectmattershouldbe the centerof the curriculum.Progressives,whostresson
providing education based on the interests of the child through hands-on activity, are also criticized by
the essentialists.
The points included in the tenets of the essentialists’ state that education is a fine combinationof hard
work and effort.If the studentisinterestedinthe subject, he/she isstudyingthat’sgood,but if not,the
interestof the studentmustbe developedinthatsubjectarea, as the studentdoesn’twhathe/she may
be needinginthe futureandstudentmustperformall thetasksregardlessofthe fact,whethertheteacher
is providing him/her with sound motivation or no.
Essentialism recommended formal and well-planned classroom teaching methods such as lectures,
discussions, presentations and group interaction.
Role of the Teacher
The role of the teacher as the leader of the classroom is a very important tenet of educational
essentialism. The teacher is the center of the classroom, so they should be rigid and disciplinary.
Establishingorderinthe classroomiscrucial forstudentlearning;effectiveteachingcannottake place in
a loudand disorganized environment. It is the teacher's responsibility to keep order in the classroom.
The teacher must interpret essentials of the learning process, take the leadership position and set the
tone of the classroom. These needs require an educator who is academically well-qualified with an
appreciation for learning and development.The teacher must control the students with distributions of
rewards and penalties.
Teacher mustbe a masterof subjectmatter and role model for learnerswithhighlevel of authorityand
control over teaching-learning process and learner.
Discipline of Essentialism
The term essentialism is generally used in three meanings. Firstly, it uses biological, physiological and,
increasingly,geneticcausestoexplainthe unchangeable humanbehavior.Secondly,termessentialismis
used when generalized statements are asserted that make no reference to cross-cultural differencesor
previous historical variation. Sometimes it is also known as universalism. The third and final use of the
term refers to all the everyday conversations or academic writings in which we make use of the unified
concepts. Essentialismin Education is a fast-rising trend that looks to benefit education in the future.
Essentialism believes in rigid discipline and devoted hard work of learners in his studies.

19. Childrenshouldlearnthe traditionalbasicsubjectsthoroughly.Inthisphilosophical schoolof thought,the
aimistoinstill studentswiththe "essentials"of academicknowledge,enactingaback-to-basicsapproach.
Essentialismensuresthatthe accumulatedwisdomof ourcivilizationastaughtinthe traditionalacademic
disciplines is passed on from teacher to student. Such disciplines might include Reading, Writing,
Literature, ForeignLanguages,History, Mathematics, Science, Art, and Music. Moreover, this traditional
approach is meant to train the mind, promote reasoning, and ensure a common culture.
EXISTENTIALISM
Chief Proponents

20. Concept of Existentialism
According to Existentialist philosophy, people are thrust into a number of choices making situations.A
personcreateshisown definition andindoingsomakeshis ownessence.We are whatwe choose to be.
The essence we create is a product of our choices, it may vary with individuals.
This Philosophy believes that education must develop the consciousness about the freedom of choices
amonglearnersbecauseamanbecomeswhathe choosesforhisself.Educationmustequipthe individual
for better choices.
Organization and Aims of Education
The most important aim in education is the becoming of a human person as one who lives and makes
decisions about what he will do and be. “Knowing” in the sense of knowing oneself, social relationship,
and biological development,is all the parts of becoming. Human existence and the value relatedto it is
the primary factory in education.
Educationshouldtrainmen to make betterchoicesand also give the man the ideathat since hischoices
are never perfect, the consequences cannot be predicted.
The Existentialisms aim of education is to develop child’s knowledge about human condition and the
choicesthat personmust make self.Therefore,organizationof educationmustbe formal withsufficient
opportunities of choices.
Curriculum of Existentialism
Learning is self-paced, self-directed. Studentsare givena wide variety of options from whing to choose.
Curriculummustbe thatwhichprovidesthe free opportunitiesforchildrentoselectfrommanyavailable
learning situations and choosing the subject that the learner wish to learn. Humanities are commonly
giventremendousemphasis,whichhelpsthe studenttounleashtheirowncreativityandself-expression.
In short, theydon’t believe informal curriculumconsistingof setof body of studiesto be pursuedbut a
curriculum,whichfeaturesthe reverberatorseffectuponheart,andmindof passionate goodreadingand
then personal contact. The curriculum should be chosen, sorted out and owned by the learner.

21. RECONSTRUCTIONISM
Chief Proponents

22. Concept of Reconstructionism
Reconstructionismwasa philosophyuniquelypopularinthe U.S duringthe 1930’s throughthe 1960’s. It
favorsreformandargue that studentsmustbe taughthow to bringaboutchange.Reconstructionismisa
philosophythatbelievesinthe rebuildingofsocialandculturalinfrastructures.Studentsare tostudysocial
problems and think of ways to improve society.
Thisphilosophyof educationbelievesonreorganizingandrestructuringtheprocessof educationtobeing
about social and cultural contrastive changes in community, society and country, where emphasis is
placed on cultural pluralism, equality, futurism, national interest-oriented education.
Organization and Aims of Education
Social reconstructionism is a philosophy that emphasizes the addressing of social questions and a quest
to create a better society and worldwide democracy. Reconstructionist educators focus on a curriculum
that highlights social reform as the aim of education.
For social reconstructionist and critical theorists, curriculum focuses on student experience and taking
social actiononreal problems,suchasviolence,hunger,international terrorism,inflation,andinequality.
Strategies for dealing with controversial issues (particularly in social studies and literature), inquiry,
dialogue,andmultipleperspectivesare the focus.Community-basedlearningandbringingthe worldinto
the classroom are also strategies.
The philosophy of Reconstructionism emphasizes on its curriculum real experiences to be dealt by the
learners. This is to prepare the learners in making a better way of life. Every school has its own way of
educating the learners. But, one thing is for sure, and that is to give quality education and to produce
globally competent graduates that could help our nation for a brighter tomorrow.
This philosophy recommended for formal as well as informal ways of organizing the education so that
desired aim of education can be achieved to bring the reconstruction of the society.
Curriculum of Reconstructionism
Reconstructionism analysis,interpretation and evaluation of problems are insufficient commitment and
action by students and teachers are needed. Society is always changing and they emphasize the
curriculum should also be changing in accordance to it.
Curriculumshouldbe conceivedwithanew socioeconomicandpolitical interest,the subjectcontentmust
be orientedtowardsaspects of new changes expected social, economics, science and technology, etc.
Methods of Education
Child is considered as learner rather that subject, who primarily learned through cooperative group
activities and experiences. The reconstructionist seek a curriculum that emphasizescultural pluralism,
equality and futurism. It strengthens control of the school by and for goal-seeking interest of the
overwhelming majority.
This philosophyof education believesthat teaching methodsmust be organized in manner that student
become self-reliant, education must be activity oriented to develop necessary activities and abilities.
Role of the Teacher
Teacher must act as guide for problem solving, leader for group activities and partner in planning the
learning activities. Teacher must measure up to their social responsibilities.

23. The role of a teacheristo take the social responsibilitiesandalongwithstudentsmustbecomethe agent
to improve society. Discipline of ReconstructionismHas not recommendedany sort of specific formal
discipline. This philosophy of education propagates about optimum level of discipline but not a rigid
discipline.
PROGRESSIVISM
Chief Proponents
Concept of Progressivism
It is based on the Idea of Progress, which asserts that advancements in science, technology, economic
development,andsocial organizationare vitaltothe improvementof the humancondition.Progressivism
became highly significant during the Age of Enlightenment in Europe, out of the belief that Europe was
demonstrating that societies could progress in civilityfrom uncivilized conditions to civilization through
strengthening the basis of empirical knowledge as the foundation of society.
Figures of the Enlightenment believed that progress had universal application to all societies and that
these ideas would spread across the world from Europe.
Progressivismbelieve thatlearningmustbe throughproblemsolvingandscientificinquiryincooperative
and self-discipline way, which promote democratic living and transmits the culture of society while
preparing students to adapt in changing world.

24. Organization and Aims of Education
The Progressivists see the “whole” child in the process of learning. This philosophy of education
emphasizesthatthe childrenlearnwell bydoing.The learnersserve asactive participantsinthe learning
process and curriculum content is based on student’s interest. Fieldtrips, hands-on projects and objects
that can be manipulated by the learners may be applied in this curriculum.
Progressivism recommended democratic school procedures, which promote the community and social
reforms. The aim of education is to promote the democratic social living.
Curriculum of Progressivism
The progressive does not show any preference for curriculum materials. He does not rely solely upon
textbooks.Whenhe usesa textbook,itisusuallyina selective way.He doesnotfeel compelledtocover
it all.The progressive selectivelyusesa varietyof materials.Materialsare selectedbasedontheirutility
in assembling data concerning a problem under investigation.
Progressivism recommended curriculum, which is interdisciplinary in nature, which promotes written
textbooks subject content that are the part and process of learning rather than ultimate source of
knowledge. Further curriculum is based on child’s interest, problems and life affairs.
Methods of Education
The progressive teacher does not think of himself as a math teacher or a music teacher. He thinks of
himself asateacherof childrenoryoungpeople.This“mindset”isanimportantone.Inotherwords,the
progressive doesnotviewhimselfasasubjectmatterexpertwhosejobitistopassalongwhathe knows.
Consequently, progressives
use little ornolecture,recitationanddemonstrations.Asfellowinquirers,theyfavorthe problem-solving
method or the project method. They prefer to deal with problems that arise out of the genuinelyfelt
needs and interests of their students.
Child is considered as learner rather that subject, who primarily learned through cooperative group
activities and experiences.
Role of the Teacher
Teacher must act as guide for problem solving, leader for group activities and partner in planning the
learning activities.
Seating of students in a classroom is an important philosophical issue to many progressive educators.
Because of the influence of progressive ideology,we now have movable furniture in most of our school
classroomsinsteadof desksboltedtothe floor.Individualdesksortablesandchairsortemporaryseating
oncarpetedareasenable the teachertohave infiniteseatingpatternsfordifferenttasksintheclassroom.
In the progressive classroom, students generally are assigned no seats, so seating charts are not used.
Movable classroom furniture facilitates interaction between students in a classroom, and progressives
highly value such interaction because they believe that students can learn much from each other.
Discipline of Progressivism Has not recommended any sort of specific formal discipline.