This document provides a template for a philosophy matrix to compare different educational philosophies. It includes categories such as metaphysics, epistemology, axiology, learner's nature, teacher's role, curricular focus, methodology, and criticisms. Blank cells are provided under each traditional and modern philosophy for the student to fill in reflecting the beliefs of that philosophy for each category. The document aims to help students compare philosophies and integrate aspects into their final philosophy paper.

1. EDUC 305
Philosophy Matrix Template
Using the text and online resources (do not copy and paste from
your resources), complete the empty white cells in the chart
below. Your responses in each column should reflect the
beliefs about that category according to the specific philosophy
for that section. This will assist you in comparing the various
philosophies. Ensure that the major principles of each
philosophy are clarified. Remember that aspects of these
philosophies should be integrated into your final philosophy
paper at the end of the course.
· Metaphysics = What is reality/truth?
· Epistemology = Is it possible to know reality/truth? If so,
how?
· Axiology = What values should be developed in education?
· Learner’s Nature = What is the human condition? Good? Bad?
Neutral? What learner factors should be considered in
education?
· Teacher’s Role = What is the most effective approach the
teacher should take?
· Curricular Focus = What content is most important?
· Methodology = What pedagogical strategies are most
effective?
· Criticisms = What do opponents of this philosophy/theory say?
Traditional Philosophies
Idealism (Plato)

2. Metaphysics
Epistemology
Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodology
Criticisms
Neo-Scholasticism (Aquinas)
Metaphysics
Epistemology
Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodology
Criticisms
Modern Philosophies
Pragmatism (Dewey)
Metaphysics

3. Epistemology
Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodology
Criticisms
Existentialism/Humanism (Kierkegaard, Sartre, etc.)
Metaphysics
Epistemology
Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodology
Criticisms
Contemporary Educational Theories for Transmission
Perennialism (Adler, Hutchins, etc)
Metaphysics
Epistemology

4. Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodology
Criticisms
Essentialism (E.D. Hirsch)
Metaphysics
Epistemology
Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodology
Criticisms
Behaviorism (Skinner)
Metaphysics
Epistemology
Axiology
Learner’s Nature

5. Teacher’s Role
Curricular Focus
Methodology
Criticisms
Contemporary Educational Theories for Transformation
Reconstructionism (Counts)
Metaphysics
Epistemology
Axiology
Learner’s Nature
Teacher’s Role
Curricular Focus
Methodology
Criticisms
Critical Pedagogy (Friere, Giroux, Noddings, etc)
Metaphysics
Epistemology
Axiology
Learner’s Nature
Teacher’s Role

6. Curricular Focus
Methodology
Criticisms
Page 3 of 3
Natalie was growing concerned about her daughter Brandi’s
school performance. Her grades had dropped since the
beginning of the school year, and she seemed reluctant to go to
school. On some days, she complained of vague symptoms, such
as stomachache or headache. On other days, she simply did not
get out of bed. Natalie took her to the doctor, but there was no
definitive diagnosis. She questioned Brandi about any problems
at school, but Brandi was uncommonly quiet. Natalie then
looked at Brandi’s Facebook page and saw a series of comments
from Brandi’s friends about a school bully. When Natalie
confronted Brandi, the child broke down crying and told the
whole story. Another girl, who was two years ahead of her in
school, was bullying her. She would tease Brandi in school,
leave nasty messages on her Facebook page, and even
threatened her on several occasions.
Natalie was furious and immediately arranged a meeting with
the teacher and school principal. The school officials attempted
to address the problem by speaking to the girl and her parents.
The parents placed their daughter in treatment; she was
diagnosed with a behavior disorder and put on medication,
which seemed to work. Both the girl’s parents and the school
officials explained to Natalie that the girl had an underlying

7. medical condition that caused her to become angry and lack
impulse control. The school officials were reluctant to suspend
the girl because it was “not her fault” but rather a “biological
factor” causing the behavior.
Natalie was still upset. She did not understand why her own
daughter should suffer. She had a nagging suspicion that the
bully’s parents were using the biological cause as an excuse for
their daughter’s bad behavior.
Research the biological causes of crime and the eugenics
movement using the textbook, the Argosy University online
library resources, and the Internet.
Based on the scenario, and drawing on your readings and
research, respond to the following:
· Why do you think some people are troubled by the idea that
crime has a biological cause? Support your response using an
article from the popular media presenting the biological
argument for criminal behavior.
· In what way may views of biological causes of crime be
related to the eugenics movement? Give reasons using a
scholarly, peer-reviewed article either for or against the
eugenics movement.
Write your initial response in 4–6 paragraphs. Apply APA
standards to citation of sources.