This document provides a template for completing a philosophy matrix that compares different educational philosophies. The template includes sections for traditional philosophies like idealism, realism, and neo-scholasticism. It also includes sections for modern philosophies like pragmatism and existentialism. Finally, it covers contemporary educational theories for both transmission like perennialism and essentialism, as well as transformation like reconstructionism, critical pedagogy, and constructivism. Students are instructed to fill in the empty cells of the matrix by summarizing each philosophy's beliefs about metaphysics, epistemology, axiology, the learner's nature, the teacher's role, curricular focus, methodology, and criticisms.

1. SAMPLE - Philosophy Matrix - SAMPLE There are many ways to complete the philosophy
matrix acceptably. Below are two examples of
the section on idealism. Both of these students chose to write in complete sentences. However, if
the ideas are understandable, clear phrases will do. IDEALISM (Plato)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular
Focus Methodology Criticisms
Truth lies in
the realm of
ideas.
Knowing truth
requires that it
fit into a
harmonious
nature of the
universe.
Developing a
system of
truth, and
focus on
goodness and

2. beauty.
A desire to
strive for
perfection –
always works
to capacity.
Priority to
living in
harmony and
focus on
good.
To pass on
knowledge of
reality and to
be an example
of the ethical
ideal.
Teacher
initiates
discussions.
Curriculum is
formed
around

3. subjects that
bring students
into contact
with ideas. It
has a strong
humanities
focus.
Strong focus
on words in
written or
spoken form.
Verbal
lecture,
discussions,
and reading in
the library.
Seen as an
“ivory tower
experience,―
with emphasis
on the ideas of
the past and
the focus on

4. preserving
heritage rather
than learning
for change.
IDEALISM (Plato)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular
Focus
Methodology Criticisms
Pure ideas
beyond the
realm of
physical
senses. Only
perceived
through
intellect.
Truth is a
priori.
Absolute

5. Mind.
Consistent
with
harmonious
nature of the
universe.
Realm of
Macrocosm=
Absolute Self.
Microcosm=
earthly
individual.
Individual
must try to be
like Absolute
Self. In
accordance
Intellect is
key. Mental
development
of learner.
Learner
strives to be

6. more like
Absolute Self.
Strives for
perfection.
Teacher is
closer to
Absolute than
are students.
Teacher
models what
students
should try to
be. Pass on
knowledge,
Humanities
such as
history and
literature.
Mathematics
(based on a
priori
principles).
Bring students

7. into contact
Transfer of
knowledge
(ideas)
through
written or
spoken words.
Lecture or
reading in
library.
Discussions
School is a
sustainer of
status quo
(focus on
unchanging
universal
ideas). Ivory
tower
experience
that fails to
EDLC 504
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8. ideas, not
detected by
senses, only
thought.
with
Universal
Moral Law
(ie: God).
Human
condition is
good.
help students
become closer
to Absolute
Self.
with ideas. about ideas.
No field trips
or practical
skills taught
address
practical day
to day aspects
of human life.

9. EDLC 504
Page 2 of 2
Philosophy Matrices Template
(The names beside each philosophy are just for reference to help you connect the philosophy
with specific philosophers.)
Traditional
Philosophies
IDEALISM (Plato)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
REALISM (Aristotle)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
NEO-
SCHOLASTICISM
(Thomas Aquinas)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
Modern Philosophies
PRAGMATISM
(William James, John
Dewey)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
EXISTENTIALISM
(Nietzsche,
Kierkegaard, Sartre,
Heidegger, etc.)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
Contemporary
Educational Theories
for Transmission

10. PERENNIALISM
(Adler, Hutchins,
William Bennett,
Allan Bloom, etc.)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
ESSENTIALISM
(E.D. Hirsch)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
BEHAVIORISM
(Skinner)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
Contemporary
Educational Theories
for Transformation
RECONSTRUCTIO
NISM (Counts)
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
CRITICAL
PEDAGOGY (Friere,
Giroux, Noddings,
Gloria Watkins [bell
hooks], Peter
McLaren, etc.)
This section might be a
bit more challenging
than the ones above.
You are encouraged to
supplement the
textbook information
with internet searches
on the topic.
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms

11. CONSTRUCTIVISM
(Piaget, Vygotsky,
Constance Kamii,
etc.)
This section might be a
bit more challenging
than the ones above.
You are encouraged to
supplement the
textbook information
with internet searches
on the topic.
Metaphysics
Epistemolo
gy
Axiolo
gy
Learnerâ€
™s Nature
Teacherâ€
™s Role
Curricul
ar
Focus
Methodolo
gy
Criticis
ms
Page 2 of 2
Philosophy Matrices Assignment Instructions
Overview
The overview of the first three modules of this course will lead you into an exploration of
various educational philosophies. Traditional philosophies, modern and post-modern
philosophies, as well as educational theories of transformation and transmission will all be
studied along with their corresponding personalities. This assignment will give you the
opportunity to organize the essential components of each of these major educational philosophies
and to compare these components against one another. The result will be an invaluable tool in
your educational toolbox for years to come.
Instructions
Using the Gutek textbook, the Jerry Falwell library, and any other research databases to complete
the empty white cells in the accompanying template. 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. Key words, phrases, and short sentences will suffice. Lengthy
paragraphs are unnecessary. The textbook aligns with the matrix chronologically, so you will
find the information as you read through the book. Much of this information is clear in the text.
For a few of the philosophies near the end of the matrix, however, you may need to make some
inferences based on the information you read. The following list is to help you consider what
should be written in each column.
· Metaphysics = What is reality/truth? What is purpose and meaning in life?

12. · 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 role of the learner? 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 about it?
The template will be completed according to the following schedule:
Module:
Week
Matrices
Module 1:
Week 1
Matrices 1–3: Idealism, Realism, and Neo-Scholasticism
Module 2:
Week 2
Matrices 4–5: Pragmatism and Existentialism
Module 3:
Week 3
Matrices 6–11: Perennialism, Essentialism, Behaviorism, Reconstructionism,
Critical Pedagogy, and Constructivism
Note: Your assignment will be checked for originality via the Turnitin plagiarism tool.
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