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Bernard M. Paderes
Educ501 (Philosophy of Education)
Dr. Nicasio Manantan
FINAL EXAMINATION for EDUC 501
A. Unit I – Philosophy and Education
1. What is the connection between philosophy and education?
Education is the process of transmitting knowledge, cultures, and
values from one generation to another. People are educated in order to be
civilized, productive, and enlightened. On the other hand philosophy is the
study of knowledge and values in order to arrive at a philosophical truth.
Therefore, philosophy studies the things that teachers teach. It helps validate
the knowledge and values that teachers or educators impart to their
students.
2. Why is the study of Philosophy of Education important?
Studying Philosophy of Education provides teachers and educators
different theories regarding the purpose of education, school, teaching, and
learning. With such knowledge they become more reflective, critical, and
evaluative of their pedagogical practices and purpose. Also, it gives teachers
and educators a sense of identity as agents of change and social mobility.
B. UNITS II and III – Classical and Contemporary Philosophies of Education
1. What is the clamor of existentialism in education?
Because existentialists are believed to be highly individualistic, they
condemn schools because they believe that schools indoctrinate individuals
which hinders personal freedom.
2. Why does language analysis doubt the possibility of a Philosophy of Education?
Because the the use of “ordinary language” is imprecise in stating or
explaining philosophical truths. In literature, there is even a school of
thought that claims that “language betrays the write/speaker.”
For analytic philosophers, they expressed dissatisfaction in the kind of
language used to express philosophies. So they suggested the use of a
logically-perfect language similar to the ones used in disciplines like math
and science in order to clarify the meaning of philosophical statements.
C. UNIT IV – Philosophically-Rooted Educational Theories
1. Why is progressivism regarded as weak in subject matter mastery?
Because progressivists paid too much attention to the learners’
interests and freedom of choice, subjects that most young individuals
might find uninteresting and difficult are set aside. As to put it
comically “students who enjoyed school and felt good about
themselves might never learn chemistry and calculus…”
I think there was an abuse of humanism in the progressivist
philosophy. True, that teachers and educators should consider the
interests of the learners and learning should be fun. However, I
think that good education should also include challenge and
hardwork. I think that education should prepare individuals for real
life, and real life may, and most of the time, have choices that we do
not really like.
2. Why is essentialism regarded as the most influential theory in the
history of education?
I think the reason why essentialism became the most
influential educational theory is that it tries to balance out the ideals
and realities. It acknowledges individual differences, and yet, reminds
the society that despite these differences there are basic knowledge
and skills that an individual should learn such as reading, writing, and
computing etc.
D. UNITS V & VI – Educational Issues and Building A Philosophy Of Education
1. How do you distinguish teaching from educating, training, and
indoctrinating.
Teaching is the process of bringing about meaningful learning through
a morally and pedagogically acceptable method; it requires
recognition by both teacher and student of a special relationship
between them; and it respects the learner’s intellectual ability and
freedom of choice.
Education is the process of transmitting a knowledge, skills, attitudes,
and beliefs that are morally acceptable, it is also a product which is
measured by the qualities and traits displayed by the educated
person.
Training is also teaching but it is limited to the scope of skills; in
contrasts to teaching and education, it is not necessarily accompanied
by an understanding of the underlying principles or knowledge.
Indoctrination does not give the learner the freedom to choose; it has
more to do with matters of religious dogmas, political ideologies, and
economic doctrines.
a. How do the mechanistic and organic approaches in education affect
the authority of the teacher, pupil participation, discipline, and
punishment?
Authority and Participation
In the mechanistic view, the teacher is viewed as the person in
authority. They are expected to know more than their students.
Students are just passive receivers of knowledge. On the other hand,
the organic view sees teachers as simply a guide to students learning.
Students are expected to learn at their own pace on their respective
interest.
Discipline and Punishment
The mechanistic view takes is more authoritative when it comes to
discipline and punishment. Misdemeanors or misconducts are to be
eliminated by punishment. On the other hand, the organic view takes on a
more humanistic approach. For them, punishment is not the answer to
reforming learners.

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Educ 501 final examination

  • 1. Bernard M. Paderes Educ501 (Philosophy of Education) Dr. Nicasio Manantan FINAL EXAMINATION for EDUC 501 A. Unit I – Philosophy and Education 1. What is the connection between philosophy and education? Education is the process of transmitting knowledge, cultures, and values from one generation to another. People are educated in order to be civilized, productive, and enlightened. On the other hand philosophy is the study of knowledge and values in order to arrive at a philosophical truth. Therefore, philosophy studies the things that teachers teach. It helps validate the knowledge and values that teachers or educators impart to their students. 2. Why is the study of Philosophy of Education important? Studying Philosophy of Education provides teachers and educators different theories regarding the purpose of education, school, teaching, and learning. With such knowledge they become more reflective, critical, and evaluative of their pedagogical practices and purpose. Also, it gives teachers and educators a sense of identity as agents of change and social mobility. B. UNITS II and III – Classical and Contemporary Philosophies of Education 1. What is the clamor of existentialism in education? Because existentialists are believed to be highly individualistic, they condemn schools because they believe that schools indoctrinate individuals which hinders personal freedom. 2. Why does language analysis doubt the possibility of a Philosophy of Education? Because the the use of “ordinary language” is imprecise in stating or explaining philosophical truths. In literature, there is even a school of thought that claims that “language betrays the write/speaker.” For analytic philosophers, they expressed dissatisfaction in the kind of language used to express philosophies. So they suggested the use of a
  • 2. logically-perfect language similar to the ones used in disciplines like math and science in order to clarify the meaning of philosophical statements. C. UNIT IV – Philosophically-Rooted Educational Theories 1. Why is progressivism regarded as weak in subject matter mastery? Because progressivists paid too much attention to the learners’ interests and freedom of choice, subjects that most young individuals might find uninteresting and difficult are set aside. As to put it comically “students who enjoyed school and felt good about themselves might never learn chemistry and calculus…” I think there was an abuse of humanism in the progressivist philosophy. True, that teachers and educators should consider the interests of the learners and learning should be fun. However, I think that good education should also include challenge and hardwork. I think that education should prepare individuals for real life, and real life may, and most of the time, have choices that we do not really like. 2. Why is essentialism regarded as the most influential theory in the history of education? I think the reason why essentialism became the most influential educational theory is that it tries to balance out the ideals and realities. It acknowledges individual differences, and yet, reminds the society that despite these differences there are basic knowledge and skills that an individual should learn such as reading, writing, and computing etc. D. UNITS V & VI – Educational Issues and Building A Philosophy Of Education 1. How do you distinguish teaching from educating, training, and indoctrinating. Teaching is the process of bringing about meaningful learning through a morally and pedagogically acceptable method; it requires recognition by both teacher and student of a special relationship between them; and it respects the learner’s intellectual ability and freedom of choice. Education is the process of transmitting a knowledge, skills, attitudes, and beliefs that are morally acceptable, it is also a product which is measured by the qualities and traits displayed by the educated person.
  • 3. Training is also teaching but it is limited to the scope of skills; in contrasts to teaching and education, it is not necessarily accompanied by an understanding of the underlying principles or knowledge. Indoctrination does not give the learner the freedom to choose; it has more to do with matters of religious dogmas, political ideologies, and economic doctrines. a. How do the mechanistic and organic approaches in education affect the authority of the teacher, pupil participation, discipline, and punishment? Authority and Participation In the mechanistic view, the teacher is viewed as the person in authority. They are expected to know more than their students. Students are just passive receivers of knowledge. On the other hand, the organic view sees teachers as simply a guide to students learning. Students are expected to learn at their own pace on their respective interest. Discipline and Punishment The mechanistic view takes is more authoritative when it comes to discipline and punishment. Misdemeanors or misconducts are to be eliminated by punishment. On the other hand, the organic view takes on a more humanistic approach. For them, punishment is not the answer to reforming learners.