PHILOSOPHIES OF EDUCATION

2. A teaching philosophy is a set of beliefs concerning the practice of
pedagogy and the process of learning. The expression of a teaching
philosophy often takes the form of an essay or a verbal response,
usually in the context of a cover letter or response to an interview
question. In it, an educator states their core education principles,
discusses a rationale for each and provides practical examples to
support their beliefs.
What is a teaching
philosophy?

3. 1. Behaviorism
The behaviorist school of thought states that students learn behaviors
through their interactions. According to behaviorists, an individual's
intrinsic qualities have little bearing on how they behave within an
environment. Rather, the teacher can directly and intentionally influence
the quality and consistency of student behaviors with various strategies.
An example of behaviorist thought in practice is positive reinforcement,
in which a learner receives a reward for positive actions. In time, they
come to associate these actions with rewards and so prefer to behave
well rather than poorly.

4. 2. Conservatism
In pedagogy, conservatism refers to the belief that the original intended
purpose of education was to prepare learners for entry into an
established culture, with its traditional values and social pathways. An
educational conservative is likely to believe teaching to be an act of data
transmission and learning to be the combined acts of obedience and
data acceptance. This school of thought may also deny any
nonacademic functions of education, such as the belief that schools also
function as environments where young people learn about social
interactions and the value of the individual.

5. 3. Constructivism
The constructivist philosophy states that learners develop knowledge by
building on the foundations of previous learning. Constructivists
acknowledge that learners come from different backgrounds, so they
carry their unique set of circumstances and experiences into the shared
environment of the classroom. Moreover, the experiences and
knowledge specific to a learner can affect how they receive new
information. Aside from these ideas concerning unique foundations and
learning outcomes, constructivism includes the following precepts:

6. Constructivism
Social interactions, such as those experienced through discussion and group work, are
essential to the construction of knowledge.
 It's necessary for learners to engage actively in learning activities not only to gain
knowledge but also to retain it and build meaningfully on top of it.
 It's also necessary for individuals to reflect actively on their learning so that they
achieve a more complete understanding of new ideas.
 Learning happens when people can connect new information with what they
already know or thought they knew.
 Motivation and a willingness to reflect on previous learning are crucial to the
learning process.
 As learners develop, they become better and identifying relevant information,
classifying it mentally and weaving it into sophisticated systems of thought that
incorporate multiple simultaneous ideas.

7. 4. Essentialism
Essentialism focuses primarily or entirely on the teaching and mastery of core
basic subjects and skills. In an essentialist approach, the topics and
competencies covered are commensurate with the learners' level of
development. A student at the earliest stage of learning practices simple skills
and concepts, which increase in complexity as the student advances in their
learning trajectory. Typically, the subjects or skills that essentialists emphasize
are reading, writing, mathematics, science, history, art, music and foreign
languages, with technology being a common modern addition to the
repertoire. Essentialist teaching methods often rely on rote practice and
standardized assessment.

8. 5. Humanism
Humanism is a teaching philosophy that centers on the needs of the
student. According to this approach, students learn best under self-
direction, when they have input in what they learn, so it's the goal of the
educator to facilitate a love of and competency for learning. To that end,
humanistic educators aim to establish a safe, nonthreatening
environment for learners and openly validate students' feelings as part
of the learning process. Grades play little to no role in a humanistic
learning environment since self-evaluation is the only meaningful form
of assessment.

9. 6. Idealism
Idealism, as a teaching philosophy, posits that ideas are the only true
reality and the objective of the learner is to seek the truth. In this
understanding of the world, true ideas are ongoing universal constants,
so learners can discover knowledge but not necessarily create it. Some
idealists also state that the goal of education is to develop the sort of
mind and skills that can better serve society. An important facet of the
idealist approach is awareness of a role model whose example can guide
the learner to an understanding of their place in and contributions to
society.

10. 7. Liberalism
Liberalism refers to a philosophy aimed at cultivating free human beings
through exposure to a broad array of subjects and skills and the
development of civic values tested via engagement with important ideas
and issues. A liberalist approach to education is necessarily
multidisciplinary, allowing learners some freedom to choose their path
while allowing them the opportunity to develop knowledge in a wide
range of subjects. Thus, this philosophy tends to result in what people
commonly call a "well-rounded education."

11. 8. Perennialism
The perennialist teaching philosophy centers on the subject. This
approach focuses on the teaching of ideas that have everlasting and
universal value and truth. The teaching focus, then, is on principles such
as reasoning and critical thinking in addition to time-tested concepts
from well-known figures such as Plato and Einstein. The educator is
responsible for guiding students in their efforts to think critically and
logically and showing them how to appreciate great everlasting works.

12. 9. Positivism
Positivism — stemming from the Latin "a posteriori," meaning "based on
reasoning and facts" — is a teaching philosophy based on evidence-
based learning and verifiable notions. It's a teacher-oriented philosophy
that relies on concrete data and knowledge gained through
experiments. Owing to these characteristics, positivism tends to feature
in the sciences and engineering disciplines.

13. 10. Pragmatism
The pragmatist approach posits that the goal of education is to teach
learners the knowledge and skills that are likely to be of practical use to
them. To that end, pragmatist educators tend to implement such
methods as project- and play-based learning, experiential learning,
experimentation and excursions. What qualifies as pragmatic is often
dependent on the circumstances of the learner, their environment and
their time. As societies evolve in response to changing technologies and
lifestyles, the pragmatic teaching philosophy adapts to provide learners
with relevant education.

14. 11. Progressivism
The progressivist teaching philosophy is a student-oriented approach
that considers the significance of individuality and its connection to
active learning. Progressivism states that the ideal learning situation is
when the subject matter is relevant to the life of the learner and their
abilities. Progressivist educators, therefore, often try to reveal the
relevance of academic topics to stoke the curiosity and engagement of
their students. This approach also emphasizes interaction, cooperation
and consideration of other viewpoints as essential elements of learning.

15. 12. Realism
The realist teaching philosophy states that reality and the mind's
perception of it are separate phenomena. In reality, there are objective
truths and values, and it's the goal of education to promote rational
modes of thought to uncover what truth is. Educators who the realist
philosophy tend to focus on teaching critical thinking and the scientific
method. By these means can learners overcome their preconceptions
and biases and approach a more logical perception.

16. BEHAVIORISM
CONSERVATISM
CONSTRUCTIVISM
ESSENTIALISM
HUMANISM
IDEALISM
LIBERALISM
PERENNIALISM
POSITIVISM
PRAGMATISM
PROGRESSIVISM
REALISM
P H I L O S O P H I E S O F E D U C AT I O N

17. 1. The Philippine Elementary School Curriculum gives greater emphasis on the development of basic
skills like reading, writing, and arithmetic. What is the philosophical basis for this?
A. Pragmatism C. Essentialism
B. Perennialism D. Existentialism
2. Teacher H asks one of her students, “What do you want to become when you grow up?”
This question is an indication of what kind of philosophy?
A. Progressivism C. Existentialism
B. Naturalism D. Idealism
3. Teacher X has not only explained the concept of Philosophy of Education but also imparted this
to her students. This demonstrates what kind of philosophy?
A. Naturalism C. Realism
B. Idealism D. Perennialism

18. 4. Teacher X has not only explained the concept of Philosophy of Education but also imparted
this to her students. This demonstrates what kind of philosophy?
A. Naturalism C. Realism
B. Idealism D. Perennialism
5. In his class, Teacher M always presents principles and values so as to encourage his
students to examine them and decide for themselves whether to accept them or not. What
kind of philosophy does he practice?
A. Idealism C. Humanism
B. Essentialism D. Existentialism
6. Teacher K views her pupils as unique, free choosing, and responsible individuals. She plans
activities where the pupil can develop his unique personality. What theory underlies this nature
of the pupil?
A. Realism C. Existentialism
B. Essentialism D. Progressivism

19. 7. "Learning is the process of retrieving prior learning", this is a statement from _________________.
A. Constructivist C. Progressivist
B. Reconstructivist D. Empiricist
8. After listening to the homily of the Priest about fidelity, Catherine has a moment of reflection.
Her understanding of the value of fidelity has become ?
A. Constructivism C. Humanism
B. Reconstructivism D. Existentialism
9. After studying the Principle of Identity, Teacher W asks her students to determine which
among the given set of problems conforms to the said identity. This shows that Teacher W
upholds what kind of Philosophy?
A. Perennialism C. Essentialism
B. Progressivism D. Naturalism

20. 10. Thea listened to the advice given by her sister to end the relationship that she has with Gilbert.
However, her sister learned that the advice she has given was not followed and Thea decided to
continue the relationship. This action of Thea is a manifestation of what kind of philosophy?
A. Essentialism C. Perennialism
B. Existentialism D. Humanism
11. After finishing the degree in Education, Teacher M learns that learning never stops. In
fact, she accumulates more knowledge after leaving the portal of her alma mater. This typifies
what kind of philosophy?
A. Constructivism C. Progressivism
B. Perennialism D. Humanism
12. Matilda is an advocate of the principle “making the most of your life”. She is indeed an advocate of what
kind of philosophy?
A. Humanism C. Realism
B. Perennialism D. Existentialism

21. 13. Teacher J serves as an inspiration to his students because of his efficiency and effectiveness as a
teacher. The mind set of his students towards him/her is an instance of what kind of philosophy?
A. Realism C. Nationalism
B. Idealism D. Constructivism
14. What philosophy of education advocates that the curriculum should only include universal and
unchanging truths?
A. Naturalism C. Realism
B. Idealism D. Perennialism
15. You are convinced that whatever a student performs a desired behavior, provide reinforcement and
soon the student learns to perform the behavior on her own. On which principle is your conviction based?
A. Perennialism C. Behaviorism
B. Progressivism D. Naturalism

23. Friedrich Froebel (1782-1852)
 German pedagogue
 Born on April 21, 1782 in South Germany
 He died June 21, 1852
 he was a motherless child. Losing his mother before
the age of 1
 Studied Mathematics and Science at the University of
Jena
 A student of Johann Heinrich Pestalozzi
 Taught a progressive model school in Frankfurt that
was advocated by the Swiss Educator Johann
Heinrich Pestalozzi
 Opened his own school at Griesheim in Thuringia in
1816

24. Friedrich Froebel (1782-1852)
 He is best known for the founder of the
Kindergarten system
 He is one of the greatest contributors of the 19th
century to the science of education
 There are no definite rules to provide the gifts and
games; each one follows his own procedure
 Games and gifts may not always impress the
children. Instead, they will not concentrate on what
they have to learn.
 The Kindergarten of Froebel does not provide for the
study of the individual attention of the child.
 Teaching through songs, gestures, and construction.

26. Jean-Jacques Rousseau (1712-1778)
 French Philosopher
 Born in Geneva on June 28, 1712
 His mother Suzane Bernard died a week after he was
born
 Brother ran away from home
 Isaac Rosseau, his father left Geneva to avoid
imprisonment
 He was raised by his uncle after his father left
 Was sent to study in village of Bosey
 Becomes involved with French Catholic Barones who
takes him to France as her secretary.
 Pays for his education, inspires conversion to
Catholicism

27. Jean-Jacques Rousseau (1712-1778)
 1742 invents a system of musical notation
 Served as secretary to French ambassador in Venice –
lives with a Freedom seamstress, with whom he
claims to have a five children
 1749 while visiting Diderot in prison, sees a flier for
an essay competition asking the question “has the
development of the arts and sciences been morally
beneficial?” his answer No, won and brought him to
public attention.
 People should pay more attention to emotions and
feelings instead of new ideas - seek a balance.
 Importance on Education and Civic Virtue – train
people how to be good citizens.

29. JEAN PIAGET (1896-1980)
 Swiss philosopher and psychologist
 Born: August 9, 1896, Neuchatel Switzerland
 Died: September 16, 1980 Geneva, Switzerland
 Education: Received Ph.D., from University of
Neuchatel in 1918
 He began showing an interest in natural science at
the age of 11
 He identified himself as a genetic epistemologist
 He is best known today for the research he had on
cognitive psychology
 Also known as the stages that children pass
through as they are developing (intelligence and
formal thought processes)

30. JEAN PIAGET (1896-1980)
 He suggested that children sort the knowledge they
acquire through their experiences and interactions
into groupings known as schemas.
 Piaget's philosophy centered around cognitive
development and the idea that children construct
knowledge through their interactions with the
environment.
 He proposed that learning should be tailored to a
child's developmental stage and that educators
should provide opportunities for active exploration
and discovery.

32. JOHANN HEINRICH PESTALOZZI (1746-1827)
 Writer, political and social reformer and educator
 Born and educated in Zurich Switzerland January 12,
1746
 Inspired by Jean Jacques Rousseau’s idea of going back
to nature
 Known as the father of Modern Education
 In 1780, he wrote a series of reflections “The Evening
Hours of a Hermit outlining his educational theory that
education begins at home.
 In 1781, he produced his masterpiece Leonard and
Gertrude
 Due to his deep sense of human suffering he continued
to educate and help orphan children

33.  In 1805, he opened his private school in Yverdon a French
speaking district of Switzerland and steadily worked on this
project for 20 years. This school gained international
reputation.
 In 1826, the school was closed and Pestalozzi retired and
died in 1827
 Besides teaching children with his unique methods,
Pestalozzi also taught education leaders of his day including
Friedrich Froebel, the founder of Kindergarten movement.
Additionally, his methods and writings influenced later
educational leaders and philosophers, such as Johann
Friedrich Herbart, John Dewey, Maria Montessori, and Jean
Piaget and became the foundation of elementary education
today.
JOHANN HEINRICH PESTALOZZI (1746-1827)

35. John Dewey (1859 – 1952)
 Born on October 20, 1859, Burlington England
 He was third of four sons of Archibald Dewey and
Lucina Rich
 Completed his graduation from high school at the
age of 15
 Joined University of Vermont
 This time he read a book of physiology by T.H.
Huxley, aroused his curiosity for wide out look on
things and got interested in philosophic studies.
 Contributions
 Core Curriculum, integrated curriculum, and
activity curriculum
 Democracy in education
 Experimental school

36. John Dewey (1859 – 1952)
 Given a progressive outlook to education
 Living and doing itself education
 Preparation for life through life experiences
 Social efficiency
 Child centered education
 Dewey believed in the importance of experiential
learning and the integration of education with real-
life experiences.
 He emphasized the need for active learning,
problem-solving, and critical thinking.
 Dewey's philosophy focused on the idea that
education should prepare students for active
participation in a democratic society.

38. JOHN LOCKE (1632-1704)
 English philosopher
 August 29, 1632, Wrington England
 October 28, 1704 (72)
 Son of landowner and member of the British Royal
Society.
 1690: Publication of an Essay Concerning Human
Understanding and Two Treatises of Government
 Basic Tenets of Locke’s Empiricism
 Man is not born with innate ideas
 All knowledge is derived through observation and
experience

39. JOHN LOCKE (1632-1704)
 Moral precepts are derived from human experience of
pain and pleasure and not from a transcendental
authority.
 Human consciousness I the source of continuity and
therefore of personal identity.
 Locke believed that people were a tabula rasa, or
blank slate, and developed knowledge through
experience.
 He felt that society should be based off of secular
laws not those of religion.
 Humanity can improve social conditions.

41. LEV VYGOTSKY (1896-1934)
 Russian psychologist
 Born on November 17 1896, in Orsha, Russia
 Graduated from Moscow University
 Studied Literature and Psychology
 Worked at Institute of Psychology in Moscow
 Died of Tuberculosis at age 38 in 1934
 It was only from 1924 on that his career changed
dramatically as he started working in the areas of
developmental psychology, education, and
psychpathology.
 His first research a young scholar focused on artistic
and creation.

42. LEV VYGOTSKY (1896-1934)
 Vygotsky's philosophy focused on the social and
cultural aspects of learning.
 He emphasized the importance of social interaction
and collaboration in the learning process.
 Vygotsky believed that learning is a social activity
and that students learn best when they are actively
engaged in meaningful interactions with others.

44. MARIA MONTESSORI (1870-1952)
 Born: August 31, 1870 in Chiaravalle (Ancona) Italy.
 Died: May 6, 1952 (aged 81) in Noordwijk,
Netherlands
 Education: University of Rome Medical School
 Occupation: Physician and Educator known for the
Founder of the Montessori Method of Education.
 The philosophy of Montessori Method emphasizes
the individual child’s initiative and independence
allowing him or her to progress through an orderly
series of structured learning activities at his own
pace. It is based on the following principles:

45. MARIA MONTESSORI (1870-1952)
 Principle of instinctive learning
 Principle of development from within
 Principle of independence and freedom
 Montessori's philosophy emphasized the importance
of individualized learning and the role of the
environment in education.
 She believed that children learn best through hands-
on activities and self-directed exploration.
 Montessori education promotes independence,
freedom within limits, and the development of
practical life skills.

47. RUDOLF STEINNER (1861-1925)
 Born in Croatia in 1861
 Attendee Vienna Technical University in 1879
 Received a doctorate in philosophy in 1891
 His book “The Philosophy of Freedom” was published
in 1894
 He worked for the German Theosophical society in
1902-1909
 He set up an experimental educational model for
children in 1919 for Emil Molt, owner of Waldorf
Tobacco
 Died in 1925

48. RUDOLF STEINNER (1861-1925)
 Steiner's philosophy, known as Waldorf education,
emphasizes a holistic approach to education. It
integrates academics, arts, and practical skills to
foster the development of the whole child.
 Waldorf education promotes creativity, imagination,
and a deep connection to nature.

50. FRIEDRICH FROEBEL
JEAN-JACQUES ROUSSEAU
JEAN PIAGET
JOHANN HEINRICH PESTALOZZI
JOHN DEWEY
JOHN LOCKE
LEV VYGOTSKY
MARIA MONTESSORI
RUDOLF STEINER