Educational Concepts Based on Different Schools of Philosophy, a Powerpoint presentation for the last chapter of the Philosophy of Education subject in graduate studies. Summary and conclusion for the said subject.

1. EDUCATIONAL CONCEPTS
BASED ON DIFFERENT
SCHOOLS OF PHILOSOPHY
Chapter XII

2. EDUCATIONAL CONCEPTS
BASED ON DIFFERENT
SCHOOLS OF PHILOSOPHY
Philosophy of Education
Chapter XII

3. Specific Objectives
1. To develop abilities to understand
educational concepts based on the different
philosophies of education.
2. to develop the ability to implement the
different educational concepts in teaching and
learning.

4. 1. The implication of these concepts to
Philippine education is that the learner is
made the center of the educative process,
learning as he lives meaningfully. The theory
of self-activity is the basis of all learning. The
development of the whole child is the primary
objective and the school activities are
correlated to situations outside the school.
There is a democratic approach of classroom
management and thinking and reasoning are
emphasized. This is based on Dewey’s
philosophy.

5. 2. The aims of education are formulated in
terms of child growth and development in
terms of knowledge, habits, skills, attitudes,
and abilities relating to Dewey’s concept that
education is growth. Also, relating to
pragmatists, a scholastic philosopher aims for
the development of an individual as a whole(
mentally, physically, socially, emotionally, and
spiritually), together with the development of
the community and the nation.

6. 3. The school curriculum is organized in terms
of activities and projects relating to Dewey’s
concept that education is life and a social
process. It is relevant to the needs of an
individual and his community and nation. The
new k12 program greatly coincides with this
concept for vocational education is integrated
to academics and is given emphasis. This
program also gives opportunities of
employment even before college education.

7. 4. Effective teaching emphasizes the
stimulation of thinking and reasoning of the
learner rather than memorization in relation
to realism and pragmatism. Schools should
give opportunities for learners to cultivate
their thinking and reasoning, with different
levels of activities appropriate for their
potential. There is an emphasis on the WHY
than on the WHAT.

8. 5. Evaluation is an integral part of the process
relevant to the principle that it completes the
teaching pattern according to pragmatism and
that it determines the validity. This also lets
learners determine the points of improvement
and allows him to work on these points rather
than just going for things that interest him.

9. Evaluation is also useful in developing more
effective materials and procedures for
instruction. Though evaluation may never be
free from personal judgment, bias can be
reduced. The teacher must bear in mind that
individuals differ not only in rates and
methods of learning, but also in interests,
needs, and potential abilities.

10. To accept the concept that education is
growth, growth in knowledge, habits, skills,
abilities, and attitudes, means that the
amount of growth must be measured and
evaluated objectively and scientifically.
Teaching in the classroom becomes effective
and productive when followed by an accurate
appraisal of its results.

11. 6. Education is a kind of guidance, therefore,
guidance is an organized function in education
to make teaching functional and dynamic. It
covers both academic and vocational
guidance. This is relevant to pragmatism and
scholasticism.

12. Guidance should be based on a constructive plan
of organization governed by the ff. principles:
1. Guidance course should be opened to all
who seek help.
2. Guidance functions must be integrated.
3. Guidance must be based on the nature
of the individual to be guided.
4. Guidance work should be put under one
leadership.
5. Guidance counselor should be
professionally trained.
6. Guidance counselor should be acquainted
with other agencies doing guidance work.

13. There is a need for educational and vocational
guidance because of the significant changes
taking place in the homes, in labor and
industry, in population, and in the amount of
general education required. Rapid changes in
occupation, the introduction of new materials,
and changing standards also add to the
difficulties of adjustments, specially in the
situation of employment in our country.

14. It must be remembered that all the objectives
of guidance can be achieved through
cooperation. In other words, guidance
program should be socialistic rather than
individualistic. However, specific guidance
needs to be delegated to specially trained
persons.

15. It is the function of the school to help the
students in selecting a life vocation. Proper
guidance should be given during the difficult
period for making a decision. The problems of
guiding a student in the choice of a life
vocation must be based on the needs, ability,
and interests of the individual and the
condition of the community and the nation.

16. 8. The school is used as an agency to develop
democracy. The school’s main task is to prepare our
youth for life in a democracy, relevant to Dewey’s belief
that education is life and a social process. Our
constitution gives us a clear concept of the desire of
the Filipino people to make the school a tool for
democracy. It provides that the state maintain a
complete and adequate system and that at least a
primary education shall be provided to all children at
school age. It also provides that all educational
institutions, public or private, shall be under the
supervision of and subject to the regulations of the
state. Our schools have been established for the
purpose of educating the youth for creative
participation in a democratic society.

17. end.