Four Major Philosophies

Gabrille Elizabeth Bigol
Ramil Gallardo
Reygel Diez
Mark Lester Perez
Neil Sarmiento

Philosophical Perspectives of Education | 1
Introduction to Four Major Philosophies 3
Naturalism 6
Idealism 13
Realism 21
Pragmatism 29

MODULE ON PHILOSOPHICAL PERSPECTIVE OF EDUCATION
MAJOR PHILOSOPHIES
A Group Project
Presented to the Faculty of the Open University System
Polytechnic University of the Philippines
Sta. Mesa, Manila
In Partial Fulfillment of the Requirement for
Philosophical and Psychosocial Perspective of Education
by
Ramil Gallardo
Reygel Diez
Mark Lester Perez
Neil Sarmiento
to
Dr. Rovelina B. Jacolbia
July 30, 2023
Republic of the Philippines
POLYTECHNIC UNIVERSITY OF THE PHILIPPINES
Office of the Vice President for Academic Affairs
OPEN UNIVERSITY SYSTEM

The philosophy of educationis a fieldof study that delves into the fundamental questions and principles
underlying the purpose, nature, and methods of education. It explores the profound ideas and beliefs that
shape how we approach teaching, learning, and the development of knowledge and understanding in
individuals and society as a whole. At its core, the philosophy of education seeks to address the overarching
question: "What is education for?"
Throughout history, various thinkers, scholars, and educators have grappled with this question, leading
to a rich tapestry of philosophical perspectives on education. These perspectives encompass a wide range
of philosophical traditions, including but not limited to:
1. Naturalism
John Dewey (1859-1952), an influential American philosopher, psychologist, and educational
reformer, is one of the foremost proponents of naturalism inthe philosophy of education. Dewey's ideas
have had a profound impact on progressive education and educational reform in the United States and
around the world.
Naturalism is a philosophical perspective in education that asserts that the natural world, including
human beings, operates according to consistent and orderly principles. As a philosophy of education,
naturalism emphasizes the use of empirical evidence, scientific methods, and observation to
understand and guide the educational process. It sees the learning process as a natural phenomenon,
subject to the laws of nature, and seeks to align educational practices with the principles governing the
natural world.
2. Idealism
Georg Wilhelm Friedrich Hegel (1770-1831), a German philosopher, is considered one of the
prominent proponents of idealism in the philosophy of education. His influential work has had a lasting
impact on various fields, including education, politics, and ethics.
Idealism is a philosophical perspective in education that posits that ideas, values, and the mind are
fundamental in shaping the nature of reality and human experience. As a philosophy of education,
idealism places a strong emphasis on the role of the teacher as a moral and intellectual guide, aiming
to cultivate individuals who seek truth, knowledge, and virtue.
The Four Major Philosophies

3. Realism
While there have beenmany proponents of realism throughout history, John Locke (1632-1704), an
English philosopher, is often regarded as a significant figure in shaping the realist perspective in the
philosophy of education. Locke's influential ideas on empiricism and the nature of knowledge have had
a profound impact on educational thought.
Realism is a philosophical perspective in education that posits the existence of an external and
objective reality that exists independently of human perception. As a philosophy of education, realism
emphasizes the importance of presenting the world to students as it truly is, focusing onthe acquisition
of knowledge and practical skills that align with the realities of the external world.
4. Pragmatism
John Dewey, whom we previously mentioned as a proponent of naturalism, is also a leading figure
in the philosophy of education with his strong advocacy for pragmatism. Dewey's ideas on education
have had a profound influence on educational theory and practice, particularly in the context of
progressive education.
Pragmatism is a philosophical perspective in education that emphasizes the practical application of
knowledge and ideas. It focuses onthe outcomes and consequences of actions, rather than on abstract
theories or metaphysical principles. As a philosophy of education, pragmatism seeks to connect learning
withreal-life experiences and problem-solving, preparing students to effectively navigate the challenges
of everyday life.
As we delve into the philosophy of education, we encounter ongoing debates and questions about the
best approaches to curriculum design, teaching methods, assessment practices, and the balance between
individual development and societal needs. Moreover, the philosophy of education is not a static field; it
evolves over time as societies and cultures change, and new ideas and technologies emerge.
Ultimately, understanding the philosophy of education is crucial for educators, policymakers, and
individuals interested in education, as it provides a solid foundation for making informed decisions about
the purpose, structure, and content of our educational systems. By examining these philosophical
perspectives, we can gain insights into what education means to us as a society and how we can foster an
environment that nurtures the growth, enlightenment, and flourishing of all individuals.

Dewey, J. (1916). Democracy and Education. The Macmillan Company.
Hirst, P. H. (1965). Education and the development of reason. Routledge & Kegan Paul.
Hegel, G. W. F. (1830). Lectures on the Philosophy of History. Bohn.
James, W. (1899). Talks to Teachers on Psychology: And to Students on Some of Life's Ideals. Henry Holt
and Company.
Locke, J. (1693). Some Thoughts Concerning Education. A. Churchill.
White, J. W. (1899). The History of Education, Volume I: Educational Practice and Progress Considered as a
Phase of the Development and Spread of Western Civilization. The Macmillan Company.
REFERENCES

At the end of the module, the students should be able to:
• Identify the key components of naturalistic educational philosophy.
• Explain the implication of naturalism in education.
• Determine the objectives of naturalism in education.
• Identify the educative process of naturalism.
Naturalism…
• Considers the natural universe to be the entirety of reality.
• Invokes that learning is a very natural thing, and so is the fact that people need to be
taught and do other things to help them learn.
• Looks at the learner from the physical side.
• Believes that the physical well-being of children should be the top educational priority.
SCOPE
Mark Lester Perez
• Brief Overview of Naturalism
• Naturalism and Education
• The learner
• Objective of Naturalism in Education
• The educative process
•
INTENDED LEARNING OUTCOME
ENDURING UNDERSTANDING
• What is naturalism and its implication in education?
• How does naturalism describe a learner?
• What are the objectives of naturalism in education?
• What is the educative process of naturalism?
GUIDE QUESTIONS

OVERVIEW
Naturalism views nature as the only source of reality. According to this philosophy, nothing lies
behind or beyond our physical world. In addition, humans as part of and designed by nature are physical
beings that have no soul/spirit as naturalists reject the idea of having a higher power or any sort of
supernaturalism. Therefore, naturalists look at things the way they are. They don’t believe in the existence
of moral ideals for they argue that our actions, whether biological, psychological, or social, are a result of
our instincts. There exists no absolute good or evil and our moral values are just created out of human
needs. Therefore, man must change to fit into his surroundings.
Naturalists assert that humanity is inherently good. Man can be moral by nature. Man is rational by
nature. With this, naturalists regarded man as their idol. Naturalists hold that nature is complete in and of
itself and has its own rules. Thus, understanding Nature does not depend on our having insight or intuition.
According to naturalism, the existence of the mind is only a natural consequence of evolution. The
mind is a mental function of the material brain. All knowledge is obtained from the outside therefore, the
mind is not the source of knowledge, whereas the senses are the entryways to all knowledge.
Forms of Naturalism:
1. Biological Naturalism. As popularized by John Searle, Biological Naturalism asserts
that knowledge is nothing further than an advanced function on the physical capacities of
the brain. It's an approach to the mind-body problem in which Biological Naturalism relates to
mind and body.
As put forth by Jean Searle, Biological Naturalism has two main studies:
1) that all mental phenomena, from aches, tickles, and itches to the most complex
thoughts, are caused by lower-level neurobiological processes in the brain, and
2) that mental phenomena are higher-level features of the brain.
2. Psychological Naturalism. According to psychological naturalism, psychology is the most essential
element of educational wisdom. Psychological naturalism views the human mind as a physical
reality, or a" machine" for thinking. People assert that intelligence is a cerebral product and that
the mind is a machine. The stimulus-response model can be employed to explain human behavior.
The" intellectualism" of Johann Friedrich Herbart and the" voluntarism" of William James were
combined to form the" behaviorism" of contemporary psychological naturalism. Behaviorism
employs" conditioned response," which occurs when an inconsequential stimulus is constantly
associated with a biologically significant stimulus to the point where, in the end, the insignificant
stimulus elicits the same response as the biologically significant stimulus. This type of response
explains why individuals can think, reason, and make opinions.

3. Sociological Naturalism. The concept of sociological naturalism proposes that the natural world and
the social world are basically the same and are guided by similar principles. This view is occasionally
appertained to as" biocentrism." Sociological naturalism, which in sociological writings is simply
referred to as naturalism, may be traced back to the philosophical thinking of Auguste Comte in the
19th century. It's explosively tied to positivism, which supports the operation of the scientific
system of the natural sciences in the study of social sciences. However, naturalism shouldn't be
confused with positivism too nearly since positivism promotes the use of controlled conditions like
experiments as sources of scientific information, but naturalism maintains that social processes
should only be delved into their natural environment. This distinction is important because
naturalism shouldn't be confused with positivism.
4. Romantic Naturalism. It's a central tenet of Romantic naturalism, of which Jean- Jacques Rousseau
is the most prominent proponent, that emotion, rather than reason, is superior, and that natural
instincts and impulses take precedence. It makes the supposition that children can’t conceptualize
ethical and religious concepts at such a young age. In his book Emile, Rousseau stated that"
Everything is good as it comes in the hands of man." Rousseau was a philosopher and political
thinker. According to romantic naturalism, the primary purpose of education is to benefit the child,
not to mold the child into a smaller version of an adult. In addition to this, it's essential that children
have direct interaction with their natural surroundings as part of their educational experience, and
that the curriculum be crafted based on the psychological development of the learner. In
conclusion, one of the primary goals of education should be to provide a foundation for successful
living.
NATURALISM AND EDUCATION
Naturalism revolts against the traditional educational system, which allows the student little space for
personal expression and choice. In naturalistic approaches to education, the child is granted the maximum
amount of autonomy and is placed front and center. According to this school of thought, each child's
education should be tailored to his or her unique characteristics. It encourages the creation of natural
conditions that are conducive to the normal development and maturation of children.
When a teaching method begins to conform to preconceived conceptions, it is inevitable that
naturalism will be revived as a form of resistance. Nature, other people, and material objects are the three
pillars on which Rousseau's educational theory rests. Learning from and about nature is the most effective
method for becoming a natural man.
In the naturalistic system of education, the classroom, textbooks, timetable, structured lessons,
curriculum, and examination have no place. The 'chalk and talk' strategy is insufficient due to its limited
scope. The position of teacher is relatively unimportant. A naturalistic educational system excludes all
external disciplinary activities.

The only form of discipline utilized in this system is the discipline provided by the results of an
individual's actions. Conventional education is discredited by the naturalist worldview. Conventional
education, according to naturalists, is unnatural and pernicious. Only through unfiltered interaction with
the natural world is a worthwhile education conceivable.
The educational philosophy of "follow nature" is known as the naturalist educational approach. It aims
to have every aspect of education operate precisely according to the child's personality. It encourages
parents to allow their children to study in a completely autonomous environment. He is to be left and
granted total autonomy. Let him gain his knowledge by observing everything that is around him without
any outside influence. He will be charged with making novel discoveries in nature through exploration and
discovery.
The naturalist philosophy emphasizes children's uninhibited and unplanned self-expression. "Back to
Nature" functions as its rallying chant, as advocated by Rousseau and Gandhiji. Therefore, the only method
for the child to acquire wisdom is through his personal events and their natural outcomes. His entire
education will be guided solely by the natural principles underlying healthy human development.
Rousseau's writings are responsible for a significant part of the Naturalistic movement. He advocated
placing the child at the center of the learning process and argued that natural phenomena and facts should
serve as the premise for instructional content.
Rousseau greatly influenced Naturalism. He advocated educating children about nature's truths and
occurrences.
THE LEARNER
Herbert Spencer, a naturalist, held that to comprehend how an infant learns, it is necessary to first
consider their physical body. According to Spencer, children are essentially physical beings, comparable to
young animals. Therefore, it is essential to assure a child's health and strength in order that they can meet
the challenges of daily life. A child's physique must be able to endure "wear and tear" like that of an animal.
In simple terms, if a child is sickly or frail, it may be difficult for them to acquire knowledge and grow
normally. For this reason, Spencer argued that the physical well-being of children ought to comprise one of
our top educational priorities.
When it comes to learning and education, naturalism considers the student to be fully engaged in their
owneducational experience rather than a passive recipient of instruction. Learning is a natural process, and
one's education ought to be molded to meet the specific requirements and interests of the learner, hence
the naturalist perspective asserts this. According to this point of view, the learner is regarded as a whole
individual, complete with intrinsic skills and the capacity for further expansion and improvement.
The naturalist approach to education places a strong emphasis on first-hand experience, observation,
and experimentation as critical factors of the educational process. Learners are encouraged to observe and

engage withtheir surroundings to get a more in-depthunderstanding of the natural world withthis strategy,
which is constantly enforced in scientific education.
In general, naturalism considers the learner as an individual who possesses unique conditions and
interests, and it places an emphasis on the significance of developing an educational setting that can be
molded to accommodate these conditions and interests. It's the belief of naturalism that if this is done,
students will also have a greater chance of being interested, motivated, and successful in their educational
endeavors.
NATURALISM AND THE OBJECTIVE OF EDUCATION
1. Naturalists tend to have differing opinions when it comes to the point of education. The naturalistic
school of philosophy maintains that the purpose of education should be to facilitate self-expression.
Some naturalists believe that the aim of education is to polish and maximize the functionality of the
human machine to the full extent that's physically possible.
2. Herbert Spencer holds that self-preservation and self-satisfaction were the ultimate goals of human
life. He said that for humans to achieve such goals, they need to employ their natural stimuli and
humans should utilize their natural impulses and basic instincts as part of nature. Furthermore, he
believed that if a man would be able to achieve these goals, it would lead to a healthy and robust
society as each of them would be motivated to contribute to the common good. Yet, critics of this
belief may contend that this could only lead to a society that lacks empathy toward others and who
focuses solely on one's own interests. Therefore, a balance between self-interest and society’s
needs is a complicated issue that needs significant attention, consideration, and reflection.
3. The famous proponent of the naturalistic school of psychology, McDougall (1871–1938), does not
agree with the theory of pleasure. He thinks that our natural feelings should lead us to certain
natural goals. So, according to him, the goal of education is to sublimate a person's natural feelings
and energies, which means to reroute, coordinate, and make the natural urges work together in a
harmonious way.
4. According to the Darwinian school of naturalists, the purpose of education is to "equip the
individual for the struggle for existence and thus ensure his survival." The Lamarckians believed that
education should assist individuals adapt to their environments. The individual must be "inharmony
with and well-adapted to his surroundings."
5. According to T. P. Nunu, the primary objective of education is for everyone to develop in a
"harmonious, natural, and self-determined" manner in a natural context. Therefore, he believes
that the most essential objective of education is for students to develop as individuals.
In support of this, he asserts, "The proper goal of human life is the perfection of the individual."
However, he believes that fostering individuality should not come at the expense of group values.

Every individual has a social personality. Individual development occurs in and through society.
Thus, recognizing universal human values can be detrimental to both individual and group
objectives.
6. The assertion made by Rousseau regarding the naturalistic objective of education is the one that is
the most comprehensive and explicit. According to him, education should center on the growth of
the kid in a way that is consistent with who the child is at his foundation.
THE EDUCATIVE PROCESS
According to the naturalist’s view, the child should be the focus of the educativeprocess. The child's
education should be suited to his temperament. "When it comes to education, the child, not the educator,
the school, the book, or the subjects being studied, should be at the forefront of the picture." This is due
to the fact that the child will be performing the learning." It is critical to avoid any undue participation from
either parents or teachers.
Children should be treated like other children, not like tiny adults. They should be allowed to form
their own ideas based on the experiences of their own life, rather than having such beliefs pushed on them
by adults. Today's educational system is centered on the child.
Naturalists support the idea that education should be free. Naturalists are of the opinion that an
individual can only develop in the most organic manner when given the opportunity to use their
independence. The educational curriculum needs to concentrate on the idea of individual liberty as its
central focus. "Child is a good being, not an evil being born good, he remains good when all opportunity to
fear and hate is abolished."
The primary teaching tools for children should be their innate abilities. They need to be utilized to
their maximum potential to transform thebehavior of humans from "animal behavior "to" humanbehavior.
The senses are the portals via which one gains information. Real information is gained through one's
senses; hence, one must create opportunities for sensory experience to facilitate efficient learning.

Task 1: Essay
1. How does a naturalist's perspective on education shape our understanding of the purpose of
education?
2. In what ways might a naturalist approach to education differ from other philosophical perspectives,
and what implications does this have for the goals and methods of teaching and learning?
3. Consider how a naturalist's emphasis on experiential learning, observation, and direct engagement
with the natural world might influence our ideas about what students should be learning and how
they should be taught.
4. Reflect on the potential benefits and drawbacks of adopting a naturalist approach to education and
discuss how this might vary depending on the cultural, social, and historical context in which it is
implemented.
Papineau, D. (2007, February 22). Naturalism. Retrieved from Stanford Encyclopedia of Philosophy:
https://plato.stanford.edu/entries/naturalism/
Patidar, J. V. (7, February 2019). Naturalism philosophy of education. Retrieved from Nursing Path:
https://www.nursingpath.in/2019/02/naturalism-philosophy-of-education.html
Searle, J. (2009, December). Biological naturalism. Retrieved from Dictionary of Cognitive Science:
http://www.bcp.psych.ualberta.ca/~mike/Pearl_Street/Dictionary/contents/B/biolognatur.html
Shawal, M. (n.d.). Naturalism: meaning, principles and contribution in education. Retrieved from Your
Article Library: https://www.yourarticlelibrary.com/education/naturalism-meaning-principles-and-
contribution-education/69153
Social naturalism. (n.d.). Retrieved from DBpedia: https://dbpedia.org/page/Sociological_naturalism
ASSESSMENT TASK
REFERENCES

• Understand the foundations of Idealism.
• Recognize the spiritual nature of the learner.
• Explore the objectives of Idealist education.
• Enumerate and discuss the role of the idealist teacher.
Idealism is….
Idealism places a strong emphasis on the value of spiritual ideals, introspective learning, and
the goal of self-realization in the classroom. It sees students as spiritual beings with a limitless
capacity for development who are inspired by ideals that mold their personality and course of
life. The educational process, which is based on timeless ideals, seeks to promote ethical values
and a sense of responsibility in creating a morally aware and peaceful community while also
fostering a deeper understanding of oneself and society.
SCOPE • Overview of the Idealism
• Idealism in Education
• The Learner
• Objectives of Idealism in Education
• The Educative Process
• Teacher
• What are the key principles of idealism in education, and how do they differ from other
educational philosophies?
• How does idealism view the learner as a spiritual being with infinite potential?
• In what ways does idealism challenge the notion of human nature and character
development?
• What are the objectives of education according to idealism?
• How does the role of the teacher in an idealist classroom differ from other educational
approaches?
GUIDE QUESTIONS
Reygel Diez

OVERVIEW
The concept of idealism relates to the human tendency to set standards or ideals by which we judge
people and things around us. Idealism is an attitude that expects individuals to conduct themselves
according to these standards, and it emphasizes the importance of qualities or characteristics that we
consider desirable.
In philosophical terms, idealism holds that truth or reality exists in the world of ideas, in the spirit, or in
the mind, and that physical objects are merely representations of these ideas. Idealists argue that our
understanding of nature is based on our thoughts and ideas, rather than on direct perception of the
external world. They believe that the true reality is perceivedthroughinner experience, rather than through
external observation.
IDEALISM IN EDUCATION
Education is a social institution that exists because of both spiritual and social needs. According to
idealism, education is necessary because it helps form individuals into complete human beings. Left to their
own devices, individuals will simply absorb whatever culture surrounds them. The school is therefore a
place where individuals can be introduced to the richness of human culture and given a foundation for
understanding the divine.
Furthermore, education is important for society. The school plays a vital role in helping individuals
develop their social selves, and in turn, society benefits from having educated and well-rounded citizens.
However, the school should not be the only institution responsible for this development. Other institutions
should also encourage critical thinking and mental functions.
Finally, the school is a value-realizing institution. It is uniquely situated to balance the needs of the
present and future by imparting values and skills to the next generation. In this way, the school ensures that
society continues to grow and progress.
The three roles of the school are:
1. Spiritual and Intellectual Development. The school is necessary for human society because of
spiritual necessity. Education is seen as essential to form individuals and to provide bases for
inferences concerning the nature of the Ultimate and Divine. The school is also seen as a thinking
institution that encourages and provides leadership and guidance in thinking.
ESSENTIAL LEARNING

Example:
A notable example of a school that emphasizes spiritual and intellectual development is the
University of Oxford in England. The university has a strong tradition of academic excellence and
research, while also providing opportunities for students to explore their faith and spirituality
through programs such as the Oxford.
2. Social Development. The school is necessary for society and the social self. Society needs the school,
and the social self needs the school. The school is viewed as a value-realizing institution that
balances the present and future.
Example:
One example of a school that emphasizes social development is the Big Picture Learning
network of schools, which aims to provide a personalized education that is tailored to the needs
and interests of individual students. The schools in the network prioritize hands-on learning,
internships, and real-world experiences, all of which help students develop social and emotional
skills, as well as a sense of purpose and direction.
• The schools were founded in 1995 by a group of educators who believed that traditional
education models were not meeting the needs of all students.
• The Big Picture Learning network includes both elementary and secondary schools, and its
curriculum is designed to be student-centered and tailored to the individual interests and
needs of each student.
• Each school in the network is relatively small, with a maximum enrollment of around 500
students. -This allows for a more personalized approach to education
• The Big Picture Learning network is known for its commitment to equity and inclusion, and
its graduates have gone on to attend some of the top colleges and universities in the United
States.
3. Value-Realizing Institution. Of all institutions, none stands balanced so delicately between the
present and the future as the school that is doing its job. The school is seen as a value-realizing
institution that balances the present and future.
Example:
The High-Tech High network of schools is an example of a value-realizing institution that
balances the present and future. These schools emphasize project-based learning and
interdisciplinary study, which help students develop critical thinking skills and real-world problem-
solving abilities. At the same time, they focus on cultivating the values of creativity, collaboration,
and community engagement, which will serve students well both in the present and in their future
careers and personal lives.
• The High-Tech High network of schools is a group of public charter schools located in
California, USA, that emphasizes project-based learning and the integration of technology
in education. It is known for its innovative approach to education.

• Schools were founded in 2000 by a group of educators and industry professionals who
wanted to create a new model of education that would better prepare students for the
demands of the 21st century.
• The network includes both elementary and secondary schools, and its curriculum is
designed to be interdisciplinary, with projects that combine subjects like science, math, and
humanities.
• The schools also emphasize real-world problem solving, with students working on projects
that have practical applications in their communities and beyond.
• Its graduates have gone on to attend some of the top colleges and universities in the United
States, and many have pursued successful careers in fields like technology, engineering, and
the arts.
THE LEARNER
In idealism, the learner is seen as a spiritual being and not just a physical body. Idealist teachers
believe that learners are personalities with a deep spiritual reality, and their foundation is not just their
bodies.
Furthermore, idealism suggests that learners are finite beings who cangrow into an image of infinite
beings through proper education. They believe that learners have a real origin in deity, their nature is
freedom, and their destiny is immortality.
In summary, idealism views learners as spiritual beings who have the potential to grow into infinite
beings through education, and their origin is in deity, their nature is freedom, and their destiny is
immortality.
• To further expound on the idea that learners are seen as spiritual beings in idealism, we can cite
examples from various philosophical and educational perspectives that support this belief.
• First, the philosopher Plato, who is considered one of the key figures in idealism, argued that the
physical world is merely a reflection of the true reality, which is the realm of ideas or forms.
According to Plato, the human soul is immortal and has knowledge of these eternal ideas before
birth but forgets them upon entering the physical world. Education, therefore, is the process of
recollecting this knowledge and attaining wisdom.
• Second, the educational theorist Johann Pestalozzi believed that education should focus on the
whole person, including their spiritual, moral, and emotional development, rather than just their
cognitive abilities. Pestalozzi believed that learners are capable of transforming themselves and
society through education and that this transformation requires a deep understanding of the
learner's spiritual nature.
• Overall, these examples demonstrate that the idealist perspective on education is deeply rooted in
a belief in the spiritual nature of the learner and that education should aim to cultivate this aspect
of their personality alongside their intellectual abilities.

The Learner Is in the Process of Becoming
Idealists believe that at birth, learners are not inherently good or bad but have the potential to
become either, depending on their environment and education. This is in contrast to Jean Jacques
Rousseau's belief that man is good from birth.
Idealists argue that bad characters are not innate but are made through a person's environment
and experiences. They also believe that children have an innate sense of conscience that can be nurtured
through education and life experiences.
According to idealists, what is considered right or wrong is a matter of education and training, as
well as the associations one has in life. They believe that conscience grows based on what it is exposed to
and fed with.
In summary, idealists hold that a person's character is shaped by their environment and education,
and that conscience can be nurtured through proper education and life experiences.
THE OBJECTIVES OF EDUCATION
According to Giovanni Gentile, an Italian idealist, the ultimate goal of education is self-realization,
which is a process of spiritual growth. In other words, education should help individuals become the best
version of themselves spiritually.
Nikita Bogoslovsky, on the other hand, believes that the soul and essence of real democracy is
brotherhood, and education should aim to promote this value. He believes that education should have
goals for both individuals and society. For individuals, education should aim to develop culture, knowledge,
and personal growth. For society, it should aim to create efficient, responsible citizens withstrong character.
Overall, education is a continuous process of adjustment for anindividual to become a better person
and align with God's plan.
In an idealist-inspired education, the focus is on ideals. Idealists believe that the ultimate reality is
Spirit, which is good. While individual childrenmay not always live upto this goodness, and society may not
reflect this ultimate reality, education should strive to be aligned with it. Since people and society are
constantly changing, education should be centered on ideals that serve as the ultimate foundation of all
things.

Factors in the Idealist-Inspired Education
In idealist education, the teacher is the most important factor in the learning process. The teacher
is responsible for creating a positive and inspiring learning environment, organizing the subject matter, and
motivating students to learn. The ideal teacher is a specialist in understanding eachstudent's unique needs,
an excellent technician, and a personal friend to the students. The teacher should also inspire students to
learn and awaken their desire to learn. The teacher should be a master of the art of living, communicate
the subject matter effectively, appreciate the subject matter, and always continue to learn themselves.
The teacher should also encourage interest, effort, and discipline in students. Interest is the positive
attractionto the job at hand, effort is the voluntary exertion of the student, and discipline is the extraneous
action by the teacher to ensure that the student completes the task at hand. Effective use of interest
involves recognizing connections that students already have and using these connections to motivate and
engage them. Horne believes that effort can give birth to interest.
Self-activity is also important in idealist education. The learner responds to the stimulus and is
responsible for their own education. The mind is the source of its own reactions to the world, and growth
can only come through self-activity. The learner should have self-direction and the ability to set goals for
themselves. Ultimately, the responsibility for winning an education rest with the will of the learner.
The Social Philosophy of Idealism
The idealist philosophy emphasizes the importance of society and morality. According to idealism,
society is not just a group of people, but a living entity in which individuals participate. Individual identity
doesn't grow in isolation but through the social process and interaction with society. For idealists, the
individual and society are both important and individual progress happens within society. Society provides
the framework for individuals to achieve their full potential, while also striving towards the goal of creating
a good society.

Task 1: True or False - For each statement, indicate whether it is true or false by selecting the appropriate
response. Choose "True" if the statement accurately reflects the principles and concepts discussed in the
Idealism in Education learning module. Choose "False" if the statement is not aligned with the idealist
philosophy as presented in the module.
1. True / False: According to idealism, truth or reality exists in material objects, and the external world
is the source of all knowledge.
2. True / False: Idealism views learners as spiritual beings with infinite potential, growing into the
image of an infinite person through proper education.
3. True / False: Idealists believe that individuals are inherently good or bad at birth, and their moral
development is independent of their environment and education.
4. True / False: The ultimate aim of education, according to idealism, is self-realization and spiritual
becoming.
5. True / False: In idealism, the role of the teacher is relatively insignificant compared to other
elements of the educational process.
6. True / False: The educational objectives of idealism include self-realization, brotherhood, efficiency,
character, and citizenship.
7. True / False: Idealism sees society as a collection of individuals, with individual selfhood developing
independently of social interactions.
8. True / False: In an idealist-inspired education, students are encouraged to be passive learners and
rely solely on the guidance of the teacher.
9. True / False: According to idealism, education must conform to spiritual ideals, which serve as the
ultimate foundation of all things.
10. True / False: The intellectual role of the school, in idealism, is to give leadership and guidance in
thinking and encourage thinking in other institutions as well.
ASSESSMENT TASK

Bernz, S. (2023, July 28). Teacher in idealist inspired classroom. Retrieved from Academia:
https://www.academia.edu/29503571/Teacher_in_Idealist_Inspired_Classroom.
Pecorino, P. A. (2023, July 28). Introduction to philosophy: idealism. Retrieved from Queensborough
Community College:
https://www.qcc.cuny.edu/socialsciences/ppecorino/intro_text/Chapter%204%20Metaphysics/Idealism.h
tm.
Social Idealism. (2023, July 28). Retrieved from Oxford University Press:
https://academic.oup.com/book/26980/chapter/196186958.
REFERENCES

• Discuss the idea and nature of realism.
• Explain the implication of realism in education.
• Identify the objectives of realism in education.
• Identify the educative process of realism.
Realism….
• It views that the universe exists whether the mind perceives it or not.
• Knowledge is derived from sense experience.
• Learners, as functioning organism, should be left to explore the world though their senses.
• It aims to prepare learners for real and practical life.
• Teaching should focus on scientific method of problem solving.
SCOPE
• What is the meaning and nature of realism?
• What is the implication of realism in education?
• How does realism describe a learner?
• What are the objectives of realism in education?
• What is the educative process of realism?
GUIDE QUESTIONS
• Focus and Idea of the Realism
• Need for Education
• The Learner
• Objectives of Realism in Education
Ramil L. Gallardo

FOCUS AND IDEA OF THE REALISM
Realism asserts that there is a true reality and things exist whether the human perceives it or not.
Ultimate reality is the world of physical objects. This implies to what everything we see, hear, feel, and
touchare real, therefore the focus of learning. It opposes the thing or event which is imaginary or fictitious.
It holds the view that knowledge is derived from sense experience and what we observe and perceive
through our own senses is real and the true entity of the world. They believe that knowledge is power and
acquiring knowledge allows individuals to deal with problems effectively. Realists also argue for the use of
the senses and scientific investigation in order to discover truth.
In education, realism emphasizes the importance of objective truth and the natural world in learning.
It views that an object or thing really exists and has certain attributes, independently of what people think
about it. Realist educators believe that knowledge is rooted in the physical world, and that the role of
education is to help students understand and interact with that world in a meaningful way.
Realism appeared in four forms (Bauzon, 2009) namely:
1. Scholastic Realism. It is essentially dualistic, both a natural order and a supernatural order. The
divine being of God is central in the supernatural order. It says that education is the process by
which an individual lifts himself/herself up to the eternal. The scholastic realists think education can
lead to salvation. They consider religion as the main source of ethics and social morality.
2. Humanistic Realism. It is also known as verbal realism. It believes that a complete knowledge of
man, nature, and society is needed to fit the individual for the realities of life. The study of classical
literature is a means to understand the practical life. It aims to help an individual to master his/her
environing life, natural, and social through a knowledge of the broader life of the ancients.
3. Social Realism. It asserts that an individual can get real happiness only when he/she adjusts in the
society. Social realists asserts that education should mold the judgment and disposition for the
youth to have a successful and enjoyable career. This view regarded education as the direct
preparation for the life of the “man of the world.” It aims to train a “gentleman” for active
participation in social life. Social realists follow travel of journey method. They emphasized a
teaching method which was according to the natural tendencies and development of a child.
4. Sense Realism. It emphasizes the training of senses, which means that man can get real happiness
by real knowledge of matter and the real knowledge of matter can be got through sense organs. It
has preferred education of nature, observation, science in place of language and literature. The
sense realists also believe that education must be based on the conformity to the laws of nature.
This belief gives impetus to the two tendencies observable in the work of all the representatives of
the group – formulation of basic assumptions and formulation of new curriculum based on natural
ESSENTIAL LEARNING

sciences and contemporary life. They also believe that instruction should follow the inductive
method, based on observation, analysis, synthesis.
NEED FOR EDUCATION
Realism emphasizes on the preparation learners for real and practical life. Realist educators believe that
learning should be situated within the broader social and cultural context in which it occurs, and that
students should be taught to apply their knowledge to real-world problems and situations. Learning is the
art of leading practical life.
Realists emphasize objectivity, scientific knowledge, andthe knowledge of the real, andstudents should
be taught to know objectively through the use of senses. They support the fact-centered or knowledge-
centeredmethodof teacher. They emphasize the use of inductive method where teachers provide students
with examples and allow them to arrive at their own conclusions. They also say that knowledge should be
analyzed into principles and principles to hypothesis, thus the method of teaching should be analytical and
rational. The teacher should enable the students to know the world and should not give personal opinions,
instead clarify the facts. Teacher should also focus on teaching scientific methods of problem solving and
should render a clear, lucid, and systematic understanding of the scientific facts to the student (Kumar &
Pandey, 2015).
Realist approach to education is child-centered. It means that the method of teaching should be
appropriate to their child’s needs. The intellect of the child should be developed to enable him/her to know
the facts. They select subject matter according to the interest of the students and explain lesson objectives
in a way that is understandable to the students. According to realists, the child should be allowed to choose
subjects according to his/her ability to become successful in life. He/she should be taught what is useful in
his/her life. Subjects should be planned according to the needs of the society to enable the student to
adjust to changing social circumstances. The curriculum lays emphasis on science subjects such as physics,
chemistry, biology, etc. Realists believe that science gives students understanding of the real world (Sharma,
2002).
THE LEARNER
Learner is a functioning organism, which through sensory experience, can perceive the natural order of
the world. Learners, as viewedby many realists, are not free but are subject to natural laws and they should
be left to explore the world though their senses. Moreover, learner is an organism with a highly developed
brain. He/she has the ability to read meaning into his/her experience. He/she must be given freedom to
decide about his/her activities and how to execute them.
Dr. Harry Samuel Broudy stated that the role of education is to prepare the learner for “good life.”
According to him, to understand “good life”, one must study human nature and understand the dynamics
of healthy personality. He describes the learner by elaborating four principles which, according to him,
comprise the essence of the human self (Seetharamu, 2004).

1. Principle of self-preservation or appetitive principle. This has to do with the physiological base of
personality. Our appetite discloses the need of our tissues to maintain and reproduce themselves.
2. Principle of self-determination. It guides an individual to visualize reality and understand his/her
strengths and limitation. The individual would develop a “free-will” based on his/her reality-
perception. Free-will does not mean the ability to do whatever one desires. It is the means to carry
out well-thought-out decisions; it is the willingness to work hard, to avoid routine and to plan one’s
actions.
3. Principle of self-realization. The goal of self-realization is a present functioning of “self-perfecting”
continuing through each moment of our living, as long as there is “systematic use of our thinking.”
Education must enable an individual to actualize his/her potentials.
4. Principle of self-integration. This principle in selfhood keeps self-determination and self-realization
from going off in all directions. Self-integration refers to the integrated development of an
individual.
OBJECTIVES OF REALISM IN EDUCATION
The objective of education according to realism should prepare for actual living in a real world. In other
words, it is not to produce a scholar or a professional man, but to produce a man of the world of affairs. It
asserts that education should provide to the child with an insight which helps him/her make sensible
choices and decisions in order to lead a successful and pleasurable life. Realism wants that the natural
tendencies and activities of the child should not be repressed, and that the child should be helped to
develop up to his/her utmost perfection so that he/she may control the natural environment to his best
advantage.
The following are the objectives of realist education (Kumar & Pandey, 2015; Seetharamu, 2004):
1. Prepare the child for happy and successful life. The child should be made capable of making logical
analysis of the environment around them. He/she must be able to understand the logical sequence
of events. Education should be such that the child is able to solve his problems of life successfully
and lead a happy life promoting the welfare of society as well.
2. Prepare the child for real life. Realism recommends preparing child for real and practical life which
can be gained through senses, considering the external world is logically constructed out of sense
data.
3. Train the senses. Realism believes that fullest development of personality can be possible through
proper training of senses. The child will not have a proper knowledge about the material world
unless his/her senses are trained and improved properly through varied experiences.
4. Develop an attitude of experimentation. Realist recommends giving emphasize on the learning of
science subjects which can be learned effectively through experimental method. This method
prepares the child to face the challenges and to solve these by taking systematic procedures.

5. Acquaint the child with nature and social environment. A child is related both to the external nature
and the social environment. Hence, the child should be provided with full knowledge of both the
society and the external nature so that he/she is above to strike a balance between the two.
6. Develop vocational efficiency. Education should be to practical utility of child. Realism is in favor of
developing vocational efficiencies so that the child can prepare himself/herself for fulfilling
livelihood demands.
Realism in education is based on the belief that knowledge is a product of experience and observation.
Realists view the natural world as the primary source of knowledge and believe that learning should be
based on firsthand experience and observation of the world around us.
• Gain knowledge through observation and experience. Realism changed the traditional system of
bookish knowledge to gaining knowledge through senses according to the nature of the child and
capacity by the way of observation and experience. Observation method calls for education from
direct experiences so that all senses are involved in the learning process. This method increases the
strength of mind, knowledge, and experiences of learners.
• Use audio visual aids in education. Visual aids help teachers establish, explain, connect, and
associate ideas and concepts to make the process of learning more interesting, enjoyable, and
effective. Realists considers the objects as the basis of experience, so they started to use these
objects as means of teaching.
• Use of Socratic method. The Socratic Methodis a dialogue betweenteacher and students, instigated
by the continual probing questions of the teacher, in a concerted effort to explore the underlying
beliefs that shape the student's views and opinions.
• Use inductive method of teaching. Inductive method of teaching enables the learners to generalize
the truth from a particular fact. It encourages the construction of knowledge from specific to
general. At first, the object is shown to the learners and then its description is demonstrated. It
encourages learners to observe and experiment by means of their senses.
• Learn through field trip. Realism is in favor of learning by direct experiences. Realism prefers hands-
onexperience for the purpose of learning. It gives importance on field trips which facilitate learners
to correlate classroom learning with reality.
• Discourage rote memorization. Rote memorization requires the use of repetition to keep
information in the brain. Realism discourages rote learning and bookish knowledge. Learning must
be done using senses.

• Stress on scientific method. Realists asserts the use of scientific investigation in order to discover
truth. Through observation and experimentation, students can build knowledge to understand
natural phenomena which will help them to solve real-world problems. Teachers are encouraged to
try to understand everything from a scientific point of view and try to inculcate scientific attitude in
their students.

Task 1: Multiple Choose. Choose the letter of the correct answer.
1. Which of the following does not describe realism?
a. It emphasizes practicality and usefulness.
b. It focuses on skills and abilities.
c. It sees truth as relative.
d. It believes in absolute truth.
2. This form of realism explains that education should equip learners for a happy and successful life
as a man of the world.
a. Humanistic realism
b. Social realism
c. Scholastic realism
d. Sense realism
3. Which principle states the discovering of one’s potential?
a. Appetitive principle
b. Principle of self-integration
c. Principle of self-realization
d. Principle of determination
4. The following are the objectives of realism in education except for:
a. Develop good character.
b. Provide sensory training so that the child is able to have thorough knowledge of the external
world.
c. Inculcate scientific attitude to think logically.
d. Prepare child to lead a happy and contended life.
5. If you are realist teacher, you would probably teach:
a. Filipino values
b. Classical paintings
c. Philippine history
d. Plant biology
ASSESSMENT TASK

Task 2- Essay: Answer the following questions.
1. Briefly give insights that you have learned in each form of realism. Show their impact in our
education.
2. How does realism influence your educational beliefs and practices?
Bauzon, P. T. (2009). Fundamental philosophies of education. Mandaluyong City: National Book Store.
Kumar, H., & Pandey, S. (2015). Philosophical foundation of education. New Delhi: Vikas Publishing House.
Seetharamu, A. S. (2004). Philosophies of education. Ashish Publishing House: New Delhi.
Sharma, R. (2002). Textbook of educational philosophy, 2nd ed. New Delhi: Kanishka Publishers.
REFERENCES

• Analyze the essence and concept of Pragmatism.
• Describe the connotation of Pragmatism in Education.
• Identify the objectives of Pragmatism in Education.
• Determine the educative process of Pragmatism.
Pragmatism is….
• It emphasizes the applicability and utility of ideas in actual contexts.
• Focus on the practical consequences.
• Absolute truths are rejected by pragmatism.
• Learning via experience and inquiry.
• No permanent, impartial basis for knowledge, and both beliefs and knowledge are
open to question and revision.
SCOPE • Main focus and idea of the Philosophy of Pragmatism
• Need for Education
• The Learner's View of Pragmatism
• The Objectives of Pragmatism in Education
• What is the essence and concept of pragmatism?
• What is the impact of pragmatism in education?
• How does pragmatism describe a learner?
• What are the objectives of pragmatism in education?
• What is the educative process of pragmatism?
GUIDE QUESTIONS
Neil Sarmiento

OVERVIEW
A philosophical perspective known as pragmatism emphasizes the significance of practicality,
adaptation, and inquiry in comprehending the world. Explore its basic ideas, research famous pragmatic
theorists like Peirce, Dewey, and James, and comprehend the idea of truth as a utility in order to grasp its
fundamental knowledge. By rejecting ultimate truths and embracing ambiguity and fallibilism, pragmatic
thought encourages active research and experimentation.
Learners should also consider how pragmatism relates to other fields, including education, ethics,
politics, and aesthetics, and they should be aware of the importance of compromise and open debates in
dealing with difficult topics. Having hope for positive change can be cultivated by comprehending the idea
of meliorism, the conviction that human improvement can be achieved by active effort.
The focus of pragmatic thinking and problem-solving is on the real-world implications of decisions
and actions. Finally, students should investigate how pragmatism still has value in contemporary
philosophical thought and how it might help solve the problems and complexity of modern society. People
who embrace pragmatism's tenets can develop insightful perspectives on life and pursue meaningful
knowledge by being practical, adaptable, and flexible.
MAIN FOCUS AND IDEA OF THE PHILOSOPHY OF PRAGMATISM
The central tenet of pragmatism is the notion that an idea's truth or significance is established by
its application in real life or usefulness. Pragmatists hold that concepts are only true or incorrect in
proportion to their actual, tangible implications. In other words, whether or not a concept is valuable
depends on how well it actually executes.
The assumption that there is a fixed, objective reality that can be understood through logical
deduction or scientific investigation is rejected by pragmatics. Instead, they contend that knowledge must
be constantly changed and updated to account for new experiences and facts since reality is constantly
changing.
Inthe pursuit of knowledge, pragmatism emphasizes the value of experimentation, experience, and
observation. It also highlights the importance of action and addressing problems in philosophy as opposed
ESSENTIAL LEARNING

to metaphysical or abstract speculating. Pragmatists contend that theories should be put to the test in
actual contexts before being evaluated for their applicability.
NEED FOR EDUCATION
Due to its emphasis on problem-solving and practical experience, pragmatism is frequently seen as
a significant philosophy in the field of education. In education, pragmatism is essential for a number of
reasons.
• Focus on practical applications. Pragmatism places a strong emphasis on the value of tying
classroom instruction to practical experiences. This strategy aids students in comprehending how
their academic learning can be put to use in practical contexts.
• Problem-solving and critical thinking are stressed. Pragmatism encourages students to approach
challenges they experience in the real world critically and imaginatively. Students get the ability to
approach problems with an open mind and a willingness to attempt different ideas by putting a
strong emphasis on practical problem-solving.
• Collaboration and teamwork are important, and pragmatism highlights their value. Students gain
crucial social and communication skills that will be useful in their future employment by
cooperating on real-world tasks and finding solutions as a group.
• Adaptability. Pragmatism acknowledges that the world is ever-changing, and that knowledge and
skills must be updated frequently to keep up. Pragmatism equips students to be lifelong learners
who can adjust to new situations and challenges by placing a strong emphasis on flexibility and
adaptability.
Ingeneral, pragmatism is a useful educational philosophy because it emphasizes the significance of real-
world experience, critical thinking, teamwork, and adaptation. The 21st-centuryworld is changing quickly,
and kids will need certain abilities and qualities to flourish in it.
THE LEARNER'S VIEW OF PRAGMATISM
From the viewpoint of the learner, pragmatism has a number of benefits. Several ways that
pragmatism can assist students are listed below:
• Learning by doing. Pragmatism emphasizes the value of problem-solving and practical experience.
With this method, students can learn by doing, which has the potential to be more interesting and
productive than standard lecture-based training.

• Relevance to daily life. Pragmatism focuses on the applications of information in real life, which can
help learners find learning to be more relevant and meaningful. Students are more likely to be
motivated and interested in their studies when they can make a direct connection between what
they are learning and how it might be used in the real world.
• Participation. Pragmatism encourages students to actively engage in their own education. Learners
are urged to actively participate in the learning process by asking questions, looking for information,
and seeking out answers rather than just absorbing knowledge from an instructor or textbook.
• Personalization. Pragmatism understands that every student is distinct and that various learners
may benefit from various teaching methods. Pragmatism enables students to tailor their
educational experience to suit their unique needs and interests by highlighting the value of real-
world problem-solving and practical experience.
In general, emphasizing practical experience, connection to real life, active engagement, and
personalization, pragmatism can provide a more enjoyable and efficient method of learning from the
standpoint of the learner.
THE OBJECTIVES OF PRAGMATISM IN EDUCATION
The goal of pragmatism in education is to encourage meaningful, applicable, and practical learning
experiences that are relevant to and applicable in the real world. The necessity of relating educationto real-
world issues, circumstances, and results is emphasized by pragmatic thinking. Its goal is to give students
the knowledge, abilities, and attitudes they need to survive and prosper in today's complex environment.
Education's objectives under the pragmatist framework are:
• Possessing the capacity for critical thought and problem-solving is important for pragmatic
thinking. By helping students to examine, assess, and apply their information in practical
contexts, education aims to develop their critical thinking abilities. It attempts to provide
students with the tools they need to recognize issues, come up with creative solutions, and
make defensible choices.
• Encourage experiential and hands-on learning. Pragmatism emphasizes experiential learning
since it enables students to interact directly with the topic matter. In order to foster a deeper
understanding and a link between ideas and practical applications, education aims to give
students the chance to apply their academic knowledge in practical settings. Projects,
internships, simulations, and other experiential learning activities can help with this.
• Encourage flexibility and adaptability. Pragmatism understands that students must be flexible
in order to adjust to various situations and viewpoints. The goal of education is to increase
students' capacity for adaptability, open-mindedness, and responsiveness to new concepts and

problems. It motivates students to look for diverse answers, consider many points of view, and
modify their strategies in light of feedback and changing settings.
• Encourage social interaction and cooperation. Pragmatism emphasizes the value of social
interaction and cooperation in learning. The goal of education is to establish learning settings
that encourage conversation, cooperation, and group problem-solving. It enables students to
interact with peers, professors, professionals, and community members, allowing them to gain
knowledge from many viewpoints and develop their collaboration and communication skills.
• Link education to real-world contexts. Pragmatism places a strong emphasis on the applicability
and relevance of education to real-world circumstances. By giving students the chance to
investigate and interact with real-world issues and situations, education aims to close the gap
between theory and practice. It strives to prepare students to navigate and make a significant
contribution to the complexity and difficulties of life outside of the classroom.
The goal of pragmatism in education is to develop students who possess a sense of social
responsibility, critical thinking skills, practical knowledge, and adaptability. It strives to equip students with
the skills necessary to participate fully in society, solve problems, and effect positive change both locally
and globally.
According to pragmatism, learning is a process of growth and development that is oriented on the
experiences of the student and real-world problem-solving. Pragmatism holds that the main goal of
education should be to assist students in acquiring the knowledge and skills necessary to succeed in the
real world. The pragmatic educational method has the following salient characteristics:
• Pragmatism places a strong emphasis on the value of active engagement in the educational process.
Instead of merely absorbing material, students are urged to actively participate in their own
education. This means that students are urged to pose inquiries, look for clarification, and
participate actively in problem-solving.
• Problem-solving. Pragmatism places a strong emphasis on the value of addressing realworld
problems as a key component of education. Students are urged to take on real-world issues and
apply their acquired knowledge and abilities to come up with practical answers.
• Learning by experience. Experiential learning, or learning through doing, is highly valued by
pragmatism. This method enables students to interact with the content more meaningfully and to
comprehend the concepts they are learning on a deeper level.
• Learning in groups and through social media. Pragmatism understands thevalue of group and social
learning. Students are urged to collaborate on real-world projects and to talk to one another about

their thoughts and experiences. This method can assist students in gaining critical social and
communication skills that will be beneficial in their future employment.
In general, the pragmatic educational process is centered on assisting students in gaining the
knowledge and skills necessary to succeed in the real world. Active involvement, problem-solving,
experiential learning, social and collaborative learning, and learning by doing all contribute to this.

Task 1 – Multiple Choice: Choose the letter of the correct answer.
1. In education, pragmatism is essential for several reasons. Which of the following do not
belong?
a. Focus on practical applications
b. Reasonable experience is where knowledge comes from
c. Problem-solving and critical thinking are stressed
d. Collaboration and teamwork are important
e. Adaptability
2. In the pursuit of knowledge, pragmatism emphasizes the value of ___, ___, and ___.
a. experimentation, expression, and observation
b. expression, critical thinking, and experimentation
c. experimentation, experience, and observation
d. experience, truth, and reality
e. experimentation, experience, and expression
3. Education’s objectives under the pragmatist framework establish learning settings that
encourage conversation, cooperation, and group problem-solving.
a. Encourage experiential and hands-on learning
b. Encourage flexibility and adaptability
c. Encourage social interaction and cooperation
d. Link education to real-world contexts
e. None of the above
4. From the viewpoint of the learner, pragmatism has several benefits. What are those
benefits?
a. Learning by doing, Relevance to daily life, Participation, and Personalization
b. Learning by doing, Reality of Life, Participation, and Personalization
c. Learning by doing, Relevance to daily life, Personification, and Personalization
d. Learning by doing, Relevance to daily life, Patience, and Personalization
e. None of the above
ASSESSMENT TASK

5. Which of the following salient characteristics of the pragmatic educational method enables
students to interact with the content more meaningfully and to comprehend the concepts
they are learning on a deeper level?
a. Value of active engagement
b. Problem-solving
c. Learning in groups and through social media
d. Learning by experience
Task 2 – Essay: Examine the core tenets of pragmatism and how they differ from those of other
philosophical schools. Talk about the importance of truth as utility and how pragmatism rejects
absolute truths.
Dewey, J. (1938). Experience and Education. Indianapolis: Kappa Delta Pi.
James, W. (1907). Pragmatism: a new name for some old ways of thinking. London: Longmans, Green, and
Company.
Mead, G. H. (1934). Mind, self, and society: from the standpoint of a social behaviorist. Chicago: University
of Chicago Press.
Putnam, H. (1995). Pragmatism: an open question. Blackwell Publishing.
Rorty, R. (1999). Philosophy and social hope. London: Penguin Book
REFERENCES

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