The document discusses the nature, scope and importance of the philosophy of education. It begins by defining key terms like philosophy, reality, ultimate truth, immediate truth, education, and philosophy of education. It then examines how philosophy is understood and its aims to achieve a comprehensive worldview. The document outlines how philosophy of education should consider both the individual and society. It also discusses how educational philosophy influences areas like the aims of education, curriculum, teaching methods, and theories of discipline. Finally, it presents factors to consider in formulating a Filipino philosophy of education such as the purpose of education and the roles of students, teachers and community.

1. Nature,
Scope &
Importance
of Philosophy
of Education

2. “A complete philosophy
includes a world view, a
doctrine of values, meanings
and purpose of human life.” –
(J.A. Leighton)

3. Definition of Terms:
Philosophy
Reality
Ultimate Truth
Immediate Truth
Education
Philosophy of Education

4. Philosophy
comes from the Greek word –”philo” and “sophos”,
which together means love and wisdom.
is sometimes considered as a group of theories or
system of thoughts by which it sought to understand
the world, its meaning and its values.

5. Philosophy
“It is the endeavor to achieve comprehensive view
of life and its meaning, upon the basis of the results
of various sciences.” – E. S. Amos
“Unusually stubborn attempt to think
clearly.”

6. Sound philosophy must take into accounts
Philosophy
Individual Society

7. Society
Consideration of society must include that society’s
conception of good life, its mores, and its folkways.

8. Individual
A conception of individual must take into accounts
his being biological organism and a national and
passionate creature.

9. Both Society and Individual are results
of interaction.

10. Reality
Reality is the state of things as they actually exist,
rather than as they may appear or might be
imagined.
Reality includes everything that is and has been,
whether or not it is observable or comprehensible. A
still broader definition includes that which has
existed, exists, or will exist.

11. Ultimate Truth
The ultimate Truth can be realized only through meditation, and not
theorizing or speculating.
The ultimate truth in Buddhism is how things really are.
They are ever-changing and dependent on circumstances.
The ultimate truth (in science) is that an observer sees particular
visual effects, dependent on the position of the moon and the Earth,
and dependent on the observer's position on the Earth.
All things in life are temporary. If going well, enjoy it, they will not last
forever. If going wrong, don’t worry, they can’t last long either.

12. Ultimate Truth
Ultimate truth (paramārtha-satya)—and that the reality of all the
objects of knowledge, the text says, is exhaustively comprised of the
two truths (Sde Dge, dkon brtsegs nga, 60b).
Ultimate truths of Buddhism are different from the conventional
truths of everyday life. This can be confusing for the thoughtful
person. For instance, they might think, if there is no self theory in
Buddhism, how come I write referring to myself and to others? One
reason is that writing which does not refer to the self is difficult to
understand.

13. Immediate Truth
Immediate truth – Temporal contiguity between a cognitive
problem and its solution determines experienced veracity of
the solution
Immediately implies the statement, It is objectively true that
nothing anyone ever says is objectively true.
To be acquainted with something is to be directly and
immediately aware of it, without the action of an
intermediary.

14. Immediate Truth
Russell defines immediate knowledge of truths as
intuitive truths. These are concepts that, to Russell, are
so clearly self-evident that we just know they must be
true. “1 + 1 = 2” is an example of such a self-evident
truth. Derivative knowledge of truths involves
deduction and inference from immediate, self-evident
truths.

15. EDUCATION
Education is a continuous process of experiencing
and of revising or reorganizing experiences.” – Dr.
John Dewey
Education is a cultural process by which successive
generations of men take their places in history.

16. EDUCATION
“Education is the sum of all equities acquired through
individual maturation and social training.” – Webster
The aggregate of all processes by which person
develops ability, attitudes, and other forms of
behavior of practical values, in the society in which
he lives in.

17. Philosophy of Education
Serves as the Alpha Omega or the beginning and the
end of teaching and learning.

18. Philosophy of Education
Considered with what ought to be in educational
practice.
Suggests the necessity for all educational disciplines
to follow direction and philosophy to be effective and
meaningful.

19. Philosophy of Education
Gives direction and points of destination to the
teachers, administrators, and supervisors in
formulation their educational aims and
objectives to be achieved, in selecting and
organizing subject matters to be taught, in
selecting methods of teaching and techniques
to be used and evaluate the results of teaching
and learning.

20. Educational
Philosophy

21. Aims and Ideals of Educational Philosophy
Education critically evaluates the different aims and ideals of
education. These aims and ideals have been prorogated by
various philosophers in different times. They
are character building, man making, harmonious human
development, preparation for adult life, development of citizenship,
utilization of leisure, training for civic life, training for international
living, achieving social and national integration, -scientific and
technological development, education for all, equalizing educational
opportunities, strengthening democratic political order and human
source development.

22. The aims of the philosophy of education are synthesized in the
multifaceted development of personality. Most of modern and
contemporary philosophers of education in both the East and the
West accepted the aim of philosophy of education as to be the all
round development of personality. All round development consists of
all the aspects - physical, mental, moral, social, emotional and
spiritual.
These and other aims of education presented by educational
thinkers in different times and climes are scrutinized and evaluated.
Thus, philosophy of education critically evaluates different aims
and ideals of education to arrive at.

23. Interpretation of Human Nature:
A philosophical picture of human nature is a result of
the synthesis of the facts borrowed from all the human
science with the values discussed in different
normative, sciences. The philosophical picture,
therefore, is more broad as compared to the picture of
man drawn
by biology, sociology, psychology, economics and
anthropology and other human science.

24. Educational Values:
Value is typically a philosophical subject since it is more
abstract, integral and universal. Philosophy of education not
only critically evaluates the values but also systematizes them
in a hierarchy. Educational values are' determined by
philosophical values. Educational values
propagated by different philosophers have been derived from
their own world, view and their outlook on the purpose of
human life.

25. Theory of Knowledge:
Education is related to knowledge. It is determined by
the source, limits, criteria and means of knowledge. The
discussion of all these falls within the jurisdiction of
epistemology, one of the branches of philosophy,
therefore, an important area of the functioning of
philosophy of education is related to theory of
knowledge.

26. Relationship of education and various area of national life
and various components of the system of education:
One of the most important contributions of the philosophy
of education to the cause of education is the provision of
criteria for deciding the relationship of state and education,
economic system and education, curriculum, school
organization and management, discipline etc. The criteria of
judgment everywhere are determined by philosophy;
therefore, philosophy of education provides the criteria for
critical evaluation and judgment in these fields.

27. Aims and Functions of Philosophy of Education
 To Account for the Trite Nature of Man
 Identification and Justification of a Comprehensive World View
 To Guide in the Development of a Broad and True concept of
Education
 To Identify and Justify a Comprehensive Educational
Programme

28.  To Identify and Justify the Basic Principles of Teaching
 To Identify and Justify the Basic Principles of Education
Evaluation
 To have Students Secure the Ability in Tackling Critical
Issues and Problems of Education
 To Guide Students so as to Develop Their Personal
Philosophies of Education

29. Influence of Educational Philosophy in the

30. Philosophy of education influences the
aims of education
The aims and ideals of education, too, are
determined by the philosophy of education a country
believes in. Different philosophies of education have
different views on education.
A country that tends to believe in the philosophy
of idealism will stress on creating a spiritual
environment in the school as that pupils develop
spiritual values and attain self-realization.

31. Philosophy of education influences the
aims of education
Naturalism will like to see that the child is made
to learn from nature in a natural way and realizes his
potentialities. Pragmatism does not accept any
universal or eternal and preconceived aim of
education. Like that
aims of education are necessarily influenced by the
philosophy of education.

32. Philosophy of education influences the
curriculum
What should be taught in the schools is also
influenced by the kind of philosophy of education a
society supports. Various philosophies of education
advocate differing views on curriculum Naturalism, for
example, lays stress on subjects that help in self-
expression and self- preservation. It advocates
teaching of basic sciences, physical and health
education.

33. Philosophy of education influences the
curriculum
Idealism emphasizes teaching of higher values
through ethics, religion, art and subjects of
humanities. Pragmatism focuses on child-centered
curriculum consisting of activities and based on child’s
experience.

34. Philosophy of education influences
teaching methods
Methods of teaching, too, are influenced by the
philosophy of education a society adopts. A system of
education based on naturalism stresses learning by
doing, learning through experience and learning
through observation.

35. Philosophy of education influences
teaching methods
Societies which tend towards idealism prefer to
have a system of education which prescribes rigid
methods of teaching such as lecturing and prefer
learning through imitation, memorization and
discussion. Pragmatism stresses problem solving and
project methods of teaching.

36. Philosophy of education influences
theory and practice of discipline
The concept of discipline and its practice also are
influenced by the philosophy of education. To
naturalists discipline is to be learnt by natural
consequences. The child enjoys maximum freedom.
Self-discipline is preferred to external control.

37. Philosophy of education influences
theory and practice of discipline
The idealists on the other hand wish to enforce
discipline through cultivation of higher values, moral
and religious teachings and strict control over the
child. In the scheme of the pragmatists, there is no
place for punishment and discipline is learnt through
moral training which is based child’s experience
gained through various kinds of school activities and
programmers.

38. Philosophy of education influences
theory and practice of discipline
The idealists on the other hand wish to enforce
discipline through cultivation of higher values, moral
and religious teachings and strict control over the
child. In the scheme of the pragmatists, there is no
place for punishment and discipline is learnt through
moral training which is based child’s experience
gained through various kinds of school activities and
programmers.

39. In the same way several other aspects
such as the place of the child in education,
the importance of the teacher, preparation
of textbooks, etc., are influenced by the
philosophy of education adopted by a
system of education.

40. Factors to be considered in
the formulation of a Filipino
Philosophy of Education

41.  the purpose of education
 the role of the student in
education
 the role of the teacher in
education
 the role of the teacher in the
community

42. Why do you want to Teach?
What is the purpose of education?
What is your role as an educator?

43. Whom are you going to Teach?
Specifically, how will you reach the wide
diversity of children that you will have
in your classroom?
How do you define your community of
learners?

44. How and What are going to Teach?
What are your beliefs about how children learn?
How will these beliefs impact your teaching? for example ....
◦ classroom management
◦ instructional strategies
◦ curriculum design
◦ assessment
How do you balance the needs of individual learners with the needs
of the entire class
What are your goals for your students?

45. Where are you going to Teach?
How will you bring a global awareness
into your classroom?
What will be your relationship with the
community, parents, teaching
colleagues, administration?

46. References:
https://www.scribd.com/presentation/358475496/Philosophy-Definition-of-Terms
http://www.academia.edu/8881173/MEANING_SCOPE_and_FUNCTIONS_OF_PHILOSOPHY_OF_
EDUCATION
http://shodhganga.inflibnet.ac.in/bitstream/10603/68349/6/06_chapter%201.pdf
http://www.publishyourarticles.net/knowledge-hub/education/how-does-philosophy-influence-
the-field-of-education/5170/
http://www.edulink.org/portfolio/philosophies.html

47. PAUL JOHN R. DE LAS ALAS
ALLYSA MYKA L. CABRIGA