Philosophy of education involves the union of philosophy and education. It examines the goals and methods of education through philosophical analysis. There are many philosophical perspectives on education such as essentialism, progressivism, pragmatism, and existentialism. These perspectives have different views on the nature and purpose of education and how students should be taught. The 1987 Philippine Constitution outlines goals for education such as inculcating patriotism, fostering love of humanity, and teaching citizenship.

1. PERSPECTIVESOFPHILOSOPHYOF EDUCATION IN THE CLASSROOM
PHILOSOPHY
isderivedfromthe Greekwords“philo”meaninglove,“sophos”meaningwiseand“sophia”which
meanswisdom.
It isthe questfortruth basedonlogical reasoningaside fromfactual observationof the nature's
multifariousphenomena
EDUCATION
derivedfromthe Latinwordeducare or educere whichmeantoleadforth.
it isthe processof acquiringknowledge (cognitive),habits,attitudes,interests(affective) andskillsand
abilities(psychomotor) andotherintangiblehumanqualitiesthroughtraining,instructionandself
activityandtransmittingthese vital elementsof
PHILOSOPHYOF EDUCATION
involvesthe unionof twodistinctyetinterwovenandequallyimportantdisciplineswhichsupplement
and complementeachother.
PHILOSOPHYOF PHILIPPINEEDUCATION
1987 CONSTITUTION - Article XIV Section3(2)
All educational institutionsshall inculcate patriotismandnationalism,
fosterlove of humanity,
respectfor humanrights,
appreciationof the role of national heroesinthe historical developmentof the country,
teachthe rightsand dutiesof citizenship,
HUMANISM
It was characterizedbythe revival of classical letters,anindividualisticandcritical spiritanda shiftof
emphasisfromreligioustosecularconcernsespeciallygivingmanultimate freedomtodetermine his
destiny.
It rejectedsupernaturalism,regardedmanasa natural objectand assertedthe essential dignityand
worthof man andhiscapacity to achieve self‑realization throughthe use of reasonand scientific
method.
REALISM
Realismisdefinedasthe type of educationinwhichnatural phenomenaandsocial institutionsrather
than languagesand literature are made the chief subjectsof study.
It arose as a reactionopposingnarrowhumanismandreligiousformalismthatheldeducationcaptive
for nearlythree centuries(1300's to 1600’s)
It isalso consideredasaneducational philosophywhichadvocatesthateducationshouldbe concerned
withthe actualitiesof life andprepare foritsconcrete duties.

2. DISCIPLINISM
Thistheoryalsoknownas formal discipline wasbaseduponAristotle's"faculty"psychologywhich
assertedthatthe mindis made upof certainfacultiessuchasmemory,reason,will,judgment,etc.and
each of whichneedsspecial activitiesforitstraininganddevelopment.
Thistheorymaintainedthatthe powerdevelopedinanyfacultybythe studyof a school subjectcanbe
usedequallywell inothersubjectsortomeetanyotherexperience inlife.
JohnLocke (1632 – 1704)
Believedthatthe mindof the childat birthis like a"tabularasa", or a blanktabletandexperiences will
be the onestowrite on that tablet
Advocatedthatmasteryof mathematicsandlinguistics ensuresmasteryof othersubjects.
RATIONALISM
Rationalismwasthe educationalphilosophyprevalentinEurope inthe latterpart of the seventeenth
century.
It tookits rootsduringthe periodknownasthe "age of reason"or "age of enlightenment."
Thisphilosophyclaimedthathumanreasonwasthe sole source of knowledge andthe sole determiner
whetherthingsoractionswere acceptable ornot.
Anythingthatdidnotconformto human reasoningshouldbe blatantly rejected.
NATURALISM
Naturalismisthe educational philosophywhichadamantlyopposedformalism.
Thisadvocatedthat educationshouldbe inaccordance withthe nature of the child.
All educational practicesshouldbe focusedtowardsthe natural developmentof all the innate talents
and abilities of the child.
JeanJacquesRousseau(1712 – 1778)
He wrote EMILE, a novel whichisnowconsideredasthe gospel of the child’seducational freedom
IDEALISM
Lays stresson the mental idea,intrinsicandspiritual value ratherthanphysical factor material value.
Idealismalsoclaimsthatman'sknowledgeisbasedonhismental state andthe mental stimulus
perceivedbyman'ssoul comesfroman infinitespiritwhichisGod.
AndGod is the "summumbonum"orthe highestgoodfromwhichall absolute good,beauty,andvalues
are found.
The idealistsclaimthateducationmustprovide forthe developmentof the mindof everypupil,andin
orderto realize this,the school mustconcentrate onintellectual,moral,judgment,andaesthetic
developmentof the students.
PRAGMATISM
isthe doctrine thatclaimsthat the meaningof a propositionoridealiesinitspractical consequences.
Thiscan be attributedtothe teachingsof ancientintellectuallikeHeraclitusof ancientEphesusandthe
Sophists.
Pragmatismineducationandinmodernperspectiveiscredited toProfessorJohnDewey,CharlesPierce
and WilliamJames,some of the mostfamousAmericaneducatorsandphilosophers.

3. PROGRESSIVISM
It isan equallynewapproachtothe philosophyof education.
Like pragmatism,itclaimsthatthe child'sgrowthanddevelopmentasanindividualdependonhis
experiencesandself‑activity.
Thisphilosophyemphasizesthateducational concernmustbe onthe child'sinterests,desiresandthe
learner'sfreedomas anindividualratherthanthe subjectmatter.
DEVELOPMENTALISM
“It takesa village toraise a child," – AfricanProverb
Developmentalist’sguidance hasencouragedparentsandteacherstobe lessassertiveandtoafford
childrengreaterfreedom.
It has encouragedlessenedparentinsistence onstudyandeffortinschool andon mature and
responsible behaviorgenerally.
Parentsare givento believe thatina developmentallyaccommodativeworld,frustrationanddelayed
gratificationare tobe minimizedwhileimmediatesuccessandsatisfactionare tobe maximized
Social DevelopmentTheory
LevVygotsky,borninthe U.S.S.R.in 1896, is responsible forthe social developmenttheoryof learning.
He proposedthatsocial interactionprofoundlyinfluencescognitive development.
Central to Vygotsky'stheoryishisbelief thatbiological andcultural developmentdonotoccur in
isolation.
Zone of Proximal Development
ThisphenomenaaccordingtoVygotskyis"the distance betweenthe actual developmentlevelas
determinedbyindependentproblemsolvingandthe level of potential developmentasdetermined
throughproblemsolvingunderadultguidance orincollaborationwithmore capable peers."
Simplyput,a studentcanperforma task underadultguidance orwithpeercollaborationthatcouldnot
be achievedalone.
The Zone of Proximal Developmentbridgesthatgapbetweenwhatisknownandwhatcan be known.
Vygotskyclaimedthatlearningoccurredinthiszone.
ESSENTIALISM
Essentialismreferstothe "traditional"or"Back to the Basics"approach to education.
It isso namedbecause itstrivestoinstill studentswiththe "essentials"of academicknowledgeand
character development.
The term essentialismasan educational philosophywasoriginallypopularizedinthe 1930s bythe
AmericaneducatorWilliamBagley
In education,itisa philosophyholdingthatcertainbasicideasandskillsordisciplinesessential toone's
culture are formulable andshouldbe taughttoall alike bycertaintime‑testedmethods.
PERENNIALISM
The perennialistsbase theirsupportof auniversal curriculumonthe view thatall humanbeingspossess
the same essential nature:We are all rational animals.
Perennialistsargue thatallowingstudentstotake vocational orlife-adjustmentcoursesdeniesthemthe
opportunitytofullydeveloptheirrational powers.

4. Aristotle andThomasAquinaswere famousperennialists
As Platomightclaim,byneglectingthe students'reasoningskills,we deprive themof the abilitytouse
their"higher"facultiestocontrol their"lower"ones(passionsandappetites).
Perennialistssuggestthatagreateremphasisbe placedonteacher-guidedseminars,where students
and teachersengage inSocraticdialogues,ormutual inquirysessions,todevelopanenhanced
understandingof history'smosttimelessconcepts.
EXISTENTIALISM
The existentialistshave noconcrete concepttosupportthe existence of Godor any absolute value.
Theybelievethatmanis the molderof hisowndestiny.
For themtruth isneverabsolute,butit isalwaysrelativetoeachindividualwhoisthe sole determinerof
the truth for himself,andeveryvalue isalwaysdependentuponthe free choice of everyman.
Theyfurtheradvocate that existence isthe basicvalue foreverymanandthe significance of everyvalue
liesuponthe circumstancespertainingtoman'sexistence.
Social Reconstructionism
Believesthatmanto a significantdegreeplanandcontrol hissociety,thatina democraticsocietythis
shouldbe done inthe publicinterest.
Aimisto improve andreconstructsociety;educationforchange andsocial reforms.