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1. PHILOSOPHICAL FOUNDATIONS
OF EDUCATION
Prepared by:
JONATHAN D. PATIU, LPT
DBM MAED EM-1A
DR. GLORIA GIGANTE
Professor

3. IHOPHISOPLA
LOVE AND WISDOM

4. PHILOSOPHIA

5. CILOG
REASONING

6. LOGIC

7. MSILAINNEREP
FOREVER

8. PERENNIALISM

9. EMISTENITALISX

10. EXISTENTIALISM

11. EBHAVIRISMO

12. BEHAVIORISM

13. SROGRPESIVISM

14. PROGRESSIVISM

15. TESENIALISMS

16. ESSENTIALISM

17. SCNTRUCOTIVISM

18. CONSTRUCTIVISM

19. 2.1.1 Philosophy defined
2.1.2 Branches of
Philosophy 2.1.3
Philosophies of Education
PHILOSOPHICAL FOUNDATIONS OF
EDUCATION

20. PHILOSOPHY
PHILOSOPHIES
OF EDUCATION
BRANCHES OF
PHILOSOPHY

21. WHAT IS
PHILOSOPHY?

22. It is the study of general and
fundamental problems, such
as those connected with
existence, knowledge, values,
reason, mind, and language.
PHILOSOPHY

23. PHILO SOPHIA
LOVE WISDOM
love of wisdom

24. PHILOSOPHIA

25. PHILOSOPHER
A philosopher is a person who
practices or investigates
philosophy. The term
philosopher comes from the
Ancient Greek philosophos,
meaning 'lover of wisdom'

26. METAPHYSICS
EPISTEMOLOGY
LOGIC
BRANCHES OF PHILOSOPHY
AXIOLOGY

28. EPISTEMOLOGY Epistemology is
the branch of
philosophy that
considers how
people come to
learn what they
know.

32. METAPHYSICS
Metaphysics is
the study of
the nature of
reality or what
sorts of things
are real.

36. AXIOLOGY
Axiology is the
branch of philosophy
that considers the
study of principles
and values.

37. Ethics – deals with study of
rightness and wrongness of an
action.
Aesthetics – concerns the theory
of art and beauty.
AXIOLOGY

39. Logic is concerned
with the principles of
correct reasoning.

42. METAPHYSICS-
study of reality and
existence
EPISTEMOLOGY- study
of knowledge
LOGIC - study of the
principles of correct reasoning
BRANCHES OF
PHILOSOPHY
AXIOLOGY – study of
values

43. PHILOSOPHIES OF EDUCATION

44. PHILOSOPHIES OF EDUCATION

45. PROGRESSIVIS
M
EXISTENTIALISM
ESSENTIALISM
PERENNIALISM
PHILOSOPHIES OF
EDUCATION
BEHAVIORISM CONSTRUCTIVISM

46. EXISTENTIALISM  Existentialism is a
philosophy of
human nature that
identifies people as
having free will to
determine the
course of their lives.

47. EXISTENTIALISM JEAN PAUL SARTRE &
SOREN KEIRGERAAD
“Existence precedes essence”

48. EXISTENTIALISM
Philosophy of Subjectivity

49. EXISTENTIALISM People are free to
choose what to
make of their lives
and their individual
passions are what
drive them.

50. EXISTENTIALISM
Why Teach?
The concern of Existentialists:
• Help students
understand and
appreciate themselves.
• To be taught how to
accept complete
responsibility for their
thoughts , feeelings and
actions.

51. EXISTENTIALISM
Why Teach?
The existentialist teacher’s
role:
• To help students define
their own essence.
- by exposing them to various
paths they take in life.
- by creating an environment
in which they freely choose
their own preffered way.

52. EXISTENTIALISM
Why Teach?
The existentialist teacher’s
role:
* Since feeling is not
divorced from reason in
decision-making, the
existentialist demands the
education of the whole
person, “not just the mind”

53. EXISTENTIALISM
What Teach?
• Students are given a wide
variety of options from
which to choose from.
• The humanities, however,
are given tremendous
emphasis to “provide
students with a vicarious
experience that will help
unleash their own creativity
and self-expression.

54. EXISTENTIALISM
What Teach?
• Teacher – helps students
define their essence.
• Holistic development –
make good decisions
• Learner - Centered
- student’s interests and
needs
- students – emphasis not
the curriculum.

55. EXISTENTIALISM
How to Teach?
• Teachers should not
impose values too since
values are personal.
• Learning is self-paced
and self-directed
• Teachers are merely
facilitators

56. ESSENTIALISM
Education is the
educational
philosophy of teaching
basic skills. This
philosophy advocates
training the mind.

57. ESSENTIALISM WILLIAM BAGLEY &
JAMES KOERNER
“Essence precedes existence”

58. ESSENTIALISM Why Teach?
• Because there is
already a life prepared
for everyone, the role
of the teachers is to
teach learners the basic
basic knowledge, skills
and values.

59. ESSENTIALISM Why Teach?
• Traditional approach
or Back to Basic
approach that
emphasizes the basic
skills or the
fundamental 4 R’s.

60. ESSENTIALISM Why Teach?
• Math, Natural
Science, History,
Foreign Language
and Literature.

61. ESSENTIALISM Why Teach?
• Teacher-centered everything
comes from the teacher.
• Teachers – fountain of
knowledge, paragon of
virtues.
• Mastery of subject matter.
• Rely on the prescribed
textbooks.

62. ESSENTIALISM Why Teach?
• Methods: drill
method, lecture
method,
memorization and
discipline

63. BEHAVIORISM
 Behaviorism
focuses on the idea
that all behaviors
are learned
through interaction
with the
environment.

64. BEHAVIORISM
JOHN WATSON &
B.F. SKINNER
• Human beings – shaped
by the environment.
• Man – neither good nor
bad

65. BEHAVIORISM
Why teach?
• Behaviorist schools
are concerned with
the modification and
shaping of students.

66. BEHAVIORISM
How to teach?
• Teachers create a classroom
atmosphere/classroom climate
that is conducive to learning.
• Physical Climate: light,
temperature, arrangement of
furniture, size and quantity of
visual aids.
• Psychological Climate: feeling
of students in the presence of the
teachers and their classmate –
respected, welcomed, supported?

67. BEHAVIORISM
How to teach?
• Teachers ought to make
the lesson as clear and
interesting as possible
to capture and hold the
learners’ attention.

68. BEHAVIORISM
How to teach?
• Power of positive
reinforcement and
appropriate incentives
to eliminate negative
ones.
- Tangible
- Intangible

69. BEHAVIORISM
How to teach?
• Power of positive
reinforcement and
appropriate incentives
to eliminate negative
ones.
- Tangible
- Intangible

70. PERENNIALISM
 Perennialism is a
teacher-centered
educational
philosophy that
focuses on
everlasting ideas and
universal truths.

71. PERENNIALISM
ROBERT HUTCHINS &
MORTIMER ADLER
• Ageless, Eternal,
Unchanged
• Truth – Universal does not
depend on circumstances
of time, place, and person
(transcendent truths and
values)

72. PERENNIALISM
Why Teach?
• We are all rational
animals. Schools
should, therefore,
develop the students’
rational and moral
powers.

73. PERENNIALISM
What Teach?
• According to Aristotle, if
we neglect the students’
reasoning skills we
deprive them of the
ability to use their higher
faculties to control their
passions and appetites.

74. PERENNIALISM
Why Teach?
• The perennialist
curriculum is a universal
one on the view that all
human beings possess the
same essential nature.

75. PERENNIALISM
Why Teach?
• Humanities, general
education.
• There is less emphasis
on vocational and
technical education.

76. PERENNIALISM
Why Teach?
• What the perennialist
teachers teach are lifted
from the Great Books.
• History, religion, literature
(Past ideas-relevant)
Understand the great work
of civilization.
• Curriculum based on
recurrent themes.

77. PROGRESSIVISM
Progressivism is a
philosophy of education
that emphasizes the need
for students to learn
through their own
experiences and be
actively involved in their
own learning process

78. PROGRESSIVISM JOHN DEWEY
“Learning by Doing”
• Contrasted – essentialism
and perennialism.
• Change and Growth
• Learners enlightened and
intelligent to fully live
NOW.

79. PROGRESSIVISM Why Teach?
• Progressivist teachers
teach to develop
learners into becoming
enlightened and
intelligent citizens of a
democratic society.

80. PROGRESSIVISM Why Teach?
• This group of teachers
teach learners so they
may live life fully
NOW not to prepare
them for adult life.

81. PROGRESSIVISM What to Teach?
• The progressivists are
identified with a need-based
and relevant curriculum.
• This is a curriculum that
“responds to students’
needs and relate to students
personal lives and
experiences.”

82. PROGRESSIVISM What to Teach?
• Progressivists accept the
impermanence of life and
the inevitability of change.
• Change is the only thing
that does not change.

83. PROGRESSIVISM How to Teach?
• Book learning is no
substitute for actual
experience.
• One experiential teaching
method that progressivist
teachers heavily rely on is
the problem-solving method.

84. PROGRESSIVISM How to Teach?
• Methods: “hands-on-
minds-on” teaching
methodologies such as
field trips, games, and
puzzles.

85. CONSTRUCTIVISM JEAN PIAGET
• He identified the process
of assimilation and
accommodation that are
key in this interaction as
individuals construct
new knowledge from
their experience.

86. CONSTRUCTIVISM
• Assimilation
– absorbing new
information and
experience and
incorporate them into
our pre-existing ideas
(schema)

87. CONSTRUCTIVISM
• Accomodation
– process in which
new information
replaces old beliefs.

88. CONSTRUCTIVISM Why Teach?
Constructivist sees to
develop intrinsically
motivated and independent
learners adequately equip
with learning skills for
them to be able to construct
knowledge and make
meaning of them.

89. CONSTRUCTIVISM What to Teach?
• The learners are taught
how to learn.
• They are taught learning
processes and skills such as
searching, critiquing and
evaluating information,
drawing inferences posting
questions out of the
information provided.

90. CONSTRUCTIVISM How to Teach?
• The constructivist
classroom is
interactive. It
promotes dialogical
exchange of ideas
among learners and
between teachers and
learners.

91. CONSTRUCTIVISM How to Teach?
• The teacher’s
role is to
facilitate this
process.

92. THANK YOU
FOR
LISTENING!