The document discusses various philosophies of education including Eastern, Idealism, Realism, Pragmatism, Naturalism, Rationalism, Perennialism, Postmodernism, and Empiricism. Each philosophy has key philosophers, principles, aims of education, methods used, and influence on curriculum. The philosophies provide different perspectives on the purpose of education and how learning and the acquisition of knowledge should occur.

1. Detailed Paradigm in Philosophy of Education
Philosophy Philosophers Philosophical Principles Aim of Education Methods of Education Curriculum Personal Assessment
Eastern Philosophy No exact known founder rather it Indian philosophies which To provide information about the Emphasis on oral traditions(like The eastern philosophy focused
just came out as a way of life includes Hinduism, Buddhism forces of nature so that one could yoga, nirvana, rituals, meditations on their respective principles and
base on definite set of doctrines and Jainism best deal with them etc.) and the reading of sacred rules particularly in Asian country.
on Indian philosophy literature The nature and practices served
People, Wealth and education as as their medium for enlightment
Kung Fu-Xi, Meng-Xi, Lao-Xi, the three essential element s of and salvations. These will be the
Lao-Xi, Xuang-Xi and Mo-Xi any country Acquisition of knowledge towards Used sacred books for Judaism, basis for their way of life.
spiritual salvation and fulfillment Islam, and Christianity
Golden Mean
Practice the virtues of li, vi, Moral and spiritual formation of They prefer passive learning
Hsiao, and cheng-ming the people
Taoism (natural simplicity, Emphasis on conformity and
effortless action, spontaneity and originality on some rules.
compassion)
Practice the virtue of wei-wu-wei
Ulititarian
Influence by Confucius, Imprint in the areas of social
Buddhism, neo-Confucianism structure, government
and Western philosophers as well organization and ethics for
as Taoism on Japanese Confucianism
philosophy
The Buddhism influence on the
impact of psychology,
metaphysics and aesthetics
Understanding of virtue and the
nature of the social self,
metaphysical and epistemological
influence of neo-Confucianism

2. The epistemology, social
philosophy and philosophical
anthropology are the fundamental
issues of Western philosophy
Zen Buddhism(proposes to
discipline the mind and seeks the
freedom of the mind)
Muhammad (the prophet of Allah) Teachings from Quran which
Abu Bakr leads to total support
God and Abraham Revolves around the study and
observance of God’s laws and
commandments as written in
Torah
Government from Rome to Teachings of Christianity based
Constantinople on the life of Jesus Christ and
govern human relationship based
on universal brotherhood
Martin Luther and Huldrych They are the Western Christianity
Zwingli emphasizing on corruptions such
as simony, Episcopal vacancies
and the sale of indulgences
Incorporate doctrinal changes
such sola fides and sola scriptura
Idealism Plato To reminisce our knowledge of Focused on the search for truth, Guide the learner along the In order to search for the truth
the real world and free self-realization and character correct path towards the Infinite and reality, the idealist leads to
themselves from a concern with development in order to open the soul to God revolve the process on
matter so they can advance knowledge and idea where all
towards the God Attainment of the true knowledge Encourage to ask questions and matter depends. The virtue,
found in spiritual world provide a suitable environment order, synthesis and Universal
for learning/Self-education laws are the foundation of true
Socrates To know the good is to do the knowledge
good and knowledge is a virtue; Stress classical studies/teach
hence, ignorance is a vice students to think

3. St. Augustine of HIppo Lead people back to an Developed curriculum centered
awareness of a union with the around five studies: mathematics
source from which all things and physics, literature and art,
come biology, grammar and history
Rene Descartes To search for the idea that is true
and indubitable, this will also
serve as the foundation of all
knowledge.
He used the method of Universal
Skepticism and the idea of
“Cogito, ergo sum”
George Berkeley All existence depends on some
mind to know it. If there are no
minds, then nothing would exist
unless they are perceived by
God(Material Realism)
Immanuel Kant Real knowledge is possible
What the human mind can
perceive is the phenomenon but
not the noumenon
Friedrich Hegel Nature is the otherness of idea,
its opposite, or we may say, the
difference between value and fact
The final stage of synthesis of
idea and nature is spirit, and this
is where the Final Absolute is
encountered
Josiah Royce Purposes are incomplete without
an external world in which they
are idealized, and the external
world is meaningless unless it is
the fulfillment of such purposes

4. Realism Aristotle The purpose of humanity is to Self-preservation Lecture method The realization of all the influence
use the ability to think of idealist from a well-defined
To help individual understand Rhythmic flow of education: process, preparation, association,
Balance is central and know the world in order to Stage of romance, Stage of generalization and application. In
use it to ensure our own survival precision, and Stage of lieu with these the mind accept
The chief good is happiness but generalization the real happiness from the
happiness is dependent upon a The practical side of education environment or nature
virtuous and well-ordered soul and their concept of practical Formal Steps of learning:
includes moral and character preparation, presentation,
development association, systematization-
St. Thomas Aquinas All truths were eternally in God generalization and application
Prepare both boys and girls for
Emphasis in the education of the concrete duties of practical living Supports competency,
soul upon three camps: Verbal accountability and performance-
realism, Social realism, and based teaching
Sense/Scientific realism
Francis Bacon To rid our minds of various idols
before, which clod our thinking:
Idol of the Den, Idol of the Tribe,
Idol of the Marketplace and Idol
of the Theater
Breaking away from dead ideas
of the past and begin by using
the method of induction
Alfred North Whitehead Believed that reality is a process
Reconcile some aspects of
idealism with realism
Bertrand Russell Universal is characterized by
pattern but this can be verified
with precision and analyzed
mathematically
Pragmatism Heraclitus of Ephesus The idea of opposites; the soul Education is a necessity of life They used core approach method The development comes to
and water, water and earth, day individual changes upon their
and light, winter and summer, Education should not be looked Activity-oriented approach, respective thinking and
etc. Constituted for him as the upon as preparation for life but as motivation, experimental method capacities. Even if they are too
life itself and project method permissive, there’s a chance for

5. stages in the process of eternal Education is growth , it should be Believed in diversified curriculum the learner to incorporate all the
change pervading all things something that assists social and flexible methods necessities
renewal
Protagoras of Abdera and Described reality as fire and held
Gorgias of Sicily(The Sophists) that all things are exchange for
fire and fire for all things
Developed the idea that nothing
could be certainly known to be
true
Skepticism and agnosticism
Nothing exists, if anything did
exist it cannot be known and if
something can be known it would
remain a secret since the known
thing cannot be communicated
All things change as knowledge
came all from sense of
perception
Man is the measure of all things
Francis Bacon Inductive method and the idea
that science as a social pursuit
Believed that the consequences
that follow the application of a
moral belief determine the truth
or falsity
Jean Jacques Rousseau Individuals were basically good
but corrupted by civilization
Connection between nature and
experience

6. Attention to the nature of child
development and his belief in the
inherent goodness of people set
the stage for contemporary child-
centered education
Auguste Comte Naturalism which regards laws
and relations as fundamental
rather than physical or spiritual
substance
The three stages of progress:
theological, metaphysical and
positive
Regarded the mathematics as
the basis of all the sciences
Charles Sanders Peirce True knowledge of anything
depends upon verification of our
ideas in actual experience
Resolved the problem of dualism
of mind and matter
William James The idea of workability upon the
truth of an idea. Truth is not
absolute and immutable; rather it
is made in actual, real-life events
There is no truth, reality, or
Absolute, but as his study of
experience revealed to him, the
universe is open-ended,
pluralistic and in process
John Dewey Believed that there were no
absolute or universals and his
primary datum was experience

7. Naturalism Jean Jacques Rousseau It is an approach that proceeds Preservation of the natural Emphasized physical education Even if the naturalism is limited
from an analysis of reality in goodness and virtue of the and health training for a large number of learners it is
terms of natural forces (heredity, individual and the formation of a still adaptable to all individuals
environment, physical drives) society based upon the natural Tutorial system because of its uniqueness in the
individual rights natural phenomenon. No huge
Natural laws of human Emphasis on making the child the hassle may encounter because of
development, free from all that Natural rights center of the educational process its impact in the nature and
was artificial personal drives
Man is by nature good and
virtuous
Reconstructionism Theodore Brameld Social change involves both a Emphasized the need for change Directed toward arousing interest There’s a need to reform the
reconstruction of education and in public activism school and society by means of
the use of education in Make educators engage the preceding philosophies which
reconstructing the society themselves in the educational Teachers must be free from their make the society as its best and
reforms own passivity and from their fears modern. Everyone should involve
They are pragmatic and promote about their participation for in some social responsibilities
scientific method, problem The world community, change and social needs for continuous
solving, naturalism and brotherhood and democracy are reform
humanism the three ideals tin order to Emphasis on truth, brotherhood
organize reform in school and and justice as world curriculum
society
Studies the world history
They want teacher to be
internationally oriented and
humanitarian in their outlook
Involved in both community and
world affairs
Progressivism John Dewey Education should focus on the Emphasis is placed on the Students’ interests and questions The main purpose is child-
whole child; rather than on the process on how comes to know centered so it is possible to
content or on the teacher connect the interest in the
Always held that the school environment for further progress
Students should test ideas by should improve the way of life of
active experimentation our citizens through experiencing
freedom and democracy in
schools

8. Believed that the learner is a
problem solver and thinker, who
make meaning through his/her
individual experiences
Futurism Alvin Toffler Technology is a major force To transform the organizational Mobile education The rise of modernization starting
behind the accelerative thrust structure of the educational on the present conditions down to
system Super-industrial education future trends. This is to lessen
Impart knowledge to a child of the heavy task of human on
how long things last Revolutionize its curriculum Abstractions of textbook in formal physical materials and promote
application in life globalization.
Continuing urbanization and Encourage a more future-focused
geographical mobility orientation
Focus from the present to the
future
Marxism Karl Marx Believed that human society must Solidarity Physical science and grammar The development of technology
move from Capitalism to should be the only subjects and skilled individual occurs in
Socialism and eventually to Perspective social taught in school this period. Industrialization takes
Communism transformation a lot of focused for social
Advocated technical and consciousness.
Focused that materialism should industrial education
be used in arranging the practical Mold a socialist consciousness
affairs of humanity and civil and socialist society
society
Postulated the idea of surplus
value
Francis Bacon Maintained that science is a tool
for creating new knowledge for
advancement
Thomas Hobbes Believed that science is the
process of discovering and
studying the laws of motion and
their effect on material bodies

9. John Locke Initiated the philosophy of
progress which human nature is
basically malleable and can be
shaped and formed
Etienne Condillac Imposed the doctrine of
sensationalism, maintained that
human activities and thinking
processes are matters of
experience and habit (whole
development of humanity
depends on education and
environment)
Claude Adrien Helvetius Education can be used to bring
about human perfection
Henri Saint-Simon Upheld industrialization and
pushed for the scientific study of
industry / Industrial doctrine
Charles Fourier Human perfectability/ Perfection
by Association
Robert Owen’s Sowing the seeds of a
cooperative social system
David Ricardo Believed that productive labor is
one of the primary bases of
wealth
Rationalism Socrates To designate any mode of To free the intellect from all Focused on intellectual training The idea of rationalist contributed
thought in which human reason repression imposed by the (creative thinking and reason and on the true value of the mind over
Rene Descartes holds the place of supreme shackles of religious, social, and the use of the inductive method in the distinct power of it. This will
criterion of truth political authoritarianism making generalization) make the individuals a servant of
Gottfried Liebniz their own
Understand the world, they first Enable the individuals to control
Immanuel Kant need to understand themselves all aspects of his life guided by
reason

10. Established the principle of pre- Create an aristocracy of family,
established harmony, in order to position, church, and blood
account for apparent causality in
the world Envisioned an education only for
the upper classes
Human person is an autonomous
self-regulating will capable of
making moral decisions
Perennialism Robert Hutchins Has a conservative/traditional Truth is universal and does not Subject-centered Greatly influence by realism so
Realism philosophers view of human nature and depend on the circumstances of therefore searched for the truth
education place, time or person Uses mastered discipline on human nature and education.
They were also constantly
Truth is universal and Good education involves a universal on the understanding of
unchanging, and therefore, a search for and an understanding rationalist.
good education is also universal of the truth
and constant
Truth can be found in the great
work of civilization
Education is a liberal exercise
which develop the intellect
Develop the power of thought
Postmodernism Friedrich Nietzsche Originally a reaction to Response to the dilemmas posed Critical theory, philosophy, The relation and reaction on the
modernism by modern education in architecture, art, literature, and society, economy, family,
sustaining the concept of culture education and truth are more
Referring to non-art aspects of knowledge, truth, and the good transparent. Little by little , the
history that were influenced by Postmodern approach/pedagogy wide-ranging set of developments
the new movement (evolutions in Level of knowledge production occur in this period for such
society, economy, and culture) conflict is largely influence
Contributed much to our
developing less prejudiced
understandings

11. Empiricism Avicenna Emphasizes the role of Asserts that the mind is not a Experimentation We can claim the fact that
John Locke experience, especially sensory blank slate at birth therefore empiricism and rationalism are
George Berkeley perception, in the formation of obtained from experience and the self-contradictory in the sense
David Hume ideas, while discounting the senses that knowledge must be based on
notion of innate ideas the experience upon perception
and experimentation before we
To know-how or procedural conclude or say it is true and real
knowledge, rather than
propositional knowledge
Developed further the theory of
tabula rasa
Knowledge is entirely dependent
on sensations for all its materials
other than the notions we have of
God and ourselves
Necessary connection between
cause and effect is based on
habit and custom rather than
reason or observation
There is no pure reason and that
all knowledge is a posteriori and
derives from sense experience by
induction
Phenomenology Edmund Husserl Phenomena is more important Emphasizes the possibility as a Construct an educational method Provides the learner a better way
than the ideas goal in education (human being is that provides openness of prevailing nature of education
Martin Heidegger always in a state of becoming) and guide them to internalize the
Subject-object relationship Involves methodology knowledge for their own.
Maurice Merleau-Ponty Learners construct the best life- Preparing them on the present
Zuden Sachen Selbst and world’s possible (not rooted on Teacher may make authority and future plans rather than the
Absolute the past but the present and claims over the learner previous point
Vorauzzetzungslosigkeit(back to future)
the things themselves and Learner has the authority thru
presuppositionlessness) Understand and comprehend interpretations / standpoint of the
lived-experiences learner

12. “Being there” in the world is a Transmission of cherished values
continuous being who thinks and ideas
about the meaning of everything
because he/she is a thinking
being / Average everydayness
Human consciousness itself is a
product of the world (possess nor
embraces) but without which it
cannot exist
Existentialism Soren Kierkegaard Devoted towards developing Call us to examine our personal Positivism on learners upon their The existentialist promotes
individuality and the individual’s lives and break away from own education and life subjectivity for
Martin Buber relationship with God superficial beliefs and totality/individualism. Every
uncommitted action Teacher should be a student and learner is a guide of their own
Jean-Paul sarte The “I-Thou” relationship every student is a teacher and not an end of it. There’s a
between each and every Focused on the individual’s broad participations of the
Carl Rogers individual to have empathy reality and not on his Humanities among the individuals individual to attain the
(teacher and students) conceptuality uniqueness and essence of them
Student-centered
Believed that existence precedes Encourage individuals to ask
essence questions as to who am I? where
am I going? Why am I here? ,
Believed in emphatic etc.
understanding on teachers and
learner. Focus on less fortunate
individuals than the gifted ones
Examine the perverted and ugly
side of life
Humanism Scholars of Renaissance Period Interest in human nature through Develop individual personality Focus on art, nature, music, The classical way of stressing the
the revival of the classics literature and architecture present nature is the main duty of
To get the most possible out of the humanist to exist.
Emphasizes on humanistic life Involvement in social cultures
education ( Italian or Individual Moral duty and interest in human nature
Humanism and Northern or Focus on social development leads them to social reform upon
Social Humanism ) rather than individual happiness social relationship

13. Waldorf System of Education Rudolf Steiner Learning is interdisciplinary, Emphasizes learning through Anthroposophical view of human Waldorf Education is the
integrates practical, artistic, and practical activities being in child development baesd modernized system of education
intellectual elements and is on their ages governing to its own and unique
coordinated with natural rhythms way of instructions. The practical
of everyday life Allows for individual variations in Uses imitation and example side is emphasizing to establish
the pace of learning the preparedness of the learners
Provide young people the basis Oral language development for real interactions. These are
with which to develop into free, Stimulate the healthy quit applicable for autonomous
moral, and integrated individuals development of the child’s own Arts(Eurythmy), music, drama schools.
and to aid every child in the imagination and crafts
unfolding of his or her unique
destiny Uses the concept of four
temperaments to help the child
Waldorf are not directed by a interpret
principal/head teacher but rather
by a number of groups(college Specialist teachers
teachers, board of trustees and
parents) Government-funded Waldorf
method
Bounded with oral tradition
Essentialism Rooted in Idealism and realism To fit the man to perform justly, Emphasize the necessity of Instructional authority for Essentialism distinguished the
philosophers skillfully and magnanimously in teaching pupils how to think teachers learners the capabilities to grasp
all the offices, both private and systematically and effectively upon the subject matter because
public, of peace and of war Fixed curriculum they are essential. On the basis
of good instruction the teacher-
Revival of efforts in the direction Intellectual disciplines( literature, student relationship will take a
Intellectual disciplines are the of teaching the fundamental tools mathematics, history, etc) smooth flow of interaction on
necessary foundations of modern of learning as the most motivating the force of learning
life indispensable type of education
Behaviorism John Watson Behavior is caused by To shape the behavior Independent reality It is effectively recommended to
environmental conditions control the behavior of the
B.F. Skinner Materialistic in nature individuals by studying the
We can understand human Control the child’s environment to particulars behavior of the
behavior by a meticulous study of have a kind of person we so environment to reinforced the
particular behaviors desire change in behavior

14. Senses do not only gain
knowledge of the world but they
also function as instruments in
guiding activity for successful
maintenance of life
Changing behavior is to change
contingencies (culture, social
environment)
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