This document discusses four major philosophies of education: idealism, realism, existentialism, and their key philosophers and principles. Idealism believes in ideas over material things and was influenced by Plato. Realism focuses on empirical evidence and science, influenced by thinkers like Aristotle. Existentialism emphasizes individual existence and choice, as put forth by philosophers such as Kierkegaard and Sartre. The document also covers goals and objectives in education, distinguishing between aims which focus on teaching intentions, and learning outcomes which emphasize what students will demonstrate.

3. School
Purposes
Studies of
Learners
Suggestions
from Subject
Specialists
Studies
of
Contempo-
rary Life
Use of
Psycho-
logy of
Learning
Use of
Philosophy

4. Perennialism Essentialism Progressivism Roconstructionism
Aim of
Education
To educate the
rational person
; To cultivate
the intellect
To promote
the
intellectual
growth of the
individual and
educate a
competent
person
To promote
democratic and
social living
To improve and
reconstruct society
education for change
Role of
Education
Teachers help
students think
with reason
The teacher is
the sole
authority in
his or her
subject area
or field of
specializa-tion
Knowledge
leads to growth
and
development of
lifelong learners
who actively
learn by doing
Teachers act as agents
of change and reform
in various educational
projects including
research.

5. Perennialism Essentialism Progressivism Reconstructionism
Focus in the
curriculum
Classical
subjects,
literary analysis
and curriculum
is constant
Essentials skills
of the 3R’s and
essential
subjects of
English,
Science,
History, Math,
And Foreign
Language
Subjects are
interdiscipli-
nary,
integrative and
interactive.
Curriculum is
focused on
students
interest,
human
problems and
affairs
Focus on present
and future trends
and issues of
national and
international
interests
Curriculum
Trends
Use of great
books and
return to liberal
arts
Excellence in
education,
back to basics
and cultural
literacy
School reforms,
relevant and
contextualized
Curriculum,
humanistic
education
Equality of
educational
opportunities in
education, access
to global
education.

6. Philosophical Foundations of Education
The most remarkable thing about
philosophy…is that the questions raised
never seem to get answered.

7. - The most significant philosophy…most of the world’s religions
are based on idealism
- Idealism as idea-ism
- Plato—the Academy opened in 397 B.C., believed that material
things are of little
consequence…the everyday world of things and objects is a
shadowy copy of the true
idea which the soul carries within itself from heaven, reason is
rooted in a spiritual soul.
Idealism

8. -No discipline problems, because the teacher
knows the content well, likes to teach, and
knows the students
- The idealist philosophy views the school as
representing the community

9. Idealist philosophers
- Plato, Descartes, Kant, Spinoza, Leibniz, Hegel,
Schopenhauer
- Students are encouraged to stretch themselves
through higher-level thinking to become
truth seekers
- The teacher will devote considerable time and
energy to the one who goes astray

10. Realism
- Objects exist regardless of how we
perceive them
- Focuses on the scientific method
and personal experience
- The crux of realism is science—
empirical, objective, and
experimental…with precise
measurements

11. Realist philosophers
- Aristotle, Comenius, Pestalozzi, Herbart,
Montessori, Hobbes, Bacon, Locke
- Thomas Jefferson and Horace Mann
embraced realism
- Accountability in the schools is an
outgrowth of realism

12. Existentialism
- Focuses on the individual
- Not a logical theory, but one that can be felt as an
attitude or mood
- Awareness, anxiety, choice take on special meaning
- Revolt against the traditional philosophical stance
- A way of life which involves one’s total self in
complete seriousness about the self

13. Existentialist philosophers
- Kierkegaard, Sartre, Nietzsche
- Kierkegaard—themes of passionate
choice, absolute freedom, total
responsibility
- Life must be understood backward, but
lived forward
- The theory focuses on value questions

14. Goals and
Objectives
Institution should define overall goals and aims for
the curriculum.
 Specific measurable knowledge, skill/ performance,
attitude, and process objectives should be stated for
the curriculum.
 Learning goals and outputs for every course and
subject should be compatible with mission of
institution.

15. An aim indicates the direction or orientation of a course in
terms of its content.
An aim is written in terms of level, teaching intentions and
management of learning.
The aims of the course encapsulate the purpose of the
course and what the institution trying to do in providing
the course.
Aims are therefore more about teaching and the
management of learning.

16. Learning Outcome is an expression of what a student will
demonstrate on the successful completion of a course.
Learning outcomes are related to the level of the learning; indicate
the intended gain in knowledge and skills that a typical student will
achieve and should be capable of being assessed.
 Learning outcomes are more about the learning that is actually to
be achieved by the learner.
The outcomes are coherent with the educational vision. These
objectives make it also clear to the student what may be expected
of the course.