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MODULE 1: PHILOSPOHIES OF EDUCATION

“Get a job you love, and you will never have to work a day in your life.”
-Author Unknown

Philosophical Background

Teachers are heirs to a rich philosophical heritage. Passed on to us are a number of philosophies
of various thinkers who believed before us. These thinkers reflected on life in this planet. They occupied
themselves by searching for answers to questions about human existence.

Five Philosophies of Education

o Essentialism: Main proponent-William Bagley

o Progressivism: “Education is nor preparation for life” Main proponent-John Dewey
o Perennialism:Main proponent- Robert Hutchins
o Existentialism:Existence precede essence” Main proponent- Jean Paul Sarte
o Behaviorism: Main proponent-John Watson

Man by nature is curious. He wants to know the “whatness, whyness, and howness” of the things
around him. It is in the exploring of things that he finds fulfillment for the numerous complexities that
confront him. The eagerness to look for more answers or find solution to manifolds problems that beset
him leads him to the unending journey of seeking for truth. Truly , this manifests the true desire of man
which is to know. It affirms not only his essence, his rationality. It is also a fulfillment of his purpose to
keep the truth and pass it from one generation to another so as to preserve humanity.

Ideas flow from the human mind eternally. It is in the ideas that the truth lies. Unending as the
ideas are, the more the need for a man to harness and cultivates it to perfection. Ideas that are not
nourished and protected will not just prevent man in possessing the truth but it will also deprive him a
taste of his rationality. Hence , ideas must and should be at all times shine in luster of naturalness,
profound by simplicity and contain true and real meaning.

The truth in the ideas must be preserved in as much as man wants to preserve the gift of knowledge
and wisdom that it brings. And delicate as it is, it should be protected from all forms of deterioration
and artificialities. Presented it maybe in various ways, the real meaning must be conveyed at all times.

It is philosophizing that the ideas can be best presented and conveyed. This can be best enhanced
through proper education. Since then philosophy and education complement and work hand-in-hand in
the acquisition of knowledge and the preservation of Truth. True enough, one can say then that
Philosophy is knowledge and Education is the most essential tool of philosophy in the search for
wisdom and truth.

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Man and Philosophy

The ultimate aim of man is to possess for the Truth. The process ends not in the search but in
the possession of the truth. It is in his capacity to think, to rationalize that the responsibility of
philosophizing is realized. It is but proper then to have a closer look on the man and a glimpse of what
philosophy is, so that we can fully understand the meaning of our search for the truth and the desire to
possess it.

Definition of Man

The quest for the truth is the ultimate goal of man. There is no way but up, the goal is to achieve
it. Thus, man is defined vertically as Rational Animal.

Innate in man is the desire to be with his fellow beings. It is in his relationship with others that
fulfillment of another dimension of his rationality is achieved. Time and time, it has been proven that
man cannot live by himself alone. The need to share himself with others-share his innermost thoughts,
feelings, experiences and unravel the kind of person he is-is a must fully realize the aspect of being
political animal. Hence , the aim to develop a relationship not only with him spreads to other beings.
Here he develops friendship, camaraderie, companionship with other fellow beings. He grows and finds
fulfillment with them. This, man is defined horizontally as a SOCIAL or POLITICAL ANIMAL.

Being rational and social or political animal are not enough to realize the value of man. Another
aspect must also be present, functionality. Man is created for a certain reason or purpose. He has a role
to perform in order to preserve him and all other beings. He is the steward of the world. In this regard,
man should work. Hence man is defines as a Working Animal.

Relationship of Philosophy and Education

While philosophy establishes the fundamental principles (concepts, theories, learning). It is

Education that carries out these principle. Furthermore, it is Philosophy that provides the goal or aims
while Education is the instrument in realizing these goals.

Philosophy and Education complement each other. Both of them spouse theory and practice.
The absence of one of the one will make a man insufficient and aimless.

Philosophy of Education

A.) Naturalism
❖ Rooted from Ancient Philosopher such as Thales, Anaximander, Anaximenes
❖ Denies everything that has supernatural significance-dogmas/revelations-for all can only be
found through nature
❖ Preserves the natural goodness of man
❖ Truth can only be found nature

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❖ Advocates: J.J. Russeau, John Lock, Montaigne

❖ On Education
✔ Naturalism stands for democratic and universal way-everyone must be educated in the
same manner.
✔ Education is in accordance to human development and growth
✔ Emphasis is given more on the physical development- informal exercise-and hygiene of
the person rather of the 3R’s
✔ Aims to unfold the child’s potential not to prepare him for a definite vocation or social
position-but to prepare him to adapt to the changing times and needs. Consequently,
ones conduct is governed by impulse, instinct and experience.
✔ It puts the child at the center of educational process and prepares him to experience life
as it is.

B.) Idealism

❖ Ideas are the only true reality, the ultimate truths for matter is nothing but just a mere
representation of ideas.
❖ Emphasis is given on knowledge obtained by speculation and reasoning for its central tenet is
that ideas are the only thing worth knowing for.
❖ Focus is on conscious reasoning of the mind in order to attain truth. This includes the activities
pertinent to the human mind such as introspection and intuition and the use of logic.
❖ Advocates: Socrates, Plato
❖ On Education.
✔ Its aim is to discover the full potentials in child and cultivates it in order to prepare him
for a better position in the society and for him to serve the society better.
✔ Emphasis is given on subjects-philosophy, literature, religion and history that will
develop and enhance the mind of a child
✔ Methods used in teaching include lecture, discussion and the Socratic dialogue.
✔ Character development is through emulation of examples and heroes.

C.) Realism

❖ Concerns with the actualities of life, what is real.

❖ Ultimate reality is the world of physical objects. Hence, reality is independent of the human
mind.
- Objective existence of the world and beings in it
- Knowability of these objects as they are in themselves
❖ Advocates: Aristotle, St. Thomas and Jonathan Herbart
❖ On Education:
- The most effective way to find about reality is to study it through organized, separate and
systematically arranged matter- emphasis is on subject matter concerning Science and
Mathematics
- Methods used in teaching include recitation, experimentation and demonstration

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- Character development is through training in the rules of conduct

D.) Existentialism

❖ Rooted from the dehumanization of man by technology and reaction to the traditional
Philosophy of Kant and Hegel
❖ Defining feature is “ existence precede essence”
- Man conceives and makes of himself
❖ Known as the Philosophy of Subjectivity
- Proclaims man’s freedom in the accomplishment of his destiny
❖ Conceives philosophy as something that is human life and the choice that each person has
to make.
❖ Advocates: Soren Kierkegaard, Jean Paul Sarte
❖ On Education:
- Subject matter is a personal choice
- Learning is based on the willingness of the student to choose and give meaning to the
subject
- Emphasis is given on the students rather than on curriculum content
- Students should not be treated as objects measured or standardized
- Methods are geared on giving opportunities for the students for self actualization and
self direction.
- Character development is through the personality of every individual in making a
decision.

D.) Essentialism

❖ Rooted in idealism and realism and arose in response to progressive education

❖ Defining feature is ”essence precedes existence”
❖ Refers to the traditional or back to basic approach in education
❖ Concerns with the fundamental of education skill and knowledge without which a person
can’t either be efficient individually or socially
❖ Advocates: William Bagley, James Koerner, H.G. Rickover, Paul Copperman
❖ On Education:
-schooling is practical for this will prepare students to become competent and valuable
members of the society.
- Focuses on the “basics”-reading, writing, speaking and the ability to compute (arithmetic)
Subjects that are given emphasis include geography, grammar, reading, history,
mathematics, art and hygiene
-Stresses the values of hard work, perseverance, discipline, and respect to authorities to
students.
-Students should be taught to think logically and systematically-grasping not just the parts
but the whole (entirely)

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-Methods of teaching centers on giving regular assignments, drills, recitation, frequent

testing and evaluations.

D.) Pragmatism

❖ What is experienced and observed is true. Hence, what is useful is true.

❖ Synonymous to functionality and practicality
❖ Focuses more on praxis’
❖ Thought must produce actions (realization) rather than continue lying inside the mind
and leading into uncertainty
❖ Advocates: Charles Sanders Peicer, John Dewey
❖ On Education:
- Involves students to work in groups
- Methods of teaching include experimentation, project making and problem solving
- Stresses on the application of what have learned rather than the transfer of the
organized body of knowledge

E.) Perennialism

❖ The word itself means” eternal”, ageless, everlasting, unchanged’

❖ Influenced by the philosophy of realism
❖ Truth is universal and does not depend on circumstances of place, time and person.
❖ To learn means to acquire understanding of great works of civilizations
❖ Advocates: Robert Hutchins, Mortimer Adler
❖ On Education:
- Some ideas in the past are still taught because they are significant
- Curriculum should contain cognitive subjects that cultivate rationally, morality,
aesthetic and religious principles. This includes history, language, mathematics,
logic, literature, humanities and science.
- Curriculum must be based on recurrent themes of human life for it views education
as recurring process based on eternal truths
- The teacher must have the mastery of the subject matter and authority in exercising
it.
- Aims for education of the rational person- to develop man’s power of thought
- The central aim of this philosophy

F.) Humanism

❖ Rooted in the economic and political changes during the Renaissence period
❖ Has three main lines of growth:
-intellectual (includes Education)
-Aesthetic
-Scientific
❖ Divisions:

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1. Individualistic Humanism
- Making the most out one’s life
- Living life to the fullest
- Stresses on individual freedom, culture and development
2. Social Humanism
- Aims for social rather than individual happiness
- Includes social reforms and improvement of social relationships
❖ Advocates: Da Feltre, Erasmus, Pestalozzi
❖ On Education:
- Education is a process and should not be taken abruptly. The unfolding of human
character proceeds with the unfolding of nature
- The learner should be in control of his destiny
- Concern is more on methods which include theme writing rather than of oral
discussions, drills and exercises, playing.
- Asserts the importance of playing in the curriculum
- Emphasizes motivations and the use of praise and rewards
- Curriculum includes subjects concerning literary appreciation, physical education,
social training in manners and development

G.) Progressivism

❖ Contrasted the traditional view of essentialism and perinnialism

❖ Emphasizes change and growth
❖ Stresses that man is a social animal who learns well through active interplay with others
❖ Learning is based from the questions of one’s experience of the world. Hence, it is the
learner himself if who thinks, solves and gives meaning through his individual
experience.
❖ Proponent: John Dewey
❖ On Education:
- Focuses on the child or learner as a whole rather than of the content or the teacher
- Curriculum content comes from the questions and interests of the students
- Emphasis is given on the validation of ideas by students through active
experimentation
- Methods of teaching include discussions, interaction (teacher with students) and
group dynamics
- Opposes the extreme reliance on bookish method of instruction, learning through
memorization, the use of fear and punishment and the four (4) walled philosophy of
education

H.) Nationalism

❖ Rapid rise was in the 18th century

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❖ Center of ideology is the concept of national sovereignty

❖ Aims for the preservation and glorification of the State
❖ Emphasis is on the development of loyalty, patriotism, national feeling and responsible
citizenship
❖ Advocates: Jonathan Herbart, Johan Heinrich Pestalozzi
❖ On Education:
- The most important development was the creation of common language
- Stresses on the teaching of the principles of democracy and duties of citizenship
- Stimulates the development of the state which includes the control and support of
public school system
- Curriculum includes the teaching of grammar, geography and history
- Method of teaching gives emphasis on the content regarding on nature studies,
physical exercises and play activities.

I.) Constructivism

● A philosophy of learning which asserts that reality does exist outside of human
conceptions. It is the individual that construct reality by reflecting on his own
experience and gives meaning to it.
● Learning is the process of adjusting one’s mental modes to accommodate new
experience

J.) Reconstructivism

● A philosophy that aims to awaken the consciousness of individual about the social
issues, concerns and problems that comfort him. This should involve him to look for
solutions and engage in addressing this social concerns and issues
● Primary goal is to achieve the elusive Social Change.
● Advocates: Theodore Brameld, George Counts, Paulo Friere
● On Education:
- Schools should originate policies and progress that will bring social reforms and
others
- Teachers should be an instrument to encourage and lead students in program of
social reforms
- Curriculum emphasis on social reforms as the aim of education. It focuses on
student experience and taking social actions on real problems.
- Method of teachings include the problem oriented type ( students are encouraged
to critically examine cultural heritage), group discussions, inquiry, dialogues,
interactions and community-based learning.
- The classroom will serve as a laboratory in experimenting school practices bringing
the world into the classroom.

K.) Behaviorism

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● Rooted in the work of Russian experimental psychologist Ivan Pavlov and American
psychologist John Watson in the early 1990’s
● Asserts that human beings are shaped entirely by their external environment
● The only reality is the physical world
● Man by nature is neither good nor bad but a product of his environment. Hence, an
autonomous acting man is but an illusion since it negates the faculty of freewill
● Advocates: John Watson, B.F.

Other’s ISM’s

Utilitarianism

- Actions are geared toward the greatest total amount of happiness that one can
achieved

Rationalism

- Source of knowledge is the mind, independent of the senses

Empriricism

- Source of knowledge is the sense-based experience

Experimentalism

- Form empiricism and asserts that they only reliable form of knowledge is gained
through scientific experiments

Hedonism

- Pleasure is the only good thing to the person

- Used as a justification in evaluating action by giving emphasis on ’how much’
pleasure can be achieved and how little pain that the action entails

Epicurianism

- Considers as a form of ancient hedonism, it identifies pleasure with tranquility and

reduction of desire
- Epicurus claimed that the highest pleasure consists of a simple and moderate life.

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MODULE 1: LEARNING TASKS

A. Application (by pair)

INSTRUCTION: Students are tasked to ask for partner/s, and will decide to choose any of the
philosophies:

A. CONSTRUCTIVISTS D. ESSENTIALISTS

B. EXISTENTIALISTS E. PRENNEIALISTS

C. PROGRESSIVISTS F. BEHAVIORISTS

Which advice will you give?

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A. CONSTRUCTIVISTS: Teacher does not accept meanings of lessons derived by students; teacher’s
meaning and understanding are the only one’s acceptable.

B. EXISTENTIALISTS: A colleague asks you to make a decision for her fear that she may make the wrong
decision.

Each one of us has to have a purpose in life to fully become a human person. I would tell her she
should not be afraid of making decisions for herself because later on in her life she has to be
independent. Since existentialism is about fulilling destiny, she has to fully figure herself first then
exercise her potential to achieve her purpose in life. And that is why trusting your instincts is a most
rather than relaying on others. It’s all about one’s self.

C. PROGRESSIVISTS: Parents question students’ community immersion for it poses certain risks.

If we are not to imagine this problem during Covid-19 I would tell the parents how important it
is for the child to do practical and engage in activities for the to learner experience. To be able to
experience, to do hands on gives a lot of benefit for the learner since he can will figure out how to apply
the knowledge they were taught on actual performance. And the doubt of the risks can be prevented by
keeping in mind

D. ESSENTIALISTS: Students are not interested in the lesson.

Everything on earth is pacing forward, rather than to settle on being negative about a certain
subject we should use the time to improve our competence. We should form value of ourselves; not
only making big things but also that are purposeful and relevant. o matter how uninteresting subjects
can be we all know they are helpful for us learners. Improving attitude should be done for ourselves to
benefit on experiences.

E. PRENNEIALISTS: Students want to specialize and belittles general education subjects.

F. BEHAVIORISTS: Teacher tells students from derived homes, “If there is a will, there is a way. Poverty is
not a hindrance to success.

MODULE 1: LEARNING TASKS

B. CHECK FOR UNDERSTANDING

INSTRUCTION: Answer each with a YES or NO. If your answer is NO, explain your answer in a sentence.

ESSENTIALISM

1. Do essentialists aim to teach students to reconstruct society? No it only teaches about becoming a
competent and valuable member of a society.

2. Is the model citizen of the essentialist the citizen who contributes to the rebuilding of society? No it is
only building one’s self to fully function well as an individual person or an entities of the society.

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3. Do the essentialist teachers give up teaching the basics if the students are not interested? No since
they way of teaching does not only want individuals to be knowledgable about the subjects but also to
help strengthen the individual self of each person and to exercise themselves in becoming someone
with purpose.

4. Do the essentialist teachers frown on long academic calendar and core requirements? Yes.

PROGRESSIVISM

1. Do progressivist teachers look at education as a preparation of child for adult life. Yes.

2. Are the students’ interest and needs considered in a progressivist curriculum? Yes.

3. Does progressivist curriculum focus mainly on facts and concepts? No since each person has different
interests and this way of facilitating focuses fully on the learners thus what is set in the curriculum is not
what the teaching follows but the learners interests set the curriculum.

4. Do progressivist teachers strive to stimulate in the classroom life in the outside world? No however
it’s based on the individuals experience of the world.

PERENNIALISM

1. Are the perennialist teachers concerned with the students’ mastery of the fundamental skills? Yes.

2. Do the perennialist teachers see the wisdom of ancient, medieval, and modern times? Yes.

3. Is the prennialist curriculum geared towards specialization? Yes.

4. Do perennialist teachers sacrifice subject matter for the sake of students’ interests? No because
perennialism is to acquire understanding of great works of civilizations wether students are interested
or not of the subject because the education is rational. It is to know the truth of why things are they are
in the present by looking from past with eternal truth.

EXISTENTIALISM

1. Is the existentialist teacher after students becoming specialists in order to contribute to society? Yes.

2. Is the existentialist concerned with the education of the whole person? Yes.

3. Is the course of study imposed on students in the existentialist classroom? No the way of teaching is
all according to the learner thus it’s about character development it is on the learner to decide.

4. Does existentialist teacher make heavy use of the individualized approach? Yes.

BEHAVIORISM

1. Are behaviorists concerned with the modification of students’ behavior? Yes.

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2. Do behaviorist teachers spend their time teaching their students on how to respond favorably to
various environmental stimuli? No the respond itself is a certain behavior, it is the result of the
individual’s experience. Learner have learned to behave in a certain way through their experiences.
There is no need to impose on individual how to respond.

3. Do behaviorist teachers believe they have control over some variables that affect learning? Perhaps
since behaviors are shaped through experiences of the surrounding. But it is according to the learner
wether or not they adopt to the learning variables.

4. Do behaviorist teachers believe that students are a product of their environment? Yes.

CONSTRUCTIVISM

1. Does the constructivist agree to a teaching methodology of teaching? No only the learner will adjust
it’s mental mode to attain new knowledge from his experiences.

2. Do constructivists believe that students can construct knowledge? Yes.

3. Do constructivist approve of teaching learners the skill to learn? No because this learning is about the
individual that construct reality by reflecting on his own experience and gives meaning to it, and we
attain knowledge and skill by our experiencing.

4. Do constructivists believe that meaning can be imposed? No because the only truth of meaning is by
experience and one’s own understanding and meaning cannot be replaced by others.

MODULE 1: LEARNING TASKS

C. TEST YOUR MASTERY

INSTRUCTION: Supply the blank with an exact answer as to which philosophy does each theory of man
belong?

A person:

Behaviorism1. Is a product of his environment.

Existentialism2. Has no universal nature.

Perennialism3. Has rational and moral powers.

Behaviorism4. Has no choice, he is determined by his environment.

Existentialism5. Can choose what he can become.

[Link] a complex combination of matter that responds to physical stimuli.

Behaviorism7. Has no free will.

Naturalism8. Has the same essential nature with others.

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Perennialism9. Is a rational animal.

Existentialism10. First exists then defines him/herself.

Progressivism11. Is a social animal who learns well through an active interplay with others.

Social Humanism12. Is a communicating being.

Constructivism13. Is a maker of meaning.

Constructivism14. A constructor of knowledge.

Do constructivists believe that meaning can be imposed? No because the only truth of meaning is by
experience and one’s own understanding and meaning cannot be replaced by others.

MODULE 1: LEARNING TASKS

D. ONLINE ASSESSMENT

INSTRUCTION: Wait for instructor’s signal as to the scheduled date.

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