Master of Arts in Teaching Major in Technology and Home Economics

REPORT IN FOUNDATION OF EDUCATION

PHILOSOPHICAL
JIM BOY T. AÑONUEVO
FOUNDATION OF
EDUCATION
Teacher II
BCSHS – SAN ANTONIO CAMPUS
 Master of Arts in Teaching Major in Technology and Home Economics
REPORT IN FOUNDATION OF EDUCATION

PHILOSOPHICAL
APRIL CLAIRE P. MANLANGIT
FOUNDATION OF
EDUCATION
Teacher II
BCSHS – SAN ANTONIO CAMPUS
WHAT IS PHILOSOPHY?
 A philosophy is a system of
beliefs about reality. It is one's
integrated view of the world. It
includes an understanding of the
nature of existence, man, and his
role in the world.
Philosophy is the foundation of
knowledge. It is the standard by
which ideas are integrated and
understood.
IMPORTANCE OF PHILOSOPHY
IMPORTANCE OF PHILOSOPHY

Philosophy is a necessary product of

man's rational mind. To live, man must
gain knowledge of the world. To
understand the world, man must form
conclusions about its very nature.
IMPORTANCE OF PHILOSOPHY

Philosophy provides the framework

for which man can understand the
world. It provides the premises by
which man can discover truth, and
use his mind to support his life
THREE MAJOR FIELD OF PHILOSOPHY
Philosophical content has been organized around
three fundamental categories:
METAPHYSICS
The study of questions
concerning the nature of reality
or existence.
Typical Metaphysical questions:
• What is reality?
• Do minds/souls exist, or are
humans’ simply complex
physical objects?
• What is the meaning of life?
EPISTEMOLOGY
The study of the nature of
knowledge and how these are
attained and evaluated.
Typical Epistemological questions:
• What is knowledge and how does it
differ from belief or opinion?
• What are the sources of
knowledge?
• What is truth, and how can we know
if a statement is true?
AXIOLOGY
The study of the question of value.
Deals with issues of value in the
following areas:
• Ethics
• Social/Political Philosophy
• Aesthetics
PERCEPTIONS ABOUT PHILOSOPHY
CONTRASTED WITH EDUCATION
DEPENDENCE OF PHILOSOPHY ON EDUCATION

Education is the dynamic side of philosophy: Education can

be defined as the strongest instrument for the achievement of
the ideals of life and civilized attempt to bring about the
balanced and proper development of human personality.

The plant of education draws its nourishment from

the soil of philosophy.
DEPENDENCE OF PHILOSOPHY ON EDUCATION

Education is the means to achieve the goal:

Philosophy deals with the ends and education is the

means to achieve those ends. Philosophy gives ideals,
values and principles; education works out
those ideals, values and principles.
OBJECTIVES OF STUDYING EDUCATIONAL PHILOSOPHY
Philosophy deals with the most basic
issues faced by human beings. The
content of philosophy is better seen as
asking questions rather than providing
answers. It can even be said that
philosophy is the study of questions.
OBJECTIVES OF STUDYING EDUCATIONAL PHILOSOPHY
1. To find out the solution for various educational issues.
2. The purpose of studying educational philosophy is to
make education according to the need based life and
society.
3. To determine the aim of human life, aim of survival.
4. To produce better citizen by fostering democratic
attitude in behavior.
5. To make teaching learning process more effective and
attractive according to the need, interest and ability of
child.
6. To discern the different philosophies and choose any one of them to lead a fruitful
life in the society.
7. To expand our knowledge and experiences and implement them in the educational
practices.
8. To bring out all round personality development in child and prepare him to stand\
on his own feet.
9. To make education flexible in order to achieve the goals of a
country-national integration, international understanding and
globalization.
10. To develop education as a powerful instrument to bring
about social, cultural, political and economical change in
society.
 REFERENCES:
• [Link]
foundation-of-education
• [Link]
[Link]
• [Link]
 Master of Arts in Education Major in Technology and Home Economics
REPORT IN FOUNDATION OF EDUCATION

EDUCATIONAL
RACHELLE R. HIPONA IMPLICATIONS OF
PHILOSOPHY
SAN ANTONIO E/S
Educational Implications of Philosophy

 Philosophy determines the

real destination towards which
education has to go.
Education is laboratory in
which philosophic distinctions
become concrete, and are
tested.
- John Dewey
Educational Implications of Philosophy

 Great Philosophers have

been great educationist also.
 Socratic Method of
Teaching

socrates
 “The Republic”
“The first educational
classic”
plato
 Education “should follow
nature”

rousseau
 Father of
Basic Education

gandhi
Educational Implications of Philosophy

 Philosophy determines the

various aspects of education.
 Aspects of Education
 Aims
 Curriculum
 Methods of teaching
 Discipline
 Teacher & Student
 Administration
Aim of Education
Curriculum
Methods of Teaching
Discipline
Teacher
 Administration

Democratic System Totalitarian System

Impacts on Modern Education
1. Inculcation of democratic values
and social responsibilities have been
included in the aims of education
today.
Impacts on Modern Education
2. Activity and self experience
methods of teaching are very
much recognized today.
Impacts on Modern Education
3. Special emphasis on
vocational and professional
courses.
Impacts on Modern Education
4. Organization of co-
curricular activities in the
school.
Impacts on Modern Education
5. Updating of curriculum
according to the changing
needs of the society.
Impacts on Modern Education

6. Promotion of self discipline.

Impacts on Modern Education

7. Promotion of free and

compulsory education.
 “EDUCATION WITHOUT PHILOSOPHY IS BLIND
AND PHILOSOPHY WITHOUT EDUCATION IS INVALID”

- Thomas, 1968
 Master of Arts in Education Major in Technology and Home Economics
REPORT IN FOUNDATION OF EDUCATION

JEIVI E. NAVA
AGE OF NATURAL
Teacher II
MINHS – VICTORIA LAGUNA VIS – A – VIS
0-2 years (breastfeeding)
14- 40 years (courtship)
5-6 years (pre-school graduation)
8-12 years (circumcision)
12-16 years (high school days)
QUESTION…
Is these changes really
happens for a reason?
Why?
AGE OF NATURAL VIS- A- VIS

Naturalism- is a philosophy that

views all objects and events are
capable of being accounted for a
specific explanation. Truth can be
discovered only though nature.
AGE OF NATURAL VIS-A-VIS
Naturalism emphasized the duties of
parents in the education of their
children by protecting from artificial
society. Parents should develop the
children's inherent qualities.
AGE OF NATURAL VIS- A- VIS

There are four stages of life and

development:
AGE OF NATURAL VIS-A-VIS
1. INFANCY (birth to 5)- let them
experience everything and these
should be accomplished without
external compulsion of authority.
AGE OF NATURAL VIS-A-VIS
2. CHILDHOOD (5-12)- let do approach.
Let the child do nothing and allow nothing
to be done. Do not use books instead use
games and let experience be the only
teacher.
AGE OF NATURAL VIS-A-VIS
3. BOYHOOD (12-15)- age of
reasons. The child would then
recognize the usefulness of
knowledge.
AGE OF NATURAL VIS-A-VIS
4. ADOLESCENCE (15-20)- perception
of human relation arouse. Sex impulse
appeared to be strong and reason had to
check the sexual desires and channel
them to more desirable outlets.
Growing old is mandatory, but
growing up is optional.

-Walt Disney
THANK YOU..
 Master of Arts in Education Major in Technology and Home Economics
REPORT IN FOUNDATION OF EDUCATION

PHILOSOPHICAL
ERICA A. MENDOZA
FOUNDATION OF
EDUCATION
Teacher I
DAYAP INTEGRATED NHS
CALAUAN, LAGUNA
1. IDEALISM

o Education should focus on moral,

spiritual and mental aspects of human
being;
o Education should concern with ideas
and concepts and their relationship, with
the final outcomes of education
Implications for Today’s Classroom Teacher
Idealist

 Teachers are vital agents in guiding

students to realize the fullest intellectual
potential.
 Encourages teachers and students to
experience and appreciate the
achievements of their culture.
Implications for Today’s Classroom Teacher
Idealist

 Teachers introduce students to the classics-

art, literature, music

 Content matters most, not the apparatus

 2. REALISM
o Education should focus on objects and matter;

o Stresses that the subjects such as ethical, political

and economics are important in life; while reading,
writing and arithmetic are necessary as basic
education.
Implications for Today’s Classroom Teacher
Realism
 correspondence with reality by teaching skills
(reading, writing, computation) and subjects (history,
math, science and the likes) that are based on
authoritative and expert knowledge.
Implications for Today’s Classroom Teacher
Realism
 Realist oppose nonacademic activities

 Content mastery is important, and methodology is a

necessary but subordinate means to educate.
3. ESSENTIALISM
o Education should focus on the fundamental and
essential subjects
o The ultimate goal of education is the acquisition of
culture and mastery of essential skills, facts,
concepts, and thinking skills.
Implications for Today’s Classroom Teacher
Essentialism
 Purpose of education is to transmit and maintain
the necessary fundamentals of human culture.
 Schools have the mission to transmit skills and
subjects to the young to preserve and pass them
on to future generations
Implications for Today’s Classroom Teacher
Essentialism
 Essentialist use deductive logic to organize
instructions- basic concepts to facts to
4. PERENNIALISM
Contend that truth is universal and unchanging; aims
for education of the rational person;
Subjects: literature, mathematics, language, history
and humanities.
Implications for Today’s Classroom Teacher
Perennialism
 The school’s primary role is to develop students
reasoning powers.
Implications for Today’s Classroom Teacher
Perennialism
 Primary teachers- fundamental skills
 Secondary teachers- great works of art, history,
literature and philosophy
 Standards based on the classics
 5. Progressivism
All learning should center on the child’s
interest and needs; school should be pleasant
place for learning; teacher served as facilitator.
 Implications for Today’s Classroom Teacher
Progressivism

 Learners learn successfully if they explore

their environment and construct their own
conception of reality based on their direct
experience.
 Implications for Today’s Classroom Teacher
Progressivism

 Opposed authoritarian teachers, book-

based instruction, passive memorization,
isolation of school from society.
 Implications for Today’s Classroom Teacher
Progressivism

 Affirmed that the child should be free to

develop naturally, interest-motivated by his
direct experience, needs cooperation with
school, home and community.
6. RECONSTRUCTIONISM
School should originate policies and
progress which would bring about reform of
the social order and teachers should use
their power to lead the young in the program
of social reform; subjects would be religion,
economics, politics and education.
 Implications for Today’s Classroom Teacher
Reconstructionism
 The goal of education under this philosophy is
“solving social problems and create a better
world”.
 The role of students is to “inquire, apply
critical thinking skills, and take action”.
 Implications for Today’s Classroom Teacher
Reconstructionism
 The role of teachers under this philosophy
is to “ask questions, present social issues
and problem solving challenges, and
serve as organizer and information
resource”
 Implications for Today’s Classroom Teacher
Reconstructionism
 Teachers should give emphasis on social studies,
social problems, global education, and
environmental issues
7. Existentialism
 The goal of education under this
philosophy is “developing authentic
individuals who exercise freedom of
choice and take responsibility for their
actions”.
7. Existentialism
 The role of students is to “develop
independence, self-discipline, set
challenges, and solve problems”.
7. Existentialism
 “encourage students to philosophize
about life and to recognize and fulfill
personal freedom”,
Implications for Today’s Classroom Teacher
Existentialism
 Teachers cannot specify goals and
objectives in advance because students
should be free to choose their own
educational purposes.
Implications for Today’s Classroom Teacher
Existentialism
 Teachers stimulate an intense awareness
that students are responsible for his own
education and self-definition.
Implications for Today’s Classroom Teacher
Existentialism
 Teachers must encourage students to
examine institutions, forces, and
conditions that limit freedom of choice
 IMPLICATION
The philosophies helped shape the present
status of education which include educational
agenda like curriculum planning, teaching
strategies that are appropriate for a specific
subjects and type of learners.
Thank You!
 Master of Arts in Education Major in Technology and Home Economics
REPORT IN FOUNDATION OF EDUCATION

GLENDA
S. DELA
PHILOSOPHICAL
CRUZ FOUNDATION OF
EDUCATION
TITLE AAAAA

THE EDUCATIONAL
PHILOSOPHIC OF
THE WORLD’S
GREATEST
PHILOSOPHERS
TITLE AAAAA

ARISTOTLE
- Aristotle (c. 384 B.C. to 322 B.C.)
was an Ancient Greek philosopher and
scientist who is still considered one of
the greatest thinkers in politics,
psychology and ethics.

- Some of his most notable works include

Nichomachean Ethics, Politics, Metaphysics,
Poetics and Prior Analytics.
 Aristotle’s Metaphysics
- Every matter looks for its form
- He was concerned with understanding the
principle of change from potentiality to actuality
through reason ( logos )
- In this change intervene four causes:
- Material cause: matter
- Efficient cause: agent
- Formal cause: form/shape
- Final cause: purpose
- The theory: solution to the problem of
universals.
- The problem : whether the universals
exist.
- Two positions of the issue : realism and
nominalism.
- Aristotle disagreed with Plato on his
view of his knowledge’s theory.
- Main theory :theory of Universals.

- Believe; there are no universals that are

unattached to existing things

- Universals exist only where they are instantiated

(which means they only exist is things)

- According to Aristotle’s theory, the form of

apple exists within each apple, rather than in
the world of the form
 - Plato was Socrates’ disciple
- •Born around the year 428 B.C. in Athens
- Plato’s birth name was Aristocles (not to be confused
with Aristotle) and he gained the nickname “Platon”
because of his broad build
- Plato was in the military service from 409 B.C. to
404 B.C. and then joined a group called the Thirty
Tyrants, but ended up leaving it because of the
violence
 Plato’s Works

• He had 36 dialogues (books) and 13 letters- “The Republic”

• Give readers a sense of philosophy as a living and unfinished

subject, to which they will need to contribute to finish

• After writing, his works were “lost” until the Renaissance • They
have been steadily studied since

• Big influence in math and science – Difference between

arithmetic and logistic
 TEACHING METHODS

- Plato recommended play method at elementary level;

student should learn by doing. And when he/she reaches
the higher level of education, his reason would be trained
in the processes of thinking and abstracting.

- Plato wanted motivation and interest in learning. He

was against the use of force in education. "Knowledge
which is acquired under compulsion obtains no hold on
the mind."
- According to Plato "Do not then train youths by force
and harshness, but direct them to it by what amuses
their minds so that you may be better able to discover
with accuracy the peculiar bent of the genius of each”.

- Plato wanted a place where children love to go and

stay there and they play with things which enhance
their education by playing. Plato gave importance to
nursery education, as nursery education plays a vital
role in the education of man and it helps to build his
moral character and state of mind "The most important
part of education is proper training in the nursery."
 John Heinrich Pestalozzi
(1746-1827)

- a Swiss pedagogue and educational reformer

-
- founded several educational institutions both in
German and French-speaking regions of
Switzerland

- His motto was "Learning by head, hand and heart“

 John Heinrich Pestalozzi (1746-1827)

• Education is a social process of organized growth

and development

• Education should be in accordance with laws of

natural growth and development of the child

• Lessons were to be learned through direct experience

with objects and places through observation, inquiry
and reasoning.
 John Heinrich Pestalozzi (1746-1827)

• Emphasis or method and technique of imparting

knowledge and information

• Reality is objective and is composed of matter and

form; it is fixed, based on natural law. • Knowing
consists of sensation and abstraction

• Values are absolute and eternal based on nature’s

laws

• Subject matter curriculum should be humanistic

 Herbert Spencer (1820-1903)

• was an English philosopher,

biologist, anthropologist,
sociologist, and prominent
classical liberal political
theorist of the Victorian era
 Herbert Spencer (1820-1903)

• Knowledge acquired that is best for use in life is also

the best for the development of power

• Emphasis on physical activity

• Science oriented curriculum

• Societies are bound to change

• Opposed to free public education ; those who really

want an education should work hard to acquire the
means to attain it
 John Dewey (1859-1952)

• was an American philosopher,

psychologist, and educational
reformer whose ideas have been
influential in education and
social reform.

• Theories focused around

practices of practicality;
pragmatism
 John Dewey (1859-1952)

John Dewey (1859-1952) 1. Education is life,

not preparation for life

2. Education is growth

3. Education is a social process

4. Education is a continuous reconstruction of

experiences
 John Dewey (1859-1952)

• Education is learning by

• The center of education is the child’s

own social activities

• The school is primarily a social

institution
 John Dewey (1859-1952)

Aims of Deweyan Philosophy of Education

• Character Development

•Well-adjusted Personality

• Growth
Johann Friedrich Herbart (1776-1841)

a German philosopher, psy-

chologist, and founder of
pedagogian an academic
discipline.
 Johann Friedrich Herbart

• Learning should lead to character formation

• Aim of education should be ethical and moral
• The leader gets meaning from previous experiences to
which it is related
• The curriculum should include a wide range of
subjects
• Unity could be achieved through reflection and
could be greatly aided by a correlation of subject
matter.
 Five Formal Steps in Teaching

1. Preparation – recall of old ideas in the learner’s experience to

which the new curriculum can be related.
2. Presentation – a story, demonstration, experiment or a
reading assignment that include facts or new materials or ideas
of the new material
3. Comparison – connections and associations between the old
and the new
4. Generalization – general principle that are formed from the
lesson
5. Application – putting the new idea to work
 Friedrich Wilhelm August Froebel
(1782-1852)

• a German pedagogue

• a student of Pestalozzi who laid the foundation for

modern education based on the recognition that
children have unique needs and capabilities

• He created the concept of the “kindergarten”

 Friedrich Wilhelm August Froebel

• “Father of Kindergarten”
• Creative expression should be encouraged

• Education should be accompanied with spirit of

informality and joy

• Self-activity as a means of development

• Individual differences should be respected

 Friedrich Wilhelm August Froebel

• Knowing is the rethinking of latent ideas

• Values are eternal
• Play, spontaneous activity should be utilized to promote
self-realization
• A subject matter curriculum emphasizing the great and
enduring ideas of culture
• Social development
 Confucius (551 B.C.)

Kong Qui, better known as Confucius, was

born in 551 B.C. in the Lu state of China
His teachings, preserved in the Analects,
focused on creating ethical models of family
and public interaction, and setting educational standards. He died
standards. Confucianism later became the
official imperial philosophy of China, and was
extremely influential during the Han, Tang
and Song dynasties.
Confucius (551 B.C.)
 Confucius (551 B.C.)
Philosophy and Teachings

During the sixth century B.C., competing Chinese states undermined

the authority of the Chou Empire, which had held supreme rule for
over 500 years. Traditional Chinese principles began to deteriorate,
resulting in a period of moral decline. Confucius recognised an
opportunity—and an obligation—to reinforce the societal values of
compassion and tradition. His social philosophy was based
primarily on the principle of "ren" or "loving others" while
exercising self-discipline. He believed that ren could be put into
action using the Golden Rule, "What you do not wish for yourself,
do not do to others." (Lunyu 12.2, 6.30).
 Confucius (551 B.C.)
His philosophy of education focused on the

"Six Arts":

Archery,
Calligraphy,
Computation,
Music,
Chariot-driving and
Ritual.
 Confucius (551 B.C.)

To Confucius, the main objective of being an educator

was to teach people to live with integrity.

Through his teachings, he strove to resurrect the

traditional values of benevolence, propriety and
ritual in Chinese society.
 Lao-Tzu (500 B.C.)

Taoism traces its roots to 6th

century BC. The religion didn’t
really prosper until hundreds of
years late around 100 AD. Taoism
started as a combination of psycho-
logy and philosophy but evolved into
religious faith in 440 CE.
 Lao-Tzu (500 B.C.)

What the philosophy is about

• Tao means the “way” or the “path”

• To live life with goodness, serenity, and respect.
• Believed that a persons action should be influenced by
instinct and conscience.
• The yin-yang sign. The Ying(dark side) is the women side
and the yang (light side)is the side of men
 Lao-Tzu (500 B.C.)

Continuation of Taoism

- Earth, Heaven, and people should follow Tao

- Dislike Confucians’ talk of relationship between “superior”

and junior people

- Saw everyone as good and equal

- Little use for laws and government

 John Amos Comenius (1592-1670)

- He is considered the father of modern

education because he advocated universal
education in his book The Great Didactic

- The Comenius Medal, one of UNESCO’s most

prestigious awards honouring outstanding
achievements in the fields of education research
and innovation, is named after him.
 John Amos Comenius (1592-1670)

Comenius Theory

- Education is not a mere administration knowledge to

take the children to remember, but improving
- everything is run on a voluntary basis, without any
violence to get students to love learning
- the first would be to learn the mother tongue, then
foreign
- in a foreign language beginning vocabulary, then
grammar
 John Amos Comenius (1592-1670)

- learn things gradually, from simple to more complex,

while use of illustrative aids
- do not force all children to learn by heart without having
to understand, but the substance carefully explained to
them
- to learn gradually to miss anything - emphasis on
practical and physical education
 Master of Arts in Education Major in Technology and Home Economics
REPORT IN FOUNDATION OF EDUCATION

PHILOSOPHICAL
ARMAN A. ALIBUDBUD
FOUNDATION OF
EDUCATION
TLE and Business Subjects Teacher
UPHSD – Calamba Campus
TOPICS

Education as;
 a social function,
 direction,
 growth,
 formation and others
 What is
EDUCATION?
EDUCATION

“By education I mean an all-

round drawing out of the best
in man – body, mind and
spirit.”
-Mahatma Gandhi
EDUCATION

There is no end to education. It is

not that you read a book, pass an
examination, and finish with education.
The whole of life, from the moment you
are born to the moment you die, is a
process of learning.
-Jiddu Krishnamurti
EDUCATION

Education is not
preparation for life;
education is life itself.
-John Dewey
EDUCATION

Education is the most

powerful weapon which you
can use to change the world.
-Nelson Mandela
EDUCATION

‘Education is not the

filling of a pot but the
lighting of a fire.’
–W.B. Yeats
EDUCATION

“Dalawang dekada ka lang mag-aaral.

Kung di mo pagtitiyagaan, anak, limang
dekada ng kahirapan ang kapalit.
Sobrang lugi. Kung alam lang iyon ng
mga kabataan, sa pananaw ko e walang
gugustuhing umiwas sa eskwela.”
― Bob Ong
 EDUCATION AS

SOCIAL FUNCTION
It performs the function of
socializing the individual
for a variety of social roles
and development of
personality.
1. SOCIALIZATION
The children as they
grow up must be
introduced into the
culture which they are
going to face.
2. Development of Personality
Education helps the
development of the
qualities of an individual,
such as physical, mental
and emotional make-up as
well as his temperament
and character.
3. Social Control
Through the
process of education
society regulates the
behavior of its members
and enforces conformity
to its norms.
4. Social Integration
Education, by
imparting values,
also integrates
people into the
broader society.
5. Determination of Status
Amount of education is a
good indicator of socio-
economic status, from lower
working class to upper class,
education leads to economic
opportunity.
6. Provides Route for Social Mobility
Educational qualifications
increasingly form the
basis for the allocation of
individuals to social
statuses and social
mobility.
EDUCATION AS

DIRECTION
 The natural or native impulses of the young do
not agree with the life-customs of the group into
which they are born.
Consequently, they have to be directed or guided
Education directs the natural impulses of the young to
agree with the life customs of the groups through
commands, prohibitions approval and disapproval.
EDUCATION AS

GROWTH
Since growth is the characteristic of life,
education is all one with growing; it has no
end beyond itself.
The criterion of the value of school education is the
extent in which it creates a desire for continued
growth and supplies means for making the desire
effective in fact.
EDUCATION AS

FORMATION
Education is the idea of continuous reconstruction of
experience, an idea which is marked off from education as
preparation for a remote future, as unfolding, as external
formation, and as recapitulation of the past.
REFERENCES
 Your Article Library. (2019). Educational System: The Meaning,Aspects and Social Functions of Education. [online]
Available at: [Link]
of-education/8582 [Accessed 17 Apr. 2019].

 [Link]. (2019). Chapter 16. Education –Introduction to Sociology –1st Canadian Edition. [online]Available at:
[Link] [Accessed 17Apr. 2019].

 Genius. (2019). John Dewey –Education as Growth. [online]Available at: [Link]

as-growth-annotated [Accessed 17Apr. 2019].

 [Link]. (2019). Democracy in Education Chapter 1. [online]Available at:

[Link] [Accessed 17 Apr. 2019].

 Institute, C. and Institute, C. (2019). EDUCATION IS FORMATION, NOT INFORMATION by NaomiHeidorn. [online]
Charlotte Mason [Link] at: [Link]
information-by-naomi-heidorn/ [Accessed 17Apr. 2019].
"We do not remember days,
we remember moments.”
-All the Bright Places by Jennifer Niven
THANK YOU

 Master of Arts in Education Major in Technology and Home Economics
REPORT IN FOUNDATION OF EDUCATION

PHILOSOPHICAL
LOVELEA VISLENO ESCOBIN
FOUNDATION OF
EDUCATION
Teacher II
LOPEZ ELEMENTARY SCHOOL
CLASSICAL AND CONTEMPORARY
PHILOSOPHY

NATURALISM
- concerned with “natural
self or real self.
CLASSICAL AND CONTEMPORARY
PHILOSOPHY

Dr. Premnath observes, Naturalism

is an attitude
rather than a specific system of
philosophy.
NATURALISM
- James Ward says, “
Naturalism is the doctrine that
separate nature from God.
CONCEPT OF NATURALISM
* Accdg. to naturalism
“material world is real world.
It does not believe in materialism,
spiritualism and supernaturalism.
- Child centered education
- Education should be based on
child psychology.
-The role of a teacher should be
that of a guide.
 Naturalism in Education

a. Naturalism may be regarded as a revolt

against stereotyped system of education.
b. There are core of naturalistic thought in
education.
Naturalism Aims in Education

1. Self Express
2. Self preservation
3. Redirection of Human
Instincts
4. Struggle for Existence
5. Perfect development
of individual
CLASSICAL AND CONTEMPORARY
PHILOSOPHY

2. IDEALISM
-It signifies two terms:
idea and ideal
CLASSICAL AND CONTEMPORARY
PHILOSOPHY

* Idealism is a philosophical
position which adheres to the
view that nothing exist except
an idea in the mind of man, the
mind of God in a super or supra
natural realism.
CLASSICAL AND CONTEMPORARY
PHILOSOPHY

* It deals with certain

basic questions of
human life
 Aims in Education
*Exaltation Of Human Personality
*Universal Education
*Enrichment of Cultural Environment
*Cultivation of Moral values
 Idealism and Teacher

- Role Model
- Friend philosopher and guide
- Apostle of peace and progress
- Co worker of God
Idealism and Curriculum
CLASSICAL AND CONTEMPORARY
PHILOSOPHY

3. REALISM
- It is also sometimes
called Objectism.
CLASSICAL AND CONTEMPORARY
PHILOSOPHY

-It is concerned with the

existence of things
CLASSICAL AND CONTEMPORARY PHILOSOPHY

-_Realism is a theory that

holds the existence of object
is real.
AIMS IN EDUCATION

The realistic aim of

education is a
happy and
integrated life.
 CURRICULUM

It prefers subjects and

activities which can
prepare children for day to
day living.
CLASSICAL AND CONTEMPORARY
PHILOSOPHY

4. EXISTENTIALISM
-It is mainly European philosophy
that originated years before the turn of
the century but become popular after
World War II
 Existentialism in Education
Existentialism believes that the
most important kind of knowledge
is about human condition and the
choices that each person has to
make.
 PRAGMATISM
According to James, the term
“pragmatism” is derived from the
Greek word “pragma” which means
action or practice or activity from
which in the words “ practice and
practical have been derived.
Pragmatism in Education

It gives a clear- cut concept

of education based upon a
close relationship between
theory and practice of
education.
Pragmatism in Curriculum
- Principle of interest of the child
-Principle of the activity and
experience of the child
- Principle of Integration
 PHILOSOPHY EDUCATION VIS A VIS PROGRESSIVE EDUCATION
TRADITIONAL PROGRESSIVE
Education shoud be reasonably Education must be
authoritarian egalitarian

The curriculum must be It must be child-centered

subject- centered and relevant
Emphasis should be on content Emphasis should be on skills
Competition is welcomed Cooperation must take
precedence
There should be a product It is the process that
matters
Different types of curriculum Equal opprtunities can be
to maximise individual used to construct equality
strengths of result
Recognition of right and Right and wrong depend on
wrong one's point of view
 Master of Arts in Education Major in Technology and Home Economics
REPORT IN FOUNDATION OF EDUCATION

“Education without Philosophy is

Blind
and Philosophy without Education is
Invalid”
Master of Arts in Education Major in Technology and Home Economics
REPORT IN FOUNDATION OF EDUCATION