Philosophical Foundations of Education
Philosophical
Foundations of Education
1. Major
Philosophical Thoughts
·
Idealism
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Adheres to the view that nothing
exists except in the mind of man, the mind of God or in a supra-natural realm.
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Idealist believe that ideas and
knowledge are enduring and can change lives
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To develop the individual spiritually,
mentally, morally (mind, soul, and spirit)
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To discover and develop each
individual’s abilities and full moral excellence in order to better serve
society.
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Critical discussions, lecture,
Socratic method, introspection, imitating models, reflection/reflective
thinking.
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Covers literature, history, philosophy
and religion
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The learner imitates the teacher who
is an exemplar of an ideal person
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Learners tries to do the very best he
can and strive toward perfection
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The Teacher is an excellent
example/role model for the students (intellectually and morally)
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The Teacher exercise great creative
skill in providing opportunities for the learners’ minds to discover, analyze,
synthesize and create applications of knowledge to life and behavior
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Questioner encourages students to
think and ask more questions and develop logical thinking
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The school train future leaders
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The school develop morality and to
distinguish right from wrong
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The school maintain and transmit
values
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The school place emphasis on
developing the mind, personal discipline, and character development
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Proponent is Plato “In order to know
something, we need to withdraw from the use of our senses and rely on a purely
intellectual approach”
·
Realism
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Stresses that the world is made up of
real, substantial and material entities
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Knowledge is derived from sense experience
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Aims to provide students with
essential knowledge to survive the natural world
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Methodology: lectures, demonstration
and sensory experience, inductive logic.
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Covers, science and mathematics
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The teacher serves as a guide, a
demonstrator, who has full mastery of the knowledge of the realities of life
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Requires the learner to recall, explain
and compare fact; to interpret relationships, and to infer new meanings
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Rewards the success of each learner
and reinforces what has been learned
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Utilizes learner’s experiences, and by
making the subject matter as concrete as possible
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View’s the learners as a sense of
mechanism, a functioning organism which, through sensory experience, can
perceive the natural order of the world
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The learners can learner only when
they follow the laws of learning
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The school transmits knowledge
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Classrooms are highly ordered and
disciplined
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Proponents is Aristotle, Herbart and
Comenius
·
Pragmatism/Experimentalism
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Pragmatist believe that the curriculum
should reflect the society, emphasizing the needs and interests of the children
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Aims to teach students how to think so
that he can adjust to the demands of an ever-changing world
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The contents are practical and
utilitarian subjects
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It is done through project method, free
and open discussion, individual problem-solving research
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The learners learn from experiences
through interaction to the environment
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The teacher captures the child’s
interest and build on the natural motivation
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The teacher uses varying teaching
methods to accommodate each individual learning style
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The teacher serves as helper, guide
and arranger of experiences
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Proponent is John Dewey
2. Modern
Philosophical Thoughts
·
Perennialism
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Knowledge that has endured through
time and space, and constitute the foundation of education.
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Perennialist believe that when
learners are immersed in the study of profound and enduring ideas, they will
appreciate learning for its own sake and become true intellectuals.
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The aim is to develop power of thought
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Proponent is Robert Hutchins
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The teacher interprets and tells
eternal truth
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The teacher spends more time teaching
about concepts and explaining how these concepts are meaningful to learners
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The learner is a passive recipient
·
Essentialism
-
Teaching the basic/essential knowledge
and skills
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The aim is to promote the intellectual
growth of the learners
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The proponent is William Bagley
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The learner receives instruction in
skills such as writing, reading, measurement/arithmetic (3Rs)
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The Teacher focuses heavily on
achievement test scores as a means of evaluating progress.
·
Progressivism
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Education is always in the process of
development
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Focused on the whole child and the
cultivation of individuality
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Centered on the experiences, interests
and abilities of learners
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Progressivist strive to make schooling
both interesting and useful
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The aim is to provide the learners the
necessary skills to be able to interact with this ever-changing environment
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The proponent is John Dewey, Johann
Pestalozzi
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The learner learns through experience
or by doing
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The teacher plans lessons that arouse
curiosity and encourage the learners to develop a higher level of knowledge
·
Existentialism
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Man shapes his being as he lives
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Knowledge is subjective to the
person’s decision, and varies from one person to another.
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The proponent is Jean Paul Sartre
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The teacher assists students in their
personal journey
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Aids children in knowing themselves
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The learner determines their own rule
·
Social Reconstructionism
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Emphasizes the addressing of social
questions and a quest to create a better society
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Social reconstructionist believe that
systems must be changed to overcome oppression and improve human conditions
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Curriculum focuses on leaners experiences
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The aim of education is for change and
social reform
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The proponent is George Counts
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The learner takes social action on
real problems such as violence, hunger, international terrorism, inflation,
discrimination and inequality, and environmental problems
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The teacher uses community-based
learning and brings the world into the classroom
3. Eastern
Philosophies
·
Hinduism
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Emphasizes a commitment to an ideal
way of life characterized by honesty, courage, service, faith, self-control,
purity and non-violence which can be achieved through YOGA
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Proponent is Mahatma Gandhi
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In Hinduism, the teacher shows the way
and imparts knowledge by his own example, the teacher is also responsible for
the learner’s spiritual welfare
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The learners aim to remember everything
by heart and gain mastery of every subject learned.
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Teaching methods are oral and memory
intensive, discussion and debates
·
Buddhism
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Believes is the four noble truths
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Believes in the law of karma
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The proponent is Siddhartha Gautama
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Buddhism in education is rooted on
faith
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Continuing education system to receive
additional teaching and learn from each other during class discussion
·
Confucianism
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Teaches moral life through devotion to
the family, loyalty to the elders, love of learning, brotherhood, civil service
and universal love and justice.
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Stress the five cardinal virtues
(benevolence, righteousness, propriety, wisdom and sincerity)
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Proponent is Confucius
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Confucianism in education is
emphasized in civil service exam
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Confucianism in education is
emphasized in religious rituals in the schools
·
Taoism
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The way of life, a philosophy
advocating simplicity, frugality and the joys of being close to nature and
being in harmony with the whole universe
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Strongly believes in Wu Wei (Let things
come naturally)
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The proponent is Lao Tzu
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In education: Taoist ethics emphasize
compassion, moderation and humility
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Physical exercises involve slow and
controlled body movement to achieve mental stillness
·
Zen Buddhism
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Believes in the third eye (to see
things which are invisible to the naked eyes and to get attuned to the things
around us)
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Encourages meditation (mind—awakening)
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Teaches that the entire universe is
one’s mind, and if one cannot realize enlightenment in one’s own mind now, one
cannot ever achieve enlightenment.
·
Islam
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Has five pillars: belief in Allah,
prayer (5x a day), fasting, alms giving and pilgrimage)
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The proponent is Muhammad/Mohammed
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Islam in education teaches that useful
knowledge is necessary for the benefit of the self and of humanity
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A truly Islamic government is required
to provide all means to promote adequate education for its citizens, to the best
of its ability.
