LET Reviewer in Professional Education - Philosophies and Theories in Education

DIFFERENT PHILOSOPHIES AND THEORIES IN EDUCATION

NATURALISM

Naturalism stands for a 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 3 Rs.

Aims to unfold the childs 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, instincts and experience.

It puts the child at the center of educational process and prepares him to experience life as it is.

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

things 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.

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 subjectsphilosophy, literature, religion and historythat will develop and enhance the mind of

the child.

Methods used in teaching include lecture, discussion and Socratic dialogue.

Character development is through emulation of examples and heroes.

REALISM

The most effective way to find about reality is to study it through organized, separate and systematically arranged

matteremphasis is on subject matter concerning Science and Mathematics.

Methods used in teaching include recitation, experimentation and demonstration.

Character development is through training in the rules of conduct.

EXISTENTIALISM

Subject matter is 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 the curriculum content.

Students should not be treated as objects to be measured and standardized.

Methods are geared on giving opportunities for the students for self-actualization and self-direction.

Character development is through the responsibility of every individual in making a decision.

ESSENTIALISM

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.

Students should be taught to think logically and systematically-grasping not just the parts but the whole.

Methods of teaching center on giving regular assignments, drills, recitation, frequent testing and evaluation.

PRAGMATISM

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 that the transfer of the organized body of knowledge.

PERENNIALISM

Some of the ideas in the past are still being taught because they are significant.

Curriculum should contain cognitive subjects that cultivate rationality, morality, aesthetics 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 a recurring process based on

eternal truths.

The teacher must have the mastery of the subject matter and authority in exercising it.

Aims for the education of the rational personto develop mans power of thoughtthe central aim of this philosophy

PROGRESSIVISM

Focuses on the child 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 the 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 walled philosophy of education.

CONSTRUCTIVISM

A philosophy of learning which asserts that reality does not exist outside of human conceptions. It is the individual who

constructs reality by reflecting on his own experience and gives meaning to it.

Learning is the process of adjusting ones mental modes to accommodate new experience.

RECONSTRUCTIVISM

Schools should originate policies and progress that will bring social reforms and orders.

Teachers should be an instrument to encourage and lead students in the program or social reforms

Curriculum emphasizes on social reforms as the aim of education. It focuses on student experience and taking social

actions on real problems

 Method of teaching 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

BEHAVIORISM

Asserts that human beings are shaped entirely by their external environment.

The only reality is the physical world.

HUMANISM

Education is a process and should not be taken abruptly. The unfolding of human character proceeds with unfolding of

nature.

The learner should be in control of his destiny.

Concern is more on methods which include theme writing rather than 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.

Here is a brief summary of the different School of Thoughts:

ESSENTIALISM

man has rational and moral powers

man is a rational animal

back to the basics movements

4Rs (reading, (w)riting, (a)rithmetic, religion/right conduct)

use Standardized test to measure learning

subject-centered teaching

authoritarian approach to teaching

PROGRESSIVISM

man is a social animal, he actively try to socialize

simulation and problem solving method

student-centered teaching

non-authoritarian approach to teaching

PERENNIALISM

man has rational and moral powers

man has the same essential nature with others

man is a rational animal

use of the Great books

 meaning of life is in search of unchanging truth

subject matter-centered teaching

authoritarian approach to teaching

EXISTENTIALISM

no universal nature

man can choose, has free will

man exists first then defines himself

learners learns at their own pace.

student-centered teaching

non-authoritarian approach to teaching

BEHAVIORISM

man has no free will

man is the product of his environment

man is a complex combination of matter that responds to physical stimuli

use of rewards and incentives

CONSTRUCTIVISM

man makes his own meaning

man constructs his own knowledge

learners draw meaning from what they are taught

RATIONALISM

man derives knowledge through reasoning

EMPIRICISM

man derives knowledge from his senses or experience

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