Prof. Arthur S. Abulencia Prof. Arthur S. Abulencia Lecturer Lecturer

Philosophical Philosophical Foundation of Foundation of

EducationEducation

LET ReviewLET Review

PART I: KNOWLEDGE PART I: KNOWLEDGE UPDATEUPDATE

BASIC CONCEPTSBASIC CONCEPTS

Concepts from General Concepts from General PhilosophyPhilosophy

Philosophy Philosophy (from the Greek words, (from the Greek words, ""PhiliaPhilia" and "" and "SophiaSophia," meaning "," meaning "love of love of wisdomwisdom") - is defined technically as the ") - is defined technically as the science of beings in their ultimate science of beings in their ultimate reasons, causes and principles, reasons, causes and principles, acquired by human reason alone. acquired by human reason alone.

In brief, it is the In brief, it is the field of reasonfield of reason..

Branches of PhilosophyBranches of Philosophy I. MetaphysicsI. Metaphysics. It is the . It is the theories of theories of

realityreality. It covers such sub-. It covers such sub-branches asbranches as A. Cosmology A. Cosmology (origin and (origin and development of the cosmos)development of the cosmos)Views in Cosmology Views in Cosmology EvolutionismEvolutionism – universe evolved – universe evolved

of itself of itself Creationism Creationism – universe came to be – universe came to be

as the result of the working of a as the result of the working of a Creative Personality or GodCreative Personality or God

Metaphysics Metaphysics B. Nature of ManB. Nature of Man as an important aspect as an important aspect

of reality of reality • Nature of the Self Nature of the Self

a.a. The The self is a soulself is a soul, a spiritual being. (idealism), a spiritual being. (idealism)b.b. The The self is essentially the same as the bodyself is essentially the same as the body. .

(realism and naturalism) (realism and naturalism) c.c. The The self is a social-vocal phenomenonself is a social-vocal phenomenon. .

(experimentalism)(experimentalism)d.d. The The self is a sheer fact where it isself is a sheer fact where it is. It is . It is

thrown into some place or situation which is thrown into some place or situation which is locus of its being (existentialist) locus of its being (existentialist)

Metaphysics Metaphysics

C. Problem of freedomC. Problem of freedom determinismdeterminism (cosmos is governed by (cosmos is governed by

forces or laws beyond the control of man); forces or laws beyond the control of man); man is not freeman is not free

free will free will (man has the power of choice and (man has the power of choice and is capable of genuine initiative) is capable of genuine initiative)

Man is neither free or determinedMan is neither free or determined. Man . Man can and does delay some of his responses can and does delay some of his responses long enough to reconstruct a total long enough to reconstruct a total response, not completely automatic but response, not completely automatic but not free, which give a new direction to not free, which give a new direction to subsequent activity subsequent activity

Metaphysics Metaphysics D. Conceptions about GodD. Conceptions about God

AtheismAtheism – there is no ultimate reality or God – there is no ultimate reality or God TheismTheism – ultimate reality is a Personal God who is – ultimate reality is a Personal God who is

more than the cosmos but within whom and more than the cosmos but within whom and through whom the cosmos existsthrough whom the cosmos exists

MonotheismMonotheism – belief in one God – belief in one God PolytheismPolytheism – spiritual reality is plural. There is – spiritual reality is plural. There is

more than one God. more than one God. PantheismPantheism – all is God and God is all. The – all is God and God is all. The

cosmos and God are identical cosmos and God are identical DeismDeism – God exists quite apart from, and – God exists quite apart from, and

disinterested in, the physical universe and human disinterested in, the physical universe and human beings. But he created all natural and moral laws. beings. But he created all natural and moral laws.

Metaphysics Metaphysics D. D. TeleologyTeleology (meaning or purpose of (meaning or purpose of

life)life)Philosophies holding that the world is Philosophies holding that the world is

what it is because of chance, accident, or what it is because of chance, accident, or blind mechanism are blind mechanism are non-teleological non-teleological

Philosophies holding that there has been Philosophies holding that there has been purpose in the universe from its purpose in the universe from its beginning, and purpose can be discerned beginning, and purpose can be discerned in history are in history are teleological teleological

Metaphysics Metaphysics

E. E. Constancy or Lack of ConstancyConstancy or Lack of Constancyabsolutismabsolutism (constancy) – (constancy) –

fundamental reality is constant, fundamental reality is constant, unchanging, fixed, permanent, unchanging, fixed, permanent, dependable, universal dependable, universal

relativismrelativism (lack of constancy) – (lack of constancy) – reality is changing, subjective, reality is changing, subjective, contingent contingent

Metaphysics Metaphysics F. F. Problems of QuantityProblems of Quantity ( number of realities) ( number of realities) monism monism – reality is unified. It is mind or – reality is unified. It is mind or

matter or energy or will ---but only of thesematter or energy or will ---but only of these dualismdualism – reality is two. Usually these – reality is two. Usually these

realities are antithetical like spirit and matter, realities are antithetical like spirit and matter, good and evil. One is more important than good and evil. One is more important than the other. the other.

pluralism (many realities)pluralism (many realities) – minds, things, – minds, things, materials, energies, laws, processes etc. All materials, energies, laws, processes etc. All maybe considered as equally important and maybe considered as equally important and to some degree they are independent with to some degree they are independent with each other each other

Metaphysics Metaphysics G. G. OntologyOntology (the meaning of existence as such. To (the meaning of existence as such. To

exist, to have being is what)exist, to have being is what) Space-time or nature as identical with Space-time or nature as identical with

existence.existence. To exist means to occupy time and To exist means to occupy time and space, to be matter of physical energy (realism space, to be matter of physical energy (realism and naturalism) and naturalism)

Spirit or God as identical with existenceSpirit or God as identical with existence. To . To exist means to be Mind or Spirit, or to be exist means to be Mind or Spirit, or to be dependent upon Mind or Spirit (idealism) dependent upon Mind or Spirit (idealism)

For pragmatists, they insist that everything is in For pragmatists, they insist that everything is in flux or change and there is nothing which fits flux or change and there is nothing which fits into the category of existence in any ultimate into the category of existence in any ultimate sense. sense.

II. EpistemologyII. Epistemology. It is the . It is the theory of theory of knowledgeknowledge. Its major concerns are the . Its major concerns are the nature of knowledge itself and the nature of knowledge itself and the grounds for its validity.grounds for its validity.

Branches of PhilosophyBranches of Philosophy

The possibility of knowledgeThe possibility of knowledgea. a. AgnosticismAgnosticism - coined a/by Thomas - coined a/by Thomas

Huxley which means "not being able to Huxley which means "not being able to know" or belief in the impossibility of know" or belief in the impossibility of knowledge.knowledge.

b. b. Skepticism Skepticism is the doubting or is the doubting or questioning attitude towards questioning attitude towards knowledge (also known as the knowledge (also known as the scientific attitude).scientific attitude).

c. c. Affirmation of knowledgeAffirmation of knowledge. It is the . It is the possibility of knowledge.possibility of knowledge.

Two kinds of knowledgeTwo kinds of knowledgea. a. A prioriA priori - knowledge not requiring - knowledge not requiring

observation; literally means "before" or observation; literally means "before" or "prior to“. Knowledge is self-evident. "prior to“. Knowledge is self-evident. Principles which, when once understood, are Principles which, when once understood, are recognized to be true and don’t require proof recognized to be true and don’t require proof of observation of observation

b. b. A posterioriA posteriori - knowledge based on - knowledge based on observation; literally means "after" or observation; literally means "after" or "posterior to”. "posterior to”.

c. c. ExperimentalExperimental – knowledge that is something – knowledge that is something to be put to work in experience as a function to be put to work in experience as a function which carries experience forward which carries experience forward satisfactorily satisfactorily

Types of knowledge according to Types of knowledge according to means / instrumentsmeans / instruments

a. a. EmpiricalEmpirical - knowledge acquired - knowledge acquired through sense perception (equivalent through sense perception (equivalent to scientific knowledge). The school of to scientific knowledge). The school of thought is known as empiricism.thought is known as empiricism.

b. b. RationalRational - knowledge acquired - knowledge acquired primarily through reason and belief is primarily through reason and belief is called rationalism.called rationalism.

c.c. Intuitive Intuitive - knowledge acquired - knowledge acquired primarily through intuition (sudden primarily through intuition (sudden flash of insight) and the belief is known flash of insight) and the belief is known as intuitionism. as intuitionism.

Types of knowledge according to Types of knowledge according to means / instrumentsmeans / instruments

d. d. AuthoritativeAuthoritative - knowledge acquired - knowledge acquired through an authority (expertise) and the through an authority (expertise) and the belief is known as authoritarianismbelief is known as authoritarianism

e. e. RevealedRevealed. Knowledge acquired . Knowledge acquired through revelation (what God discloses through revelation (what God discloses to man). And the belief is revelation to man). And the belief is revelation ism. It is also called religious ism. It is also called religious knowledge.knowledge.

III. LogicIII. Logic. Is the . Is the science and art of science and art of correct thinking/reasoningcorrect thinking/reasoning. The types . The types of logic are also known as modes or of logic are also known as modes or methods of thinking.methods of thinking.

Branches of PhilosophyBranches of Philosophy

Types of LogicTypes of Logica. a. InductiveInductive. It is reasoning from . It is reasoning from

particular/specific to general/universal. particular/specific to general/universal. Popular in the sciences because it leads to Popular in the sciences because it leads to the the discovery of principles, laws, etc.discovery of principles, laws, etc.

b. b. Deductive.Deductive. It is reasoning from the It is reasoning from the general/universal to the particulars/specifics. general/universal to the particulars/specifics. It main justification is to show proofs of the It main justification is to show proofs of the

known principle. It is often used in known principle. It is often used in Mathematics,Mathematics,SyllogismSyllogism is the verbal form of deductive is the verbal form of deductive reasoning.reasoning.

Example of SyllogismExample of Syllogism

All men are mortal.All men are mortal.Pedro is a man.Pedro is a man.Therefore, Pedro is mortal. Therefore, Pedro is mortal.

Types of LogicTypes of Logicc. c. DialecticDialectic. It is reasoning in which the . It is reasoning in which the

conflict or contrast of ideas is used a conflict or contrast of ideas is used a means of detecting the truth. In Hegel's means of detecting the truth. In Hegel's dialectic, there are three stages: thesis dialectic, there are three stages: thesis (affirmation of the idea); antithesis (affirmation of the idea); antithesis (negation of the idea); and synthesis (negation of the idea); and synthesis (reaffirmation of the idea or (reaffirmation of the idea or truth truth itself).itself).

d. d. Experimental or problem solvingExperimental or problem solving. It is . It is the testing of hypothesis and makes the testing of hypothesis and makes use of both induction an deduction.use of both induction an deduction.

IV. AxiologyIV. Axiology. It is the . It is the theory of valuestheory of values (from the root word/'(from the root word/'axiosaxios" meaning "of " meaning "of like value" or "worth as much as")like value" or "worth as much as") - the nature of values, the different kinds - the nature of values, the different kinds of value, specific values worthy of of value, specific values worthy of possesion possesion

Branches of PhilosophyBranches of Philosophy

Theories on nature of valuesTheories on nature of valuesa. a. interest theoryinterest theory - believes that values depend - believes that values depend

upon the interest of the person who enjoys upon the interest of the person who enjoys them. What is desired has value.them. What is desired has value.

b. b. existence theoryexistence theory. Believes that values have . Believes that values have an existence on their own right, which is an existence on their own right, which is independent of the valuer/person and his independent of the valuer/person and his interest. Values are not qualities or essences interest. Values are not qualities or essences without foundation in existence; they are without foundation in existence; they are essence plus existence. essence plus existence.

Theories on nature of valuesTheories on nature of values

c. c. Experimentalist theoryExperimentalist theory. Believes that . Believes that what is of value yields a greater sense what is of value yields a greater sense of happiness in the present and most of happiness in the present and most likely in the future. There is likely in the future. There is growth growth

d. d. Part-whole theoryPart-whole theory. Believes that the . Believes that the key to realizing and enjoying value is key to realizing and enjoying value is the effective relating of parts to whole.the effective relating of parts to whole.

Realms of Values Realms of Values 1. 1. EthicsEthics. - Theory of morality (good and evil). . - Theory of morality (good and evil).

The problems of conduct and ultimate The problems of conduct and ultimate objectives objectives a. Worth of living: a. Worth of living:

OptimismOptimism – existence is good. Life is worth living. – existence is good. Life is worth living. There is hopeThere is hope

PessimismPessimism – existence is evil. Life is not worth – existence is evil. Life is not worth struggling. We should escape it with some means struggling. We should escape it with some means

MeliorismMeliorism – conclusions as to the goodness or evil of – conclusions as to the goodness or evil of existence cannot be made final. Human effort may existence cannot be made final. Human effort may improve the human situation. The final end cannot be improve the human situation. The final end cannot be assured but we must face life, not escape it, applying assured but we must face life, not escape it, applying all the effort and resource in command. all the effort and resource in command.

EthicsEthics b.b. The highest good or The highest good or summum bonumsummum bonum

HedonismHedonism - - the highest good is the highest good is pleasure pleasure

PerfectionismPerfectionism - the highest good is - the highest good is the perfection of the self or self-the perfection of the self or self-realization. realization.

Ethics Ethics c.c. Criteria of conductCriteria of conduct

Kant’s MaximKant’s Maxim: act only on those principles which : act only on those principles which you are willing should become the universal moral you are willing should become the universal moral laws. laws.

Spencer’s PrincipleSpencer’s Principle: action to be right must be : action to be right must be conducive to self-preservation conducive to self-preservation

Dewey’s principleDewey’s principle: discover the probable : discover the probable consequences of what you consider doing, by consequences of what you consider doing, by going through an imaginative rehearsal of the going through an imaginative rehearsal of the possibilities possibilities

The religious principleThe religious principle: obey the will of God; : obey the will of God; commit yourself completely to God’s purpose and commit yourself completely to God’s purpose and willwill

Ethics Ethics d. d. Motivation of conductMotivation of conduct

EgoismEgoism - the interest of the self - the interest of the self should be served by an individual’s should be served by an individual’s actionsactions

AltruismAltruism – the interest of the others – the interest of the others or of the social group should be or of the social group should be served by individual’s actions. One served by individual’s actions. One can only find happiness in the service can only find happiness in the service of his/her fellows of his/her fellows

Realms of Ethics Realms of Ethics 2. 2. AestheticsAesthetics. - Realm of art and beauty. The . - Realm of art and beauty. The

nature of values which are found in the nature of values which are found in the feeling aspects of experience. feeling aspects of experience.

3. 3. Religions ValuesReligions Values. – the kind, nature, and . – the kind, nature, and worth of values to be possessed or realized worth of values to be possessed or realized through worship, religious experience and through worship, religious experience and religious servicereligious service

4. 4. EducationalEducational. – the kind, nature and worth of . – the kind, nature and worth of values inherent in the values inherent in the educative processeducative process..

Realms of Ethics Realms of Ethics

5. 5. Social Values.Social Values. – the kind, nature and worth – the kind, nature and worth of values only realized in the community of values only realized in the community through the individual's relation to society.through the individual's relation to society.

6. 6. Utilitarian ValuesUtilitarian Values. – the kind, nature and . – the kind, nature and worth of values to be realized in harmonious worth of values to be realized in harmonious adjustment to or efficient control of the adjustment to or efficient control of the forces of the physical environmentforces of the physical environment

Issues about values in general:Issues about values in general:

Values are either:Values are either:

a. absolute (constant; unchanging) or a. absolute (constant; unchanging) or relative (changing)relative (changing)

b. objective or subjectiveb. objective or subjectivec. hierarchical or non-hierarchicalc. hierarchical or non-hierarchical

Philosophy of EducationPhilosophy of Education It is an attempt to comprehend It is an attempt to comprehend

education in its entirely, interpreting it education in its entirely, interpreting it by mean of general concepts that will by mean of general concepts that will guide the choice of educational ends guide the choice of educational ends and practices. (Kneller). It is the and practices. (Kneller). It is the application of philosophical ideas to application of philosophical ideas to educational problemseducational problems (Ozmon & (Ozmon & Craver). It is the study of educational Craver). It is the study of educational problems of aims,problems of aims, curriculum, and curriculum, and methods from philosophical methods from philosophical perspective perspective (Botor & Ortinero).(Botor & Ortinero).

Education in Various Contexts Education in Various Contexts (Kneller)(Kneller)

2.1 2.1 Broad sense. Education is any act or Broad sense. Education is any act or experience that has a formative effect on the experience that has a formative effect on the mind, character, and physical development mind, character, and physical development of the individualof the individual

2.2 Technical Sense. Education is the process 2.2 Technical Sense. Education is the process of transmitting the of transmitting the cultural heritage from cultural heritage from one generation to another through the one generation to another through the educational agencies or society.educational agencies or society.

2.3 As a process: Education as in educative 2.3 As a process: Education as in educative process pertains to instruction or the process pertains to instruction or the teaching learning process.teaching learning process.

Education in Various Contexts Education in Various Contexts (Kneller)(Kneller)

2.4 2.4 As a productAs a product. Education here is equivalent to . Education here is equivalent to learning outcomes such as knowledge, skills, learning outcomes such as knowledge, skills, attitudes, appreciations, and values.attitudes, appreciations, and values.

2.5 2.5 According to expertsAccording to experts. Education is viewed . Education is viewed differently by experts according to their differently by experts according to their philosophical orientation. For instance, John Dewey philosophical orientation. For instance, John Dewey (a pragmatist) views education as life itself and a (a pragmatist) views education as life itself and a continuous reconstruction of experiences for social continuous reconstruction of experiences for social efficiency. Herbert Spencer (naturalist) believes that efficiency. Herbert Spencer (naturalist) believes that education is complete living, a preparation for life. education is complete living, a preparation for life. John Amos Comenius (realist) views education as John Amos Comenius (realist) views education as the formation of man as man.the formation of man as man.

Eastern/Oriental PhilosophiesEastern/Oriental Philosophies

Distinct Character of Distinct Character of Eastern/Asian PhilosophyEastern/Asian Philosophy

1.1 It thinks of time in a cyclical manner. 1.1 It thinks of time in a cyclical manner. Nothing really ends; nothing really begins Nothing really ends; nothing really begins absolutely. Once in existence, always in absolutely. Once in existence, always in existence.existence.

1.2 There is no dichotomy between a way of life 1.2 There is no dichotomy between a way of life and a way of thinking. As one thinks, so one and a way of thinking. As one thinks, so one lives. Religion and philosophy are one.lives. Religion and philosophy are one.

1.3 It has propensity to mysticism, at its use of 1.3 It has propensity to mysticism, at its use of super-consciousness, existence of the third super-consciousness, existence of the third eyes, or a sixth sense.eyes, or a sixth sense.

Influences upon the FilipinoInfluences upon the Filipino

2.1 G. Zaide. Contact with India, China, 2.1 G. Zaide. Contact with India, China, Japan and Arabia before 1521 enriched Japan and Arabia before 1521 enriched the ancient Filipino civilization.the ancient Filipino civilization.

2.2 O.D. Corpuz. Asian influences persist 2.2 O.D. Corpuz. Asian influences persist in modern times, having become part of in modern times, having become part of Filipino dialects, myths and art forms.Filipino dialects, myths and art forms.

Influences upon the FilipinoInfluences upon the Filipino

2.3 L. Estioko. The Filipino is 2.3 L. Estioko. The Filipino is enterprising, maintains close family enterprising, maintains close family ties and community structures, loves ties and community structures, loves learning, cared for the soil and learning, cared for the soil and surrounding, and is deeply religious. surrounding, and is deeply religious. These are traits embedded in These are traits embedded in the the Filipino souls before the first contact Filipino souls before the first contact with the West.with the West.

Chinese PhilosophyChinese Philosophy

ConfucianismConfucianism It is body of beliefs based on the It is body of beliefs based on the

Analects, the teachings of ConfuciusAnalects, the teachings of ConfuciusConfucius was born at Kung-Fu-tzu in Confucius was born at Kung-Fu-tzu in

551 B.C. and died in 479 B.C.551 B.C. and died in 479 B.C.

ConfucianismConfucianismHe taught the importance of li which He taught the importance of li which

means propriety and orderliness ad the means propriety and orderliness ad the ideal of a gentleman. He also taught ideal of a gentleman. He also taught filial piety, devotion to the family, filial piety, devotion to the family, loyalty to elders, love for learning, loyalty to elders, love for learning, brotherhood, honesty and efficiency in brotherhood, honesty and efficiency in government service (civil service), and government service (civil service), and universal love and justice.universal love and justice.

For almost 2500 years it has been the For almost 2500 years it has been the religion of the great masses in China.religion of the great masses in China.

TaoismTaoismThe word "tao" means the path, the The word "tao" means the path, the

way, of the great. It is the source of all way, of the great. It is the source of all being, the First Cause, the Ultimate being, the First Cause, the Ultimate Reality.Reality.

The original teachings of Taoism are The original teachings of Taoism are found in Tao Te Ching, attributed to found in Tao Te Ching, attributed to Lao Tzu, born in 604 B.C.Lao Tzu, born in 604 B.C.

To follow the Tao is to follow the way of To follow the Tao is to follow the way of nature. Thus, nature. Thus, its main tenet is harmony its main tenet is harmony with nature. It regards nature as sacred with nature. It regards nature as sacred and even as an extension of human and even as an extension of human selves.selves.

General Character of Chinese General Character of Chinese PhilosophyPhilosophy

The highest achievement of man is to The highest achievement of man is to be a sage or wise man.be a sage or wise man.

The Chinese are a this-world people. The Chinese are a this-world people. Life is desirable.Life is desirable.

They believe in the cycle of ups-and-They believe in the cycle of ups-and-downs in this life.downs in this life.

They believe in the coordination of They believe in the coordination of thought and action.thought and action.

Indian PhilosophyIndian PhilosophyHinduismHinduism It is the major religion of India, accounting for It is the major religion of India, accounting for

85% of the population. It has known as 85% of the population. It has known as "Trimurti" which consists of BRAHMA, the "Trimurti" which consists of BRAHMA, the supreme spirit, VISHNU, the preserver, and supreme spirit, VISHNU, the preserver, and SHIVA, the destroyer and creator. Since the SHIVA, the destroyer and creator. Since the ancient times, people are already destined into ancient times, people are already destined into social classes known as the caste system.social classes known as the caste system.Brahmins / Brahmans - the priestsBrahmins / Brahmans - the priestsKshatriyas - the nobles and the warriorsKshatriyas - the nobles and the warriorsVaisyas - the traders, cultivators, peasantsVaisyas - the traders, cultivators, peasantsSudras - the servants (Outside the caste Sudras - the servants (Outside the caste system are the untouchables or outcasts)system are the untouchables or outcasts)

HinduismHinduism The Hindu's life is governed by the law of "The Hindu's life is governed by the law of "karma" karma"

which is a process or series of birth and rebirth until which is a process or series of birth and rebirth until one attains perfection and finally reaches "nirvana"one attains perfection and finally reaches "nirvana" - - the place or eternal happiness and bliss. Under this the place or eternal happiness and bliss. Under this belief, the sum of the person's actions carried from belief, the sum of the person's actions carried from one life to the next results in either an improved or one life to the next results in either an improved or worsened fate.worsened fate.

The "Veda" is the most sacred of all Hindu The "Veda" is the most sacred of all Hindu scriptures composed of four main collections:scriptures composed of four main collections:

-Rig Veda - hymns and praises-Rig Veda - hymns and praises-Yajur Veda-prayer and sacrificial formulas-Yajur Veda-prayer and sacrificial formulas-Sama Veda - tunes and chants-Sama Veda - tunes and chants-Athan/a Veda- magical formulas-Athan/a Veda- magical formulas

BuddhismBuddhism The The Noble Eight-fold PathNoble Eight-fold Path consists of consists of 1) Right View; 1) Right View; 2) Tight Resolve; 2) Tight Resolve; 3) Right Speech; 3) Right Speech; 4) Right Action; 4) Right Action; 5) Right Livelihood; 5) Right Livelihood; 6) Right Effort; 6) Right Effort; 7) Right Concentration; and7) Right Concentration; and 8) Right Contemplation.8) Right Contemplation.

BuddhismBuddhism It is one of the major religions of the world; founded by It is one of the major religions of the world; founded by

Siddharta Gautama, the Buddha, who lived in Northern Siddharta Gautama, the Buddha, who lived in Northern India. Today, Buddhism has two major divisions:India. Today, Buddhism has two major divisions:1. Theravada or "Way of the Elders" (the more 1. Theravada or "Way of the Elders" (the more conservative type), popular in Sri Lanka, Burma, and conservative type), popular in Sri Lanka, Burma, and ThailandThailand2. Mahayana or "Great Vehicle" (liberal type), dominant 2. Mahayana or "Great Vehicle" (liberal type), dominant in Taiwan, Korea, Japan, and Tibetin Taiwan, Korea, Japan, and Tibet

Buddha advocated four noble truths:Buddha advocated four noble truths:1. 1. Life is suffering (duhka);Life is suffering (duhka);2. The cause of suffering is desire;2. The cause of suffering is desire;3. the end of suffering is to stop desire; and3. the end of suffering is to stop desire; and4. to stop desire is to follow the Noble Eight-fold Path4. to stop desire is to follow the Noble Eight-fold Path (to break the chain of karma and to reach Nirvana)(to break the chain of karma and to reach Nirvana)

Japanese PhilosophyJapanese PhilosophyShintoismShintoism It was popular during the Imperial It was popular during the Imperial

regime but lost its popularity when regime but lost its popularity when Japan lost during the Second World Japan lost during the Second World War. Shinto was not a Japanese word. War. Shinto was not a Japanese word. It was derived from the Chinese "shon" It was derived from the Chinese "shon" (Gods) and "tao" (the way). The (Gods) and "tao" (the way). The intention was to distinguish this intention was to distinguish this religion from Buddhism when it first religion from Buddhism when it first entered Japan.entered Japan.

ShintoismShintoism

Shintoism is the belief in the "kami no Shintoism is the belief in the "kami no michi" or the "way of the kami". Kami michi" or the "way of the kami". Kami are Japanese deities or goods of nature are Japanese deities or goods of nature like the sun goddess, Kmaterasu, like the sun goddess, Kmaterasu, whom the Japanese believed that the whom the Japanese believed that the Imperial family came from. During the Imperial family came from. During the Imperial reign, Japan is said to be a Imperial reign, Japan is said to be a theocratic state.theocratic state.

Arabian Philosophy (Islam)Arabian Philosophy (Islam)IslamIslam is a major world religion (one of is a major world religion (one of

the three monotheistic religions), the three monotheistic religions), comes from the Arabic word "al-islam" comes from the Arabic word "al-islam" which literally means complete which literally means complete submission to God (Allah). submission to God (Allah).

Islam traces its origin to the prophet Islam traces its origin to the prophet Muhammad who was born in Mecca, Muhammad who was born in Mecca, Arabia about AD 571. in middle life, Arabia about AD 571. in middle life, Muhammad showed mystical traits and Muhammad showed mystical traits and developed the habit of withdrawing to developed the habit of withdrawing to the bills for contemplation. the bills for contemplation.

Arabian Philosophy (Islam)Arabian Philosophy (Islam)Later, at the age of forty, he received a Later, at the age of forty, he received a

revelation calling him to denounce the revelation calling him to denounce the paganism and polytheism of Mecca and paganism and polytheism of Mecca and preach the existence of one God - preach the existence of one God - Allah. In AD 622, he left Mecca for Allah. In AD 622, he left Mecca for Medina. This came to be known as Medina. This came to be known as hijra, the event from which the Muslim hijra, the event from which the Muslim calendar begins. Is AD 632, Muhammad calendar begins. Is AD 632, Muhammad died without naming a successor. He died without naming a successor. He was succeeded by a series of Caliphs, was succeeded by a series of Caliphs, the first being Abu Bakr and Umar.the first being Abu Bakr and Umar.

The Islamic faith is centered on The Islamic faith is centered on these five Pillars of Islam:these five Pillars of Islam:

1. Shahada (1. Shahada (confession of faithconfession of faith): There is ): There is no other God but Allah and Muhammad no other God but Allah and Muhammad is his prophet.is his prophet.

2. Salat (2. Salat (prayerprayer). Muslims pray five times ). Muslims pray five times daily facing Mecca - at daybreak, noon, daily facing Mecca - at daybreak, noon, mid afternoon, after sunset and early in mid afternoon, after sunset and early in the night. They also go to the Mosques the night. They also go to the Mosques during Fridays.during Fridays.

The Islamic faith is centered on The Islamic faith is centered on these five Pillars of Islam:these five Pillars of Islam:

3. Zakat (3. Zakat (almsgivingalmsgiving). Muslims give a percent ). Muslims give a percent of their income and other properties to of their income and other properties to charity.charity.

4. Ramadan (4. Ramadan (fastingfasting) During this period, ) During this period, Muslims do not eat, drink, smoke, or engage Muslims do not eat, drink, smoke, or engage in sex between dawn and sunset.in sex between dawn and sunset.

5. Haji (5. Haji (PilgrimagePilgrimage). A Muslim is required to go ). A Muslim is required to go to Mecca at least once in his lifetime.to Mecca at least once in his lifetime.

Other important concepts in Other important concepts in Islam are:Islam are:

Qur'an/Koran (recitation)Qur'an/Koran (recitation) - collection of the - collection of the revelations received by Muhammad from revelations received by Muhammad from Allah.Allah.

Hedith (tradition)Hedith (tradition) - is the record of the life - is the record of the life and activities of Muhammad and early and activities of Muhammad and early Muslim communities.Muslim communities.

Sunna (example)Sunna (example) - set of standards of - set of standards of Muhammad which all Muslims should follow.Muhammad which all Muslims should follow.

Shiari'a (law)Shiari'a (law) - formed by the combined - formed by the combined Qur'an and Sunna to Qur'an and Sunna to serve as an serve as an extraordinary comprehensive guide to life extraordinary comprehensive guide to life and conduct.and conduct.

Western PhilosophiesWestern Philosophies

NaturalismNaturalism. It is probably the oldest . It is probably the oldest philosophic thought in the west.philosophic thought in the west.

Nature is the be-all and end-all of Nature is the be-all and end-all of realityreality. Its antithesis is . Its antithesis is supernaturalism. Nature is the supernaturalism. Nature is the aggregate of things around us.aggregate of things around us.

its educational theme is harmony with its educational theme is harmony with nature as exemplified in Rousseau's nature as exemplified in Rousseau's Emile and the hedonistic principle of Emile and the hedonistic principle of pleasure in the educative process.pleasure in the educative process.

NaturalismNaturalism

Its chief educational spokesman is Its chief educational spokesman is Herbert Spencer who believes that the Herbert Spencer who believes that the goal of education is complete living.goal of education is complete living.

The child (pupil) is viewed as a child of The child (pupil) is viewed as a child of nature and so is inherently good.nature and so is inherently good.

IdealismIdealism. One of the oldest schools of thought . One of the oldest schools of thought in the West. in the West.

It rebelled against the philosophy ofIt rebelled against the philosophy ofnaturalism.naturalism.

Its origin is traced to Plato who advocated a Its origin is traced to Plato who advocated a doctrine of ideas (also the doctrine of the doctrine of ideas (also the doctrine of the universals).universals).

Since an idea is nonmaterial, idealism Since an idea is nonmaterial, idealism stresses moral and spiritual reality.stresses moral and spiritual reality.

IdealismIdealism

Its educational philosophy is ideal-Its educational philosophy is ideal-centered. God is the absolute/ perfect centered. God is the absolute/ perfect ideal. Sometimes, it is regarded as ideal. Sometimes, it is regarded as perfectionalism.perfectionalism.

Plato's Republic is believed to be the Plato's Republic is believed to be the first educational classic/treatise ever first educational classic/treatise ever written. It envisioned a society ruled by written. It envisioned a society ruled by a philosopher-king.a philosopher-king.

IdealismIdealism

Emphasizes the importance of the Emphasizes the importance of the mind, soul and spirit mind, soul and spirit

Goodness is an ideal stateGoodness is an ideal state

Particular Philosophies of Particular Philosophies of EducationEducation

Idealism, the first systematic philosophy in Western Idealism, the first systematic philosophy in Western thought…Socrates and Plato, the thought…Socrates and Plato, the Socratic method Socratic method was dialoguewas dialogue

Generic notions: Philosophers often pose abstract Generic notions: Philosophers often pose abstract questions that are not easily answered but are questions that are not easily answered but are concerned with the search for truthconcerned with the search for truth

World of matter in constant state of flux, senses are World of matter in constant state of flux, senses are not to be trusted, continually deceive usnot to be trusted, continually deceive us

Truth is perfect and eternal, but not found in the Truth is perfect and eternal, but not found in the world of matter, only through the mindworld of matter, only through the mind

IdealismIdealismThe only constant for Plato was The only constant for Plato was

mathematics, unchangeable and eternalmathematics, unchangeable and eternalPlato’s method of dialogue engaged in Plato’s method of dialogue engaged in

systematic, logical examination of all systematic, logical examination of all points of view…ultimately leading to points of view…ultimately leading to agreement and a synthesis of ideas…this agreement and a synthesis of ideas…this approach known as theapproach known as the dialectic. dialectic.

IdealismIdealism Plato believed education helped move Plato believed education helped move

individuals collectively toward achieving the individuals collectively toward achieving the good.good.

The State should be involved in education, The State should be involved in education, moving brighter students toward abstract ideas moving brighter students toward abstract ideas and the less able toward collecting data…a and the less able toward collecting data…a gender free tracking systemgender free tracking system

Those who were brighter should rule, others Those who were brighter should rule, others should assume roles to maintain the stateshould assume roles to maintain the state

Idealism Idealism The philosopher-king would lead the State The philosopher-king would lead the State

to the ultimate goodto the ultimate good

IdealismIdealism Evil comes through ignorance, education will Evil comes through ignorance, education will

lead to the obliteration of evillead to the obliteration of evil More modern idealists: St. Augustine, More modern idealists: St. Augustine,

Descartes, Kant, HegelDescartes, Kant, Hegel Goal of Education: interested in the search for Goal of Education: interested in the search for

truth through ideas…with truth comes truth through ideas…with truth comes responsibility to enlighten others, “education is responsibility to enlighten others, “education is transformation: Ideas can change lives.”transformation: Ideas can change lives.”

IdealismIdealismRole of the Teacher: to analyze and Role of the Teacher: to analyze and

discuss ideas with students so that discuss ideas with students so that students can move to new levels of students can move to new levels of awareness so that they can ultimately be awareness so that they can ultimately be transformed, abstractions dealt with transformed, abstractions dealt with through the dialectic, but should aim to through the dialectic, but should aim to connect analysis with actionconnect analysis with action

Role of the teacher is to bring out what is Role of the teacher is to bring out what is already in student’s mind: already in student’s mind: reminiscencereminiscence

Methods of InstructionMethods of InstructionLecture from time to time, but primary Lecture from time to time, but primary

method of teaching is the dialectic…method of teaching is the dialectic…discuss, analyze, synthesize, and apply discuss, analyze, synthesize, and apply what they have read to contemporary what they have read to contemporary societysociety

Curriculum…importance of the study of Curriculum…importance of the study of the classics…many support a back to the the classics…many support a back to the basics approach to educationbasics approach to education

RealismRealism. It is attributed. It is attributed to Aristotle, a pupil of Plato. to Aristotle, a pupil of Plato.

Realism believes that things exist Realism believes that things exist independent of the mind. Its origin is traced independent of the mind. Its origin is traced to Aristotle's doctrine of particulars.to Aristotle's doctrine of particulars.

It has greatly influenced the socialistic It has greatly influenced the socialistic (communistic) educational philosophy.(communistic) educational philosophy.

John Amos Comenius, a great realist, John Amos Comenius, a great realist, believes that education is formation believes that education is formation

and that the school is the trueand that the school is the trueforging place of man.forging place of man.

RealismRealism It believes in determinism (man is not It believes in determinism (man is not

free because he is governed by laws or free because he is governed by laws or forces of nature beyond hisforces of nature beyond his

control). One of the primary goals of control). One of the primary goals of education is habit formation.education is habit formation.

The teacher is the key figure, a master The teacher is the key figure, a master teacher; one who transmit knowledge teacher; one who transmit knowledge to his pupils (an authority).to his pupils (an authority).

RealismRealismStresses that the world is made up of Stresses that the world is made up of

real, substantial and materialreal, substantial and material entities entities Natural laws regulate and determine Natural laws regulate and determine

everything everything Knowledge is derived from sense Knowledge is derived from sense

experience experience Standards of value are determined by Standards of value are determined by

reason reason

RealismRealismAristotle was the leading proponent of Aristotle was the leading proponent of

realism, started the Lyceum, the first realism, started the Lyceum, the first philosopher to develop a systematic theory philosopher to develop a systematic theory of logicof logic

Generic Notions…only through studying Generic Notions…only through studying the material world is it possible to clarify or the material world is it possible to clarify or develop ideas…matter is real independent develop ideas…matter is real independent of ideasof ideas

Philosopher’s ConcernsPhilosopher’s ConcernsWhat is the good life?What is the good life?What is the importance of reason?What is the importance of reason?Moderation in all things…balance in Moderation in all things…balance in

leading one’s life: reason is the instrument leading one’s life: reason is the instrument to help individuals achieve balance and to help individuals achieve balance and moderationmoderation

RealistsRealistsNeo-Thomism…Aquinas affected a Neo-Thomism…Aquinas affected a

synthesis of pagan ideas and Christian synthesis of pagan ideas and Christian beliefs…reason is the means of beliefs…reason is the means of ascertaining or understanding truth, God ascertaining or understanding truth, God could be understood through reasoning could be understood through reasoning based on the material world…no conflict based on the material world…no conflict between science and religionbetween science and religion

The world of faith with the world of reason, The world of faith with the world of reason, contemporary Catholic schoolscontemporary Catholic schools

Modern RealismModern Realism From the Renaissance, Francis Bacon From the Renaissance, Francis Bacon

developed induction, the scientific method…developed induction, the scientific method…based on Aristotle, developed a method starting based on Aristotle, developed a method starting with observations, culminating in generalization, with observations, culminating in generalization, tested in specific instances for the purpose of tested in specific instances for the purpose of verificationverification

John Locke and John Locke and tabula rasatabula rasa, things known from , things known from experience… ordered sense data and experience… ordered sense data and

then reflected on themthen reflected on them

Contemporary RealistsContemporary RealistsTend to focus on philosophy and Tend to focus on philosophy and

science…Alfred North Whitehead, science…Alfred North Whitehead, concerned with the search for “universal concerned with the search for “universal patterns”patterns”

Bertrand Russell with Whitehead, Bertrand Russell with Whitehead, Principia Principia Mathematica…Mathematica…universal patterns could be universal patterns could be verified and classified through verified and classified through mathematicsmathematics

Goal of Education for RealistsGoal of Education for Realists Notions of the good life, truth, beauty could Notions of the good life, truth, beauty could

be answered through the study of ideas, be answered through the study of ideas, using the dialectical method…for using the dialectical method…for contemporary realists, the goal of contemporary realists, the goal of education is to help individuals understand education is to help individuals understand and apply the principles of science to help and apply the principles of science to help solve the problems plaguing the modern solve the problems plaguing the modern worldworld

Teachers should be steeped in the basic Teachers should be steeped in the basic academic disciplines academic disciplines

PragmatismPragmatism. It is the most recent among the . It is the most recent among the four classical philosophies.four classical philosophies.

Pragmatism is the belief that the Pragmatism is the belief that the meaning of an idea is determined by meaning of an idea is determined by the consequences when it is put into the consequences when it is put into test or practice in the world of reality.test or practice in the world of reality.

Although Greek in origin, it later Although Greek in origin, it later became an American philosophy.became an American philosophy.

The foremost American philosophers The foremost American philosophers are William James (practicalism), are William James (practicalism), Charles Peirce (experimentalism), and Charles Peirce (experimentalism), and John Dewey (instrumentalism)John Dewey (instrumentalism)

PragmatismPragmatism

It believes that change is the essence It believes that change is the essence of reality. "Everything flows; nothing of reality. "Everything flows; nothing remains the same."remains the same."

Its chief method is the experimental Its chief method is the experimental method that yields experimental method that yields experimental knowledge.knowledge.

It believes that education is life; a It believes that education is life; a continuous process of reconstruction. continuous process of reconstruction. Education never complete.Education never complete.

PragmatismPragmatism Ideas are true if they work Ideas are true if they work Reality is what is actually experienced Reality is what is actually experienced People are instruments of change People are instruments of change

capable of experimenting and testing capable of experimenting and testing their beliefstheir beliefs

Pragmatists openly accept change and Pragmatists openly accept change and continually seek to discover new ways continually seek to discover new ways to expand and improve society to expand and improve society

PragmatismPragmatism

An American philosophy from the 19An American philosophy from the 19thth century…Peirce, James, Deweycentury…Peirce, James, Dewey

““By their fruits, ye shall know them.” By their fruits, ye shall know them.” Pragmatism encourages people to Pragmatism encourages people to find processes that work in order to find processes that work in order to achieve their desired ends…action achieve their desired ends…action oriented, experientially groundedoriented, experientially grounded

John DeweyJohn Dewey

Intellectual heir to Charles Darwin, constant Intellectual heir to Charles Darwin, constant interaction between organism and environment, interaction between organism and environment, dynamic and developing world…child centered dynamic and developing world…child centered progressivism and social reconstructionismprogressivism and social reconstructionism

Instrumentalism and experimentalism, Instrumentalism and experimentalism, pragmatic relationship between school and pragmatic relationship between school and society and applying ideas of education on an society and applying ideas of education on an experimental basisexperimental basis

John Dewey’s PhilosophyJohn Dewey’s Philosophy Education starts with the needs and interests of Education starts with the needs and interests of

the child, allows the child to participate in the child, allows the child to participate in planning her course of study, employ project planning her course of study, employ project method or group learning, depend heavily or method or group learning, depend heavily or experiential learningexperiential learning

Children are active, organic beings…needing Children are active, organic beings…needing both freedom and responsibility both freedom and responsibility

Ideas are not separate from social conditions, Ideas are not separate from social conditions, philosophy has a responsibility to societyphilosophy has a responsibility to society

Dewey’s Role for the TeacherDewey’s Role for the TeacherNot the authoritarian but the facilitator…Not the authoritarian but the facilitator…

encourages, offers suggestions, questions encourages, offers suggestions, questions and helps plan and implement courses of and helps plan and implement courses of study…has command of several study…has command of several disciplinesdisciplines

Inquiry method, problem solving, Inquiry method, problem solving, integrated curriculumintegrated curriculum

ExistentialismExistentialism. It is principally a . It is principally a contemporary or modern philosophycontemporary or modern philosophy It grew out from the works of European It grew out from the works of European

philosophers particularly Soren philosophers particularly Soren Kierkegaard (Danish)Kierkegaard (Danish)

Its chief principle is "existence Its chief principle is "existence precedes essence."precedes essence."

It was two types: atheistic and theistic. It was two types: atheistic and theistic. The chief atheistic philosopher is Jean The chief atheistic philosopher is Jean Paul Sarte (French)Paul Sarte (French)

Jean Paul Sartre Jean Paul Sartre

Soren KierkegaardSoren Kierkegaard

ExistentialismExistentialism

It clamors for It clamors for individuality and individuality and freedom in educationfreedom in education..

It stresses individual decision-It stresses individual decision-making; the teacher offers making; the teacher offers knowledge and the pupil can either knowledge and the pupil can either accept or reject it.accept or reject it.

ExistentialismExistentialismMan has no fixed nature and he Man has no fixed nature and he

shapes his own being as he shapes his own being as he lives lives

The world is a personal The world is a personal subjectivity where goodness, subjectivity where goodness, truth and reality are individually truth and reality are individually defineddefined

ExistentialismExistentialismKnowledge is subjective to the Knowledge is subjective to the

person’s decision: knowledge varies person’s decision: knowledge varies from one person to another from one person to another

While an existentialist is completely While an existentialist is completely free to choose his values, he holds free to choose his values, he holds himself responsible for the himself responsible for the consequences of his choice. consequences of his choice.

ExistentialismExistentialismAim: to train the student for significant Aim: to train the student for significant

and meaningful existence and meaningful existence Curriculum: Subjects are to recognize Curriculum: Subjects are to recognize

individual differences and complete individual differences and complete freedom to work freedom to work

Teachers giving assistance to students Teachers giving assistance to students in their personal learning journeysin their personal learning journeys

Schools create an atmosphere for Schools create an atmosphere for active interaction active interaction

Existentialists and Existentialists and PhenomenologistsPhenomenologists

Based on the earth alone, Based on the earth alone, must make must make sense of the chaos one encounterssense of the chaos one encounters

““Existence precedes essence.” People Existence precedes essence.” People must create themselves and create their must create themselves and create their own meaning…done through the choices own meaning…done through the choices people make in their lives, in a state of people make in their lives, in a state of constant becoming…an individual can constant becoming…an individual can make a difference in a seemingly absurd make a difference in a seemingly absurd worldworld

ExistentialistsExistentialistsEducation should focus on the needs of Education should focus on the needs of

individuals, include the nonrational as well individuals, include the nonrational as well as rational, the notion of as rational, the notion of possibilitypossibility

Teachers should understand their own Teachers should understand their own “lived world” and help students to “lived world” and help students to understand their worldunderstand their world

The need to be “wide awake”…the role of The need to be “wide awake”…the role of the teacher is intensely personalthe teacher is intensely personal

Neo-MarxismNeo-MarxismRadical critique of capitalismRadical critique of capitalismThe role of education should be to give The role of education should be to give

students the insight to demystify students the insight to demystify capitalism and become agents of radical capitalism and become agents of radical changechange

Marx believed the history of civilization Marx believed the history of civilization was defined by class strugglewas defined by class struggle

General conflict theory…the teacher is a General conflict theory…the teacher is a “transformative intellectual”“transformative intellectual”

CONTEMPORARY CONTEMPORARY EDUCATIONAL THEORIESEDUCATIONAL THEORIES

A A TheoryTheory is a set of assumptions is a set of assumptions initially verified or tested but not yet initially verified or tested but not yet universally accepted. universally accepted.

An educational theory is one that is An educational theory is one that is directed to education. The directed to education. The contemporary educational theories contemporary educational theories have their roots in formal philosophies.have their roots in formal philosophies.

PerennialismPerennialism. It is a theory founded on . It is a theory founded on the belief that the the belief that the body of knowledge body of knowledge that has endured through time and that has endured through time and space should form the basis for one's space should form the basis for one's educationeducation. .

Rooted in classical realism and Rooted in classical realism and idealism, the chief exponent is Robert idealism, the chief exponent is Robert N. Hutchins. He believes that the basic N. Hutchins. He believes that the basic principles of education are both principles of education are both timeless and recurringtimeless and recurring..

PerennialismPerennialism..““Liberal education should contribute to Liberal education should contribute to

the understanding of the great works of the understanding of the great works of civilization” – Hutchins civilization” – Hutchins

PerennialismPerennialism PurposePurpose: To help students uncover and : To help students uncover and

internalize truths that are universal and internalize truths that are universal and constant.constant.

Curriculum and MethodCurriculum and Method: Its curriculum is : Its curriculum is subject-centered relying heavily on the subject-centered relying heavily on the disciplines of literature, mathematics, disciplines of literature, mathematics, languages, history, philosophy, and-religion languages, history, philosophy, and-religion (liberal education). Reading and discussion (liberal education). Reading and discussion of the "Great Books" would be the principal of the "Great Books" would be the principal method of study.method of study.

PerennialismPerennialismTeacher:Teacher: The teacher is viewed as an The teacher is viewed as an

authority, a master teacher, whose authority, a master teacher, whose expertise is not to be questioned.expertise is not to be questioned.

School:School: The school's role is to train an The school's role is to train an intellectual elite and to prepare the intellectual elite and to prepare the young for life,young for life,

Teacher Centered Educational Teacher Centered Educational TheoriesTheories

Perennialism: an educational theory that Perennialism: an educational theory that focuses on enduring principles of focuses on enduring principles of knowledge; nature, human nature, and the knowledge; nature, human nature, and the underlying principles of existence are underlying principles of existence are considered constant, undergoing little considered constant, undergoing little changechange

PerennialismPerennialismFocus of learning: activities designed to Focus of learning: activities designed to

discipline the minddiscipline the mindLearners are rational and spiritual peopleLearners are rational and spiritual peoplePerennialist curriculum: the three Rs, Perennialist curriculum: the three Rs,

character training, educating the character training, educating the intellectual elite, trade and skill training for intellectual elite, trade and skill training for othersothers

ProgressivismProgressivism. It grew out from . It grew out from pragmatic philosophy and puts pragmatic philosophy and puts emphasis on democratic experience emphasis on democratic experience and skills on how to think. and skills on how to think.

Its chief exponent is Francis Parker.Its chief exponent is Francis Parker. Improvement and reform in human Improvement and reform in human

condition are both possible and condition are both possible and desirable desirable

Education is always a process of Education is always a process of development development

ProgressivismProgressivism PurposePurpose. To give the necessary skills-and-. To give the necessary skills-and-

tools with which to interact with the-tools with which to interact with the-environment within a constant process of environment within a constant process of change.change.

Curriculum and MethodCurriculum and Method. Its curriculum is . Its curriculum is built around the personal and social built around the personal and social experiences of the learners. It draws most experiences of the learners. It draws most often from the social sciences. Scientific often from the social sciences. Scientific methods of inquiry and problem solving are methods of inquiry and problem solving are its favored methods.its favored methods.

ProgressivismProgressivismTeacher:Teacher: Since the students are Since the students are

capable of thinking and exploring their capable of thinking and exploring their own environment, the teacher's role is own environment, the teacher's role is that of a guide, group leader, that of a guide, group leader, consultant, and facilitator in the consultant, and facilitator in the student's activities.student's activities.

School.School. It is viewed as a microcosm of It is viewed as a microcosm of society, a living learning laboratory, society, a living learning laboratory, and a working model of democracy.and a working model of democracy.

Student Centered Educational Student Centered Educational TheoriesTheories

Progressivism…an educational theory that Progressivism…an educational theory that emphasizes that ideas should be tested by emphasizes that ideas should be tested by experimentation and that learning is rooted in experimentation and that learning is rooted in questions developed by the learnerquestions developed by the learner

Opposes authoritarianism and favors human Opposes authoritarianism and favors human experience as a basis for knowledge, favors the experience as a basis for knowledge, favors the scientific method and also student involvementscientific method and also student involvement

Learning how to think rather than what to thinkLearning how to think rather than what to think

ESSENTIALISM.ESSENTIALISM. It is rooted in It is rooted in classical idealism and realism classical idealism and realism with William C. Bagley as with William C. Bagley as principal advocate. It clamored principal advocate. It clamored for curricular reforms with for curricular reforms with emphasis on the basics or emphasis on the basics or essential.essential.

There are certain essentials There are certain essentials that all men ought to knowthat all men ought to know

ESSENTIALISMESSENTIALISMIndividuals should be able to Individuals should be able to

distinguish between the essentials distinguish between the essentials and non-essentials in one’s life and non-essentials in one’s life

““Essential subjects represent the Essential subjects represent the most precious elements of the most precious elements of the human heritage” –Bagley human heritage” –Bagley

ESSENTIALISM.ESSENTIALISM. Purpose.Purpose. To transmit the cultural and To transmit the cultural and

historical heritage to each new generation of historical heritage to each new generation of learners.learners.

Curriculum and Method.Curriculum and Method. It puts emphasis on It puts emphasis on the 3r's in the elementary and a concentrated the 3r's in the elementary and a concentrated study of mathematics, sciences, humanities, study of mathematics, sciences, humanities, languages and literature in the secondary. languages and literature in the secondary. Mastery of the basic facts and concepts of Mastery of the basic facts and concepts of essentials is imperative.essentials is imperative.

ESSENTIALISMESSENTIALISMTeacher,Teacher, The teacher is a master of The teacher is a master of

his/her discipline and a model his/her discipline and a model worth emulating.worth emulating.

It becomes one of conserving and It becomes one of conserving and transmitting to the present transmitting to the present generation to the rich cultural generation to the rich cultural heritage of man.heritage of man.

EssentialismEssentialismAn educational theory that holds that there An educational theory that holds that there

is a common core of information and skills is a common core of information and skills that an educated person must have; that an educated person must have; schools should be organized to transmit schools should be organized to transmit this core of essential materialthis core of essential material

EssentialismEssentialism Common core of information and skills that an Common core of information and skills that an

educated person in a given culture must haveeducated person in a given culture must have Three basic principles: a core of information, Three basic principles: a core of information,

hard work and mental discipline, teacher-hard work and mental discipline, teacher-centered instructioncentered instruction

Back to basics movement is essentialistBack to basics movement is essentialist Draws equally from Idealism and Realism…Draws equally from Idealism and Realism…

important difference in emphasis from the important difference in emphasis from the notions of everlasting truth that perennialists notions of everlasting truth that perennialists espouse espouse

EssentialismEssentialismFocus of learning: transmit the cultural Focus of learning: transmit the cultural

heritage and develop good citizens. heritage and develop good citizens. Schools are places where children come Schools are places where children come to learn what they need to know and the to learn what they need to know and the teacher is the person who can best teacher is the person who can best instruct students in essential mattersinstruct students in essential matters

BehaviorismBehaviorism A psychological theory that asserts that A psychological theory that asserts that

behaviors represent the essence of a person behaviors represent the essence of a person and that all behaviors can be explained as and that all behaviors can be explained as responses to stimuliresponses to stimuli

Closely linked to Realism…the environment, Closely linked to Realism…the environment, particularly the interpersonal environment, particularly the interpersonal environment, shapes human behaviorshapes human behavior

Reinforcement: positive…things students like Reinforcement: positive…things students like and negative…things students wish to avoidand negative…things students wish to avoid

PositivismPositivism A social theory that limits truth and knowledge to A social theory that limits truth and knowledge to

what is observable and measurablewhat is observable and measurable Auguste Comte (1798-1857)…three historical Auguste Comte (1798-1857)…three historical

periods…theological era, things explained in periods…theological era, things explained in reference to spirits and gods…metaphysical era, reference to spirits and gods…metaphysical era, things explained in terms of causes, essences, things explained in terms of causes, essences, inner principles…positive period, thinkers did not inner principles…positive period, thinkers did not attempt to go beyond observable, measurable attempt to go beyond observable, measurable factfact

ReconstructionismReconstructionism. Also . Also known as social known as social reconstructionism it is rooted reconstructionism it is rooted in pragmatism and in pragmatism and progressivism. It is Utopian progressivism. It is Utopian because it clamors for a new because it clamors for a new world social order, its principal world social order, its principal exponents are George Counts, exponents are George Counts, Theodore Brameld and Edwin Theodore Brameld and Edwin Reischauer."Reischauer."

ReconstructionismReconstructionism..Man plans and controls is society, that Man plans and controls is society, that

in a democratic society this should be in a democratic society this should be done in the public interestdone in the public interest

Society is in need of contact Society is in need of contact reconstruction reconstruction

ReconstructionismReconstructionism““Curriculum should include Curriculum should include

broad areas of social and broad areas of social and technological knowledge.” –technological knowledge.” –George Counts George Counts

ReconstructionismReconstructionismPurposePurpose. To raise the consciousness of . To raise the consciousness of

students regarding social, economic, students regarding social, economic, and political problems facing mankind.and political problems facing mankind.

Curriculum and MethodCurriculum and Method. Its subject is . Its subject is the multitude of social, political and the multitude of social, political and economic problem of man and uses economic problem of man and uses pragmatic methods of scientific inquiry.pragmatic methods of scientific inquiry.

ReconstructionismReconstructionismTeacherTeacher. The teacher is a social . The teacher is a social

catalyst, a change agent, a social catalyst, a change agent, a social engineer, and the other roles of the engineer, and the other roles of the progressivist teacher.progressivist teacher.

School.School. It becomes the primary agency It becomes the primary agency for societal change.for societal change.

ReconstructionismReconstructionism An educational theory that calls on schools to An educational theory that calls on schools to

teach people to control institutions and to be teach people to control institutions and to be organized according to basic democratic idealsorganized according to basic democratic ideals

Progressivism too focused on the needs of the Progressivism too focused on the needs of the child and fails to develop long range goals for child and fails to develop long range goals for societysociety

Need to analyze world events, explore Need to analyze world events, explore controversial issues, develop a vision for a new controversial issues, develop a vision for a new and better worldand better world

Thank You…Thank You…

Good Luck to All of You..Good Luck to All of You..