Lesson 3.13- Summary

1.    Major/Western Philosophies

Philosophical Theories	Educational Theories
1. Idealism •   Reality is spirit. •  Universe is made up of infinite mind/spirit: • Knowledge is independent of sense experience. •  Act of knowing takes place in the mind. • Man can know intuitively and through reasons. •  Every stimulus is derived from God. •  Values are eternal. •  Good and beauty is consistent with the good and beauty in God.	Aim: To develop the mind and the self Curriculum: Subject matter essential for mental & moral development Teaching-Learning Process:    . • The teacher is intellectually & morally excellent. •   The students are passive. • The school sharpens one’s intellectual processes Methods: Provision for thinking and application of criteria for moral evaluation
2. Realism • The world is real and material. • Natural laws determine and regulate one’s existence. • Knowledge is derived from sense experience. • Test of truth is when the mind is in accord with the material object. • Anything consistent with nature is valuable. • Standards of value are determined by reason	Aim: To provide students with essential knowledge to survive in the natural world. Curriculum: Math and Science     Teaching-Learning Process: • Teacher knows subject fully; relates lesson to students' experiences • Students are taught factual information for mastery.  • Schools perceive change as natural evolution toward perfection of order.   Methods: Requires recall, explanation, comparison, interpretation & inference
3. Pragmatism / Experimentalism • Reality is determined by individual's sense experience. • Man can know nothing beyond his experience; • Experiencing determines knowledge. • Knowledge and truth are constantly changing because phenomena are constantly changing. •  Values are derived from human condition. • Ultimate values cannot exists, for truth is always relative and conditional.	Aim: To teach one how to think so that one can adjust to an ever-changing world. Curriculum: Problems of democratic society as basis Teaching-Learning Process: • Learning is an individual matter. • The teacher is tasked to plan with the class in order to solve individual or group problems. Also, to evaluate what was learned, how it was learned, what new information occurred and what each student discovered. Methods: Problem-solving inquiry, discovery

              

2. Contemporary/Western Philosophies

Philosophical Theories	Educational Theories
4. Perennialism          Reality is a world of reason. Such truths are revealed to us         through study   and sometimes         through divine acts. Goodness is to be found in         rationality itself.	Aim: To develop power of thought; Curriculum: Subject centered    Teaching-Learning Process: Schools for the perennialist exist primarily to reveal reason by teaching eternal truths The teacher interprets and tells The student is a passive recipient of                 information.
5. Essentialism The basic idea is that there are certain essentials that all men ought to know. Individuals should be able to distinguish between the essentials and the non-essentials in one's existence.	Aim: To promote the intellectual growth of the individual learners. Curriculum: Emphasis on the essential skills (3R's)   and essential subjects (English, Science,  History, Math and Foreign Language)                           , Teaching-Learning Process: • School returns to the essentials of the basic skills of reading, writing, arithmetic, history and English
6. Progressivism Believes that improvement and reform in the human condition are both possible and desirable. Emphasizes   the   concept   of progress which asserts that human beings are capable of improving and perfecting their environment.	Aims: To provide the pupil the necessary skills to be able to interact with his ever changing environment. To develop the whole person to be able to adjust to an environment that is constantly changing Curriculum: Activity and experienced-centered Teaching-Learning Process:                School as microcosm of society, a model of democracy ' Teacher acts as a guide, a group leader, consultant and facilitator
7. Existentialism Man has no fixed nature and he shapes his being as he lives.     The existentialist sees the world as one personal subjectivity,         where goodness, truth and reality are individually defined. Reality is a world of things, truth subjectivity chosen, and goodness, a matter of freedom.	Aim: To train the individual for significant and meaningful existence Curriculum: Recognizes individual differences, interests, complete freedom to work; subject centered Teaching-Learning Process: School assists students in knowing themselves and learning their place in society. Teacher-student interaction center    around assisting students in their personal learning journeys.
8. Social Reconstructionism Believes that man to a significant degree plan and control his society, that in a democratic society this should be done in the public interest.	Aim: To improve and reconstruct society; education for change and social Reform Curriculum: Emphasis on social sciences and social research methods; examination of social, economic and political problems; focus on present and future trends as well as on national and international issues. Teaching-Learning Process:                        Schools adapt approaches that seek a variety of methods to make education more responsive to human/social needs. Teacher serves as agent of change and reform; project director and research leader; helps students become aware of problems confronting mankind

3.            Eastern Philosophies

1. Indian Philosophies a. Hinduism Emphasizes a commitment to an ideal way of life called (Dharma), characterized by honesty, courage,                service, faith, self-control, purity and                non-violence. Dharma can be achieved through Yoga Believes that one should be able to control  and regulate his desires, not to devote life to sensual pleasure or worldly success. Believes   that   religion should be practical. God is to be realized by living in the world. God is truth and the best way to seek the truth is by practicing non-violence (Ahinisa). God is an abstraction but a living presence. b. Buddhism Believes that personal gratification is the root of sufferings in the world The teachings of Buddha centered on four noble truths: All in life is suffering, pain and misery of dukkha. This suffering has a cause:seifish craving and personal desire This suffering  can cease. The way to overcome this misery is through Eight Fold Path such as: Right understanding/Right speech. Right conduct, Right vocation/Right concentration, Right effort, Right mindfulness, Right thought. Holds that the universe is a Samsara, a stream without end in which the law of karma operates Stressed non-attachment, concern for humanity, desire    to    become Buddhalike and to live in harmony with the natural flow of the Universe.	2. Chinese Philosophies. a. Confucianism                              Teaches moral life through devotion to the family, loyalty to elders, love of learning, brotherhood, civil service, and universal love and justice The concept of a superior individual is one who lives in a life of rightness, virtues and propriety. People are social beings; must interact with society without necessarily surrendering to it and the moral individual will attempt to change others to conform to the moral path.     Five    Constant   Virtues:    Benevolence, Righteousness, Propriety, Wisdom,    and Sincerity                                 Education should build moral, character than merely teaching skills or information Every person should strive for the continual development of self until excellence is achieved. b. Taoism                          - . As a Philosophy, its basic was Naturalism, in which the role of a Mother in the scheme of things was extolled Compassion and kindness were keys to friendship Advocates simplicity, frugality, and the joys of being close to nature and being in harmony with the whole universe. Simplicity is the key to knowledge as patience is to understanding         Tranquility is the assurance of the good life Wu Wei: Do nothing that is unnatural or not spontaneous; not strain or strive for anything. Let things come naturally.
3. Japanese Philosophy     SHINTO The Code of the Noble Courage- the first virtue taught to children Cowardice- is condemned as a sin Loyalty- first to the emperor then to members of the family, then the community Cleanliness-to purify ones self The Father and Mother of the Japanese race stem from Izagani and Izanami Life is good The world reveals itself in beauty- particularly in dignity and simplicity Deeds are more important than arguments a. Zen Buddhism Has    no    savior/s, paradise, faith on God, no scriptures. Proposes to discipline the mind and seeks the freedom of the mind Emphasizes a dependence on oneself rather than an outside source for answers and wisdom, The Third Eye helps one see things in addition to what our two eyes show us, should be attuned to the things around us. Emphasizes silent meditation, aiming to awaken the mind in each          person. Enlightenment comes through an immediate and intuitive understanding of reality that   awakens   our Buddha nature (through rational thinking)	4. Muslim Philosophy  a. Islam •   One God Sacred Ground. – all earth belongs to Allah therefore wherever one prays is Holy ground Equality before God. No man needs an intercessor before Allah Life Hereafter. Man’s physical body dies but his soul lives forever Drunkenness Prohibited Truthfulness To tell the truth at all times and under all circumstances Adultery Forbidden Charity Duty to animals- kindness and compassion Limited Polygamy. Allowed to marry four wives, provided he can take care of them Emphasized a total commitment in faith, obedience, and trust to one and only God Koran, its sacred book is the word of God   No intermediaries between God and humans. Any person, no matter how sinful, can bring a plea before God. Each person will be tried on the last judgment when Allah will judge all souls.   Believes in paradise, an oasis of flowing waters, pleasant drinks, food and sensual delights. Five Pillars of Islam a. Belief in one God (Allah) b. Prayer c. Fasting d. Almsgiving     e. Pilgrimage
5. JUDAISM Five fundamental concepts The belief in God The belief that there is only one God The belief that God created the world; but the world is not eternal The belief that there is only One universe  The belief that God cares for the world and all its creatures Basic beliefs One God- Who ius eternal, Creator and preserver of all that is in the universe God is incorporeal God, the Creator, is Judge and Arbiter of everyone’s ultimate destiny Man was created with a mortal body and an immortal soul Man has a dual nature and is ruled by two impulses: one good and the other evil Man is born with a free will, and has the choice between good and evil Man is born innocent—and as long as he conquers his evil impulses he remains innocent All life is to be revered, because all life is God given Justice is a Cardinal Virtue- for God is just Truth is a Cardinal Virtue—for without truth, justice cannot be done Peace is indispensable- for the world rests on Justice Truth and Peace The Ten Commandments were revealed to Moses as a guide and law for all mankind. 5. Christian Philosophy Believes in the: a. God is the Creator of all things.                   b. Jesus is the Messiah, Christ, son of God c. The Holy Trinity includes the Father, the Son, and the Spirit d. The Human being is a sinner who requires redemption. e. Jesus came down to earth to redeem mankind f. The soul is immortal g. The Old Testament and the New Testament are the guides to ideal Christian        Life h. Baptism is necessary for salvation. i. There is life after death J. The Historicity of the Gospel k. Repentance of sinners l. Life Hereafter m. Those who follow Jesus Christ and who repent their sins, will enter the Kingdom of Heaven

RELEVANT PHILOSOPHIES OF EDUCATION OPERATING IN PARTICULAR

CLASSROOM SITUATIONS

Philosophies of Education	Current Educational Classroom Practices
IDEALISM	DECS Order No. 13 1998-Revised rules and regulations on the teaching of religion in public elementary and secondary schools
SOCIAL RECONSTRUCTIONISM/ PROGRESSIVISM	DECS Order No. 57, s. 1998 - Clarification on the changes in the Social Studies program • Sequencing in Social Studies are as follows: Old: Third and fourth year students to take up Ekonomiks and Kasaysayan ng Daigdig respectively New: Kasaysayan ng Daigdig for the third year and Ekonomiks for fourth year students
EXISTENTIALISM / SOCIAL RECONSTRUCTIONSSM	DECS Order No. 65, s 1998 - Revised guidelines on the selection of honor students in private and public secondary schools
SOCIAL RECONSTRUCTJONISM	DECS Order No. 106, s. 1998 - Revised rules exemption of Scout^ from Citizen's Army Training (CAT)
PROGRESSIVISM	DECS Order No. 91, s. 1998 - changes in the Technology and Home Economics (THE) program of the New Secondary Education Curriculum (NSEC)
EXISTENTIALISM	DECS Order Mo. 70, s. 1998 - Revised system of rating and reporting of student performance for secondary schools
PROGRESSIVISM	DECS Order No. 67. s. 1997 - Implementation of the Revitalized Homeroom Guidance Program (RHGP)
RECONSTRUCTIONSM	Regional School of the Future (SOF)
IDEALISM	DECS Order No. 33, s 1996 – Reiterating the implementation of RA 1425 mandating the inclusion of Rizal’s life, works, and writing, teaching and virtues as a course.
PERENNIALISM/ESSENTIALISM	DECS Order No. 40, s. 1995 – Promoting culture and arts in schools.
SOCIAL RECONSTRUCTIONSM	DECS Order No. 54, s. 1995 – War On Waste
ESSENTIALISM	DECS Order No. 1, s. 1993 – Increasing the number of elementary school days and time allotment in the New Elementary School Curriculum (NESC)

A REVIEW OF PHILOSOPHIES AND SCHOOLS OF EDUCATION

 

Idealism believes in refined wisdom. It is based on the view that reality is a world within a person's mind. It believes that truth is in the consistency of ideas and that goodness is an ideal state to strive to attain.

As a result, schools exist to sharpen the mind and intellectual processes. Students are taught the wisdom of past heroes.

 

Realism believes in the world as it is. It is based on the view that reality is what we observe. It believes that truth is what we sense and observe and that goodness is found in the order of the laws of nature.

As a result, schools exist to reveal the order of the world and universe. Students are taught factual information.

 

Perennialism- is the school of thought that views truth as constant. Perennialist thinking is based on unchanging principles and great ideas.  Perennialism is a very conservative and inflexible philosophy of education. It is based on the view that reality comes from fundamental fixed truths-especially related to God. It believes that people find truth through reasoning and revelation and that goodness is found in rational thinking. It focuses on the universal truths that have withstood the test of time. Perennialists urge that students read the Great Books and develop their understanding of the philosophical concepts that underlie human knowledge.  The curriculum stresses student’s growth in the arts and sciences. 

Essentialism holds that the major purpose of education is to transmit culture and core knowledge to each new generation
Essentialism focuses on teaching the essential elements of academic and moral knowledge. Essentialists urge that schools get back to the basics; they believe in a strong core curriculum and high academic standards. Essentialism and Perennialism give teachers the power to choose the curriculum, organize the school day, and construct classroom activities. The curriculum reinforces a predominantly Western heritage while viewing the students as vessels to be filled and disciplined in the proven strategies of the past. It is the school of thought that views the teacher as the expert.  This is based on the idea that students should learn the basics.  Social problems and issues are not relevant in the classroom. Essentialists focus on cultural literacy, while perennialists work from the Great Books.

Progressivism holds that truth is relative. Since knowledge is always changing, we should teach children how to think rather than what to think. Progressivism is based on the belief that education should be child-centered.  John Dewey was the father if this school of thought.  He also believed that learning should active and not passive.  It looks to the future rather than the past and generally assumes that people are good by nature and that new is better than old.
Progressivism, social reconstructionism, and existentialism view the learner as the central focus of classroom activities. Working with student interests and needs, teachers serve as guides and facilitators in assisting students to reach their goals. The emphasis is on the future, and on preparing students to be independent-thinking adults. Progressivists strive for relevant, hands-on learning. Progressivism is based largely on the belief that lessons must be relevant to the students in order for them to learn. The curriculum of a progressivist school is built around the personal experiences, interests, and needs of the students.

Experimentalism. Experimentalism believes that things are constantly changing. It is based on the view that reality is what you experience. It believes that truth is what works right now and that goodness comes from group decisions.
As a result, schools exist to discover and expand the society we live in. Students study social experiences and solve problems.

Existentialism holds that life is a meaningless void. There are no objective standards or rules, no God, no purpose or plan. Individuals are completely free. Existentialism believes in the personal interpretation of the world. It is based on the view that the individual defines reality, truth and goodness. As a result, schools exist to aid children in knowing themselves and their place in society. Students learn what they want and discuss subjects freely.
Existentialism is derived from a powerful belief in human free will, and the need for individuals to shape their own futures. Students in existentialist classrooms control their own education. Students are encouraged to understand and appreciate their uniqueness and to assume responsibility for their actions. Existentialists give students complete freedom, and complete responsibility, with regard to their education. Existentialism focuses on the individual.  It encourages students to figure out problems for themselves and achieve a greater self-knowledge.

Social Reconstructionists separated from progressivism because they desired more direct and immediate attention to societal ills. They are interested in combining study and social action, and believe that education can and should go hand in hand with ameliorating social problems. This way of teaching brings social problems into the classroom.  Social Reconstructionists believe that schools should take the lead in changing and reconstructing society.          
Reconstructionism is an outgrowth of progressivism. It holds that the purpose for education is to establish new cultural patterns and to eliminate social evils. Karl Marx and Adolf Hitler held this view.Social Reconstructionists want students to actively work to improve society.