Lesson 8:

Philosophies Of Education
 Topics:
1. Introduction to Philosophy of Education
2. The Seven Philosophies of Education
3. Other Philosophies of Education
Introduction to
Philosophy of
Education
What exactly are education philosophies?

• According to Thelma Roberson (2000), most prospective teachers confuse their beliefs with the
ideas of teaching.

• Philosophies need to translate ideas into action – if you want to use certain techniques, then
you need to understand how they are effective in the classroom to create that portion of your
education philosophy. It helps to have an overview of the various schools out there.

• Your philosophy of education is your “window” to the world and “compass” in life. Your
philosophy is your own thought and formulation, never formulated for you by another that is
why it can begin with the phrase “I believe”. It is best to state it in the concrete not in the
abstract like a theory because this is your blueprint to daily life. It is reflected in your dealings
with students, colleagues, parents and administrators. Your attitude towards problems and life
as a whole has an underlying philosophy.
What does a philosophy of education contain or include? It includes your concept
about:

• the human person, the learner in particular and the educated person
• what is true and good and therefore must be taught
• how a learner must be taught in order to come close to the truth
• what is true and good and therefore must be taught
• how a learner must be taught in order to come close to the truth
The Seven
Ph i l o s o p h i e s
of E d u c a t i on
First four support branches of philosophy:
1. Idealism - It focuses on a subject-matter curriculum emphasizing the great
ideas of the culture. You must ponder ideas to make them whole (Ornstein,
2003).

2. Realism - It is a subject-matter curriculum stressing objective knowledge and

values. Reality is objective, meaning everyone should obtain the same results
regardless of what he does or how he considers concepts (Ornstein, 2003).

*Perennialism - It focuses on human concerns that have caused concern for

centuries, revealed through ‘great works’ (Ornstein, 2003).

*Essentialism - It is rooted partially in Idealism, as well. It emphasizes skills

and subjects that demonstrate the cultural heritage and contribute to
society (Ornstein, 2003).
3. Pragmatism - Instruction is organized around problem-solving following
the steps of the scientific method. It emphasizes the need to act on
concepts by testing them (Ornstein, 2003).

*Progressivism: Instruction features problem solving and group activities.

The instructor acts as a facilitator as opposed to a leader (Ornstein, 2003).

*Social Reconstructionism: Instruction focuses on significant social and

economic problems in an effort to solve them (Ornstein, 2003).

4. Existentialism - Classroom dialogue stimulates awareness. Each person

creates an awareness gleaned from discussion and encourages deep
personal reflection on his or her convictions (Ornstein, 2003).
1. BEHAVIORISM
WHY TEACH WHAT TO HOW TO
TEACH TEACH
- Behaviorist schools - Behaviorist teachers ought
are concerned with the -Behaviorist to arrange environmental
conditions so that
modification and teachers teach students can make the
shaping of students’ students to respond responses to stimuli.
behavior by providing favorably to various - Teachers ought to make
for a favorable stimuli in the the stimuli clear and
environment. environment. interesting to capture and
hold the learners’ attention.

-They ought to provide

appropriate incentives to
reinforce positive responses
and weaken or
eliminate negative ones.
2. CONSTRUCTIVISM
WHY TEACH WHAT TO HOW
TEACH TOTEACH
- To develop - teacher provides
intrinsically motivated - The learners are students
and independent taught how to learn. with data or
learners adequately experiences that allow
- They are taught them to hypothesize,
equipped with learning predict, manipulate
learning skills for processes and skills objects, pose questions,
them to be such as searching, research, investigate,
able to construct critiquing and imagine, and invent.
knowledge and make evaluating
information
meaning of them.
3. ESSENTIALISM
WHY TEACH WHAT TO HOW TO
TEACH TEACH
- The philosophy - Essentialist teachers
contends that teachers - The emphasis is emphasize mastery of
teach for learners to on academic content for subject matter.
students to learn the
acquire basic
basic skills or the - They are expected to
knowledge, skills and fundamental r’s – be intellectual and
values. reading, ‘riting, moral models of their
‘rithmetic, right students.
conduct.
- They are seen as
- The teachers and “fountain of
administrators decide information” and as
what is most important “paragon of virtue.”
for the students to learn.
4. EXISTENTIALISM
WHY TEACH WHAT TO HOW TO
TEACH TEACH
- to help students
understand and appreciate - Existentialist methods
- In an existentialist
themselves as unique focus on the individual.
curriculum, students
individuals who accept are given a wide
complete responsibility for - they help students
variety
their thoughts, feelings know themselves and
of options from
and actions. their place in society.
which to choose.

- to help students define - provide students

their own essence by with vicarious
exposing experiences that will
them to various paths they help unleash
take in life. their own creativity
and self-expression.
5. LINGUISTIC PHILOSOPHY
WHY TEACH WHAT TO HOW TO
TEACH TEACH
- To develop the
communication skills - experienctial is the
- Learners should be taught
of the learner. most effective way to
to communicate clearly, how
to send clear, concise teach language and
- to develop in the learner messages and how to communication.
the skill to send messages receive and correctly
clearly and receive messages understand messages and
correctly. - The teacher facilitates
how to receive and correctly
dialogue among
understand messages sent.
learners and between
- Communication takes him/her and his/her
place in three (3) ways – students.
verbal, nonverbal, and para-
verbal.
6. PERENNIALISM
WHY TEACH WHAT TO HOW TO
TEACH TEACH
- to develop the - The perennialist
students’ rational and - The perennialist classrooms are
moral powers. curriculum is a “centered around
universal one on the teachers”.
view that all
human beings - The teachers do not
possess the same allow the students’
essential nature. interests or experiences
to substantially
- It is not a specialist dictate what they teach.
curriculum but rather
a general one.
7. PROGRESSIVISM
WHY TEACH WHAT TO HOW TO
TEACH TEACH
- Progressivist - Progressivist teachers
teachers teach to - The progressivists employ experiential
develop learners into are identified with methods.
need-based and
becoming enlightened
relevant curriculum. - Teachers
and intelligent citizens
also stimulate students
of a democratic - This is a curriculum through thought-
society. that responds to provoking games and
students’ needs and puzzles.
that relates to
students’ personal
lives and
experiences.
Other Philosophies
of Education
1. Buddhist Philosophy 11. Philosophical Analysis
2. Christian Philosophy 12. Plato’s Philosophy
3. Confucianism 13. Pragmatism
4. Empiricism 14. Rationalism
5. Epicureanism 15.
6. Hindu Philosophy Reconstructionism/Critical
7. Idealism Theory
8. Logical Positivism 16. Rousseau’s Philosophy
9. Paolo Freire’s Philosophy 17. Socrates Philosophy
10. Phenomenology 18. Stoic Philosophy
19. Positivism
Members:
Alexandra Nicole Abejo
Christine Adre
Aira Bolasco
Von Ryan DE Leon
THANK
YOU!!!