3. • Design to arrive at
world views
Speculative
• Also called normative
or evaluative
• Reflective thinking
strive to formulate
norms or standard
prescriptive
• Critical philosophy
• Aims to examine
ideas
Analytical
Types of Philosophy
S
P
A

4. Branches of Philosophy
•Values
•Ethics-moral
•Aesthetic-
beauty
•Religious-
•Eductional
•Social
•utilitarian
•Science of art
of correct
thinking
•Inductive
•Deductive
•Dialect
•experimental
•Deals with knowledge
•Validity of knowledge
•Agnostism- Tomas hukley-
imposibility of knowledge
•Skepticism- doubting
•Affirmation of knowledge-
posibility
•Theory of reality
•Find ultimate real
•Quantity of reality
•Mono, dual, plura
•Cosmology- origin and dev’t
•Nature of man
Metaphysics
All Sciences
Epistemology
Method of teaching
Priori
Posteriory
Experimental
Axiology
values
Logic
Truth/justification/
falsity
MELA

5. Theories on the Nature of Values
Interest theory
Existence theory exist on
their own right
Experimental
yields greater
happiness
Part- whole theory
• Depend upon on the
attitude of person.
• Realized and enjoyed by
relating parts with whole

6.  Study of educational
problem of
aims, curriculum, and
methods.Education
Arts
=act or experience
Process
Technical
product

7. Education according to expert
Herman
Educ.. Is an external process of
superior adjustment
physically, mentally
John Amos
Comenius
Educ., is formation
and school is true
place for men
John Dewey
Educ.. Is life itself… for social
efficiency

8. Chinese
Philosophy
•Teaches moral life
through devotion to the
family, loyalty to
elders, love of
learning, civil service love
for justice (universal)
Confucianism
(551-479bc)
Confucious
•--tao– way or path
•Harmony with nature
•Nature—sacred
Taoism/Daoism
L/Dao Tzu
CD

9. man
• Sage or wise
life
• Is deem and desirable
Cycle of up
side down
• Win or loose
Thought an
action
• Action agrees with thought

10. Indian PhilosophyVedic-religion
Hinduism
•Respect ideal
way of life
•Yoga mid
discipline
VedicReligion
Buddhism
•Life was
suffering
VedicReligion
Brahmanistic/
Paganism
H B u B r

12. Koran
F
o
T

13. Naturalism
( Rousseau)
Idealism/trancedental
( Plato)
realism
( Aristotle)
Neo-thomism/
Scholasticsm
( St. Aquinas)
Pragmatism
( Dewey)
Existentialism
( Kerkegaard) Sarte
Language analysis
( Ludwig Wittgenstein)
Rationalist
(Socrates)
2N
2R
PI L

14. Perennialism
•( Hutchins)
•The use of higher faculty-
mind
Progressevism
( Parker)
To cope with changes
Essentilism
( Bagley)
Preparation for real life
Social-
reconstructionism
•( brameld ) educational reform
for society
Contemporary
Philosophy
PeProgEss

15. Naturalism
Be all end all of reality.
Pupil regard on physical side.
Harmony in nature
School
extension of school
Teacher
surrogate parent/
loco parentis
Nat Rou

16. Rationalism/
Protestantism- Luther King
(Latin ratio ―reason‖), in philosophy, a system of thought
that emphasizes the role of reason in
obtaining knowledage, in contrast to empiricism, which
emphasizes the role of experience, especially sense
perception
School
traditional belief be
exam in the light of
reason
Teacher
Methodist, theologi
an
RatSoc

17. Idealism
PLATO
Ideas of universe/ innate
Believes in reality and spiritual as
having essence as mental reality.
Universal and unchanging values
IdPla

18. Philosoph
y
Aims Method Teacher School
Idealism Develop
mental,
spiritual,
moral
Informal
dialect,
Q&A ,
lecture,
field Trip,
project,
yoga,
reading
Source of
knowledge,
excellent
Thinking
institution,
develops moral
character,
promotes cultural
learning

19. Phi.. Aims Met.. teacher SCHOOL
Pragmatis
m/
experimen
talism
For social
efficacy-
quest for
new ideas
to adjust
the ever
changing
society
Experiment
al,
constructiv
e projects,
motivation,
lab-work,
field trips,
lib-work
Keep order in
class, facilitate
group work,
encourage
Miniature of
society, agency
for enculturation,
Existentialis
m
Freedom of
choice
Dialog,
inquiry,
Q&A,
Social
heritage
over
experience
Provider of
experience,
effective
communicator
Create
atmosphere for
social interaction

20. Way of thinking about results: a
straightforward practical way of thinking
about things or dealing with problems,
concerned with results rather than with
theories and principles
Way of evaluating theories: a
philosophical view that a theory or
concept should be evaluated in terms of
how it works and its consequences as the
standard for action and thought. See also
instrumentalism

21. Realism/
no
universal
and
unchangi
ng values
Gratificatio
n of human
needs,
giving
direction to
his
tendency,
potential
Scientific
method,
process
approach,
experiment
ation,
discovery
Help to realize
(student) they
can enter into
the meaning
of their
experience
Utilize student
activity through
instruction,
regards student
as more superior,
develop scientific
attitude
Neo –
Thomism
Integration
of idealism
and realism
Man is
irrational
Used by
churches

22. Contemporary
Philosophy
PHILOSOPHY AIMS METHOD TEACHER SCHOOL
Perennialism
Less
emphasis on
vocational
Internalize
truths that
are
universal
and
constant
develop
rational
andmpral
powers
Subject
centered,
great book
Classroom
centered
Socratic
dialogue.
Authority
figure,
Master and
expertise not
be questioned
Social institution

23. Progressivis
m
Live life fully
now, hands-
on minds-
on
From
pragmatism
.
Teach to
develop
individual
to become
enlightened
and
intelligent.
Need
based
curriculum
/
relevant
ideas,
respond
student
needs
Utilizes
experiment
al
Reflective
Cooperati
ve learning
strategies
Observati
on and
participatio
n
Facilitator
Consultant
leader
Accept
impermanent of
life and
inevitability of
change
Social developer

24. Essentialis
m
Model
citizen
race and
social
heritage
over
experience
s
To acquire
basic skills.
Transmit
culture,
knowledge
and values
4r’s.
Prepare for
adult life.
Longer
school day,
textbooks,
drill,
lecture,
method to
cover
much
topics
Recitation/
memorizati
on
Mastery of
subject.
Fountain of
info.
Paragon of
virtues.
Prepares student
for adult life

25. Social-
reconstruct
ionism
Reform for
society/
solving
problem of
mankind
Scientific
inquiry,
problem
solving,
forum,
brainstorm
ing,
concept
approach,
project
method
Lead young in
designing
program for
social change.
Primary agent of
social changes
center of
controversy

26. Behavioris
m
Modificatio
n and
shaping
student’s
behavior
Provide
favorable
environme
nt
Teach to
respond
favorably
to various
stimuli
Arrange
environment
make learning
conducive to
learning
Make stimuli clear
and interesting