Educational Philosophy includes Traditional Philosophy and Modern Contemporary Philosophy.

1. EDUCATIONAL
PHILOSOPHIES
Traditional Philosophies
Modern Contemporary Philosophies

2. The term philosophy has a GREEK origin, i.e
philosophia, which is made up of two word,
phileo and sophia.
‘Phileo’ means LOVE and ‘sophia’ means
WISDOM.
The literal meaning of Philosophy is ‘love of
wisdom’ or ‘passion of learning’

3. The term education has its origin in LATIN
words educo, educare, educere and educatum.
Etymologically, the word education is derived
from the LATIN words educo where e means
‘out of’ and duco means ‘I lead.’
According to this view, education means ‘I lead
out of darkness into brightness.’

4. Philosophy of Education may be defined as the
application of the fundamental principles of a
philosophy of life to the work of education.
Philosophy of education offers a definite set of
principles and establishes a definite set of
aims and objectives.

5. Classification

6. TRADITIONAL
PHILOSOPHIES
Discussed By:
Cherry Velle Tangog

7. Traditional Philosophy
 Traditional education, also known as back-to-
basics, conventional education or customary
education.
 It refers to long-established customs that
society traditionally used in schools.

8.  CHIEF PROPONENTS:
• Jean Jacques Rousseau (1712-1778)
• Johann Heinrich (1746-1827)
• Rabindranath Tagore (1861-1941)
 CONCEPT:
• Educating the human generation about the nature rather than
artificial environment by keeping in mind the individuality of each
child.
 ORGANIZATION & AIMSOF EDUCATION
• Nature is considered the classroom. Emphasis on open air schools
to teach through direct experience with nature

9.  CURRICULUM:
• Basis of curriculum development was child’s nature, interest and
needs. Stressed on subjects dealing with nature such as physics,
chemistry, biology, language and mathematics. Tagore also stressed
on teaching spiritual values of nature.
 METHODS OF EDUCATION:
• As natural as possible considering individual differences. Noble
efforts for planned living with nature. Direct experience of nature
through observation, excursion, experimentation, ply-way.

10.  ROLE OF TEACHER:
• Teacher is an observer and facilitator of the child to develop in
nature; teacher facilitates best possible natural environment for
prompt learning.
 DISCIPLINE:
• No emphasis on external rigid discipline; recommended free
discipline to child in nature for optimum desired learning.

11.  CHIEF PROPONENTS:
• Socrates (469-399 B.C)
• Plato (427-347 B.C)
• Sri Auurobindo (1852-1950)
• Dr. Sarvepalli Radhakrishnan (1888-1975)
• James Francis Ross (1931-2010)
 CONCEPT:
• It believes that the act of knowing takes place within the mind for
three values, i.e. intellectual, aesthetic and moral values and the
purpose of education is the development of the students mind and
self
 ORGANIZATION & AIMSOF EDUCATION
• Well-planned formal classroom or formal place of teaching-learning
activity is recommended.

12.  CURRICULUM:
• The basis of curriculum is inculcating intellectual, aesthetic and
moral values of discipline. The intellectual value is represented by
subjects such as language, literature, science, mathematics, history
and geography; aesthetic through arts and poetry and moral
through religion, ethics. Dr. Radhakrishan also advocated for
physical education.
 METHODS OF EDUCATION:
• Idealism recommended formal classroom teaching methods such as
lecture, discussion, presentation and group interaction. Knowledge
is transferred from the more mature person (teacher) to less mature
person (pupil) through formal and well-planned teaching-learning
methods.

13.  ROLE OF TEACHER:
• Teacher is considered as center of education where pupil catches
fire from teacher who is himself a flame. Teacher must be ideal and
a role model for the child both intellectually and morally. The
teacher should exercise great creative skills in providing
opportunity for the pupil’s mind to discover, analyze, unify,
synthesize and creative application of knowledge to life.
 DISCIPLINE:
• Idealism believes in interconnection of discipline and interest.
Advocates discipline for self-realization of individual. It does not
favor rigid discipline but advocates spontaneous and self discipline.

14.  CHIEF PROPONENTS:
• Charles Sander Pierce (1839-1914)
• William James (1842-1910)
• John Dewey (1859-1952)
 CONCEPT:
• It considers self-activity as the basis of all teaching-learning
processes in context of cooperative activity; to create optimistic
men, who are the architects of their own fate by the process of their
efforts. Education should be according to the child’s aptitude and
ability; where he is respected and education is planned to cater to
his inclinations and capacities.

15.  ORGANIZATION & AIMSOF EDUCATION
• Aims of education is to teach one how to think so that one can
adjust to an ever-changing society. In order to produce creative
resourceful and adaptable children we should have conditions in
school which are conducive to the creation of these qualities of
mind. Recommends formal school to have activity oriented learning
based on the needs, interest, aptitude and capabilities of the
individual student.
 CURRICULUM:
• Pragmatists believe in a broad and diversified curriculum, which is
composed of both content and process and subjects ranging from
humanities to geography and science.

16.  METHODS OF EDUCATION:
• Teaching-learning process is a social process where the sharing of
experiences between the teacher and the students takes place.
Preferred methods are project method and activity oriented
learning.
 ROLE OF TEACHER:
• Role of the teacher is not that for a dictator or a task master but as
a leader of group activities. Teacher acts as catalyst where he
suggest a problem to students and stimulates them to find a
solution. Teacher is a mentor with resources to guide the students.
 DISCIPLINE:
• Pragmatism does not believe in traditional firm discipline. It
advocates for freedom of self-discipline in a free and conducive
teaching-learning environment.

17.  CHIEF PROPONENTS:
• Aristotle (384-322 B.C)
• Johann Friedrich Herbart (1776-1841)
• Herbert Spencer (1820-1903)
 CONCEPT:
• Realism makes the being understand and enjoy society in th true
sense by getting the multidimensional real joy of life in reality. It
also aims for education to make a life of a man useful; where a man
can enjoy his activities and comfort in reality. Education should
equip individuals to a best possible meaningful life through
vocational skills.

18.  ORGANIZATION & AIMSOF EDUCATION
• Realism emphasizes on scientific attitude based on realistic
principles, where the child can extend his knowledge, which he
learns through books. It has given due emphasis on formal schools,
which provides adequate opportunity for learners to learn the
vocational skills through observation, experimentations and
examinations.
 CURRICULUM:
• Selection of the curriculum for the students must based on their
abilities, interest and capabilities so that education helps the
student to adjust to changing circumstances of the society. It also
emphasis on subject matter of real-life use such as science,
mathematics, hygiene and vocational subjects.

19.  METHODS OF EDUCATION:
• Realism believe in objectivity, knowledge of scientific evidences and
reality. Methods of teaching should be according to needs, interest
and capabilities of the students. Vocational education should equip
the individual with capacities to earn livelihood such as
experimentation, examination and observation, etc.
 ROLE OF TEACHER:
• Teacher must focus on the development of vocational skills in the
learners, so that they can be equipped with qualities of race
preservation and vocational behavior activities. Teacher acts as a
mentor, and must be a role model and skilled to demonstrate
vocational skills to the learners.
 DISCIPLINE:
• Realism believes in an optimum level of discipline without imposing
undue stress on the learners.

20. MODERN CONTEMPORARY
PHILOSOPHIES
Discussed By:
Rafael Annacleto

21. Modern Contemporary Philosophy
 Modern Contemporary philosophy is the
present period in the history of Western
philosophy beginning at the earlier period in
Western philosophy up to the continental
philosophers' criticisms of modern philosophy
with the professionalization of the discipline and
the rise of analytic and continental philosophy.

22.  CHIEF PROPONENTS:
• Thomas Aquinas (1225-1274)
• Robert Hutchins (1899-1977)
• Mortimer Adler (1902-2001)
 CONCEPT:
• Education ensures that students acquire an understanding about
the great ideas of civilization. These ideas have the potential for
solving problems in any era. The focus is to teach ideas that are
everlasting to seek ensuring truths which are constant, as the
natural and human worlds at their most essential level.

23.  ORGANIZATION & AIMSOF EDUCATION
• The aim of education is to develop the rational person, who has
intellectual abilities to uncover universal truth. Character training
is also important for moral and spiritual development of an
individual.
 CURRICULUM:
• Accepts little flexibility in the curriculum that emphasizes on
language, literature, mathematics, arts and sciences. Common
curriculum for all the students with minimal opportunities for
elective subjects. Teaching-learning process must create liberalism,
tolerance and discretion among learners.

24.  METHODS OF EDUCATION:
• Perennialism portages for the educational methods, which promotes
constant teacher-taught interaction such as oral exposition, lecture
and explication. Emphasis is placed on teacher-guided seminars,
where students and teachers engage in mutual inquiry sessions.
Students may also learn directly from reading and analyzing the
great books.
 ROLE OF TEACHER:
• Teacher must be competent and master of his subject so that he
can help their student to develop the power to think deeply,
analytically, flexibility and imaginatively. Teacher is also
authoritative and a guide of the students.
 DISCIPLINE:
• Education should be organized and conducted in a manner that
problem of indiscipline does not arise at all.

25.  CHIEF PROPONENTS:
• William Bagley (1874-1946)
• Admiral Hyman Rickover (1900-1986)
• Arthur Bestor (1908-1994)
• James D. Koerner (1959)
 CONCEPT:
• Essentialism believe that there is common core of knowledge that
needs to be transmitted to students in a systematic, disciplined
way. The emphasis placed on intellectual and moral standards that
schools should teach and preparing students to become valuable
members of society.

26.  ORGANIZATION & AIMSOF EDUCATION
• Essentialism has recommended for the formal schools or teaching-
learning places. The aims of education is to promote intellectual
growth and academic competitiveness of the individual to become a
model citizen.
 CURRICULUM:
• This philosophy recommended intellectual content with quality and
capacity of the learner. The recommended subjects are English,
mathematics natural science, history and foreign languages.

27.  METHODS OF EDUCATION:
• Essentialism recommended formal and well-planned classroom
teaching methods such as lectures, discussions, presentations and
group interaction.
 ROLE OF TEACHER:
• Teacher must be a master of subject matter and role model for
learners with high level of authority and control over teaching-
learning process and learner.
 DISCIPLINE:
• Essentialism believes in rigid discipline and devoted hard work of
learners in his studies

28.  CHIEF PROPONENTS:
• Soren Kierkegaard (1813-1855)
• Friedrich Nietzsche (1844-1900)
• Maxine Greene (1917-2014)
 CONCEPT:
• This Philosophy believes that education must develop the
consciousness about the freedom of choices among learners
because a man becomes what he chooses for his self. Education
must equip the individual for better choices.

29.  ORGANIZATION & AIMSOF EDUCATION
• The ultimate aim of education is to develop child’s knowledge about
human condition and the choices that person has to make self.
Therefore organization of education must be formal with sufficient
opportunities of choices.
 CURRICULUM:
• Curriculum must be that which provides the free opportunities for
children to select from many available learning situations and
choosing the subject that the learner wish to learn. Humanities are
commonly given tremendous emphasis, which helps the student to
unleash their own creativity and self-expression.

30.  METHODS OF EDUCATION:
• Existentialism promotes the methods of education which
emphasizes on self-activity of the learner such as self-expressive
activities, experimentation, methods and media that illustrate
emotions, feelings and insight.
 ROLE OF TEACHER:
• Teacher must promote freedom for a learner to make personal
choices and individual self-definition.
 DISCIPLINE:
• Existentialism believe in self-discipline but not in the strict
discipline. Teacher creates an environment in which students may
freely choose their own preferred way.

31.  CHIEF PROPONENTS:
• George Counts ( 1889-1974)
• Theodore Brameld (1904-1987)
• Paulo Freire (1921-1997)
 CONCEPT:
• This philosophy of education believes on reorganizing and
restructuring the process of education to being about social and
cultural contrastive changes in community, society and country,
where emphasis is placed on cultural pluralism, equality, futurism,
national interest oriented education.

32.  ORGANIZATION & AIMSOF EDUCATION
• This philosophy recommended for formal as well as informal ways
of organizing the education so that desired aim of education can be
achieved to bring the reconstruction of the society.
 CURRICULUM:
• Curriculum should be conceived with a new socioeconomic and
political interest, the subject content must be oriented towards
aspects of new changes expected social, economics, science and
technology, etc.

33.  METHODS OF EDUCATION:
• This philosophy of education believes that teaching methods must
be organized in manner that student become self-reliant, education
must be activity oriented to develop necessary activities and
abilities.
 ROLE OF TEACHER:
• The role of a teacher is to take the social responsibilities and along
with students must become the agent to improve society.
 DISCIPLINE:
• This philosophy of education propagates about optimum level of
discipline but not a rigid discipline.

34.  CHIEF PROPONENTS:
• Horace Mann (1796-1859)
• Henry Barnard (1811-1900)
• John Dewey (1859-1952)
 CONCEPT:
• Progressivism believe that learning must be through problem
solving and scientific inquiry in cooperative and self-discipline way,
which promote democratic living and transmits the culture of
society while preparing students to adapt in changing world.

35.  ORGANIZATION & AIMSOF EDUCATION
• Progressivism recommended democratic school procedures, which
promote the community and social reforms. The aim of education is
to promote the democratic social living.
 CURRICULUM:
• Progressivism recommended curriculum, which is interdisciplinary
in nature, which promotes written textbooks subject content that
are the part and process of learning rather than ultimate source of
knowledge. Further curriculum is based on child’s interest,
problems and life affairs.

36.  METHODS OF EDUCATION:
• Child is considered as learner rather that subject, who primarily
learned through cooperative group activities and experiences
 ROLE OF TEACHER:
• Teacher must act as guide for problem solving, leader for group
activities and partner in planning the learning activities.
 DISCIPLINE:
• Has not recommended any sort of specific formal discipline.

37. Thank You !