1. Prof. Arthur S. Abulencia
Lecturer
Philosophical
Foundation of
Education
LET Review

2. PART I: KNOWLEDGE
UPDATE
BASIC CONCEPTS

3. Concepts from General
Philosophy
 Philosophy (from the Greek words, "Philia"
and "Sophia," meaning "love of wisdom") -
is defined technically as the science of
beings in their ultimate reasons, causes and
principles, acquired by human reason alone.
In brief, it is the field of reason.

4. Branches of Philosophy
 Metaphysics. It is the theory of reality.
It covers such sub-branches as
cosmology (origin and development of
the cosmos); nature of man, problem of
freedom as in determinism (cosmos is
governed by forces or laws beyond the
control of man ) and free will.

5. Conceptions about God
 theism,
 atheism,
 monotheism,
 polytheism,
 pantheism,
 deism

6. Branches of Philosophy
 teleology (meaning or purpose of
life); constancy or lack of it in
reality as in absolutism (constancy)
and relativism (lack of constancy);
quality or reality as in monism (one
reality), dualism (two), and
pluralism (many realities); ontology
(study of being/existence); relation
of body and mind; and others.

7.  Epistemology. It is the theory of
knowledge. Its major concerns are the
nature of knowledge itself and the
grounds for its validity.
Branches of Philosophy

8. Positions in relation to knowledge
a. Agnosticism - coined a/by Thomas Huxley which
means "not being able to know" or belief in the
impossibility of knowledge.
b. Skepticism is the doubting or
questioning attitude towards knowledge (also
known as the scientific attitude).
c. Affirmation of knowledge. It is the possibility of
knowledge.

9. Types of knowledge in relation to
observation
a. A priori - knowledge not requiring
observation; literally means "before"
or "prior to"
b. A posteriori - knowledge based on
observation; literally means "after" or
"posterior to“
c. Experimental – knowledge
resulting from tested
observation.

10. Types of knowledge according to
means / instruments
a. Empirical - knowledge acquired
through sense perception (equivalent
to scientific knowledge). The school of
thought is known as empiricism.

11. Types of knowledge according
to means / instruments
 b. Rational - knowledge acquired
primarily through reason and belief is
called rationalism.

12. Types of knowledge according to
means / instruments
c. Intuitive - knowledge acquired
primarily through intuition (sudden
flash of insight) and the belief is known
as intuitionism.

13. Types of knowledge according to
means / instruments
d. Authoritative - knowledge acquired
through an authority (expertise) and the
belief is known as authoritarianism
e. Revealed. Knowledge acquired
through revelation (what God discloses
to man). And the belief is revelation
ism. It is also called religious
knowledge.

14.  Logic. Is the science and art of correct
thinking/reasoning. The types of logic
are also known as modes or methods
of thinking.
Branches of Philosophy

15. Types of Logic
a. Inductive. It is reasoning from
particular/specific to general/universal.
Popular in the sciences because it leads to
the discovery of principles, laws, etc.

16. Types of Logic
b. Deductive. It is reasoning from the
general/universal to the
particulars/specifics. It main
justification is to show proofs of the
known principle. It is often used in
Mathematics.
Syllogism is the verbal form
of deductive reasoning.

17. Example of Syllogism
All men are mortal.
Pedro is a man.
Therefore, Pedro is mortal.

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

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

20.  Axiology. It is the theory of values
(from the root word/'axios" meaning "of
like value" or "worth as much as")
Branches of Philosophy

21. The types of Values
a. Ethics. - Theory of morality (good and
evil)
b. Aesthetics. - Realm of art and beauty
c. Religions. - realized through worship,
experience and service
d. Educational. - Inherent in the educative
process.

22. The types of Values
e. Social. - Realized in the community
through then individual's relation to
society.
f. Utilitarian. - Realized in harmonious
adjustment to or efficient control of the
forces of the physical environment

23. Issues about values in general:
Values are either:
a. absolute (constant; unchanging) or
relative (changing)
b. objective or subjective
c. hierarchical or non-hierarchical

24. Theories on nature of values
a. interest theory - believes that values
depend upon the interest of the person
who enjoys them. What is desired has
value.
b. existence theory. Believes that values
exist on their own right, independent of
the person and his interest.

25. Theories on nature of values
c. Experimentalist theory. Believes that
what is of value yields a greater sense
of happiness in the present and most
likely in the future.
d. Part-whole theory. Believes that the
key to realizing and enjoying value is
the effective relating of parts to whole.

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

27. Education in Various Contexts
(Kneller)
2.1 Broad sense. Education is any act or
experience that has a formative effect on the
mind, character, and physical development
of the individual
2.2 Technical Sense. Education is the process
of transmitting the cultural heritage from
one generation to another through the
educational agencies or society.
2.3 As a process: Education as in educative
process pertains to instruction or the
teaching learning process.

28. Education in Various Contexts
(Kneller)
2.4 As a product. Education here is equivalent to
learning outcomes such as knowledge, skills,
attitudes, appreciations, and values.
2.5 According to experts. Education is viewed
differently by experts according to their
philosophical orientation. For instance, John Dewey
(a pragmatist) views education as life itself and a
continuous reconstruction of experiences for social
efficiency. Herbert Spencer (naturalist) believes that
education is complete living, a preparation for life.
John Amos Comenius (realist) views education as
the formation of man as man.

29. Eastern/Oriental Philosophies

30. Distinct Character of
Eastern/Asian Philosophy
1.1 It thinks of time in a cyclical manner.
Nothing really ends; nothing really begins
absolutely. Once in existence, always in
existence.
1.2 There is no dichotomy between a way of life
and a way of thinking. As one thinks, so one
lives. Religion and philosophy are one.
1.3 It has propensity to mysticism, at its use of
super-consciousness, existence of the third
eyes, or a sixth sense.

31. Influences upon the Filipino
2.1 G. Zaide. Contact with India, China,
Japan and Arabia before 1521 enriched
the ancient Filipino civilization.
2.2 O.D. Corpuz. Asian influences persist
in modern times, having become part of
Filipino dialects, myths and art forms.

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

33. Chinese Philosophy
Confucianism
 It is body of beliefs based on the
Analects, the teachings of Confucius
 Confucius was born at Kung-Fu-tzu in
551 B.C. and died in 479 B.C.

34. Confucianism
 He taught the importance of li which
means propriety and orderliness ad the
ideal of a gentleman. He also taught
filial piety, devotion to the family,
loyalty to elders, love for learning,
brotherhood, honesty and efficiency in
government service (civil service), and
universal love and justice.
 For almost 2500 years it has been the
religion of the great masses in China.

35. Taoism
 The word "tao" means the path, the
way, of the great. It is the source of all
being, the First Cause, the Ultimate
Reality.
 The original teachings of Taoism are
found in Tao Te Ching, attributed to
Lao Tzu, born in 604 B.C.
 To follow the Tao is to follow the way of
nature. Thus, its main tenet is
harmony with nature. It regards nature
as sacred and even as an extension of
human selves.

36. General Character of Chinese
Philosophy
 The highest achievement of man is to
be a sage or wise man.
 The Chinese are a this-world people.
Life is desirable.
 They believe in the cycle of ups-and-
downs in this life.
 They believe in the coordination of
thought and action.

37. Indian Philosophy
Hinduism
 It is the major religion of India, accounting
for 85% of the population. It has known as
"Trimurti" which consists of BRAHMA, the
supreme spirit, VISHNU, the preserver, and
SHIVA, the destroyer and creator. Since the
ancient times, people are already destined
into social classes known as the caste
system.
Brahmins / Brahmans - the priests
Kshatriyas - the nobles and the warriors
Vaisyas - the traders, cultivators,
peasants
Sudras - the servants (Outside the caste
system are the untouchables or outcasts)

38. Hinduism
 The Hindu's life is governed by the law of "karma"
which is a process or series of birth and rebirth until
one attains perfection and finally reaches "nirvana" -
the place or eternal happiness and bliss. Under this
belief, the sum of the person's actions carried from
one life to the next results in either an improved or
worsened fate.
 The "Veda" is the most sacred of all Hindu scriptures
composed of four main collections:
-Rig Veda - hymns and praises
-Yajur Veda-prayer and sacrificial formulas
-Sama Veda - tunes and chants
-Athan/a Veda- magical formulas

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

40. Buddhism
 It is one of the major religions of the world; founded
by Siddharta Gautama, the Buddha, who lived in
Northern India. Today, Buddhism has two major
divisions:
1. Theravada or "Way of the Elders" (the more
conservative type), popular in Sri Lanka, Burma, and
Thailand
2. Mahayana or "Great Vehicle" (liberal type),
dominant in Taiwan, Korea, Japan, and Tibet
 Buddha advocated four noble truths:
1. Life is suffering (duhka);
2. The cause of suffering is desire;
3. the end of suffering is to stop desire; and
4. to stop desire is to follow the Noble Eight-fold
Path (to break the chain of karma and to reach
Nirvana)

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

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

43. Arabian Philosophy (Islam)
 Islam is a major world religion (one of
the three monotheistic religions),
comes from the Arabic word "al-islam"
which literally means complete
submission to God (Allah).
 Islam traces its origin to the prophet
Muhammad who was born in Mecca,
Arabia about AD 571. in middle life,
Muhammad showed mystical traits and
developed the habit of withdrawing to
the bills for contemplation.

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

45. The Islamic faith is centered on
these five Pillars of Islam:
1. Shahada (confession of faith): There is
no other God but Allah and Muhammad
is his prophet.
2. Salat (prayer). Muslims pray five times
daily facing Mecca - at daybreak, noon,
mid afternoon, after sunset and early in
the night. They also go to the Mosques
during Fridays.

46. The Islamic faith is centered on
these five Pillars of Islam:
3. Zakat (almsgiving). Muslims give a percent
of their income and other properties to
charity.
4. Ramadan (fasting) During this period,
Muslims do not eat, drink, smoke, or engage
in sex between dawn and sunset.
5. Haji (Pilgrimage). A Muslim is required to go
to Mecca at least once in his lifetime.

47. Other important concepts in
Islam are:
 Qur'an/Koran (recitation) - collection of the
revelations received by Muhammad from
Allah.
 Hedith (tradition) - is the record of the life
and activities of Muhammad and early
Muslim communities.
 Sunna (example) - set of standards of
Muhammad which all Muslims should follow.
 Shiari'a (law) - formed by the combined
Qur'an and Sunna to serve as an
extraordinary comprehensive guide to life
and conduct.

48. Western Philosophies

49. Naturalism. It is probably the oldest
philosophic thought in the west.
 Nature is the be-all and end-all of
reality. Its antithesis is
supernaturalism. Nature is the
aggregate of things around us.
 its educational theme is harmony with
nature as exemplified in Rousseau's
Emile and the hedonistic principle of
pleasure in the educative process.

50. Naturalism
 Its chief educational spokesman is
Herbert Spencer who believes that the
goal of education is complete living.
 The child (pupil) is viewed as a child of
nature and so is inherently good.

51. Idealism. One of the oldest schools of thought
in the West.
 It rebelled against the philosophy of
naturalism.
 Its origin is traced to Plato who advocated a
doctrine of ideas (also the doctrine of the
universals).
 Since an idea is nonmaterial, idealism
stresses moral and spiritual reality.

52. Idealism
 Its educational philosophy is ideal-
centered. God is the absolute/ perfect
ideal. Sometimes, it is regarded as
perfectionalism.
 Plato's Republic is believed to be the
first educational classic/treatise ever
written. It envisioned a society ruled by
a philosopher-king.

53. Idealism
 Emphasizes the importance of the
mind, soul and spirit
 Goodness is an ideal state

54. Particular Philosophies of
Education
 Idealism, the first systematic philosophy in
Western thought…Socrates and Plato, the
Socratic method was dialogue
 Generic notions: Philosophers often pose
abstract questions that are not easily answered
but are concerned with the search for truth
 World of matter in constant state of flux, senses
are not to be trusted, continually deceive us
 Truth is perfect and eternal, but not found in the
world of matter, only through the mind

55. Idealism
 The only constant for Plato was
mathematics, unchangeable and eternal
 Plato’s method of dialogue engaged in
systematic, logical examination of all
points of view…ultimately leading to
agreement and a synthesis of ideas…this
approach known as the dialectic.

56. Idealism
 Plato believed education helped move
individuals collectively toward achieving the
good.
 The State should be involved in education,
moving brighter students toward abstract ideas
and the less able toward collecting data…a
gender free tracking system
 Those who were brighter should rule, others
should assume roles to maintain the state

57. Idealism
 The philosopher-king would lead the State
to the ultimate good

58. Idealism
 Evil comes through ignorance, education will
lead to the obliteration of evil
 More modern idealists: St. Augustine,
Descartes, Kant, Hegel
 Goal of Education: interested in the search for
truth through ideas…with truth comes
responsibility to enlighten others, “education is
transformation: Ideas can change lives.”

59. Idealism
 Role of the Teacher: to analyze and
discuss ideas with students so that
students can move to new levels of
awareness so that they can ultimately be
transformed, abstractions dealt with
through the dialectic, but should aim to
connect analysis with action
 Role of the teacher is to bring out what is
already in student’s mind: reminiscence

60. Methods of Instruction
 Lecture from time to time, but primary
method of teaching is the
dialectic…discuss, analyze, synthesize,
and apply what they have read to
contemporary society
 Curriculum…importance of the study of
the classics…many support a back to the
basics approach to education

61. Realism. It is attributed
to Aristotle, a pupil of Plato.
 Realism believes that things exist
independent of the mind. Its origin is traced
to Aristotle's doctrine of particulars.
 It has greatly influenced the socialistic
(communistic) educational philosophy.
 John Amos Comenius, a great realist,
believes that education is formation
and that the school is the true
forging place of man.

62. Realism
 It believes in determinism (man is not
free because he is governed by laws or
forces of nature beyond his
 control). One of the primary goals of
education is habit formation.
 The teacher is the key figure, a master
teacher; one who transmit knowledge
to his pupils (an authority).

63. Realism
 Stresses that the world is made up of
real, substantial and material entities
 Natural laws regulate and determine
everything
 Knowledge is derived from sense
experience
 Standards of value are determined by
reason

64. Realism
 Aristotle was the leading proponent of
realism, started the Lyceum, the first
philosopher to develop a systematic theory
of logic
 Generic Notions…only through studying
the material world is it possible to clarify or
develop ideas…matter is real independent
of ideas

65. Aristotle’s Systematic Theory of
Logic
 Begin with empirical research, speculate
or use dialectic reasoning, and culminate
in a syllogism
 A syllogism is a system of logic that
consists of three parts: (1) a major
premise, (2) a minor premise, and (3) a
conclusion
 For a syllogism to work, all the parts must
be correct

66. Philosopher’s Concerns
 What is the good life?
 What is the importance of reason?
 Moderation in all things…balance in
leading one’s life: reason is the instrument
to help individuals achieve balance and
moderation

67. Realists
 Neo-Thomism…Aquinas affected a
synthesis of pagan ideas and Christian
beliefs…reason is the means of
ascertaining or understanding truth, God
could be understood through reasoning
based on the material world…no conflict
between science and religion
 The world of faith with the world of reason,
contemporary Catholic schools

68. Modern Realism
 From the Renaissance, Francis Bacon
developed induction, the scientific
method…based on Aristotle, developed a
method starting with observations, culminating in
generalization, tested in specific instances for
the purpose of verification
 John Locke and tabula rasa, things known from
experience… ordered sense data and
then reflected on them

69. Contemporary Realists
 Tend to focus on philosophy and
science…Alfred North Whitehead,
concerned with the search for “universal
patterns”
 Bertrand Russell with Whitehead, Principia
Mathematica…universal patterns could be
verified and classified through
mathematics

70. Goal of Education for Realists
 Notions of the good life, truth, beauty
could be answered through the study of
ideas, using the dialectical method…for
contemporary realists, the goal of
education is to help individuals understand
and apply the principles of science to help
solve the problems plaguing the modern
world
 Teachers should be steeped in the basic
academic disciplines

71. Pragmatism. It is the most recent among the
four classical philosophies.
 Pragmatism is the belief that the
meaning of an idea is determined by
the consequences when it is put into
test or practice in the world of reality.
 Although Greek in origin, it later
became an American philosophy.

72.  The foremost American philosophers
are William James (practicalism),
Charles Peirce (experimentalism), and
John Dewey (intrumentalism)

73. Pragmatism
 It believes that change is the essence
of reality. "Everything flows; nothing
remains the same."
 Its chief method is the experimental
method that yields experimental
knowledge.
 It believes that education is life; a
continuous process of reconstruction.
Education never complete.

74. Pragmatism
 Ideas are true if they work
 Reality is what is actually experienced
 People are instruments of change
capable of experimenting and testing
their beliefs
 Pragmatists openly accept change and
continually seek to discover new ways
to expand and improve society

75. Pragmatism
 An American philosophy from the 19th
century…Peirce, James, Dewey
 “By their fruits, ye shall know them.”
Pragmatism encourages people to find
processes that work in order to achieve their
desired ends…action oriented, experientially
grounded
 Rousseau… “back to nature”, environment and
experience…Emile, little regard for the
education of women other than to be Emile’s
companion

76. John Dewey
 Intellectual heir to Charles Darwin,
constant interaction between organism
and environment, dynamic and developing
world…child centered progressivism and
social reconstructionism
 Instrumentalism and experimentalism,
pragmatic relationship between school and
society and applying ideas of education on
an experimental basis

77. John Dewey’s Philosophy
 Education starts with the needs and interests of
the child, allows the child to participate in
planning her course of study, employ project
method or group learning, depend heavily or
experiential learning
 Children are active, organic beings…needing
both freedom and responsibility
 Ideas are not separate from social conditions,
philosophy has a responsibility to society

78. Dewey’s Role for the Teacher
 Not the authoritarian but the
facilitator…encourages, offers
suggestions, questions and helps plan and
implement courses of study…has
command of several disciplines
 Inquiry method, problem solving,
integrated curriculum

79. Existentialism. It is principally a
contemporary or modern philosophy
 It grew out from the works of European
philosophers particularly Soren
Kierkegaard (Danish)
 Its chief principle is "existence
precedes essence."
 It was two types: atheistic and theistic.
The chief atheistic philosopher is Jean
Paul Sarte (French)

80. Jean Paul Sartre
 Soren Kierkegaard

81. Existentialism
 It clamors for individually and
freedom in education.
 It stresses individual decision-
making; the teacher offers
knowledge and the pupil can either
accept or reject it.

82. Existentialism
 Man has no fixed nature and he
shapes his own being as he
lives
 The world is a personal
subjectivity where goodness,
truth and reality are individually
defined

83. Existentialism
 Knowledge is subjective to the
person’s decision: knowledge varies
from one person to another
 While an existentialist is completely
free to choose his values, he holds
himself responsible for the
consequences of his choice.

84. Existentialism
 Aim: to train the student for significant
and meaningful existence
 Curriculum: Subjects are to recognize
individual differences and complete
freedom to work
 Teachers giving assistance to students
in their personal learning journeys
 Schools create an atmosphere for
active interaction

85. Existentialism and
Phenomenology
 Kierkegaard, Buber, Jaspers, Sartre,
Maxine Greene…existentialists
 Husserl, Heidegger, Merleau-
Ponty…phenomenologists
 How do one’s concerns affect the lives of
an individual…the phenomena of
consciousness, perception and meaning in
an individual’s experience

86. Existentialists and
Phenomenologists
 Based on the earth alone, must make
sense of the chaos one encounters
 “Existence precedes essence.” People
must create themselves and create their
own meaning…done through the choices
people make in their lives, in a state of
constant becoming…an individual can
make a difference in a seemingly absurd
world

87. Existentialists
 Education should focus on the needs of
individuals, include the nonrational as well
as rational, the notion of possibility
 Teachers should understand their own
“lived world” and help students to
understand their world
 The need to be “wide awake”…the role of
the teacher is intensely personal

88. Neo-Marxism
 Radical critique of capitalism
 The role of education should be to give
students the insight to demystify capitalism
and become agents of radical change
 Marx believed the history of civilization
was defined by class struggle
 General conflict theory…the teacher is a
“transformative intellectual”

89. CONTEMPORARY
EDUCATIONAL THEORIES

90.  A Theory is a set of assumptions
initially verified or tested but not yet
universally accepted.
 An educational theory is one that is
directed to education. The
contemporary educational theories
have their roots in formal philosophies.

91.  Perennialism. It is a theory founded on
the belief that the body of knowledge
that has endured through time and
space should form the basis for one's
education.
 Rooted in classical realism and
idealism, the chief exponent is Robert
N. Hutchins. He believes that the basic
principles of education are both
timeless and recurring.

92. Perennialism.
 “Liberal education should contribute to
the understanding of the great works of
civilization” – Hutchins

93. Perennialism
 Purpose: To help students uncover and
internalize truths that are universal and
constant.
 Curriculum and Method: Its curriculum is
subject-centered relying heavily on the
disciplines of literature, mathematics,
languages, history, philosophy, and-religion
(liberal education). Reading and discussion
of the "Great Books" would be the principal
method of study.

94. Perennialism
 Teacher: The teacher is viewed as an
authority, a master teacher, whose
expertise is not to be questioned.
 School: The school's role is to train an
intellectual elite and to prepare the
young for life,

95. Teacher Centered Educational
Theories
 Perennialism: an educational theory that
focuses on enduring principles of
knowledge; nature, human nature, and the
underlying principles of existence are
considered constant, undergoing little
change

96. Perennialism
 Focus of learning: activities designed to
discipline the mind
 Learners are rational and spiritual people
 Perennialist curriculum: the three Rs,
character training, educating the
intellectual elite, trade and skill training for
others

97.  Progressivism. It grew out from
pragmatic philosophy and puts
emphasis on democratic experience
and skills on how to think.
 Its chief exponent is Francis Parker.
 Improvement and reform in human
condition are both possible and
desirable
 Education is always a process of
development

98. Progressivism
 Purpose. To give the necessary skills-and-
tools with which to interact with the-
environment within a constant process of
change.
 Curriculum and Method. Its curriculum is
built around the personal and social
experiences of the learners. It draws most
often from the social sciences. Scientific
methods of inquiry and problem solving are
its favored methods.

99. Progressivism
 Teacher: Since the students are
capable of thinking and exploring their
own environment, the teacher's role is
that of a guide, group leader,
consultant, and facilitator in the
student's activities.
 School. It is viewed as a microcosm of
society, a living learning laboratory,
and a working model of democracy.

100. Student Centered Educational
Theories
 Progressivism…an educational theory that
emphasizes that ideas should be tested by
experimentation and that learning is rooted in
questions developed by the learner
 Opposes authoritarianism and favors human
experience as a basis for knowledge, favors the
scientific method and also student involvement
 Learning how to think rather than what to think

101.  ESSENTIALISM. It is rooted in
classical idealism and realism
with William C. Bagley as
principal advocate. It clamored
for curricular reforms with
emphasis on the basics or
essential.
 There are certain essentials
that all men ought to know

102. ESSENTIALISM
 Individuals should be able to
distinguish between the essentials
and non-essentials in one’s life
 “Essential subjects represent the
most precious elements of the
human heritage” –Bagley

103. ESSENTIALISM.
 Purpose. To transmit the cultural and
historical heritage to each new generation of
learners.
 Curriculum and Method. It puts emphasis on
the 3r's in the elementary and a concentrated
study of mathematics, sciences, humanities,
languages and literature in the secondary.
Mastery of the basic facts and concepts of
essentials is imperative.

104. ESSENTIALISM
 Teacher, The teacher is a master of
his/her discipline and a model
worth emulating.
 It becomes one of conserving and
transmitting to the present
generation to the rich cultural
heritage of man.

105. Essentialism
 An educational theory that holds that there
is a common core of information and skills
that an educated person must have;
schools should be organized to transmit
this core of essential material

106. Essentialism
 Common core of information and skills that an
educated person in a given culture must have
 Three basic principles: a core of information,
hard work and mental discipline, teacher-
centered instruction
 Back to basics movement is essentialist
 Draws equally from Idealism and
Realism…important difference in emphasis from
the notions of everlasting truth that perennialists
espouse

107. Essentialism
 Focus of learning: transmit the cultural
heritage and develop good citizens.
Schools are places where children come
to learn what they need to know and the
teacher is the person who can best
instruct students in essential matters

108. Behaviorism
 A psychological theory that asserts that
behaviors represent the essence of a person
and that all behaviors can be explained as
responses to stimuli
 Closely linked to Realism…the environment,
particularly the interpersonal environment,
shapes human behavior
 Reinforcement: positive…things students like
and negative…things students wish to avoid

109. Positivism
 A social theory that limits truth and knowledge to
what is observable and measurable
 Auguste Comte (1798-1857)…three historical
periods…theological era, things explained in
reference to spirits and gods…metaphysical era,
things explained in terms of causes, essences,
inner principles…positive period, thinkers did not
attempt to go beyond observable, measurable
fact

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

111. Reconstructionism.
 Man plans and controls is society, that
in a democratic society this should be
done in the public interest
 Society is in need of contact
reconstruction

112. Reconstructionism
 “Curriculum should include
broad areas of social and
technological knowledge.” –
George Counts

113. Reconstructionism
 Purpose. To raise the consciousness of
students regarding social, economic,
and political problems facing mankind.
 Curriculum and Method. Its subject is
the multitude of social, political and
economic problem of man and uses
pragmatic methods of scientific inquiry.

114. Reconstructionism
 Teacher. The teacher is a social
catalyst, a change agent, a social
engineer, and the other roles of the
progressivist teacher.
 School. It becomes the primary agency
for societal change.

115. Reconstructionism
 An educational theory that calls on schools to
teach people to control institutions and to be
organized according to basic democratic ideals
 Progressivism too focused on the needs of the
child and fails to develop long range goals for
society
 Need to analyze world events, explore
controversial issues, develop a vision for a new
and better world

116. Thank You…
Good Luck to All of
You..