PHILO S O P H I C A L

TH O U G H T S O N
EDUCATION
Share thoughts
on the different
Philosophies in
Education.

Present
evidences on
UCLM's
philosophy.
 PHILOSOPHY

Greek roots philo-

meaning "love" and - Philosophy provides the
sophos, or "wisdom." goal or aims while
Education is the
When someone studies instrument in realizing
philosophy they want to these goals.
understand how and why
people do certain things
and how to live a good life.
ESSENTIALISM Stresses the values of Methods of
hard work, perseverance, Teaching
"Essence precedes discipline and respect to
existence" authorities Teacher-centered
Concerns with the Giving regular
fundamental of education assignments, drills,
skill and knowledge recitation, frequent
testing and evaluation
Traditional or back to the Students should be taught
basic approach in education to think logically and
systematically- grasping
Focuses on reading,
not just the parts but the
writing, speaking, and
whole.
computing
EXISTENTIALISM On Education: Methods of
Subject matter is a
Teaching
"Existence precede
essence" personal choice
Proclaims man's freedom in Emphasis is given on the Giving opportunities
the accomplishment of his students rather than on for the students for
destiny. the content self-actualization and
self direction
Stresses on knowledge Students should not be
about realities of human treated as objects to be
life and the choice that measured or standardized.
each person has to make
PERENNIALISM On Education: Methods of
Teaching
"Eternal, ageless, Some ideas in the past are
everlasting, unchanged" still being taught because
they are significant. Teacher must have the
mastery of the
subject matter and
authority in exercising
To learn means to acquire Curriculum should contain it.
understanding of great cognitive subjects that
works of civilizations cultivate rationality,
morality, aesthetics and
religious principles.
PROGRESSIVISM On Education: Methods of
Teaching
Contrasted the traditional Focuses on the child as a
view of essentialism and whole rather than of the
perennialism content or the teacher Discussions,
Emphasizes change and Interaction (teacher
growth with students) and
group dynamics
Stresses that man is an Curriculum content comes
active animal who learns from the questions and
well through active interests of the students
interplay with others
BEHAVIORISM

Asserts that human beings All behaviors are acquired

are shaped entirely by through conditioning.
their external environment

The only reality is the

physical world Advocates: John Watson,
B.F. Skinner
A.John Locke Comments:
(1632-1704): The
Empiricist Educator ·People were to:
·Acquire knowledge through the 1. establish their own Education is not acquisition
senses: government; of knowledge contained in
1. learning by doing; and 2. select their own political the Great Books.
2. interacting with the leaders from among
environment. themselves;
3. civic education is necessary; The learner is an active not
and a passive agent of his/her
• Simple ideas become more
4. educated to govern own learning.
complex through:
1. comparison; themselves intelligently and
2. reflection; and responsibly.
3. generalization the inductive
method.
B.Herbert Spencer Comments:
(1820-1903): ·Schooling must be related to • The expert who
Utilitarian Education life and to the activities needed concentrates on a limited
to earn a living. field is useful, but if he
"Survival of the Fittest” loses sight of the
Human development: interdependence of things
Evolutionary series of stages he becomes a man who knows
·Vocational and professional
from the simple to the complex more and more about less
education (scientific and
and from the uniform to the
practical) objectives rather than and less. Deadly peril of
more specialized kind of activity.
general educational goals over-specialism.
(humanistic and classical
• SEL-Each student has
Individual competition leads to education)
access to personalized
social progress. He who is
learning and is supported by
fittest survives.
qualified and caring adults.
C. John Dewey (1859- ·School should be used by all, it Comments:
1952): Learning being a democratic institution.
through Experience No barrier of custom or
prejudice. segregate people. • Dewey does not
People ought to work together to disregard the
· Education is a social process and
solve common problems. accumulated wisdom of
so school is intimately related to
the past. These past
the society that it serves.
ideas, discoveries, and
inventions, our cultural
heritage, will be used as
· Children are socially active ·Values are relative but sharing, the material for dealing
human beings who want to cooperation, and democracy are with problems and so will
explore their environment and significant human values that be tested.
gain control over it. should be encouraged by schools.
(Ornstein, A. 1984)
D. George Counts
·Schools become instrument for Comments:
(1889-1974): Building a social improvement rather than
New Social Order an agency for preserving the
status quo.
Schools and teachers should
·Education is not based on
be agents of change
eternal truths but is relative to
a particular society living at a
given time and place. Whatever change we work
·Schools ought to provide an for should always be
education that affords equal change for the better not
·Schools should cope with social learning opportunities to all just change for the sake
change that arises from students. (Ornstein, A. 1984) of change.
technology.
Type Lab Brameld
E.Theodore Comments:
Education is designed “to awaken
Title Here - Social
(1904-1987) students' consciousness about
Reconstructionism social problems and to engage • Social reconstructionists
them actively in problem are convinced that
solving". (Ornstein, 1984) education is not a privilege
Emphasizes the reformation of of the few but a right to
society. be enjoyed by all.

·Equality or equity in both • Education is a right that

Critically examine present society and education. Barriers all citizens regardless of
culture and resolve of socio-economic class and race and social status must
inconsistencies, controversies racial discrimination should be enjoy.
and conflicts to build a new eradicated.
society not just change society
F. Paulo Freire (1921- A central element of Freire's Comments:
1997) - Critical pedagogy is dialogue. It is love
and respect that allow us to
Pedagogy engage people in dialogue and to The community of inquiry is
discover ourselves in the process “a group of persons involved
Believed that systems must be and learn from one another. in the inquiry, investigating
changed to overcome oppression more or less the same
and improve human conditions. question or problem, and
• Dialogue is the basis for developing through their
critical and problem-posing exchanges a better
·Rather than “teaching as understanding both of the
pedagogy, as opposed to banking
banking,” in which the educator question as well as the
education, where there is no
deposits information into probable solutions.”
discussion, only the imposition of
students' heads. Teaching and
the teacher's ideas on the
learning as a process of inquiry
students. (Ornstein, 1984)
in which the child must invent
and reinvent the world.
 LET'S REFLECT

I C A T I O N Think of your
APPL
personal experiences
that made UCLM
true to its Philosophy.
Be creative in
presenting your
thoughts.