1.

What best feature of any of the four philosophies do you apply or integrate in your classroom
instruction as well as in assessment.

The philosophy that I usually integrate in my classroom instruction is the progressivism. Progressivists
are identified with the need-based and relevant curriculum. This is a curriculum that responds to students’
needs and that relates to students’ personal lives and experiences. This philosophy encourages teachers to
teach students into becoming enlightened and intelligent citizens of a democratic society. Furthermore,
teachers in this philosophy teach learners so they may live fully NOW not to prepare them for adult life.

In addition, progressivist teachers are more concerned with teaching learners the skills to cope with
change. Instead of occupying themselves wit teaching facts or bits of information that are true today but
become obsolete tomorrow, they would rather focus their teaching skills or processes in gathering and
evaluating information and in problem solving.

Aside from that, progressivist teachers employ experiential learning methods. They believe that one learns
by doing. For John Dewey, the most popular advocate of progressivism, book learning is no substitute to
actual experience.

Integrating this in the classroom, problem solving method in subjects like Mathematics and Science can
be used. For the success of problem solving method the role of the teacher is very important. He should
act a co-investigator along with students and must also find sufficient time and have patience to attend to
students’ problems. Under the proper guidance of the teacher the science laboratory should become the
hub for implementations of this method. The following are the advantages of using problem solving
method: (1) Students learn science of their own and teacher works only as a guide, (2) It helps students to
become real scientist as they learn to identify and formulate scientific problem, (3) It gives enough training
to students in techniques of information processing, (4) This method is based on the principle of ‘learning
by doing’, (5) It develops a habit of logical thinking in the students as they are required to interpret data
and observations, (6)It helps to develop intellectual honesty in students by accepting or rejecting or
modifying the hypothesis, (7) It helps the students to find the relationships and pattern among things and
variables, (8) It provides the training in the scientific methods and skills of discovering new knowledge in
science, (9) It develops scientific attitude of mind as well as interest and appreciation through personal
experience and keen observation, (10) It helps to give individual attention to every student.

Teachers can also stimulate students through thought-provoking games and puzzles.
2. Differentiate the principles of idealism from Realism. Cite theorists.

According to Kant, humans are the only beings who need education, because discipline encourages people to
think and seek for "the good." Children should be educated for the present and a better future, which Kant called the
"concept of humanity and the whole destiny of mankind." He considered education should emphasize discipline, culture,
prudence, and morality. Kant believed education should be about enlightenment, or educating a youngster to think
based on principles rather than random action. This is linked to his concept of will, and educating will involves living by
categorical imperatives. Kant believed that a child's education should include self- and social-responsibility.

Royce believed that ideas are goals or plans for action, and they are satisfied when implemented. The real world
has no relevance if it doesn't assist individuals attain their goals. Whose goals are met? Royce replied in Hegelian terms
that it's the Absolute's purposes and that loyalty to moral ideas and causes is necessary to learn. This has a spiritual tone
because it suggests joining the universal design. This kind of thinking affects education by influencing how people are
taught life's aims and how to participate in them.

In addition, i agree that education should emphasize mental development and permanent worth. Like Plato,
they believe education should seek true concepts. Character development is another key idealist goal since seeking truth
requires discipline and steadfastness. Kant, Harris, Horne, Gentile, and others share this goal. They desire literate,
knowledgeable, good people in society.

Furthermore, idealism emphasizes on nonphysical, abstract, and universal studies over physical and material
ones. Idealists seek truth, and truth can't change. Some idealists don't believe truth is eternal and flawless, but they do
feel it's substantial and enduring. For idealists, there may be many truths, even opposing ones, but they are more
permanent; hence, many idealists value religion and the classics, two areas with eternal concepts.

However, Aristotle, a pupil of Plato, advocated the realist school of educational theory. Realism asserts that the
material world is the only reality, and that the study of the outside world is the only trustworthy approach to discover
the truth; the world is an objective phenomena to which our minds must conform. Realists think that our current beliefs
are approximations of reality and that each new observation brings us closer to comprehending reality. Through proper
examination of the world, we gain ever-increasing knowledge. A human is an empty vessel for information that can only
come from outside the self, through observation, according to realism. Humans learn information by inculcating it into
their minds because they have no inborn concepts at birth. When it first exists, it's a "tabula rasa," a blank surface on
which experience will record everything we know. All mental contents derive from one source: experience. Humans only
learn from experience. Things' properties produce mental ideas (or experiences). Experience is the only input source for
the human intellect. Insights (or sensations) in the mind are caused by the properties of objects. This concept was the
ancestor of the scientific method, a technique of investigation based on objective evidence. In support of this,
Pajebo(2013) argues that realists consider the physical reality of the world to be the most important thing. Instead of
promoting the world of ideas, they will promote the world of experience.

Incorporating these philosophies in education, as teacher, an idealist believes that the teacher should act as a
facilitator, guiding students towards the truth. A realist prefers the scientific approach of hypothesis and rigorous
research to the application of pure logic and reason. On the other hand, realism is consistent with behaviorism, which is
a system of learning through punishment and reward based purely on external knowledge. In methods of teaching,
idealism views education as innate experience and self-introspection, hence the classroom is seen as ground
for meeting of personality. Learning is done through lecturing to stimulate thought not to convey information.
But realism promotes learning through experimental method or scientific and objective method.
 Overall, idealism provides principles, values, and higher goals, whereas realism provides practical education.
Both points of view have advantages and disadvantages; it is better to strike a balance between them than choose one
over the other.

3. What dominant ideas or principles in Idealism, Realism, Existentialism, & Naturalism do you find influential in our
times?

The dominant ideas of each philosophy that I found influential in our times are explained below.

IDEALISM

In the realm of Idealism, the role of teacher is very important and glorious. Idealistic philosophy believes that
this planned creation has two parts—(1) The teacher and (2) The child as student. Both aims at one target only. The
development of the individual child in a spiritual way. The realization of this great aim is possible only through education
and the essential agent, the teacher . In reality an Idealist teacher is imbued fully with high degree of self-knowledge,
self-dynamism and essential qualities of spiritualism. By this own model of life, he tries to shape the individuality of the
child to a life of purity, virtue and great achievements. He creates a wholesome conducive atmosphere by his own
activities and planned experiences for the child.

The idealist teacher feels that he can help his pupils in three distinct ways. In the first place, he can help them
by119associating himself with them and by letting them understand what kind of person he is trying to be. This will be
done in the course of discussing and solving common problems. Thus, the personality of the teacher will always be
influencing the pupils. In the second place, the idealist teacher always emphasizes that the solution of a problem needs
efforts on the part of the self, and it is through efforts that the self can be developed. Hence in the interest of full
development of the self, the idealist teacher does not believe in telling. He believes more in asking questions and in
leading the pupils to find the truth for themselves. This is the essence of the Socratic method propounded by Socrates,
the great idealist. In the third place, the idealist teacher helps the pupils by guiding them to understand the essentials of
scientific method, of analysis and synthesis. He leads them to realize that many difficult problems which appear as
inaccessible at first can be easily solved when broken into smaller parts. When the pupils realize that analysis and
synthesis go together and that in solving a part they are also solving the whole, they get a weapon which they can apply
in any field of experience.

REALISM

Realism holds that education should be closely related with the actual realities of life in all conceivable aspects.
Realism holds the view that education should try to give all those skills and knowledge to the individual which are
necessary for a happy living in the society.

It has a definite background and outlook which influence considerably the classroom procedures and the
preparation of textbooks. The method of teaching, according to realism is to abstract from the personality of both the
teacher and the pupils and allow the facts to speak for themselves. In the process of presenting facts, the teacher is not
expected to express his subjective opinion on the matter.

The teacher has to present the facts as they are, and he must not add anything of his own. The details of contents and
the principles of presentation and the emphasis to be given at places will be determined by the specific nature of facts.
The method of teaching should be strictly objective. The best method is that which is no one's own. Therefore, the
teacher should become a faithful translator so that through him the facts themselves may become real and impress
themselves on the pupils. The facts must be presented in a clear and distinct manner and no detraction from the facts
should be allowed. The facts should be logically classified, and one part should lead to another automatically

EXISTENTIALISM

Existentialism is the concept of assisting pupils in understanding and valuing themselves as unique individuals
who accept full responsibility for their thoughts and actions. Since existence precedes essence, the goal of the
existentialist teacher is to assist pupils in defining their own essence by exposing them to numerous life routes and
fostering an environment where they are free to pick their own preferred path. Since emotion and reason are
inextricably intertwined in decision-making, existentialists insist on educating the complete person, not just the intellect.

It stimulates individual originality and imagination more than imitation and reproduction of established models.
Existentialist strategies are centered on the person. Self-paced and self-directed learning applies. It involves a substantial
amount of individual contact with the instructor, who relates to each student in an open and honest manner. To assist
students in understanding themselves and their place in society, teachers adopt a values clarification technique. Since
values are personal, teachers who employ this method remain nonjudgmental and avoid imposing their own beliefs on
their students.

NATURALISM

Many modern educators adhere to the basic doctrine of naturalism. To them the goal of education is to follow
the laws of nature. They want to remove all obstructions that hinder with the natural evolution of the individual and of
the race.

Naturalism is a child-centered process of development. Naturalistic education is to put the child at the center of
educational process. Naturalists believe that education is meant for the child. Thus, it should be so organized that child
learns by his own activities, observations and experiences. It emphasizes the development of the child according to his
natural interests, inclinations, aptitudes and capacities. This view gave an motivation to the development of child
psychology and introduction of psychological and sociological tendencies in the field of modern education.

It has shifted from a subject-curriculum to an experience-centered curriculum which is the essential need of
modern life and society. Now education lays due emphasis on co-curricular activities which contribute to the education
and development of a child to a very great extent. The complexity of modern life needs that varied experiences should
be given to the child to educate him to face life squarely and solve all its problems successfully.