APPLICATIONS OF DIFFERENT

PHILOSOPHIES IN EDUCATION
NATURALISM
o

o
o

o
o

Naturalism stands for a democratic and

universal
way-everyone
must
be
educated in the same manner
Education is in accordance to human
development and growth
Emphasis is given more on the physical
development-informal
exercise-and
hygiene of the person rather of the 3 Rs
Aims to unfold the childs potential not to
prepare him for a definite vocation or
social position-but to prepare him to
adapt to the changing times and needs
Consequently, ones conduct is governed
by impulse, instincts and experience.
It puts the child at the center of
educational process and prepares him to
experience life as it is.
IDEALISM

o
o

Ideas are the only true reality, the

ultimate truths for matter is nothing but
just a mere representation of ideas.
Emphasis is given on knowledge
obtained by speculation and reasoning
for its central tenet is that ideas are the
only things worth knowing for
Focus is on conscious reasoning of the
mind in order to attain truth. This
includes the activities pertinent to the
human mind such as introspection and
intuition and the use of logic
Its aim is to discover the full potentials in
child and cultivates it in order to prepare
him for a better position in the society
and for him to serve the society better
Emphasis is given on subjects
philosophy, literature, religion and history
that will develop and enhance the mind
of the child
Methods used in teaching include
lecture, discussion and Socratic dialogue
Character development is through
emulation of examples and heroes
REALISM

The most effective way to find about

reality is to study it through organized,
separate and systematically arranged

matteremphasis is on subject matter

concerning Science and Mathematics
o
Methods used in teaching include
recitation,
experimentation
and
demonstration
o
Character development is through
training in the rules of conduct
EXIXTENTIALISM
o Subject matter is personal choice
o Learning is based on the willingness of
the student to choose and give meaning
to the subject
o Emphasis is given on the students rather
than on the curriculum content
o
Students should not be treated as
objects to be measured and standardized
o
Methods
are
geared
on
giving
opportunities for the students for selfactualization and self-direction
o Character development is through the
responsibility of every individual in
making a decision
ESSENTIALISM
o Schooling is practical for this will prepare
students to become competent and
valuable members of the society
o Focuses on the basics-reading, writing,
speaking and the ability to compute
(arithmetic)
o Subjects that are given emphasis include
geography, grammar, reading, history,
mathematics, art and hygiene
o
Stresses the values of hard work,
perseverance, discipline and respect to
authorities
o
Students should be taught to think
logically and systematically-grasping not
just the parts but the whole
o Methods of teaching center on giving
regular assignments, drills, recitation,
frequent testing and evaluation
PRAGMATISM
o Involves students to work in groups
o
Methods
of
teaching
include
experimentation, project making and
problem solving.
o Stresses on the application of what have
learned rather that the transfer of the
organized body of knowledge

o
PERENNIALISM
o
o

Some of the ideas in the past are still

being taught because they are significant
Curriculum should contain cognitive
subjects
that
cultivate
rationality,
morality,
aesthetics
and
religious
principles.
This
includes
history,
language, mathematics, logic, literature,
humanities and science.
Curriculum must be based on recurrent
themes of human life for it views
education as a recurring process based
on eternal truths
The teacher must have the mastery of
the subject matter and authority in
exercising it.
Aims for the education of the rational
personto develop mans power of
thoughtthe
central
aim
of
this
philosophy
PROGRESSIVISM

o
o
o

Focuses on the child as a whole rather

than of the content or the teacher
Curriculum content comes from the
questions and interests of the students
Emphasis is given on the validation of
ideas by the students through active
experimentation
Methods of teaching include discussions,
interaction (teacher with students) and
group dynamics
Opposes the extreme reliance on bookish
method of instruction, learning through
memorization, the use of fear and
punishment and the
four walled
philosophy of education
CONSTRUCTIVISM

A philosophy of learning which asserts

that reality does not exist outside of
human conceptions. It is the individual
who constructs reality by reflecting on his
own experience and gives meaning to it.
o Learning is the process of adjusting ones
mental modes to accommodate new
experience.

BEHAVIORISM
o

Asserts that human beings are shaped

entirely by their external environment
o The only reality is the physical world
NATIONALISM
o
o
o

o
o

The most important development was

the creation of common language
Stresses on the teaching of the principles
of democracy, and duties of citizenship
Stimulates the development of the state
which includes the control and support of
public school system
Curriculum includes the teaching of
grammar, geography and history
Method of teaching gives emphasis on
the content regarding on nature studies,
physical exercises and play activities
HUMANISM

RECONSTRUCTIVISM

Schools should originate policies and

progress that will bring social reforms
and orders
Teachers should be an instrument to
encourage and lead students in the
program or social reforms
Curriculum emphasizes on social reforms
as the aim of education. It focuses on
student experience and taking social
actions on real problems
Method of teaching include the problemoriented type (students are encouraged
to critically examine cultural heritage),
group discussions, inquiry, dialogues,
interactions
and
community-based
learning
The classroom will serve as a laboratory
in
experimenting
school
practices
bringing the world into the classroom

o
o

o
o

Education is a process and should not be

taken abruptly. The unfolding of human
character proceeds with unfolding of
nature
The learner should be in control of his
destiny
Concern is more on methods which
include theme writing rather than oral
discussions, drills and exercises, playing
Asserts the importance of playing in the
curriculum
Emphasizes motivations and the use of
praise and rewards

Curriculum includes subjects concerning

literary appreciation, physical education,

social
training
development

in

manners

and