REPUBLIC COLLEGES OF GUINOBATAN INC.

GRADUATE SCHOOL
GUINOBATAN, ALBAY

Course Code : Education 200b

Course Subject : Philosophy of Education
Course Unit : 3units
Researcher : Jenna O. Caceres

PHILOSOPHY OF THE RENAISSANCE PERIOD

Renaissance
- from Latin word renaistre , meaning to be born again
- a movement that started in Italy and served as the transition period between
Medieval and Modern times. It started in the early 14th century and lasted until the 17th
century.
- was marked by a humanistic revival of classical influence expressed in a
flowering of the arts and literature as well as the beginning of modern science.
- was a general reawakening brought about by several factors:
a. The thought process developed by scholasticism
b. The broadening of the universities
c. Changes brought about by the increased supply of books due to the invention
of the printing press
d. The findings of exploration and scientific discovery
e. The generation of the church
f. And the rise of free cities as well as the rich class

HUMANISM

Basic Features, Principles, Theories

- a Renaissance cultural movement that turned away from medieval scholasticism
and revived interest in ancient Greek and Roman thought.
- is a Renaissance movement in philosophy towards a more human-centred (and
less religion-centred) approach. It has an ultimate faith in humankind, and
believes that human beings possess the power or potentiality of solving their own
problems, through reliance primarily upon reason and scientific method applied
with courage and vision
- a philosophy that rejected supernaturalism, regarded man as a natural object and
asserted the essential dignity and worth of man and his capacity to achieve self-
realization through the use of reason and the scientific method
- In Political Philosophy, Humanism emphasizes individual freedom and
responsibility, human values and compassion, and the need
for tolerance and cooperation, and it rejects authoritarian beliefs.
- characterized by the revival of classical letters, an individualistic and critical
spirit, and a shift of emphasis from religious to secular concerns
ITALIAN OR INDIVIDUALISTIC HUMANISM

Basic Features, Principles, Theories

- the very foundation of the modern education
- type of humanism stressed the development of personal culture, self-expression
and the freedom of thought of the individuals were basic means in the
achievement of a rich and fulfilled life, which strives for the expression of
individual personality through art, literature, music, architecture, and nature
- the ideal personality was a fully rounded individual in all aspects
- emphasis is on physical and moral education which put a premium on
deportment and manners
- it produced a revival of learning and paganism
- essentially autocratic, limited to a few elite.
- started in Italy around 1333 and lasted for about a century

Founder or Foremost Proponent or Advocate

Dante Alighieri - author of Divina Comedia
Petrarch, Francesco - father of Humanism
Vittorino da Feltre - had a school at Mantua
- court schools aimed basically to train the young nobles of the
court for political and social life
- the school emphasized character formation, religion, and
morality, but the training also included swimming, fencing, boxing,
dancing, and horseback riding
- credited for the following contributions to modern educational
practice: adapting the work of the individual to his needs and capacities,
developing a balance between mental activity and physical activity,
developing the power to think, and the inclusion of play in the curricula
as well as the elimination of harsh punishment.

NORTHERN OR SOCIAL HUMANISM

Basic Features, Principles, Theories

- stressed moral and social reform as the best means of providing rich and full
lives for the masses as well as the elite
 - Brethren of the Common Life or Heironymians, organization of pious and
social-minded men, facilitated the spread of Humanistic spirit in Northern
Europe.
-the aim was to combat the ignorance of the lower classes and to inspire in them,
through the knowledge of the Scriptures, a higher ideal than that of mere physical
existence
- aimed practically towards societal regeneration and the amelioration of human
society as a whole and not individual
- aimed at eliminating ignorance of the common people and the greed and
hypocrisy of social leaders
- emphatically desired to evolve an educational system based on democratic
principles, could be made possible if the elementary and secondary schools as
well as higher education would undergo reforms and improvement and be made
available not only to the elite but to the masses.
- invention of printing, the fall of Constantinople, and the geographical
explorations and discoveries of the English and Dutch adventures
- stressed secondary and higher education an attempt to improve the elementary
school. Secondary education intended for the youth of the upper classes to prepare
scholars and clergy for future leadership in the church and the courts
Schools established: gymnasium of Germany, lycees of France, and the English
grammar school

Founder or Foremost Proponent or Advocate

Desiderius Erasmus of Rotterdam (1467-1536)

- teacher of Greek and Latin at Cambridge University, universities in Italy,
Germany and almost everywhere
- published the new testament in Greek and later into Latin
- known for his educational works Liberal Education of Children and One the
Order of Study where he advocated the importance of studying the character of the child
-Iimportance of games and exercises in education, keeping education in close touch with
social needs and life of the times, value of repetition and mastery of small units of work
at a time,motivation and the use of praise and rewards and his opposition to the use of
harsh and brutal discipline
- suggested that education should be in accordance with the needs of the society
- believed that women should enjoy the same educational rights enjoyed by men.

Johanne Sturn of Strassburg, Germany (1507-1589)

- founder of the Gymnasium
- neglected the vernacular and the teaching of mathematics and science
 - proposed a 10-class organization, a class-a-year plan which has became the
pattern of a graded system of school organization
Gymnasium-school survived through the tuition fees of the students and was under
the control of the municipalities
- was attended by a large number of students, from noble families
- curriculum was not relevant to the needs of the time and physical training
was neglected

Roger Ascham (1515-1568)

- prominent English humanist
- spearheaded the awakening of the English people
- professor of Greek in Cambridge University and a private tutor of Queen
Elizabeth
- wrote a book The Schoolmaster
- condemned brutal corporal punishment, and other inhuman practices
prevailing in the English schools
- known for his double translation method
- credited for being the first Englishman to write an educational-treatise in the
vernacular

Ciceronianism

- humanistic education at its worst

- narrowing tendencies in education and was subject of long controversies and
debates
- a practice of putting emphasis upon the style and construction of the Greek and
Roman writers
- argued that the aim of education was to impart a perfect Latin style and that
Cicero was a master of that style
- held that all work in the school should be confined to the study of the writings of
Cicero or his imitators and that all conversations and all writings should be in
Ciceronian phrase
- they would discard all subjects that did not admit of being discussed in Ciceros
recorded words

THE REFORMATION

Basic Features, Principles, Theories

 - was not merely a reform in religious doctrine.
- involved political, economic, moral, philosophical and institutional changes.
- from the Protestant point of view, the reformation was intended to correct abuses
in the church and from the Catholic viewpoint such a correction was justified on moral
grounds

Founder or Foremost Proponent or Advocate

Martin Luther - man who was given credit for the first successful break from the
church
- A member of the Catholic clergy and a university professor
- tried several times to achieve reform from within the church but was not
successful
- he nailed the doors of the church a set of 95 these denouncing malpractices
of the church such as concentration of wealth in the control of the churches,
monasteries, and ecclesiastical courts, and this concentration was based on a
doctrine that salvation comes from good work, donations and sale of
indulgences.
- had advanced ideas regarding a pleasant school atmosphere but because of
formalism, the protestant classroom became a place of terror, methods of
teaching were rigid, discipline was harsh and religious indoctrination became
the chief method
- threatened with excommunication by the Pope if he did not withdraw them,
and he left the Catholic church and founded an independent church
organization
- established the idea that each head of state or ruler might decide for himself
and for his subjects what the established would be
- not only insisted on state-funded compulsory education for both sexes in
elementary level but also compelled the parents to send their children to
school for the sake of the church and the state
-

Protestant Reformers
- the aim was religious moralism- living a worthy life will guarantee a glorious
life after.

Calvinist
- the church strictly controlled all the affairs of man- economic, political,
social, religious, and educational
 - the church authorities supervised the parents who were obligated to see that
their children attended schools and properly learned church catechism and the habits
of Christian living
- school system was organized in 3 types:
1. the common vernacular school- organize for popular education, was universal
and compulsory for all but boys and girls were taught in separate schools
2. the classical secondary school,
Saxony plan - the first school system in the history, its provision was the
establishment of a secondary school in every town under the support and control
of the state.
- students had to learn rules and passages by memory
3. the university

John Calvin- subordinated the state to the church whom he said that the state should
be considered the political and social arm of the church and carry out its injunctions
- had a school with seven class, under the supervision of the city, but was
financed by tuition fees
Theocracy - a theory that says that since God cannot be present to rule on earth,
the church must rule according to Gods law
- Puritants
- Protestants in England, had a strong influence on American life and
education because they were the first settlers in America
- aim borrowed from the Greeks and Romans the elegance of expression,
rational inquiry, and public service, from chivalry the ideals of good manners
and social service and from Christianity, the ideals of personality piety
- stressed the value of work over play
- advocated universal, compulsory, and free education
- home as the basic educational agency and considered good home training,
parental discipline, and sound family life as foundations of good government
and social welfare
Presbyterians
Baptists

Catholic Counter-Reformation
- aim was Religious moralism
- aimed to develop an unquestioning obedience to the authority of the church
- began when Catholic church made all efforts to clarify its doctrines and improve
its practices
 - corrected the abuses of the church,teaching orders and teaching congregations
were founded, parish schools were reorganized and seminaries were opened to
train leaders (Society of Jesus;Jesuits by Ignatius of Loyola in 1534, the
Brethren of the Christian Schools by Jean Baptiste de La Salle in 1684, the Little
Schools of Port Royal by Abbe de St. Cyren in 1637, the Jansenists by Cornelius
Jansen

- began to change the fundamental teachings of the church which is quite

reactionary in spirit but made no concessions on matters of theology and church
government
- became effective in promulgating, establishing, and strengthening the religious
doctrines of Catholicism.
- the outstanding contribution was in the realm of professional education, graduate
schools of law and medicine and in the field of teacher training

Different orders stressed different aims:

Jesuit schools - to train leaders
Christian brothers - to teach poor
Jansenists - for spiritual salvation

REALISM

Basic Features, Principles, Theories

- type of education in which natural phenomena and social institutions rather than
languages and literature are made the chief subjects of the study
- educational philosophy which advocates that education should be concerned with
the actualities of life and prepare for its concrete duties
- philosophy which holds that education should be concerned with the
actualization of life
- agreed that a new type of education should be developed to prepare the youth for
the concrete duties of practical living
Humanistic Literary Realism

Basic Features, Principles, Theories

wished to secure a knowledge of human society and its institution and of nature
and mans reaction to nature, chiefly through a study of the classics for their
content, not their form.
- agreed that classical language and literature were the ideal means to liberal
education.
- aimed at a complete knowledge and understanding of human society and with
such an understanding as to fit the individual to the environment

Founder or Foremost Proponent or Advocate

John Milton ( 1608-1674)

- published Tractate on Education in England which defined education as
that which fits a man to perform justly and skillfully and magnanimously all
the offices both in private and in times of peace and war.
- this indicates his belief that education must prepare for actual living in a
real world.
- advocated that boys should study formal grammar and the content of
classical literature.
- suggested that entire education of the boys from twelve to 21 should be
given in the academy instead of being divided between the secondary school
and the university.
- the idea was, reading for content and not for syntax use of resource person in
the classroom discussions and lectures by academic authorities

Francois Rabelais (1483-1553)

- attacked the sincere, shallow and formal life and education provided by the
church and schools
- advocated that all forms of studies should be made pleasant, games and
sports should be utilized towards the physical development of the child and
for their practical application in his duties later in life
- education should be made attractive rather than compulsive
- known for his idea that education should be gained through books, but the
emphasis should be on the mastery of contents and their actual use in ones
life.
- the aim of education was the development of a whole man
 - the idea was , incidental method of teaching all learning to be made pleasant
learning facilitated through natural activities reasoning substituted for rote
learning use of reference books.

Juan Luis Vives

- said that education should develop personality
- insisted that parents should be the first teachers
- the idea was that teachers should study each pupil individually; adapt school
work to the abilities and interest of pupils, quarterly conference of teachers to
thoroughly assess the pupils progress.

SOCIAL REALISM
Basic Features, Principles, Theories

- emphasized the study of modern foreign languages and gave stress to the
importance of traveling
- suggested that subjects like history and politics should be offered in leiu of trivial
grammar and rethoric
- aimed for education that would develop the gentleman and such an education
could be had best by direct contact with people and their activities rather than
books

Founder or Foremost Proponent or Advocate

Michael de Montaigne 91533-1592)

- authored Pedantry and the Education of Children
- believed that education is to prepare the individual for the practical affairs in life
and that bookish learning is not enough to attain this education end
- contended that a mere study of books would be more inadequate and would only
provide the individual a knowledge of words but not of ideas
- believed that ideas are acquired through experience with other people
- believed that learning should be done under pleasant conditions, not under terror
nor compulsion , and with proper provision for the care and training of the body
- according to him, the aim of education was not to produce scholars and
professionals but to prepare the young boys to live life of a gentleman in the
world of affairs
SENSE REALISM

Basic Features, Principles, Theories

- also known as scientific realism

- was the outgrowth of scientific discoveries of the 16th and 17th century
- advocated a type of education in which scientific content would be introduced
and the scientific method used
- believed that knowledge comes primarily through senses. Education is to be
founded on the training of the sense perception rather than on pure memory
activities
- condemned the excessive and harsh discipline
- lambasted too much emphasis upon the literary element of education and too
much memorization without comprehension
- advocated that education should confirm to nature, and for it to be understood by
the children, the medium should be vernacular
- advocated that education should be based upon the perception of natural objects
and must utilize a new method called inductive
- aimed at the study of nature for mans benefit

Founder or Foremost Proponent or Advocate

John Amus Comenius (1592-1670)

- advocated the use of visual aids in classroom teaching.
- wrote a book Orbis Pictus Sensualium or the World of Sensible Things
- provided a comprehensive curriculum from the elementary to the university
with the tenet that the aim of education was to know all things, do all
things, and say all things.
- the ultimate goal of education was eternal happiness with God and education
should prepare for the activities of life through knowledge
- organized a school system for both boys and girls regardless of their socio-
economic status, education of the individual was to be divided into four
stages, with six years for each period
 0-6 yrs old - school of the mothers knee, preschool
6-12 yrs old - the vernacular (elementary school)
12-18 yrs old - latin school (secondary school)
18-24 yrs old - university

Francis Bacon (1561-1626)

- opposed scholasticism and humanism because of their futility and
irrelevance
- according to him, knowledge of nature is the only real and fruitful
knowledge and should be the only basis of all scientific progress
- known for his Baconian Method of research, he postulated that an
investigator must first relieve himself of all idols like prejudices and others
of similar nature
- known for his effort to make scientific inquiry practical rather tahn
metaphysical
- said that the aim of education was to give man dominance over things,
knowledge through science

Richard Mulcaster (1531-1611)

- was the school head of Merchant Taylors school and St. Pauls school in
England
- authored Elementaries and Positions where he insisted that education
should be in accordance with nature and that its aim was to secure th
expression and development of childish tendencies and not to suppress them
- advocated that all teaching process should be adapted to the pupils thought,
and that mother tongue or the vernacular should be the language of the
school for children from six to twelve years of age.
- maintained that teachers should be required to obtain university training

Wolfgang Ratke (Ratich)

- advocated the use of vernacular as the basis for instruction to give all
children a thorough knowledge of all the arts and sciences.
- believed that everything should always be repeated to ensure mastery,
everything should be without compulsion and rote learning should by all
means be avoided, and all things he said be through experience and
investigation or experiment.
SCHOLASTIC REALISM
Basic Features, Principles, Theories

- Contemporary philosophical realism

- is the belief in a reality that is completely ontologically independent of our
conceptual schemes, linguistic practices, beliefs, etc.
- typically believe that truth consists in a belief's correspondence to reality.We may
speak of realism with respect to other minds, the past, the future, universals,
mathematical entities (such as natural numbers), moral categories, the material world, or
even thought.
- a demand for truth or reality rather than beauties
- Realists tend to believe that whatever we believe now is only an approximation
of reality and that every new observation brings us closer to understanding
reality.

Realism is contrasted with idealism and anti-realism.

1. An inclination toward literal truth and pragmatism.
2. The representation in art or literature of objects, actions, or social conditions
as they actually are, without idealization or presentation in abstract form.
3. Philosophy
a.The scholastic doctrine, opposed to nominalism, that universals exist
independently of their being thought.
b.The modern philosophical doctrine, opposed to idealism, that physical objects
exist independently of their being perceived.
4. Often Scholasticism The dominant western Christian theological and
philosophical school of the Middle Ages, based on the authority of the Latin
Fathers and of Aristotle and his commentators.
5. Close adherence to the methods, traditions, and teachings of a sect or school.

DISCIPLINISM/ FORMAL DISCIPLINE

Basic Features, Principles, Theories

- philosophy asserts that the mind is made up of certain faculties: memory, reason,
will and judgment each of which needs special activities for its training and
development
- Education is based on specific objectives aimed at avoidance of uncertainty It
emphasizes rules, laws, and standards
- Unfortunately, disciplinism rejects the concept of the unity of all knowledge and
revels in a narrow view of the world as seen from the point of view of the
discipline.
 - concentrated on making subject matter very difficult so as to have disciplinary
value
- believed that the body could be trained only by hardening exercises; that moral
nature could be developed by constant checking of natural desires and that the
mind could be developed by rigid memorizing and abstract reasoning

Founder or Foremost Proponent or Advocate

John Locke
- In his work Though Concerning Education published in 1693,
- stressed that at birth a childs mind can be compared to a tabula rasa or a blank
tablet. As years go by, that blank tablet would have imprints and writings coming
from experiences that he had acquired
- postulated that everything in the mind came from experience, which in turn was
based on the perception of the senses
- believed that, rather than the acquisition of knowledge, moral development and
the formation of desirable habits should be the chief aims of education
- its doctrine preserved the existing schools with traditional organization as the
most appropriate for education, the grammar schools of England, the gymnasium
of Germany, and the tutorial system that would best carry out their aims
- recognized 3 steps in learning:1. sensation- sense learning was of immediate
importance 2. memory- was needed to retain what was learned through the
senses and this retained memory (knowledge) was involve in 3. reasoning
- advocated that in order to realize this, education should be composed of three
separate but equally important components:
1. Physical Education, with the underlying principles of rigid physical
training or a hardening process so as to enable the child to possess a
sound mind in a sound body;
2. Moral Education, the chief aim which was the development of virtue
based on self-denial which in turn is achieve through consistent self
discipline and control of desires; and
3. Intellectual Education, the primary purpose of which was to train the
mind in certain habits among which are memory reasoning and judgment
gained through exercise and discipline.

Impact of disciplinism to education:

- there is virtually no sense of how one discipline relates to all the others. And the
tragedy is that the truth is not to be found by "disciplinism" but rather by an emphasis on
the unity of all knowledge, of how it all fits together.
RATIONALISM

Basic Features, Principles, Theories

- took its roots during the period known as Age of Reason or Age of
Enlightenment
- claimed that human reason was the sole source of knowledge and the sole
determiner of whether things or actions were acceptable or not, anything that did
not confirm to human reasoning should be rejected
- upheld the right of a person to expose his own ideas and opinions, liberty of
conscience, and the freedom of thought and expression.
- aimed at the development of the individuals by means of restraints based upon
his reason
- gave little thought to the building of educational institutions
- led to the creation of enlightened class known as illuminati
Illuminati - formulated the so-called natural religion based on
Skepticism and Atheism
- represented by a French philosopher Francois Marie Arovet de
Voltaire
-held that education should be free from religiousity, because
religion was an illusion to the believer and a deception by the
priesthood, a view that was bitterly opposed by the naturalist
Founder or Foremost Proponent or Advocate

Francois Marie Arovet de Voltaire

- stressed the creation of a polished intellectual society with strict and rigid
implementation of laws and with no rights given to the populace

NATURALISM

Basic Features, Principles, Theories

- stands for education in accordance with nature., to educate according to nature

means a return to the natural as opposed to all that is artificial
- all educational practices should focused towards the natural development of all
innate talents and abilities of the child.
- did not advocate specialized vocational training. A person was not to be trained
for any specific vocation- he must be adaptable.
 - emphasized physical education and health training. A person had to develop
hardiness and courage, medicines and doctors were to be avoided
- moral training was a matter of experience rather than instruction, curriculum
consisted of the natural sequence of activities that interested the child.
- the most effective agency of education was the family . education was to begin
with the family under close supervision and was then taken over by the state
- the main contribution of naturalism to education method lay on its emphasis
upon making the child the center of the educational process.

Founder or Foremost Proponent or Advocate

Jean Jacques Rousseau (1712-1778)

- the aim of education was the preservation of the natural goodness of an
individual and the formation of society based upon the recognition of natural
individual rights
- took the view that man, as he comes from nature is good but that he becomes
evil through contact with society
- emphasized the necessity for the child to be free to develop according to his
own natural impulses. All restrictions and discipline should be withheld to
enable the child to grow up in a setting in which he could engage in the
activities which interested him
- works: Social contract - book, where he proclaimed and described what an
ideal society should be, he contended that society should be in accordance
with the natural state of primitive mean living unequally, his inspiration in
writing this book was the knowledge and hatred of the wretched conditions
of the masses during his time
Emile- novel in 1762, considered as the gospel of the childs educational
freedom, this contains the germinal ideas of the kindergarten of the modern
elementary school work, and the entire concept of modern education
- stated that everything is good as it comes from the hand of the
author of nature, but everything degenerates in the hands of man.
- postulated further that education is life per se and not just a
preparation for life, and it is required from direct experience through
the senses, and moral training
- believed that cities are the graves of the human species, men are
naturally good but the influences of a corrupt and wicked society are
the ones that make them evil.

Natural Stages of Development

 1. Infancy - from birth to five years,the child is involved, in growth of his
body, in motor activities, sense perception, and feeling
- the child must be freed from restraint and the body hardened by
actual participation in nature
- the child should act naturally and experienced directly the
result of his actions, this will make him realize what he can do or
cannot do.
- this should be accomplished without external compulsion or
authority
2. Childhood - from five to twelve, Rousseau advocated a negative,
laissez-faire approach, do nothing and allow nothing to be done, let the child
develop as the inner nature demands
- avoid books, emphasize games, let experience be the only
teacher
3. Age of reason - from twelve to fifteen,big changes were brought about,
- now education by human agencies should begin, the
childs natural desire to learn should be developed
- recognize the usefulness of knowledge
4. Social stage - from fifteen to twenty, perception of human relations
arises, sex impulse appeared to be strong, and reason must check the sexual desires
and channel them to more desirable outlets

ROMANTIC NATURALISM

-believed in promoting a persons natural inclinations, and allowing a student to work

personally with a teacher/mentor, who will guide them to reach their own personal
potential instead of shaping the student into a specific mold.
- believed that a students going out into nature allowed for them to search
themselves for deeper aspects of self and realize their own

PRAGMATIC NATURALISM

- that our appreciation of moral and non-moral properties of things, events, and
persons are fundamentally different
- that moral properties have a special reason-giving force not possessed by non-
moral properties
- entails that moral values and value-properties are shapeless with respect to the
non-moral that the former operates in ways neither reducible to nor consistently
linkable to the latter either by reductive or bridging principles
- entails that the kinds of reasons moral values give us for judging actions within
the space of reasons cannot be explained by reference to non-rational motivations
we may have in virtue of our first nature as animal beings.
- is careful to attend to why people believe what they believe and to the way that
they believe. The background assumption for its interpretation of human beings
is evolutionary biology, which is why pragmatism is so often seen hand in hand
with one or another form of naturalism. We simply find ourselves in the world,
already with beliefs and already making discoveries and mistakes of judgment.
We believe many things because they work for us, either socially (because
everyone around us believes them) or practically (because they make sense of
our experience). When we become restless it is because there is a problem that
needs solving
- One definition of knowledge is "true belief." Pragmatists reject the distinction
between knowledge and belief so defined, arguing instead that all we have are
more or less well justified beliefs. Knowledge is a term used only vaguely to
describe beliefs about which we are fairly certain or at least very hopeful
CONTEMPORARY/ MODERN PHILOSOPHIES OF EDUCATION

IDEALISM
- school of thought holds that knowledge is independent of sense perception or
experience
- it lays stress on the mental idea, intrinsic or spiritual value rather than on
physical fact or the material value.
- asserts that man as a part of the universe is a purposive being and knows some
truths by reasoning logically in the relationship between values, and that true
ideas exist innately in the soul of man.
- claims that mans knowledge is based on his mental state and the mental stimulus
perceived by mans soul comes from an infinite spirit which id God- the
summum bonum or the highest good to whom all absolute good, beauty, and
values are found
- argues that the individuals freedom should be emphasized and guaranteed
- claim that education must provide for the development of the mind of every
pupil, school must concentrate on intellectual and moral judgment, and aesthetic
development of the students, through a subject matter-centered curriculum
designed in order to provide students with the best ideas of human culture and
civilization.
- expects teachers to be role models of intellectual, moral, aesthetic, and vocational
excellence to their students.

PRAGMATISM
- derived from the Greek pragma meaning a thing done, a fact that is practiced

Basic Features, Principles, Theories

- this doctrine claims that the meaning of a proposition or idea lies in its practical
consequences
- attributed to the teachings of ancient intellectuals like Heraclitus and the Sophists
- is very much related to experimentalism.
- stressed that education is in vain or futile if it does not perform the social
function assigned to it, and unless it is considered as a social institution itself
- claim that society cannot fulfill the educational task without an institution
designed for this purpose, a school must maintain an intimate relation with
society
- asserted that a schools main functions are 1. being a specialized institution
designed to represent society to the child in simplified form; 2. being selective in
qualitative, if not ethical manner; 3. being responsible in giving the child a
balanced and genuinely representative acquaintance with society
 - suggests that curriculum must offer subjects that provide opportunities for
various projects and activities that are relevant to the needs, abilities, and
interests as well as the socioeconomic conditions of the learners.
- believed that the learner must be made the center of all educative processes-

Founder or Foremost Proponent or Advocate

John Dewey- postulated that the aim is the total development of the child through
experiencing or through self-activity or the learning by doing dictum
- tenet that education is life, education s growth, education is a social
process, and education is the construction of human experiences

Charles Pierce
William James
And some famous American educators and philosophers

EXPERIMENTALISM

- is the philosophical belief that the way to truth is through experiments and
empiricism. It is also associated with instrumentalism, the belief that truth should
be evaluated based upon its demonstrated usefulness.
- believes that things are constantly changing. It is based on the view that reality is
what works right now and that goodness comes from group decisions. As a
result, schools exist to discover and expand the society we live in. Students study
social experiences and solve problems.

PROGRESSIVISM

Basic Features, Principles, Theories

- an equally new approach to the philosophy of eduaction

- claims that the childs growth and development as an individual depend on his
experiences and self-activity
- emphasizes that educational concern must be on the childs interest, desires, and
the learners freedom as an individual rather than on the subject matter.
- asserts that learning is a dynamic or active process and a learner learns best if he
is an active participant in the learning process.- the child must learn what he lives
and must accept and respond to his experiences based on the degree of his
understanding of a particular situation.
 - adheres the idea that thinking and reasoning should be emphasized, and that good
and successful teaching utilizes the principle of self-activity, and stimulates
thinking and reasoning
- recognizes the fact that no two individuals are exactly alike, the principle of
individual differences.- the activities and experiences to be provided by the
school should meet the needs and should be in accordance with the abilities of
every child
- stresses group discussion and group acivities as effective mens of self-expression
and development

EXISTENCIALISM

Basic Features, Principles, Theories

- Philosophical doctrine which emphasizes the freedom of human beings to make

choices, in a world where there are no absolute values outside man himself.
- the decisions that a man makes will enable him to realize what kind of person he
will be and make him distinct from other people and if a person has developed
and is aware of his own identity, he will be able to find meaning and purpose for
his existence
- had no concrete concept to support the existence of God or any absolute value
- believed that man is the molder of his own identity
- believed that truth is never absolute, but it is always relative to each individual
who is the sole determiner of the truth for himself, and every value is always
dependent upon the free choice of every man and the significance of every value
lies upon the circumstances pertaining to mans existence
- education should enable man to make choices for his life, it should be am means
to open his very eyes to the naked truth of his existence and be aware of his
status quo and in so doing education serves as a guiding spirit for him in making
prudent decisions and wise actions
- believed that a classroom should be a market of free ideas that would guarantee
complete individual freedom, the student must be allowed to decide for himself
and undertake activities which he believes are significant and beneficial in his
life, whereas, the teacher should only act as a guide, a resource person or
facilitator of learning and must not interfere in the decisions of the student
- the teacher has the right to teach his students how to think but not what to
think.

Soren Kierkegeard
- 19th century Danish philosopher
 - argued that human existence was marked off from all other kinds of mans power
to choose

ESSENTIALISM

- philosophical theory that ascribes ultimate reality to essence embodied in a thing

perceptible to the senses.
- it is a philosophy holding that certain basic ideas and skills or disciplines
essential to ones culture can be formulated and should be taught to all alike by
certain time-tested methods
- the schools should inculcate into the minds and hearts of the students the values
that are hailed and are considered important by society, educational institutions
as far as essentialism is concerned are the agencies for the propagation and
perpetuation of these long-cherished cultural traits and not an entity to oppose
such values.

ANALYTIC PHILOSOPHY

- a method of approaching philosophical problems through analysis of the terms in

which they are expressed, associated with Anglo-American philosophy of the
early 20th century.
- is based on the idea that philosophical problems can be solved through an
analysis of their terms, and pure, systematic logic. Many traditional philosophical
problems are dismissed because their terms are too vague, while those that
remain are subjected to a rigorous logical analysis.
- philosophy which holds that philosophy should apply logical techniques in order
to attain conceptual clarity, and that philosophy should be consistent with the
success of modern science
- language is the principal (perhaps the only) tool, and philosophy consists in
clarifying how language can be used.
- as a specific movement was led by Bertrand Russell, Alfred North Whitehead, G.
E. Moore and Ludwig Wittgenstein. Turning away from then-dominant forms
of Hegelianism, (particularly objecting to its Idealism and its almost deliberate
obscurity), they began to develop a new sort of conceptual analysis based on new
developments in Logic, and succeeded in making substantial contributions to
philosophical Logic over the first half of the 20th Century.
- The three main foundational planks of Analytical Philosophy are:
1. that there are no specifically philosophical truths and that the object of philosophy is
the logical clarification of thoughts.
2. that the logical clarification of thoughts can only be achieved by analysis of the logical
form of philosophical propositions, such as by using the formal
grammar and symbolism of a logical system.
3. a rejection of sweeping philosophical systems and grand theories in favour of
close attention to detail, as well as a defence of common sense and ordinary
language against the pretensions of traditional Metaphysics and Ethics.
- a traditional philosophical problem is Does God exist? Various philosophical
schools have proposed answers to this question, but analytic philosophy
approaches it by saying, What do you mean by God? Different religions have
wildly different ideas about what the word God means, so before you can
approach the question of Gods existence you have to define your terms more
clearly
- is more interested in conceptual questionsquestions about the meanings of
words and statements and their logical relationsthan it is in spiritual or practical
issues such as morality or the meaning of life. Because of this focus, it has a
reputation for being dry and technical. Analytic philosophers rely heavily on the
vocabulary, assumptions, and equations of symbolic logic in their arguments
- The advantage is that once you understand a particular authors terms, and the
vocabulary of logical analysis, their arguments should be clear and precise. You
may or may not agree with what they say or find it interesting, but if you can
understand their language, you should know exactly what they are saying, which
is an advantage over some other philosophical schools. Unless of course, you
believe that clear and precise language does not represent reality well.
- Analytic philosophy covers all major branches of philosophy from social and
political philosophy to metaphysics and logic. Its defined more by
its method than by any particular set of questions, arguments, or viewpoints. And
its method informs most professional philosophical argumentation today to some
degree, especially in America and England.

Founder or Foremost Proponent or Advocate

Gottlob Frege -German mathematician and logician (widely regarded as

the father of modern philosophical logic), and his development
of Predicate Logic.

Bertrand Russell and Alfred North Whitehead, - particularly in their

groundbreaking "Principia Mathematica" (1910-1913) and their
development of Symbolic Logic, attempted to show that
mathematics is reducible to fundamental logical principles.

Russell and Wittgenstein - focused on creating an ideal language for

philosophical analysis (known as Ideal Language
Analysis or Formalism), which would be free from
the ambiguities of ordinary language that, in their view, often got
philosophers into trouble.

RECONSTRUCTIONISM
- is a 20th century branch of Judaism that focuses on modern changes to traditions and
observances
- movement within Christianity seeking to reestablish biblical law as basis for civil
law and social more.
- movement seeking to revive the beliefs and practices of a historic form of religion,
especially a pre-Christian polytheistic religion
- advocates a creative adjustment to contemporary conditions through the cultivation
of traditions and folkways shared by all Jews
- stresses a dynamic creativity in adjusting to modern times, as by the adaptation and
reinterpretation of traditional observances
- is a philosophy that emphasizes the addressing of social questions and a quest to
create a better society and worldwide democracy
- educators focus on a curriculum that highlights social reform as the aim of
education.
- focuses attention on what's wrong with Jewish life and on what has to be done to set
it right. It follows Lincoln's well-known advice, If we could first know where we
are and whither we are tending, we could better judge what to do, and how to do it."
On the basis of such knowledge,
- tries to give both driving force and direction to a sprawling amorphous social
amalgam known as world Jewry.
- view it as synoptic, in that it sees Judaism as a multi-dimensional way of life
- view it as scientific in that it sees Judaism as subject to the laws of human-nature
and society
- view it as functional, in that it calls upon us to improve the Jewish situation by
reconstituting the Jewish People, reinterpreting the traditional con-ception of God
and replenishing Jewish culture

Founder or Foremost Proponent or Advocate

Theodore Brameld (1904-1987)

- was considered the founder
- recognized the potential for either human annihilation through technology and
human cruelty
- and the use of technology and human compassion to create a beneficent society

George Counts (1889-1974)

- recognized that education was the means of preparing people for creating this nes
social order

Paulo Freire (1921-1997)

 - Brazilian whose experiences living in poverty led him to champion education
and literacy as the vehicle for social change
- human must learn to resist oppression and not become its victims, nor oppress
others

Purpose of schooling
- critically examine all cultural and educational institutions and recommend
change and reform as needed.
- to teach students and the public not to settle for what is but rather to dream
about what might be
- prepare students to become agents for change

Methods
- cooperative learning, problem-solving, critical thinking
- focus on active learning and activities outside the school
- Students spend time in the community to learn its problems
- would analyze research and link issues to place in the community and larger
society
- take action or responsibility in planning for change

ORGANISCISM

- the explanation of life and living process in terms of the levels of organization of
living systems rather than in terms of the properties of their smallest components
- any various theories that attribute to society or the universe as a whole an
existence or characteristics analogous to those of a biological organism
- the doctrine that organic structure is merely the result of an inherent property in
matter to adapt itself to circumstances, the theory had a belief life opposing both
Darwinism and vitalism
COMMUNISM

- a way of organizing a society in which the government owns the things that are
used to make and transport products (such as land, oil, factories, ships, etc.) and
there is no privately owned property
- a theory advocating elimination of private property
- a system in which goods are owned in common and are available to all as needed
- a doctrine based on revolutionary Marxian socialism and Marxism-Lennism that
was the official ideology of the Union of Socialist Republics
 - a totalitarian system of government in which single authoritarian party controls
state-owned means of production
- a final stage of society in Marxist theory in which the state has withered away
and economic goods are distributed equitably
- slogan- from each according to his ability, to each according to hi need
encapsulates the disapperance of market mechanisms of exchange.

DEMOCRACY

- a form of government in which people choose leaders by voting

- a country ruled by democracy
- an organization or situation in which everyone is treated equally and has equal
rights
- a government by the people, rule of majority
- a government in which the supreme power is vested in the people and exercised
by them directly or indirectly through a system of representation usually
involving periodically held free elections
- a political unit that has a democratic government