PHILOSOPHICA

L
THOUGHTS /
DOCTRINES

VIS--VIS

EDUCATION

PHILOSOPHICA
L
THOUGHTS /
DOCTRINES

VIS--VIS

EDUCATION

EXISTENTIALISM
Soren
Kierkegaard
A Danish minister and
philosopher.
He is considered to be the
founder of existentialism.
His was a Christian
orientation. Another group
of existentialists, largely
European, believes that we
must recognize the
finiteness of our lives on this

EXISTENTIALISM
Goal Of Develop authentic individuals who exercise
Educati freedom of choice and take responsibility for
on
their actions
Role of
Develop independence, self-discipline, set
Student
challenges and solve problems
s
Role of
Encourage students to philosophize and fulfill
Teacher
personal freedom
s
Teachin
g
Discussion and analysis, examination of
Method
choice-making in own and others lives
s
Subject

MARXISM
Karl Marx
A
germanphilosopher,economist,
sociologist,journalist,
andrevolutionary socialist. Born
inGermany, he later
becamestateless and spent
much of his life inLondonin
theUnited Kingdom. Marx's work
in economics laid the basis for
much of the current
understanding of labour and its
relation to capital, and
subsequent economic thought.[
He published numerous books
during his lifetime, the most

MARXISM
Goal Of
Educati
on
Role of
Student
s
Role of
Teacher
s
Teachin
g
Method
s
Subject

Shape people and institutions; change

material conditions of society, producing
classless society
Live and work harmoniously with others,
acquire and use knowledge that will enable
them to transform natural and social world
Lead and advocate change

Scientific methodology, practical activity

(problem solving)

BEHAVIORISM
John B. Watson
An Americanpsychologist who
established thepsychological
schoolofbehaviourism. Watson
promoted a change in psychology
through his addressPsychology as the
Behaviourist Views it, which was
given atColumbia Universityin 1913.
Through his behaviourist approach,
Watson conducted research on animal
behaviour, child rearing, and
advertising. In addition, he conducted
the controversial "Little Albert"
experiment. He was also editor of
Psychological Reviewfrom 1910 to
1915.AReview of General

BEHAVIORISM
Ivan Petrovich
Pavlov
A Russian
physiologistknown
primarily for his work
inclassical conditioning.
From his childhood days
Pavlov demonstrated
intellectual brilliance
along with an unusual
energy which he named

BEHAVIORISM
CLASSICAL
CONDITIONING

BEHAVIORISM
B. F. Skinner
Burrhus Frederic(B.
F.)Skinner(March 20,
1904 August 18, 1990)
was an
Americanpsychologist,beh
aviourist, author, inventor,
andsocial philosopher. He
was the Edgar Pierce
Professor of Psychology
atHarvard Universityfrom
1958 until his retirement in

BEHAVIORISM
OPERANT CONDITIONING

BEHAVIORISM
PUNISHMENT
REINFORCEMENT
(Behavior
(Behavior Increases)
Decreases)
Positive Punishment
Positive Reinforcement
Something is added
Something is added to
to decrease
POSITIVE
increase desired
undesired behavior
(Something behavior
Ex: Give student
Ex: Smile and
is added)
detention for failing
compliment student on
to follow the class
good performance
rules
Negative
Punishment
Negative Reinforcement
Something is
Something is removed
removed to
NEGATIVE to increase desired
decrease undesired
(Something behaviour

BEHAVIORISM
Goal Of
Educati
on
Role of
Student
s
Role of
Teacher
s
Teachin
g
Method
s
Subject
s

Engineer environment that efficiently

maximize learning
Respond to environmental and behavioral
stimuli: become self-regulated
Manipulate the earning environment and
present stimuli, using conditioning and social
learning to shape student behavior
Programmed instruction that provides
feedback on performance behavioral
contracts reinforcement
Learning tasks in which behavior can be

COGNITIVISM
Willhelm Wundt
He started the first
psychology laboratory in
1879 in Leipzig, Germany. He
believed in "the
development of introspection
as a means for studying the
mind."(Cognitivism) Though
he was not specifically
involved in the field
ofEducational Psychology,
he began the study of the
mind. Therefore, he is an
important name in the

COGNITIVISM
Jean Piaget
He theorized that there are four
stages of Cognitive
Development.
(1896 - 1980) was employed at
the Binet Institute in the 1920s,
where his job was to develop
French versions of questions on
English intelligence tests. He
became intrigued with the
reasons children gave for their
wrong answers on the questions
that required logical thinking.
He believed that these incorrect

COGNITIVISM
Goal Of
Educati
on
Role of
Student
s
Role of
Teacher
s
Teachin
g
Method
s
Subject
s

Develop thinking skills for lifelong self-directed

leaning
Construct meaningful knowledge through
experience and interaction
Stimulate cognitive development; mediate
student learning and monitor thought
processes
Use of manipulative and real-life learning
opportunities relevant to students prior
experiences
Integrated curricula; emphasis on thinking
skills, study skills, and problem solving skills

PRAGMATISM
John Dewey (1859-1952)
An American philosopher. An
applied pragmatist philosophy in
his progressive approaches. He
believed that learners must adapt
to each other and to their
environment. Schools should
emphasize the subject matter of
social experience. All learning is
dependent on the context of place,
time, and circumstance. Different
cultural and ethnic groups learn to
work cooperatively and contribute
to a democratic society. The
ultimate purpose is the creation of
a new social order. Character

PRAGMATISM
Goal Of
Educati
on
Role of
Student
s
Role of
Teacher
s
Teachin
g
Method
s
Subject
s

Develop and apply practical knowledge and

skills for life in a progressive democratic
society
Active learning and participation

Guide to classics; teach basic skills

Teacher-centered direct instruction

Emphasis on Great Books and core curricula in

the arts and science

ESSENTIALISM
William Bagley
He is anAmericaneducator
andeditor, was born
inDetroit,USA. He
graduated in 1895 from
Michigan State College,
currently calledMichigan
State University;
completedM.S., in 1898,
from theUniversity of
WisconsinMadison, 1898;
and was awardedPh.D.
byCornell University in
1900.

ESSENTIALISM
Goal Of
Educati
on
Role of
Student
s
Role of
Teacher
s
Teachin
g
Method
s
Subject
s

Acquisition of culture; cultural literacy for

personal benefit
Receives knowledge; demonstrate minimum
competencies
Deliver a standard curriculum

Subject-centered direct instruction

Uniform curriculum for all students that

emphasizes the essence of traditional culture

Thank You!
Reported by:
Rhea F. Elquiero