FIELD OF PHILOSOPHY

Philosophies of Education
Philosophy Metaphysics Epistemology Axiology Educational Proponents
Implications

Idealism Reality is spiritual or Knowing is the re- Values are absolute A subject matter Berkely
mental and thinking of latent and eternal curriculum Butler
unchanging ideas. emphasizing the Frochet
great and enduring Hegel
ideas of the culture Plato

Realism Reality is objective Knowing consists of Values are absolute A subject matter Aquinas
and is composed of sensation and and eternal based on curriculum stressing Aristotle
matter and form; it is abstraction nature’s laws. humanistic and Broudy
fixed, based on scientific disciplines Martin
natural law Pestalozzi

Pragmatism Reality is the Knowing results from Values are situational Instruction organize Dewey
(experimentalism) interaction of an experiencing: use of or relative around problem James
individual with scientific method solving according to Peirce
environment or the scientific method
experience; it is
always changing
Existentialism Reality is subjective, Knowing to make Values should be Classroom dialogues Sartre
with existence personal choices. freely chosen. designed to stimulate Marcel
preceding essence an awareness that Morris
each person creates a Soderquist
self- concept through
significant choices.

Philosophical Reality is verifiable Knowing involves Values are regarded Instruction that Soltis
Analysis empirical as emotional uses language Russell
verification or preferences. analysis to clarify Moore
logical analysis of communication and
language establish meaning
 PHILOSOPHICAL THOUGHTS/DOCTRINES
VIS-À-VIS EDUCATION
Goal of Education Role of Students Role of Teachers Teaching Methods Subjects Studied

Existentialism Develop authentic Develop Encourage Students Discussion and Drama

individuals who independence, self- to philosophize analysis, Art
exercise freedom of discipline; set about life and examination of Literature
choice and take challenges and recognize and fulfill choice-making- in Social Sciences
responsibility for solve problems personal freedom. own and others’ History
their actions lives.

Marxism Shape people and Live and work Lead and advocate Scientific Emphasis on science
institutions; change harmoniously with change. mythology, and history
material conditions others, acquire and practical activity
of society, use knowledge that (problem solving)
producing classless will enable them to
society. transform natural
and social world.

Behaviorism Engineer Respond to Manipulate the Programmed Learning tasks in

environments that environmental and learning instructions that which behavior can
efficiently maximize behavioral stimuli: environment and provides feedback be directly observed,
learning. become self- present stimuli, on performance measured, and
regulated. using conditioning behavioral contacts evaluated.
and social learning reinforcement.
to shape student
behavior.

Cognitivism Develop thinking Construction Stimulate cognitive Use of manipulative Integrated curricula;
skills for lifelong meaningful development; and real-life emphasis on thinking
self-directed knowledge through mediate student learning and critical thinking
learning experience and learning and opportunities skills, study skills and
interaction monitor thought relevant to students problem solving
processes. prior experiences. skills.
Pragmatism Develop and apply Active learning and Teach inductive and Hands-on curricula; Emphasis on
practical knowledge participation. deductive group work; citizenship,
and skills for life in reasoning, the experimentation. knowledge and skills
progressive scientific method, applicable to daily
democratic society. and the powers of life, and career or job
observation and preparation.
practice.

Perennialism Acquisition of Receive knowledge Guide to the Teacher-centered Emphasis on

timeless principles and academic skills. classics; teach basic direct instruction. citizenship,
of reality, truth, and skills. knowledge and skills
value; learning for applicable to daily
the sake of learning. life, and career or job
preparation.

Essentialism Acquisition of Receive knowledge; Deliver a standard Subject-centered Uniform curriculum

culture; cultural demonstrate curriculum. direct instruction. for all students that
literacy for personal minimum emphasizes the
benefit. competencies. essence of
traditional culture.
PROGRESSIVISIM
 DIFFERENT PHILOSOPHIES AS APPLIED in EDUCATION

Philosophies Idealism Realism Humanism Pragmatism Reconstruction Essentialism Democracy

1. Aims of development of development of cultivate balance individual growth social awareness philosophical welfare of the
Education mind & body mind & body thru physical and thru processes, reforms & analysis of individual & society
the sense & reason mental growth experience & construction of a human
problem solving new society experience, life
love, & death

2. Nature of Subject matter- Subject matter- Individual & Child & process Child, subject & Child & subject Child & society
curriculum centered centered society centered centered human reaction- matter-centered centered
centered

3. Role/character Dispenser of Initiator & Dispenser of Facilitator/ Aware of Facilitator, Facilitator, liberal,
of teacher knowledge/ facilitator/ knowledge, dynamic good dominant social moderation, open minded,
active, practical, organizer, facilitator/ classroom values, issues & consultant, provides for
imposing, authoritarian tradition when manager result & problems, goal & adviser individual
serious, strict emphasizing process-oriented future oriented differences.
values

4. Role/ Receives Discoverer of Discoverer of Problem solvers, Organizers, leads, Curious Free seekers of
character of knowledge, knowledge thru knowledge thru observe the future & goal- assertive knowledge,
learners passive, sensation & the arts & scientific, method oriented, socially inquiry, inquisitive,
dependent abstraction, good literature curious critical aware & expressive adventurous,
at classifying & result & process- responsible articulate, indecent.
sorting objects oriented personally &
based on their socially aware
characteristics

5. Method of Lecture, Grouping or Traditional, Scientific method Group activities & Group dynamics Group dynamics
teaching deductive classifying objects lecture method, & experimental dynamics
method appreciation of
the arts
6. Nature of Traditional rigid, Traditional but with Artistic with Flexible, rich in Modern, Democratic/liberal
classroom inflexible little flexibility in plenty of reading opportunities for needs0based
the arrangement of materials students to
seats experience what
they’re learning

7. Source of Books Objects, nature Works of arts and Challenging Social, issues, Books, Books,
knowing theology experience problems and experience, environment,
current issues society, experience,
environment society, current
issues

8. Proponents Plato, Aquinas, Aristotle, Dewey, James, Brameld, Jmaes, Sartre, Marcel,
Froebel, Broudy, Martin, Pierce Pierce Mowes,
Herbart, Pestalozzi Soderquist
Buther,
Hegel,
Berckeley

9. Influences on Values, GMRC Use of realia Humanities as a Learning by Politics and social The use of social Social sciences,
the Present course, arts, experience work dynamics anthropology,
Educational architecture, sociology
System painting

There are many different educational philosophies that have developed over the years. Some of these philosophies are teacher-centered and
some are student-centered, but they all have the same goal, and the goal is to provide students with the best education possible. The following
is a list of educational philosophies and their basic ideas.