PHILOSOPHICAL MOVEMENTS IN EDUCATION

Components Humanism NaturalismItalian / Individualistic Humanism Northern or Social Humanism

Aims Developing individual personality as patterned after the Greek ideal of liberal education, the harmonious development of mind and morals.

Education aimed at social reform and improvement of human relationships; democratic type of education

Preservation of the natural goodness and virtue of the individual and the formation of a society based upon the recognition of the natural individual rights; free man from the artificialities and restraints of human society.

Types Literary, aesthetic and physical education Religious, moral and social education; religious instruction aimed at attacking moral evils in the church;Literary education as means for social end

Emphasized physical and health training; Moral training through natural punishment via natural consequences of acts; Intellectual development was made through natural discrimination.

Content / Curriculum Classical art and literature; nature, physical training, grammar rhetoric and mathematics

Classical and biblical literature Informal exercise of the senses, muscles and tongue instead of traditional 3R’s.

Agencies Court schools for nobility; establishment of classical secondary schools – gymnasium in Germany, Lycess of France, Latin Grammar School in England

Court schools for nobility, Universities were encouraged by nobility to introduce humanistic studies

This emphasized the duty of parents in the education of a child by protecting him from the artificialities of society. Parents should help develop the child’s inherent qualities as it follows the natural stages of the child. (infancy, childhood, boyhood and adolescence)

Method Text replacing oral discourse; developing balance between mental and physical activity

Individualized instruction for children; games and exercise in education; education in touch with social times, value of repetition and mastery of work by small units; Motivation and use of rewards; use of vernacular for instruction.

Child as the center of education process; Modern principles of teaching which are principle of growth, principle of pupil activity and principle of individualization.

Components Realism RationalismLiterary Realism Sense Realism Social Realism

Aims Complete knowledge and understanding of human society to fit in the environment where he lives.

Develop a harmonious society, working in accordance with natural and universal laws.

Aims to prepare the aristocratic youth for the life of a gentleman in the world of affairs.Practical judgement and social disposition were means of life.

Education of the individual should attend to the development of the physical, moral, and intellectual aspects of his life through use of reason/deduction.

Types Literary type of education, practical and liberal kind.

Practical and democratic type of education Practical type to prepare the youth for life; physical education for the hardening process, moral training for social customs befitting a gentleman, intellectual training to develop judgement and social disposition.

Development the total personality of the individual with special stress on his intellectual growth.

Content/ Curriculum Encyclopedic curricula containing vernacular language; physical exercises, games, bible study, intellectual readings of the classics.

Comprehensive curriculum with stress on scientific training; Use of vernacular language; content focus rather than the method.

Travel proved to be suitable than schools and experience was more important than books

Education must enable man to know, to say and do all things. Because of this its ultimate goal is the development of its capacity to think rationally, reason out logically and act prudently.

Agencies Parents as first teachers; existence of public schools having schoolmasters as teachers paid from public funds.

. Elementary school for both boys and girls who are taught to write and read in vernacular.

Private tutors were prevalent in the nobility. The individuals from birth should be given basic education at home in preparation for formal schooling.

Prepared By:Christopher L. Devera

Method Vives: The teacher should study the children thoroughly; hold conferences for progress monitoring.

Rabelais: reasoning instead of rote learning; make use of reference books

Milton: reading for content not syntax; use of resource persons in the classroom.

Knowledge comes through the sense and the order of learning must be things, thoughts and words”

Children must be studied individually; use of games and exercise for learning; Experimentation and Inductive method of learning; Use of vernacular as medium; Learning without compulsion and not by rote.

Understanding and judgement were emphasized rather than memorization;Information was learned better from social contacts; he encouraged competition, independent thinking, and learning application.

Components

Reformation Counter-Reformation

Aims The reformation education was intended for religious moralism-living a worthy life providing adequate trainings in the duties of the home, occupation, the church and the state. The catholic education aimed to develop unquestioning obedience to the authority of the church. Different orders have different aims - The Jesuit schools were designated to train leaders; the Christian brothers to teach the poor; the Jansenists to emphasize spiritual salvation; convent schools was to prepare young women to perform their duties as Christian members of the society, establish and maintain chastity and piety, to refine taste and gentle manners.

Types Character education was emphasized; advocated universal, compulsory and free education. Religious and moral education Content/ Curriculum Study of bible and skills to understand it; continuation of humanistic subjects. 4r’s with emphasis of religion; Latin classics; textbooks were prescribed and adopted for Christian education; moral training, exercises geared towards worship. Agencies Home as the basic educational agency; school system divided into three types – vernacular classical secondary and the university. Elementary, secondary and higher education schools that are church supported and controlled. Method Routine pronunciation of words, memorization of answers to gospels, psalms. Methods of teaching were rigid, discipline was strict and religious indoctrination became the chief method. From the Jesuits: 1. Doing a small amount of work at a time and doing it well; 2. Two steps in the teaching method: pre selection and repetition; 3. Adapting the lesson to the abilities and interests of the children; 4. Student participation through the question and answer method; 5. Review; 6. Motivation by rivalry and emulation.

From the Christian Brothers: 1. Grade pupils according to ability;2. Adopt the method in which the pupil recited not to the teacher but to the class.

From the Jansenites: 1. Teaching of the vernacular by the phonetic method; 2. Nothing is to be memorized unless understood; use of textbooks REFERENCES:

Ornstein, A. C., Levine, D. U., Gutek, G. L., & Vocke, D. E. (2011). Chapter II. World Roots of American Education . In Foundations of Education (p. 523). Wadsworth .Sam Mateo, R. A., & Tangco, M. G. (1997). Chapter III. Renaissance to Naturalism . In Foundations of Education II (Historical, Philosophical and Legal Foundations of Education) (p. 111). Quezon City : Katha

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