Detailed Paradigm in Philosophy of Education

Philosophy Philosophers Philosophical Principles Aim of Education Methods of Education Curriculum Personal Assessment

Eastern Philosophy No exact known founder rather it just came out as a way of life

base on definite set of doctrines on Indian philosophy

Kung Fu-Xi, Meng-Xi, Lao-Xi, Lao-Xi, Xuang-Xi and Mo-Xi

Influence by Confucius, Buddhism, neo-Confucianism

and Western philosophers as well as Taoism on Japanese

philosophy

Indian philosophies which includes Hinduism, Buddhism and Jainism

People, Wealth and education as the three essential element s of any country

Golden Mean

Practice the virtues of li, vi, Hsiao, and cheng-ming

Taoism (natural simplicity, effortless action, spontaneity and compassion)

Practice the virtue of wei-wu-wei

Ulititarian

Imprint in the areas of social structure, government organization and ethics for Confucianism

The Buddhism influence on the impact of psychology, metaphysics and aesthetics

Understanding of virtue and the nature of the social self, metaphysical and epistemological influence of neo-Confucianism

To provide information about the forces of nature so that one could

best deal with them

Acquisition of knowledge towards spiritual salvation and fulfillment

Moral and spiritual formation of the people

Emphasis on oral traditions(like yoga, nirvana, rituals, meditations

etc.) and the reading of sacred literature

Used sacred books for Judaism, Islam, and Christianity

They prefer passive learning

Emphasis on conformity and originality on some rules.

The eastern philosophy focused on their respective principles and rules particularly in Asian country. The nature and practices served as their medium for enlightment and salvations. These will be the

basis for their way of life.

Idealism

Muhammad (the prophet of Allah)Abu Bakr

God and Abraham

Government from Rome to Constantinople

Martin Luther and Huldrych Zwingli

Plato

Socrates

The epistemology, social philosophy and philosophical anthropology are the fundamental issues of Western philosophy

Zen Buddhism(proposes to discipline the mind and seeks the freedom of the mind)

Teachings from Quran which leads to total support

Revolves around the study and observance of God’s laws and commandments as written in Torah

Teachings of Christianity based on the life of Jesus Christ and govern human relationship based on universal brotherhood

They are the Western Christianity emphasizing on corruptions such as simony, Episcopal vacancies and the sale of indulgences

Incorporate doctrinal changes such sola fides and sola scriptura

To reminisce our knowledge of the real world and free themselves from a concern with matter so they can advance towards the God

To know the good is to do the good and knowledge is a virtue; hence, ignorance is a vice

Focused on the search for truth, self-realization and character

development

Attainment of the true knowledge found in spiritual world

Guide the learner along the correct path towards the Infinite in order to open the soul to God

Encourage to ask questions and provide a suitable environment

for learning/Self-education

Stress classical studies/teach students to think

In order to search for the truth and reality, the idealist leads to

revolve the process on knowledge and idea where all matter depends. The virtue,

order, synthesis and Universal laws are the foundation of true

knowledge

St. Augustine of HIppo

Rene Descartes

George Berkeley

Immanuel Kant

Friedrich Hegel

Josiah Royce

Lead people back to an awareness of a union with the source from which all things come

To search for the idea that is true and indubitable, this will also serve as the foundation of all knowledge.

He used the method of Universal Skepticism and the idea of “Cogito, ergo sum”

All existence depends on some mind to know it. If there are no minds, then nothing would exist unless they are perceived by God(Material Realism)

Real knowledge is possibleWhat the human mind can perceive is the phenomenon but not the noumenon

Nature is the otherness of idea, its opposite, or we may say, the difference between value and fact

The final stage of synthesis of idea and nature is spirit, and this is where the Final Absolute is encountered

Purposes are incomplete without an external world in which they are idealized, and the external world is meaningless unless it is the fulfillment of such purposes

Developed curriculum centered around five studies: mathematics and physics, literature and art, biology, grammar and history

Realism

Pragmatism

Aristotle

St. Thomas Aquinas

Francis Bacon

Alfred North Whitehead

Bertrand Russell

Heraclitus of Ephesus

The purpose of humanity is to use the ability to think

Balance is central

The chief good is happiness but happiness is dependent upon a virtuous and well-ordered soul

All truths were eternally in God

Emphasis in the education of the soul

To rid our minds of various idols before, which clod our thinking: Idol of the Den, Idol of the Tribe, Idol of the Marketplace and Idol of the Theater

Breaking away from dead ideas of the past and begin by using the method of induction

Believed that reality is a process

Reconcile some aspects of idealism with realism

Universal is characterized by pattern but this can be verified with precision and analyzed mathematically

The idea of opposites; the soul and water, water and earth, day and light, winter and summer, etc. Constituted for him as the

Self-preservation

To help individual understand and know the world in order to use it to ensure our own survival

The practical side of education and their concept of practical includes moral and character development

Prepare both boys and girls for concrete duties of practical living upon three camps: Verbal realism, Social realism, and Sense/Scientific realism

Education is a necessity of life

Education should not be looked upon as preparation for life but as life itself

Lecture method

Rhythmic flow of education: Stage of romance, Stage of

precision, and Stage of generalization

Formal Steps of learning: preparation, presentation,

association, systematization-generalization and application

Supports competency, accountability and performance-

based teaching

They used core approach method

Activity-oriented approach, motivation, experimental method

and project method

The realization of all the influence of idealist from a well-defined

process, preparation, association, generalization and application. In lieu with these the mind accept

the real happiness from the environment or nature

The development comes to individual changes upon their

respective thinking and capacities. Even if they are too permissive, there’s a chance for

Protagoras of Abdera and Gorgias of Sicily(The Sophists)

Francis Bacon

Jean Jacques Rousseau

stages in the process of eternal change pervading all things

Described reality as fire and held that all things are exchange for fire and fire for all things

Developed the idea that nothing could be certainly known to be true

Skepticism and agnosticism

Nothing exists, if anything did exist it cannot be known and if something can be known it would remain a secret since the known thing cannot be communicated

All things change as knowledge came all from sense of perception

Man is the measure of all things

Inductive method and the idea that science as a social pursuit

Believed that the consequences that follow the application of a moral belief determine the truth or falsity

Individuals were basically good but corrupted by civilization

Connection between nature and experience

Education is growth , it should be something that assists social renewal

Believed in diversified curriculum and flexible methods

the learner to incorporate all the necessities

Auguste Comte

Charles Sanders Peirce

William James

John Dewey

Attention to the nature of child development and his belief in the inherent goodness of people set the stage for contemporary child-centered education

Naturalism which regards laws and relations as fundamental rather than physical or spiritual substance

The three stages of progress: theological, metaphysical and positive

Regarded the mathematics as the basis of all the sciences

True knowledge of anything depends upon verification of our ideas in actual experience

Resolved the problem of dualism of mind and matter

The idea of workability upon the truth of an idea. Truth is not absolute and immutable; rather it is made in actual, real-life events

There is no truth, reality, or Absolute, but as his study of experience revealed to him, the universe is open-ended, pluralistic and in process

Believed that there were no absolute or universals and his primary datum was experience

Naturalism

Reconstructionism

Progressivism

Jean Jacques Rousseau

Theodore Brameld

John Dewey

It is an approach that proceeds from an analysis of reality in terms of natural forces (heredity, environment, physical drives)

Natural laws of human development, free from all that was artificial

Man is by nature good and virtuous

Social change involves both a reconstruction of education and the use of education in reconstructing the society

They are pragmatic and promote scientific method, problem solving, naturalism and humanism

Education should focus on the whole child; rather than on the content or on the teacher

Students should test ideas by active experimentation

Preservation of the natural goodness and virtue of the individual and the formation of a society based upon the natural individual rights

Natural rights

Emphasized the need for change

Make educators engage themselves in the educational reforms

The world community, brotherhood and democracy are the three ideals tin order to organize reform in school and society

Emphasis is placed on the process on how comes to know

Always held that the school should improve the way of life of our citizens through experiencing freedom and democracy in schools

Emphasized physical education and health training

Tutorial system

Emphasis on making the child the center of the educational process

Directed toward arousing interest in public activism

Teachers must be free from their own passivity and from their fears

about their participation for change

Emphasis on truth, brotherhood and justice as world curriculum

Studies the world history

They want teacher to be internationally oriented and humanitarian in their outlook

Involved in both community and world affairs

Students’ interests and questions

Even if the naturalism is limited for a large number of learners it is still adaptable to all individuals because of its uniqueness in the natural phenomenon. No huge hassle may encounter because of its impact in the nature and personal drives

There’s a need to reform the school and society by means of the preceding philosophies which make the society as its best and modern. Everyone should involve in some social responsibilities and social needs for continuous reform

The main purpose is child-centered so it is possible to connect the interest in the environment for further progress

Futurism

Marxism

Alvin Toffler

Karl Marx

Francis Bacon

Thomas Hobbes

Believed that the learner is a problem solver and thinker, who make meaning through his/her individual experiences

Technology is a major force behind the accelerative thrust

Impart knowledge to a child of how long things last

Continuing urbanization and geographical mobility

Focus from the present to the future

Believed that human society must move from Capitalism to Socialism and eventually to Communism

Focused that materialism should be used in arranging the practical affairs of humanity and civil society

Postulated the idea of surplus value

Maintained that science is a tool for creating new knowledge for advancement

Believed that science is the process of discovering and studying the laws of motion and their effect on material bodies

To transform the organizational structure of the educational system

Revolutionize its curriculum

Encourage a more future-focused orientation

Solidarity

Perspective social transformation

Mold a socialist consciousness and socialist society

Mobile education

Super-industrial education

Abstractions of textbook in formal application in life

Physical science and grammar should be the only subjects

taught in school

Advocated technical and industrial education

The rise of modernization starting on the present conditions down to future trends. This is to lessen the heavy task of human on physical materials and promote globalization.

The development of technology and skilled individual occurs in this period. Industrialization takes a lot of focused for social consciousness.

Rationalism

John Locke

Etienne Condillac

Claude Adrien Helvetius

Henri Saint-Simon

Charles Fourier

Robert Owen’s

David Ricardo

Socrates

Rene Descartes

Gottfried Liebniz

Immanuel Kant

Initiated the philosophy of progress which human nature is basically malleable and can be shaped and formed

Imposed the doctrine of sensationalism, maintained that human activities and thinking processes are matters of experience and habit (whole development of humanity depends on education and environment)

Education can be used to bring about human perfection

Upheld industrialization and pushed for the scientific study of industry / Industrial doctrine

Human perfectability/ Perfection by Association

Sowing the seeds of a cooperative social system

Believed that productive labor is one of the primary bases of wealth

To designate any mode of thought in which human reason holds the place of supreme criterion of truth

Understand the world, they first need to understand themselves

To free the intellect from all repression imposed by the shackles of religious, social, and political authoritarianism

Enable the individuals to control all aspects of his life guided by reason

Focused on intellectual training (creative thinking and reason and the use of the inductive method in

making generalization)

The idea of rationalist contributed on the true value of the mind over the distinct power of it. This will make the individuals a servant of their own

Perennialism

Postmodernism

Robert HutchinsRealism philosophers

Friedrich Nietzsche

Established the principle of pre-established harmony, in order to account for apparent causality in the world

Human person is an autonomous self-regulating will capable of making moral decisions

Has a conservative/traditional view of human nature and education

Truth is universal and unchanging, and therefore, a good education is also universal and constant

Originally a reaction to modernism

Referring to non-art aspects of history that were influenced by the new movement (evolutions in society, economy, and culture)

Create an aristocracy of family, position, church, and blood

Envisioned an education only for the upper classes

Truth is universal and does not depend on the circumstances of place, time or person

Good education involves a search for and an understanding of the truth

Truth can be found in the great work of civilization

Education is a liberal exercise which develop the intellect

Develop the power of thought

Response to the dilemmas posed by modern education in sustaining the concept of knowledge, truth, and the good

Level of knowledge production

Contributed much to our developing less prejudiced understandings

Subject-centered

Uses mastered discipline

Critical theory, philosophy, architecture, art, literature, and

culture

Postmodern approach/pedagogy

Greatly influence by realism so therefore searched for the truth on human nature and education. They were also constantly universal on the understanding of rationalist.

The relation and reaction on the society, economy, family, education and truth are more transparent. Little by little , the wide-ranging set of developments occur in this period for such conflict is largely influence

Empiricism

Phenomenology

AvicennaJohn LockeGeorge BerkeleyDavid Hume

Edmund Husserl

Martin Heidegger

Maurice Merleau-Ponty

Emphasizes the role of experience, especially sensory perception, in the formation of ideas, while discounting the notion of innate ideas

To know-how or procedural knowledge, rather than propositional knowledge

Developed further the theory of tabula rasa

Knowledge is entirely dependent on sensations for all its materials other than the notions we have of God and ourselves

Necessary connection between cause and effect is based on habit and custom rather than reason or observation

There is no pure reason and that all knowledge is a posteriori and derives from sense experience by induction

Phenomena is more important than the ideas

Subject-object relationship

Zuden Sachen Selbst and Absolute Vorauzzetzungslosigkeit(back to the things themselves and presuppositionlessness)

Asserts that the mind is not a blank slate at birth therefore obtained from experience and the senses

Emphasizes the possibility as a goal in education (human being is always in a state of becoming)

Learners construct the best life-world’s possible (not rooted on the past but the present and future)

Understand and comprehend lived-experiences

Experimentation

Construct an educational method that provides openness

Involves methodology

Teacher may make authority claims over the learner

Learner has the authority thru interpretations / standpoint of the

learner

We can claim the fact that empiricism and rationalism are self-contradictory in the sense that knowledge must be based on the experience upon perception and experimentation before we conclude or say it is true and real

Provides the learner a better way of prevailing nature of education and guide them to internalize the knowledge for their own. Preparing them on the present and future plans rather than the previous point

Existentialism

Humanism

Soren Kierkegaard

Martin Buber

Jean-Paul sarte

Carl Rogers

Scholars of Renaissance Period

“Being there” in the world is a continuous being who thinks about the meaning of everything because he/she is a thinking being / Average everydayness

Human consciousness itself is a product of the world (possess nor embraces) but without which it cannot exist

Devoted towards developing individuality and the individual’s relationship with God

The “I-Thou” relationship between each and every individual to have empathy (teacher and students)

Believed that existence precedes essence

Believed in emphatic understanding on teachers and learner.

Interest in human nature through the revival of the classics

Emphasizes on humanistic education ( Italian or Individual Humanism and Northern or Social Humanism )

Call us to examine our personal lives and break away from superficial beliefs and uncommitted action

Focused on the individual’s reality and not on his conceptuality

Encourage individuals to ask questions as to who am I? where am I going? Why am I here? , etc.

Focus on less fortunate individuals than the gifted ones

Examine the perverted and ugly side of life

Develop individual personality

To get the most possible out of life

Focus on social development rather than individual happiness

Transmission of cherished values and ideas

Positivism on learners upon their own education and life

Teacher should be a student and every student is a teacher

Humanities among the individuals

Student-centered

Focus on art, nature, music, literature and architecture

Moral duty

The existentialist promotes subjectivity for totality/individualism. Every learner is a guide of their own and not an end of it. There’s a broad participations of the individual to attain the uniqueness and essence of them

The classical way of stressing the present nature is the main duty of the humanist to exist. Involvement in social cultures and interest in human nature leads them to social reform upon social relationship

Waldorf System of Education

Essentialism

Behaviorism

Rudolf Steiner

Rooted in Idealism and realism philosophers

John Watson

B.F. Skinner

Learning is interdisciplinary, integrates practical, artistic, and intellectual elements and is coordinated with natural rhythms of everyday life

Provide young people the basis with which to develop into free, moral, and integrated individuals and to aid every child in the unfolding of his or her unique destiny

Waldorf are not directed by a principal/head teacher but rather by a number of groups(college teachers, board of trustees and parents)

To fit the man to perform justly, skillfully and magnanimously in all the offices, both private and public, of peace and of war

Intellectual disciplines are the necessary foundations of modern life

Behavior is caused by environmental conditions

We can understand human behavior by a meticulous study of particular behaviors

Emphasizes learning through practical activities

Allows for individual variations in the pace of learning

Stimulate the healthy development of the child’s own imagination

Emphasize the necessity of teaching pupils how to think systematically and effectively

Revival of efforts in the direction of teaching the fundamental tools of learning as the most indispensable type of education

To shape the behavior

Control the child’s environment to have a kind of person we so desire

Anthroposophical view of human being in child development baesd

on their ages

Uses imitation and example

Oral language development

Arts(Eurythmy), music, drama and crafts

Uses the concept of four temperaments to help the child

interpret

Specialist teachers

Government-funded Waldorf method

Bounded with oral tradition

Instructional authority for teachers

Fixed curriculum

Intellectual disciplines( literature, mathematics, history, etc)

Independent reality

Materialistic in nature

Waldorf Education is the modernized system of education governing to its own and unique way of instructions. The practical side is emphasizing to establish the preparedness of the learners for real interactions. These are quit applicable for autonomous schools.

Essentialism distinguished the learners the capabilities to grasp upon the subject matter because they are essential. On the basis of good instruction the teacher-student relationship will take a smooth flow of interaction on motivating the force of learning

It is effectively recommended to control the behavior of the individuals by studying the particulars behavior of the environment to reinforced the change in behavior

Senses do not only gain knowledge of the world but they also function as instruments in guiding activity for successful maintenance of life

Changing behavior is to change contingencies (culture, social environment)

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