010 LET Philosophical Foundation77
010 LET Philosophical Foundation77
010 LET Philosophical Foundation77
Foundation of
Education
LET Review
Paolo N. Menozo
Lecturer
PART I: KNOWLEDGE
UPDATE
BASIC CONCEPTS
Concepts from General
Philosophy
Philosophy (from the Greek words,
"Philia" and "Sophia," meaning "love of
wisdom") - is defined technically as the
science of beings in their ultimate
reasons, causes and principles,
acquired by human reason alone.
In brief, it is the field of reason.
Branches of Philosophy
I. Metaphysics. It is the theories of
reality. It covers such sub-
branches as
A. Cosmology (origin and
development of the cosmos)
Views in Cosmology
Evolutionism – universe evolved
of itself
Creationism – universe came to be
as the result of the working of a
Creative Personality or God
Metaphysics
B. Nature of Man as an important aspect
of reality
Nature of the Self
a. The self is a soul, a spiritual being. (idealism)
b. The self is essentially the same as the body.
(realism and naturalism)
c. The self is a social-vocal phenomenon.
(experimentalism)
d. The self is a sheer fact where it is. It is
thrown into some place or situation which is
locus of its being (existentialist)
Metaphysics
C. Problem of freedom
determinism (cosmos is governed by
forces or laws beyond the control of man);
man is not free
free will (man has the power of choice and
is capable of genuine initiative)
Man is neither free or determined. Man
can and does delay some of his responses
long enough to reconstruct a total
response, not completely automatic but
not free, which give a new direction to
subsequent activity
Metaphysics
D. Conceptions about God
Atheism – there is no ultimate reality or God
Theism – ultimate reality is a Personal God who is
more than the cosmos but within whom and
through whom the cosmos exists
Monotheism – belief in one God
Polytheism – spiritual reality is plural. There is
more than one God.
Pantheism – all is God and God is all. The
cosmos and God are identical
Deism – God exists quite apart from, and
disinterested in, the physical universe and human
beings. But he created all natural and moral laws.
Metaphysics
D. Teleology (meaning or purpose of
life)
Philosophies holding that the world is
what it is because of chance, accident, or
blind mechanism are non-teleological
Philosophies holding that there has been
purpose in the universe from its
beginning, and purpose can be discerned
in history are teleological
Metaphysics
E. Constancy or Lack of Constancy
absolutism (constancy) –
fundamental reality is constant,
unchanging, fixed, permanent,
dependable, universal
relativism (lack of constancy) –
reality is changing, subjective,
contingent
Metaphysics
F. Problems of Quantity ( number of realities)
monism – reality is unified. It is mind or
matter or energy or will ---but only of these
dualism – reality is two. Usually these
realities are antithetical like spirit and matter,
good and evil. One is more important than
the other.
pluralism (many realities) – minds, things,
materials, energies, laws, processes etc. All
maybe considered as equally important and
to some degree they are independent with
each other
Metaphysics
G. Ontology (the meaning of existence as such. To
exist, to have being is what)
Space-time or nature as identical with
existence. To exist means to occupy time and
space, to be matter of physical energy (realism
and naturalism)
Spirit or God as identical with existence. To
exist means to be Mind or Spirit, or to be
dependent upon Mind or Spirit (idealism)
For pragmatists, they insist that everything is in
flux or change and there is nothing which fits
into the category of existence in any ultimate
sense.
Branches of Philosophy
II. Epistemology. It is the theory of
knowledge. Its major concerns are the
nature of knowledge itself and the
grounds for its validity.
The possibility of knowledge
a. Agnosticism - coined a/by Thomas
Huxley which means "not being able to
know" or belief in the impossibility of
knowledge.
b. Skepticism is the doubting or
questioning attitude towards
knowledge (also known as the
scientific attitude).
c. Affirmation of knowledge. It is the
possibility of knowledge.
Two kinds of knowledge
a. A priori - knowledge not requiring
observation; literally means "before" or
"prior to“. Knowledge is self-evident.
Principles which, when once understood, are
recognized to be true and don’t require proof
of observation
b. A posteriori - knowledge based on
observation; literally means "after" or
"posterior to”.
c. Experimental – knowledge that is something
to be put to work in experience as a function
which carries experience forward
satisfactorily
Types of knowledge according to
means / instruments
a. Empirical - knowledge acquired
through sense perception (equivalent
to scientific knowledge). The school of
thought is known as empiricism.
b. Rational - knowledge acquired
primarily through reason and belief is
called rationalism.
c. Intuitive - knowledge acquired
primarily through intuition (sudden
flash of insight) and the belief is known
as intuitionism.
Types of knowledge according to
means / instruments
Soren Kierkegaard
Existentialism
It clamors for individuality and
freedom in education.
It stresses individual decision-
making; the teacher offers
knowledge and the pupil can either
accept or reject it.
Existentialism
Man has no fixed nature and he
shapes his own being as he
lives
The world is a personal
subjectivity where goodness,
truth and reality are individually
defined
Existentialism
Knowledge is subjective to the
person’s decision: knowledge varies
from one person to another
While an existentialist is completely
free to choose his values, he holds
himself responsible for the
consequences of his choice.
Existentialism
Aim: to train the student for significant
and meaningful existence
Curriculum: Subjects are to recognize
individual differences and complete
freedom to work
Teachers giving assistance to students
in their personal learning journeys
Schools create an atmosphere for
active interaction
Existentialists and
Phenomenologists
Based on the earth alone, must make
sense of the chaos one encounters
“Existence precedes essence.” People
must create themselves and create their
own meaning…done through the choices
people make in their lives, in a state of
constant becoming…an individual can
make a difference in a seemingly absurd
world
Existentialists
Education should focus on the needs of
individuals, include the nonrational as well
as rational, the notion of possibility
Teachers should understand their own
“lived world” and help students to
understand their world
The need to be “wide awake”…the role of
the teacher is intensely personal
Neo-Marxism
Radical critique of capitalism
The role of education should be to give
students the insight to demystify
capitalism and become agents of radical
change
Marx believed the history of civilization
was defined by class struggle
General conflict theory…the teacher is a
“transformative intellectual”
CONTEMPORARY
EDUCATIONAL THEORIES
A Theory is a set of assumptions
initially verified or tested but not yet
universally accepted.
An educational theory is one that is
directed to education. The
contemporary educational theories
have their roots in formal philosophies.
Perennialism.
Perennialism It is a theory founded on
the belief that the body of knowledge
that has endured through time and
space should form the basis for one's
education.
Rooted in classical realism and
idealism, the chief exponent is Robert
N. Hutchins. He believes that the basic
principles of education are both
timeless and recurring.
Perennialism.
“Liberal education should contribute to
the understanding of the great works of
civilization” – Hutchins
Perennialism
Purpose:
Purpose To help students uncover and
internalize truths that are universal and
constant.
Curriculum and Method:
Method Its curriculum is
subject-centered relying heavily on the
disciplines of literature, mathematics,
languages, history, philosophy, and-religion
(liberal education). Reading and discussion
of the "Great Books" would be the principal
method of study.
Perennialism
Teacher: The teacher is viewed as an
authority, a master teacher, whose
expertise is not to be questioned.
School: The school's role is to train an
intellectual elite and to prepare the
young for life,
Teacher Centered Educational
Theories
Perennialism: an educational theory that
focuses on enduring principles of
knowledge; nature, human nature, and the
underlying principles of existence are
considered constant, undergoing little
change
Perennialism
Focus of learning: activities designed to
discipline the mind
Learners are rational and spiritual people
Perennialist curriculum: the three Rs,
character training, educating the
intellectual elite, trade and skill training for
others
Progressivism.
Progressivism It grew out from
pragmatic philosophy and puts
emphasis on democratic experience
and skills on how to think.
Its chief exponent is Francis Parker.
Improvement and reform in human
condition are both possible and
desirable
Education is always a process of
development
Progressivism
Purpose. To give the necessary skills-and-
tools with which to interact with the-
environment within a constant process of
change.
Curriculum and Method. Its curriculum is
built around the personal and social
experiences of the learners. It draws most
often from the social sciences. Scientific
methods of inquiry and problem solving are
its favored methods.
Progressivism
Teacher: Since the students are
capable of thinking and exploring their
own environment, the teacher's role is
that of a guide, group leader,
consultant, and facilitator in the
student's activities.
School. It is viewed as a microcosm of
society, a living learning laboratory,
and a working model of democracy.
Student Centered Educational
Theories
Progressivism…an educational theory that
emphasizes that ideas should be tested by
experimentation and that learning is rooted in
questions developed by the learner
Opposes authoritarianism and favors human
experience as a basis for knowledge, favors the
scientific method and also student involvement
Learning how to think rather than what to think
ESSENTIALISM. It is rooted in
classical idealism and realism
with William C. Bagley as
principal advocate. It clamored
for curricular reforms with
emphasis on the basics or
essential.
There are certain essentials
that all men ought to know
ESSENTIALISM
Individuals should be able to
distinguish between the essentials
and non-essentials in one’s life
“Essential subjects represent the
most precious elements of the
human heritage” –Bagley
ESSENTIALISM.
Purpose. To transmit the cultural and
historical heritage to each new generation of
learners.
Curriculum and Method. It puts emphasis on
the 3r's in the elementary and a concentrated
study of mathematics, sciences, humanities,
languages and literature in the secondary.
Mastery of the basic facts and concepts of
essentials is imperative.
ESSENTIALISM
Teacher, The teacher is a master of
his/her discipline and a model
worth emulating.
It becomes one of conserving and
transmitting to the present
generation to the rich cultural
heritage of man.
Essentialism
An educational theory that holds that there
is a common core of information and skills
that an educated person must have;
schools should be organized to transmit
this core of essential material
Essentialism
Common core of information and skills that an
educated person in a given culture must have
Three basic principles: a core of information,
hard work and mental discipline, teacher-
centered instruction
Back to basics movement is essentialist
Draws equally from Idealism and Realism…
important difference in emphasis from the
notions of everlasting truth that perennialists
espouse
Essentialism
Focus of learning: transmit the cultural
heritage and develop good citizens.
Schools are places where children come
to learn what they need to know and the
teacher is the person who can best
instruct students in essential matters
Behaviorism
A psychological theory that asserts that
behaviors represent the essence of a person
and that all behaviors can be explained as
responses to stimuli
Closely linked to Realism…the environment,
particularly the interpersonal environment,
shapes human behavior
Reinforcement: positive…things students like
and negative…things students wish to avoid
Positivism
A social theory that limits truth and knowledge to
what is observable and measurable
Auguste Comte (1798-1857)…three historical
periods…theological era, things explained in
reference to spirits and gods…metaphysical era,
things explained in terms of causes, essences,
inner principles…positive period, thinkers did not
attempt to go beyond observable, measurable
fact
Reconstructionism.
Reconstructionism Also
known as social
reconstructionism it is rooted
in pragmatism and
progressivism. It is Utopian
because it clamors for a new
world social order, its principal
exponents are George Counts,
Theodore Brameld and Edwin
Reischauer."
Reconstructionism.
Man plans and controls is society, that
in a democratic society this should be
done in the public interest
Society is in need of contact
reconstruction
Reconstructionism
“Curriculumshould include
broad areas of social and
technological knowledge.” –
George Counts
Reconstructionism
Purpose.
Purpose To raise the consciousness of
students regarding social, economic,
and political problems facing mankind.
Curriculum and Method.
Method Its subject is
the multitude of social, political and
economic problem of man and uses
pragmatic methods of scientific inquiry.
Reconstructionism
Teacher. The teacher is a social
catalyst, a change agent, a social
engineer, and the other roles of the
progressivist teacher.
School. It becomes the primary agency
for societal change.
Reconstructionism
An educational theory that calls on schools to
teach people to control institutions and to be
organized according to basic democratic ideals
Progressivism too focused on the needs of the
child and fails to develop long range goals for
society
Need to analyze world events, explore
controversial issues, develop a vision for a new
and better world
Thank You…