New Era University

School of Graduate Studies

Chapter 37

Philosophies of Education

Submitted to

Dr. Pedrito Placio

In Partial Fulfillment of the Requirements in

EDUC202A
01:30pm-6:00pm SAT
AY 2018-2019

Submitted by

Rachelle DT. Reyes

July 10, 2019

Definition of Philosophy

• is the science that seeks to organize and systematize all fields of knowledge as a

means of understanding and interpreting the totality of reality (Good, p. 395)

• Is the attempt to give a reasoned conception of the universe and of man’s place in

it (W.P. Montagne Lacuesta, et al., 45).

• A complete philosophy includes a world view or a reasoned conception of the

whole cosmos, and a life-view or doctrine of values, meanings and purpose of

human life. (J.A. Leighton, Lacuesta, et al., 45)

• Philosophy is a search for a comprehensive view of nature, an attempt at a universal

explanation of the nature pf things. (A. Weber, Lacuesta, et al., 45-46)

Main Branches of Philosophy

1. Metaphysics

- Deals with the first principles, the origin and the essence of things, the causes

and end of things. It is ontology, the science of existence and or being.

2. Epistemology

- Deals with knowledge the ways of knowing.

3. Axiology

- It is teleology which deals with purposes and values. This includes ethics and

aesthetics which deals with beauty and ugliness.

- It is a point of view or points of view that provide a logical, rational and valid

basis of for educational effort and criteria for the selection of a sound

educational practice.

The Major Philosophies of Education

1. Idealism – (Platonic) Reality consists of transcendental universal, form, or ideals

which are the object of true knowledge

2. Naturalism -This opposed to idealism. This is the view that the whole of reality is

nature.

3. Pragmatism - a tendency, movement, or more definite system of thought in which

stress is place upon critical consequence and values as standard for explicating

philosophic concept, and as a test of truth lies in its practical consequence and that

the purpose of conduct

4. Supernatural - has a purpose to educate the individual for his life here on earth and

to prepare for the life beyond.

5. Humanism - places human being over in above worldly things.

6. Essentialism - it ascribes ultimate reality to immense embodied in a thing

perceptible to the senses.

7. Realism - universals are independent of antecedent to and more real than the

specific individual instances in which they manifest

8. Progressivism - dominated by the technological experimental advancement which

have so powerfully shaped our modern culture.

choice. It is the view that humans define their own meaning in life, and try to make

rational decisions despite existing in an irrational universe.

Freedom of choice is an important value of existentialism and is determined or affected

to a large extent by several factors among which of the following:

1. Influence of the family, especially the parents

2. Influence of peers and associates

3. Religious orientation

4. Social approval

5. Cultural patterns

6. Financial status

7. Psychological traits, especially intelligence

8. Sex

9. Health and physical fitness

10. Education

The Educational Philosophies of Frontier Thinkers of Education

1. Socrates

a. The end of life is knowledge

b. Knowledge is virtues

c. Know thyself
2. Plato

a. Each person should devote his life to that which he is best fitted to do.

b. The function of education is to determine what each individual is by nature fitted

to do.

c. Social justice (give what is due to whom it is due)

d. Intellectual aristocracy (The rule of the intellectual elite)

3. Aristotle

a. Virtue is not possession of knowledge but state of the will.

b. The end of education is knowledge alone, but the union of the intellect and the

will or knowledge express in action.

c. Reality, not ideas but the performance, is the highest function.

d. adaptation of education to the form of government.

e. Objective and scientific not introspective method of education

4. Comenius

a. Development of the whole life.

b. Allow the order of nature.

c. Training for character.

d. Both sexes should be included in education.

5. Locke

a. Tabula rasa - blank paper theory – a child is born with a blank mind neither good

nor bad.

b. Education can shape the pupil according to the will of the teacher.
 c. Formal discipline – Training gained in one area can be applied in another area.

6. Rousseau

a. Development of the child according to his nature.

b. Man should live a simple life.

c. The child, the important

d. Use of instinctive tendencies as the starting point of education

7. Pestalozzi

a. Education as the process of organized growth.

b. All education should be founded upon laws of natural development of the child.

c. Use of object in teaching.

d. Emphasis on method and technique of teaching.

8. Herbart

a. Doctrine of apperception

b. Education should be specific.

c. Mind is a unity, possessing but one power, that of entering into relation with its

environment

9. Froebel

a. Self-activity as the means of development.

b. Play, spontaneous activity, manual and industrial development are utilized to

promote self-realization.

c. Process of education determined by the nature of the child.

10. Spencer

a. Knowledge that is best for use in life is also best for the development of power.
 b. Emphasis on physical education.

c. Importance of science in the curriculum

11. William James

a. Mental activity is functional.

b. Knowledge is instrumental.

c. It is consequences that make the choice good or bad.

12. John Dewey

a. Education is life

b. Education is growth

c. Education is a social process

d. Education is a continuous reconstruction of experiences.

13. Jesus Christ - Right relationship with God should precede all kinds and types of

education. “But seek ye first the kingdom of God, and His righteousness; and all

these things shall be added unto you. (Matt. 6:33)

The Educational Philosophies of Filipino Educators

1. Rizal – His concept of the importance of education is enunciated in his work

entitled Instruction wherein he sought improvements in the schools and in the

methods of teaching.”

2. Mabini - “Our education should instill love for work, spirit of tolerance, respect for

law, love for peace and practice of thrift.”

3. T. H. Pardo de Tavera - “The function of our school is neither to fit the individual

for the past which is dead and gone, nor to prepare him for a remote future which
 is problematic, rather it is to train the individual so that he will be a member of the

world as it is.”

4. Jorge Bocobo - He stressed that Filipino culture and tradition should be the bases

of education in the Philippines. According to him, the educational concept is closely

related to nationalism and love of country. He also stressed that education in this

country should prepare the child for the democratic way of life.

5. Camilo Osias - “High educational institutions should do more to turn out graduates

who can think logically, scientifically and creatively.” “Our education should instill

love for work, spirit of tolerance, respect for law, love for peace and practice of

thrift.”

6. Rafael Palma - “The teacher is not supposed to dramatize. He has no right to impose

on his students his theories or personal belief. He is expected to stimulate free

discussion, leaving to his students the choice of the system of thought which best

satisfies their reason.”

7. Francisco Benitez - “Believes that education must strengthen the dignity of the

learner as a human person. As such, the various dimensions of man’s personhood

has to be fully developed by the school system through an effective and

systematized values education”

8. Venancio Trinidad - “Education should aim to develop men and women who are as

deeply concerned in the development and uplift of our communities, particularly in

the rural areas, as in the promotion of their own personal or individual well-being.”
Functions of Philosophies of Education

1. Provide guidelines in the formulation of the educational policies and programs and

in the construction of curricula

2. Provide direction toward which all educational effort should be exerted.

3. Provide theories and hypothesis which may be tested for their effectiveness and

efficiency.

4. Provide norms or standards for evaluation purposes.

Importance of Philosophy of Education to the Teacher

1. Provides the teacher with basis for making his decision concerning his work.

2. Help the teacher develop a wide range of interest, attitudes, and values concomitant

to his professional life as teacher.

3. Makes a teacher more aware of his own life and work, and makes him more

dynamic, discriminating, and critical and mentally alert.

4. Philosophy of education saves time, money and effort.