Republic of the Philippines

President Ramon Magsaysay State University

Iba, Zambales
GRADUATE SCHOOL
MA 201: Foundations of Education
Second Trimester 2019-2020

Topic: The Philosophical Foundation of Education

Objectives: Discuss the Philosophical Foundations of Education: Idealism, Pragmatism, Naturalism,
Realism, Existentialism, Reconstructivism, Social Reconstructionism, Progressivism, and Essentialism
Presenters: Social Studies Major Group
Almandres, Lorelie Cabanlit
Badar, Paul Bryan
Delfin, Jessa Tarrayo
Penaranda, Joshua De Guzman
Ramos, Rodrick Sonajo
Facilitator: Marilyn M.Gutierrez, Ed. D
The Philosophical Foundation of Education
Philosophy
• Philosophy comes from a combination of two Greek words – “philos” meaning “love” and “sophi”
meaning wisdom. Etymologically, philosophy means the love of wisdom.
• To love something is to desire it. For many Greeks, the philosopher was the one who desired wisdom
• Philosophy in general sense is conceived a person’s “sum of his fundamental beliefs and conviction”.
Every person has their ideas onto something, these ideas are acquired in a variety of ways, and they
may be vague and confused.
• Philosophy is a guide for living; because the issues it addresses are basic and pervasive, determining
the course we take in life.
• Philosophers always aske these questions:
 Who are we?
 Is there a higher existence that determines our existence?
 What is the relationship between nature and human beings?
 What is the meaning of life?
 Are our senses reliable in telling us about the truth of the universe? And so on.
• So, Philosophy is the study of general and fundamental problems concerning matters such as
existence, knowledge, truth, beauty, law, justice, validity, mind, and language. Moreover, philosophy
is rationally thinking, of a more or less systematic kind about the general nature of the world.

BRANCHES OF PHILOSOPHY
• Metaphysics - The study of questions concerning the nature of reality or existence.

Typical Metaphysical questions:

1. What is reality?

2. Does God exist, and if so, can we prove it?

3. The problem of evil.
• Epistemology -The study of the nature of knowledge and how these are attained and evaluated.
 Typical Epistemological questions:
1. What is knowledge and how does it differ from belief or opinion?
2. What is truth, and how can we know if a statement is true?

 Axiology – its comes from the Greek axios meaning worthy and logos meaning science. the study
of question of value. Deals with issues of value in the following areas:

Ethics – the study of moral people principle.

typical questions: What is good or bad? What is right or wrong?
Foundations of Education
NATURALISM
• Naturalism is a doctrine which separates nature from God, Subordinates spirit to matter and sets up
unchangeable laws as supreme.
• It is also termed as materialism.
• Naturalistic philosophy defined life in terms of material and chemical laws and emphasizes the
relationship between power, speed and matter as of the nature of causal relationship. According to
naturalism only nature is everything nothing is before and beyond it.

Characteristics of Naturalism in Education

1. Back to Nature:
- Out of three essential factors of education namely nature, man, and objects Naturalism gives prime
importance to nature. Hence, its call is ‘Back of Nature’. According to naturalists, the best teacher of the
child is nature. Hence to develop the child according to his nature, education should provide natural
environmental.
2. Education a natural necessity:
- The naturalist regards education as a natural necessity. For them, educational institutions are unwanted
creation of mans superimposed upon Nature.
3. Education-development of the natural life:
-According to Naturalistic thought, education is a process of development of the natural life. As Monroe
perceives it, “Education is the process of developed into an enjoyable, rational harmoniously balanced,
useful and hence natural life”
4. Freedom of the child:
- It gives prominent place to the concept of freedom in the education of the child.
5. Child centered educational process:
- Child occupies the central and pivotal role in the Naturalism set-up. The child’s nature is in the fore
front which all other things such as education, the books, the curriculum, the school, are in background.
Methods of teaching
Discarding the old system as stagnant Naturalism prescribed by:
• Leaning by doing
• Learning by experience
• Learning by play as the basis of teaching
Aims of education
1. Self-Expression:
• It is the main aim of education. It means giving the child full opportunity to express or reveal his
hidden capabilities and qualities.

2. Perfection of Human Machine:

• Mechanical naturalism suggests that education should aim at the efficiency and perfection of human
machine.

3. Preparation for struggle of life:

• Biological Naturalists believe that life is a struggle, in which only stronger living beings are
successful. Hence the aim of education should be to prepare the individual for the struggle of life.

4. Development of Individuality:
• According to T.P. Nunn every individual possesses his individuality and Special traits. The aim of
education should be the development of his Individuality.

REALISM
Just as Naturalism comes on the Educational scene as a protest against systems of education that have
become artificial. Realism appears to be a reaction against curricula consisting of studies that have become
bookish, sophisticated and an abstruse. As we have a slogan in Naturalism ‘Back to Nature’ – in Realism we
have a slogan- ‘Things rather than words’.
According to Realism the external world of objects is not imaginary. It really exists, “Our experience is not
independent but determines reaction to the external objects. Experiences are influenced by the external
world which has real existence.” It is a new outlook and this new outlook is termed as Realism.
As earlier stated, realism is a revolt against traditional education. It was born in the form of opposition to the
idealistic system of education and the development of science gave support to it. Realism is based on reality.
By realistic education is meant that education should be able to make the life of a man happy and successful.
Spencer has defined education which supports scientific realism. According to him, “Education is the
preparation of life”. Hence realistic system of education throws light on all the aspects of education which
are as follows.
Realism in Education
1. Preparing the child for a happy and successful life

The first aim of realistic education is to prepare the child to lead a successful and happy life. Thus, education
should be such that the child is able to solve his problems of life successfully and lead a happy life
promoting the welfare of society as well.
2. Preparing the child for a real life

The second aim of realistic education is to prepare the child for a real and practical life. Realists believe in
the reality of knowledge of external material world gained through senses. Thus, they wish to prepare the
child for the real life of material world.
3. Developing the physical and mental powers of child

According to Realism, mind as well as the physical organs together constitute an organism composed of
matter. Hence, according to this ideology, the third aim of education is to develop the physical and mental
powers of the child so that with the help of his developed intelligence, discrimination and judgement, he is
able to solve all the problems of life successfully.
4. Developing and Training of senses
Realists believe that unless the senses of the child are developed fully well, he will not be able to have full
knowledge about the external world. Thus, the fourth aim of realistic education is to develop and train the
senses of the child through varied experiences.
5. Acquitting the child with nature and social environment
According to Realism, a child is related both to the external nature and the social environment. Hence, the
fifth aim of education is to provide the child full knowledge of both the society and the external nature so
that he is able to strike a balance between the two.
6. Imparting vocational education
According to Realism, education should be a practical utility to child. The sixth aim of education is to
provide vocational education to the child.
IDEALISM
- is a term with several related meanings. It comes via idea from the Greek idein (ἰδεῖν), meaning "to
see". The term entered the English language by 1796.
The philosophical doctrine that stems from the category of thought associated with ideas is ‘idealism’.
Generally derived from the Greek word ‘idein’ meaning ‘to see’. The notion that reality of everything lies in
ideas, thought, & mind not in material thing. Idealists are understood to represent the world as it might or
should be, unlike pragmatists, who focus on the world as it presently is.
Idealism is the philosophical theory that maintains that the ultimate nature of reality is based on mind or
ideas. It holds that the so-called external or real world is inseparable from mind, consciousness, or
perception. Idealism is any philosophy which argues that the only things knowable are consciousness or the
contents of consciousness; not anything in the outside world, if such a place actually exists.
Thinkers/Proponents: Socrates, Plato and Rene Descartes
Assumptions:
- Emphasize the importance of mind, soul and spirit.
- Believes in refined wisdom. Based on the view that reality is a world within a person’s mind.
- Schools exist to sharpen the mind and intellectual processes.
- One of the oldest school of thoughts with its origin traced back to Plato’s ideas.
Idealism & Aim of Education
1. Self-realization or Exhaltation of Personality:
According to Idealism man is the most beautiful creation of God. Hence, the advocates of
Idealism lay great stress on the exhaltation of human personality. By exhaltation of human
personality, the mean self-realization. Self-realization involves full knowledge of the Self. According
to J.S.Ross, “The aim of education specially associated with Idealism is the exhaltation of
personality or self-realization the making actual or real the highest potentialities of the self”.
2. To ensure Spiritual Development:
 Idealists give greater importance to spiritual values in comparison with material attainments.
According to Rusk. “Education must enable mankind through its culture to enter more and more
fully into the spiritual realm, and also enlarge the boundaries of spiritual realm”.
3. To Cultivate Truth, Beauty and Goodness:
Idealists assert that to develop spiritual values in the individuals, pursuit of highest ideals
namely- Truth, Beauty and Goodness should be encouraged more and more. The more an individual
realizes these ideals, the more spiritually developed he will become. Hence, education should strive
its utmost in developing the child morally and spiritually so that he achieves self-realization.
4. Conservation, Promotion and Transmission of Cultural Heritage:
Man is the only being endowed with a keen and penetrating intellect, intelligence and an
enormous capacity of assimilating knowledge if the world. Man’s achievement in the realm of
science, art and culture are of great intrinsic value. His creativity is dynamic and working Since the
very early times This cultural treasure belongs to the whole humanity and it is the purpose of
education to preserve develop and transmit it in all corners of the world The forth aim of education
according to Idealism is to acquaint the child with the cultural heritage so that he conserves,
promotes and transmits ir to the rising generation.
5. Converation of In-born Nature into Spiritual Nature:
Idealists hold the view that the inborn instincts and inherent tendencies of the child should be
sublimited into spiritual qualities and values. This is real development of the individuality.
6. Preparation for a Holy Life:
Idealists uphold that education should create such condition and provide an environment
which is conductive to the development of spiritual values in a child. Froebel rightly marks”The
objects of education is the realization of a faithful pure, inviolable and hence holy life”.
7. Development of Intelligence and Rationality:
The world is planned and well organized. Man can understand the purpose as well as the plan
and organization. According to Froebel- “In all things there reigns an eternal law this all pervading
energetic, self-conscious and hence eternal unity. This unity is God education should lead and guide
man to face with nature and to unity with God”.
Educational Aim
- To develop the individual spiritually, mentally, and morally.
- Education develops the individual spiritually, mentally and morally.
Idealism & Curriculum
While structuring curriculum idealists give more importance to thoughts, feelings, ideals and values that to
the child and his activities, they firmly hold that curriculum should be concerned with the whole humanity
and its expressions. These experiences can be imbibed by two ways namely (1) from the physical
environment (2) From contacts with other fellowmen.
Curriculum Emphasis
• Subject Matter of mind:
- Literature - Mathematics
- History - Arts
- Philosophy - Christian Living
 - Values Education - GMR
Idealism & Methods of Teaching
There is no specific method for teaching. Socrates used Question-Answer Method, Plato emphasized
Discourse Method, Aristotle advocate Inductive-Deductive method, Herbert advocated Instruction Method.
Butler has rightly remarked “Idealists consider themselves as creators and determines of methods not
devotees of some one method”.
Models/Strategies
- Lecture-Discussion Method
- Excursion
- Question Method
- Project Method
- Informal Dialectic
- Meditation
- Reading
Idealism & Teacher
In the realm of Idealism, the role of teacher is very important and glorious. Idealistic philosophy believes
that this planned creation has two parts. (1) The teacher (2)The child as student. The development of the
individual child in a spiritual way. In reality an Idealist teacher is imbusedfully with higher degree of self-
knowledge self-dynamism and essential Qualities of spiritualism.
Role of Teachers
- Transmitter of knowledge
- Chief source of inspiration, knowledge and information
- Creator of educational environment (teacher-centered).
- Excellent mentally, morally and spiritually
- A reserved person/conversant
Idealism & Discipline
Idealism believes that there can be no spiritual development of the child without discipline. Idealism
emphasizes sympathetic control on the undesirable activities of the child whereas on the other hand, it grants
regulated liberty for his spiritual development.
Idealism & School
School is a place where the capacities of logical thinking, reasoning and evaluating of the child are
progressively sublimited and developed by teachers and the school environment into desirable channels so
that high spiritual ideas and values are gained. Idealists consider school and its impressionistic environment
as greatly essential.
Role of School
- A thinking institution
- Promotes high cognitive level of education
 - Promotes cultural learning
- Develops moral character of a person
PRAGMATISM
One of the most important schools of philosophy of education is pragmatism. Pragmatism stands between
idealism and materialism a sort of compromise. Its origin can be traced from the Sophists philosophers of
ancient Greece who held that man is the measure of all things. The term pragmatism derives its origin from a
Greek word meaning to do, to make, to accomplish. So the use of words likes ‘action’ or ‘practice’ or
‘activity’. Action gets priority over thought. Experience is at the centre of the universe. Everyone is tested
on the touch-stone of experience. Beliefs and ideas are true if they are workable and profitable otherwise
false.
Pragmatism holds that whatever fulfils one’s purposes and develops his life is true. Only those theories are
true which work in practical situations. There are no absolute ideas. All ideas are relative to the situations in
which they arise and they are subject to continuous verification by consequences.
Thinkers/Proponents: Charles Sanders Peirce & George Dewey
Assumptions:
- Conservative philosophy
- Primarily an American philosophy.
- Focuses on reflective thinking. The knowledge process, the relationship of ideas into action.
- Encourages people to find processes that work in order to attain desired goals.
- Makes use of experience as a source of knowledge
Definitions of Pragmatism
“Pragmatism offers us a theory of meaning, a theory of truth of knowledge and a theory of reality”. James B.
Prett “pragmatism is essentially a humanistic philosophy, maintaining that man creates his own values in the
course of activity that reality is still in the making and awaits its part of completion from the future, that to
an unascertainable extend our truth are man-made products”. J.S.Ross
Meaning of Pragmatism
Etymologically the word pragmatism is derived from the Greek word ‘pragma’ which means activity or the
work done. Some other scholars think that the word pragmatism has been derived from the Greek word
‘pragmatikos’ which means practicability or utility. Thus, according to this ideology great importance is laid
upon practicability and utility.
Pragmatism in Education
Education is not the preparation of a child for his future but it is life itself. Life is not possible without
education. Life here means social life. It is because man is a social animal. His activities are directed and
determined by the society by living there. So collective activities are organised in the school. Participation in
the collective activities gives him knowledge of social efficiency and sociability.
1. Education as life
Traditional education is dead and lifeless. The students are passive recipients without any
dynamism and push. Real knowledge can be gained by activity experiments and real life experiences.
2. Education as growth
 Society is undergoing a process of continual change. Education should correspond its
activities to suit the changes in society. Education should develop the inherent capacities of the child
according to his interests, inclinations and aptitudes, so that he can create his own values to face the
problem.
3. Education as continuous reconstruction of experiences
Bookish knowledge is condemned. Real knowledge is gained by experiments and
experiences. They transform the behaviour and personality of the child.
4. Education as social process
Education should develop desirable qualities that he is a sociable person. An individual gains
more knowledge from his interaction with his friends, family and society rather than the books.
5. Education as the responsibility of the state
Education is the birth right of the child. The state should shoulder the responsibility of the
education of the child otherwise the whole nation will suffer and lag behind.
Aims of Education
To pragmatism the aim of education is to provide dynamic direction and guidance to the child according to
his natural interests, aptitudes and capacities in the field of academic activities that he grows up and
develops more and more and is endowed with capacities to confront the ever changing problems and
challenges of modern life successfully achieving a happier, a better and a richer life. For this education
should develop such a dynamic flexible and adaptable mind which is always resourceful and enterprising
and is able to create new values for an unknown future. Following are the some of the aim of pragmatism.
1. To reform and reconstruct the society
2. To enable the individual to adjust with the changing social environment
3. To develop the child fully according to his interest, abilities and needs
4. To create social efficacy in the child
5. To develop democratic values and ideals in the child
6. To provide educational opportunities to all citizens on equal footing
7. To instil habit of experimentation in the children
8. To remove social evils and make the society a good place for living
9. To enable the child to discover the truth himself
10. To make child self reliant
Educational Aim
- For social efficiency
- Train the students to continuously and actively quest for information and production of new ideas needed
to adjust to the ever-changing society
Curriculum
The curriculum must grow out of child’s interests, experiences, impulses and needs. The curriculum must be
child-centred. Pragmatists stressed that school subjects should be woven around the child’s activities.
Lesson should begin with social topics such as food, shelter, modes of communication, speech reading,
drawing, and modelling.
1. Ability and interest of the child
Child’s ability and his personal inclination should be kept in mind before constructing the
curriculum and nothing imposed on him.
2. Flexibility
Every society is dynamic. So curriculum should be constructed according to the changing
need of the society. Vision is required for this purpose so that it may last long.
3. Usefulness
Curriculum must have utility for a child. He should be taught only what is useful for him.
4. Social efficiency
Curriculum must make a child socially efficient and democratic in his behaviour. It should
enable the students to get fully adjusted in the society.
5. Experimental
It should develop the habit of self experience and experimentation in the child. Different
kinds of problematic situations are presented before him and he reaches the solution to these
problems through activities and experimentation.
6. Life related
Only those subjects should be included in the curriculum which have direct link to the lives
of children. It will make them self reliant and a productive member of the society. Vocational
subjects are preferred for this purpose. Subjects of social sciences and humanities are also taught but
only after creating some harmony with the subjects of natural sciences.
7. Principle of integration
Curriculum deals with the integration of subjects and activities. The teaching of various units
should be inter-linked and co-related to form right concept and proper understanding in children.
Curriculum Emphasis
- Creation of new social order
- Integrated and based on the problem of society (NCBTS based).
- Subjects are interdisciplinary.
- Combined academic and vocational disciplines.
Methods of Teaching
Whatever is to be taught to a child must be correlated with the natural activities of the child. For this
purpose following methods are adapted:
1. Learning by doing
Child learns the best when he performs some action along with the theoretical knowledge of a
subject. Teacher guides the students for these activities by which child develops his own natural
abilities.
2. Collective approach
Children participate in these activities collectively. It develops in them social efficiency.
They are assigned various types of jobs by the teacher and they complete them collectively.
3. Integrated approach
A subject is taught only after integrating it with other subjects as well as life. In this way
knowledge becomes compact, useful and systematic.
4. Individual approach
Each child is unique and different from his fellow flock. Teacher should regard individual
differences and teach a child according to his level of understanding and specific interest.
5. Purposive process of learning
A child should try to achieve some aim or goal according to his natural interests, abilities and
experiences. Self learning through self effort is acknowledged.
Models/Strategies
• Experimental Methods
– Statement of the problem – Creative and constructive projects
– Hypothesizing – Field trips
– Investigating or data gathering – Laboratory work
– Testing hypothesis – Activity-centered
– Forming conclusions – Student-centered activities
Role of Teacher
The teacher works as friend, philosopher and guide to the students
1. He should have the capacity to know the interests of the students.
2. He should understand the conditions and situation of changing society.
3. He puts forth problems for the students to be solved according to their interests.
4. He also creates situations to develop social interests, attitudes and habits for welfare of the society.
Role of Teachers
- Keeps order in the class
- Facilitates group work
- Encourages and offers suggestions, questions and help in planning
- Curriculum planner
School
According to pragmatism, school is a laboratory for experiments to be done by children. The school is a
social institution where child gains real experiences of actual life. It develops a social sense and duty
towards society and nation. The school is a miniature society where a child gets real experiences to act and
behave according to his interests, aptitudes and capacities.
• A miniature society
• Gives child balance and genuine experience in preparation for democratic living
• A place where ideas are tested, implemented and restructured
• An agency for transmitting heritage
• A specialized environmentalist established to enculturate the young people.
Discipline
Pragmatism condemns enforced discipline. It advocates social discipline based on child’s interest, activities
and a sense of responsibility. Self discipline is learnt by the students in the proper democratic and social
environment of the school. They participate in collective activities and learn cooperation and control. Child
is given full freedom to develop his natural abilities. Teacher does not consider himself superior to the child.
He works in the class as a supervisor only. He also takes the individual difference among children into
account.
EXISTENTIALISM
Existentialism is a modern philosophy emerging from the 19th century, which is centered upon the analysis
of existence and of the way humans find themselves existing in the world. The notion is that humans exist
first and then each individual spends a lifetime changing their essence or nature.
In simpler terms, existentialism is a philosophy concerned with finding self and the meaning of life through
free will, choice, and personal responsibility. The belief is that people are searching to find out who and
what they are throughout life as they make choices based on their experiences, beliefs, and outlook. And
personal choices become unique without the necessity of an objective form of truth. An existentialist
believes that a person should be forced to choose and be responsible without the help of laws, ethnic rules,
or traditions.
Aims of Education
Existentialists have been quite consistent in their recommendation of educational aims which are in harmony
with their philosophic views… Existentialism is concerned principally with liberal education, freeing man
from his isolation and his anonymity, freeing his mind from the confusions that prevent him from seeing his
situations and his powers.
According to existentialist, education should make a man subjective and should make him conscious for his
individuality or ‘self’. Being self conscious he will recognize his ‘self’ and he will get an understanding of
his ‘being’. Individuality lies on self-realization, a motivating force, from an existential perspective; a sense
of self-identity is gained by how an individual relates to and values his or her relations. The purpose of
education is to build character, to optimize potential and creativity and to enhance the quality of life through
knowledge, and then from an existentialist perspective bureaucratization needs to be replaced by
humanization.
The ultimate aim of education is to make man conscious of his destination, to give understanding of his
‘being’ and ultimately lead him to his heavenly abode. So, it is clear that the existentialism accepts the
principle of liberal education.
In short, the objective of education is to enable every individual to develop his unique qualities, to harness
his potentialities and cultivate his individualities. It means the implication of existentialist formulations for
child rearing education and counseling practices are many. Since existentialists behold human life as unique
and emerging a child is to be recognized as a full person and not simple as an in complete adult. The
practices by which the child is socialized varied from culture to culture.
Curriculum
To the extent that the staff, rather than the students, influence the curriculum, the humanities are commonly
given tremendous emphasis. They are explored as a means of providing students with vicarious experiences
that will help unleash their own creativity and self-expression. For example, rather than emphasizing
historical events, existentialists focus upon the actions of historical individuals, each of whom provides
possible models for the students’ own behavior.
Although many existentialist educators provide some curricular structure, existentialism, more than other
educational philosophies, affords students great latitude in their choice of subject matter. In an existentialist
curriculum, students are given a wide variety of options from which to choose.
Instructional Methodology
Existentialist methods focus on the individual. Learning is self-paced, self directed, and includes a great deal
of individual contact with the teacher, who relates to each student openly and honestly. In reality, the way in
which subject matter is handled seems to be more important to the existentialist than the subject matter
itself.
Teacher
The teacher’s role is to help students define their own essence by exposing them to various paths they may
take in life and creating an environment in which they may freely choose their own preferred way. Since
feeling is not divorced from reason in decision making, the existentialist demands the education of the whole
person, not just the mind.
There are five characteristics of this ideal that are formulated by this existential framework. These include
becoming more authentic, more spiritual, having a critical attitude, having a clear sense of personal identity
and a developing empathetic awareness towards others.
The teacher’s characteristic of being ‘open’ to possibilities includes a willingness to allow others to re-
evaluate those aspects of one’s understandings that can be articulated. If one chooses to ‘close’ oneself off
from the criticisms of others, one is no longer teacher. Having’openness’ in this regard allows one to come
to an understanding of self and others.
Existentialists do not wish the teacher to be social minded umpire or provider of free social activity or a
model personality to be limited, by the students. He must himself be a free personality, engaged in such
relations and projects with individual students that they get the idea that they are too are free personalities.
He may indirectly influence them about his values but he should impose his cherished values on them, test
his values become the code of conduct for the students, who may begin to accept them without thought.
Instead of expecting them to imitate he should help them to be ‘original’ and ‘authentic’.
Student
The question “who should be educated?” would appear to be a rather simple one for the existentialist. One
might expect him to answer to anyone who so desires should be given all the education he wants. This
response is probably correct as far as education in general is concerned, since the broad meaning of
education includes more than schooling. In other words a person can educate himself in many ways such as
by reading, by working, and perhaps, most important, by living – by willing and acting.
School
From what has been said about the role individuality should play in the development an application of
educational methodology it is quite evident that none of the traditional agencies of education (family,
Church, and state) can claim the primary right to educate.” it was quite clear that the individual, the
personification of absolute freedom, is the sole “agency” responsible for creating his own essence or being.
To be consistent, the existentialist cannot permit any agency “outside the individual” to usurp this primary
right and responsibility.
RECONSTRUCTIVISM
Reconstructivism is a philosophical theory holding that societies should continually reform themselves in
order to establish more perfect governments or social networks. It is a philosophical movement within the
field of education, sometimes termed social reconstructionism. Social reconstructionism is a philosophy that
emphasizes the addressing of social questions and a quest to create a better society and worldwide
democracy. Reconstructionist educators focus on a curriculum that highlights social reform as the aim of
education.
Educational Theory
As far as his educational views are concerned, the reconstructionist sees things the same way as the
progressive—up to a point. For example, reconstructionists believe that students learn more, remember it
longer, and apply it to new situations better if they learn through experience, rather than through being told
something.
As they see it, the teacher’s main role is that of a resource person or a research project director who guides
the students’ learning rather than being a dispenser of knowledge. In this role, the teacher carries on a
dialogue with students, helping them identify problems, frame hypotheses, find data, draw appropriate
conclusions, and select efficacious courses of action (praxis).
Reconstructionists don’t believe in a predetermined curriculum. They would use the subject matter from
any or all disciplines when needed to solve a problem. They would probably deal more, however, with the
subject matter of social experience (the social sciences) in solving problems.
Reconstructionists, like progressives, do not favor any type of ability grouping. They feel students should
be grouped only upon the basis of common interests.
Reconstructionists also like flexible student seating arrangements, but since there is so much involvement
outside the classroom, seating is not even an issue.
Reconstructionists share the progressive’s view of student discipline. Moreover, they feel that if students
are actively involved in bringing about change in areas that concern them, they will not become frustrated,
and therefore, will not be likely to become discipline problems.
Reconstructionists prefer to evaluate students subjectively on the basis of their ability as a social activist
rather than give written examinations. Like progressives, they feel that student self-evaluation has a proper
place.
Reconstructionists’ Platform
Reconstructionists differ significantly from progressives in the matter of social policy. Progressives
acknowledge the rapidly changing conditions around us. But they are content to just teach students how to
cope with change. It has been said that progressives seek to teach students how to reach “intellectual
solution” to problems.
Purpose of Schooling
• Critically examine all cultural and educational institutions and recommended change and reform as needed.
• To teach students and the public not to settle for “what is” but rather to dream about what might be.
• Prepare Students to become agents for change
Nature of Learner
• Students are a critical element in bringing social change
• Students are capable of initiating and adapting to change especially if they are influenced by appropriate
adult role models
• Students are the future of Society, so schools should educate them not only by standards but also with what
could help them to help the society
Curriculum
• Reflect democratic ideals and emphasize civic education
• Opportunity for students to gain first hand experience in studying real social problems and contreversial
issues
• Students consider societal problems such as place of ethics in improving quality of life, conserve natural
resources, and issues of foreign policy and naturalism.
Instructional Methods
• Cooperative learning, problem solving, critical thinking
• Focus on active learning and activities outside of school
• Students spend time in the community to learn its problems
• Would analyze research and link issues to place in the community and larger society
• Take action or responsibility in planning for change
Classroom Management
• Teacher and students question the assumptions of the status quo and examine social issues and future
trends.
• Organize classroom in a classless nonsexist and non racial manner
• Less emphasis on management and control and more on focus community building
• Atmosphere promotes analysis, criticism, and research would best describe the classroom environment
• Conflict resolurion and differences in world views would be encouraged and reinforced.
Assessment
• Students have the ability to think in critical terms and expose their assumptions and practices
• Oppose standardized test of both students and teachers. Should only if mandated by local, state, or federal
authorities.
Teacher
• Must be willing to engage in ongoing renewal of their person and professional lives
• Criticize and evaluate work conditions and extend educational role outside of the classroom
• Must be comfortable with constant change
• Dislikes the status quo and views school as a particular culture in evolution
• Willing to engage and form alliances with the communtity and parents to make the school better.
SOCIAL RECONSTRUCTIONISM
RECONSTRUCTIONISM

- also known as social reconstructionism.

SOCIAL RECONSTRUCTION

Is a philosophy that emphasizes the addressing of social questions and a quest to create a better society and

worldwide democracy. Reconstructionist educators focus on a curriculum that highlights social reform as the

aim of education.

EDUCATIONAL THEORY
 - Reconstructionist sees things the same way as the progressive- up to point.

Example: Students learn more, remember it longer, and apply it to new situations better if they learn

through experience, rather than through being told something

ROLE OF TEACHER

- Resource person or a research project director

ORIGINATORS

- Theodore Brameld

- was considered the founder of social reconstructionism.

- he recognized the potential for neither human annihilation through technology and human cruelty and the

use of technology and human compassion to create a beneficent society.

-George Counts

- recognized that education was the mean of preparing people for creating this new social order.

Paulo Freire

- Brazilian whose experiences living in poverty led him to champion education and literacy as the vehicle

for social change.

- saw teaching and learning as a process of inquiry in which the child must invent and reinvent the world.

PHILOSOPHY OF PROGRESSIVISM

INTRODUCTION

It is an American philosophy, which is a revolt against the

‘formal/conventional/traditional’ system of education.

It becomes popular, in 1929 the economic depression of the USA adversely affected the educational system
of the country. the principles underlying progressive education have influenced modern educational theories
and practices to a very great extent all over the world.

Meaning

Education is centered around for the present life itself.

The development of an individual and society is only possible when education facilitates the growth of every
phase of the child.

Definition

Progressivism is a theory of education that is concerned with “learning by doing “that children learn best
when pursuing their own interests and satisfying their own needs.

Progressivists believe that people learn best from what they consider most relevant to their lives.
Progressivists center curriculum on their needs, experience, interest, and abilities of students.

PROVOKE CURIOSITY IN STUDENTS.

EXPONENTS

John Dewey; William James; G Thomas Lawrence; William Kilpatrick.

A large number of schools in Europe and the USA were started.

John Dewey (1859-1952)

An American philosopher, psychologist, and educational reformer.

● His philosophy based on pragmatism.
● He established “Laboratory School” in 1896.
● He was the father of educational psychology.
● He introduces the progressive method of teaching.
● He believed that book learning was no substitute for actually doing things.

What is progressivism?

➢ Progressivism is the educational philosophy that is grounded in the “pure” philosophy of

pragmatism.
➢ Pragmatic ontology holds that reality is in the area of everyday life, personal experience.
➢ Its view is that ideas should be tested for their utility. Progressivism focuses on real-world problem
solving and individual development.

CHARACTERISTICS OF PROGRESSIVISM

● Emphasis on learning by doing

● hands-on projects
● Experiential learning
● Integrated curriculum focused on thematic units.
● Strong emphasis on problem-solving and critical thinking.
● Group work and development of social skills.
● Understanding and action as the goals of learning as opposed to rote knowledge.
● Collaborative and cooperative learning projects.

Concept of progressivism

The contemporary reform movement in educational, social, and political affairs. Dewey viewed the school
as a miniature democratic society in which students could learn and practice the skill and tools necessary for
democratic living.
Educational progressivism
Educational progressivism is the belief that education must be based on the principle that humans are social
animals who learn best in real-life activities with other people.

The skills and tools of learning include problem-solving methods and scientific inquiry.
The learning experience includes cooperative behaviors and self-discipline.

Schools can transmit the culture of society while it prepares students in the changing world.

This philosophy places emphasis on how to think and nor what to think.

Progressive education focused on the child as the learner rather than on subject, emphasized activities and
experiences rather than verbal and literary skills, and encouraged cooperative group learning activities rather
than a competitive individualized lesson plan.

AIMS OF EDUCATION

● To develop the personality of an individual through providing a democratic environment in the

educational institutions.
● All-round development of the child.
● Co-operative behavior and social participation.

Education of the whole man, or whole personality, which includes the physical, emotional, social, and
intellectual aspects of the individual.

PROGRESSIVISM AND THE CURRICULUM

● It should be based on the actual giving environment to the child.

● It must reflect his daily life. The curriculum is interdisciplinary in nature.
● Books and subject matter were part of the learning process rather than sources of ultimate
knowledge.
● The curriculum is based on students' interests, which involves the application of human problems
and affairs. It uses the life experience
approach to fit the student for future social action.
● The curriculum is based on a specific group of students.

Curriculum includes

Political; moral; social; vocational; intellectual; mathematics; general science, languages; integration of
experiences.

Progressivism and method of teaching

Project method- active participation of the pupils in learning.

Socialized method- to bring all the individual into a group system of interaction.

● Conferences
● Demonstration
● Group work
● Roleplay
● Debates
● Discussion
● Planning and participation in the activities.
 Progressivism and the Teacher

● The human elements, human beings are given more importance.

● The teacher has to meet the needs of a pupil as a good human being.
● As a facilitator or guide.
● Determine student interest.
● Involve students in curriculum development.
● Stimulate the direct learning process.
● The teacher, who is vital in the education process and having richer, superior experience and
can analyze the present situation.
● The teacher will act as a stage setter, guide, and coordinator but he is not total authority, just
he guides the situation.

A teacher’s purpose is not to create students in his own image, But to develop students who can create their
own image.

Progressivism and the School

School is a cooperative enterprise, it provides a conducive environment for the democratic growth of the
child.

EVALUATION

● Assessment by evaluation of a child’s project and productions.

● Assessment by the class presentation or workshop organized by a group of learners.
● Quizzes or oral questioning.
● Feedback
● Performance-based assessment.
● Observation
● Multiple choice question

Self-evaluation

Progressivists believe that education should focus on the child rather than the subject matter.
The student’s interests are important, as is the integration of thinking, feeling, and doing.

Learners should be active and learn to solve problems by experimenting and reflecting on their experiences.

Schools should help the students develop personal and social values so that they can become thoughtful,
productive, citizens. because society is always changing, new ideas are important to make the future better
than the past.

CRITICISM

● The critics of the progressive methods of teaching say that the pupils the progressive
classroom lack in the discipline.
● The progressivism system of education required more funding or budget.
● Countries are not that much strong financially or have a budget to provide material for
practical work.
● The role of the teacher is only to facilitate or guide means not required to experts in their
subject.
CONCLUSION

● By understanding this philosophy of education, as a teacher, we have to know which

approach can suit well to our learners’ needs.
● Despite the good points of the process approach underlying this philosophy.
 ● It is provided with the passage of time that his philosophy and concept of education and
curriculum is very useful and effective to date and helping to prepare skilled and useful citizens for
society.

PHILOSOPHY OF ESSENTIALISM

Essentialism as a Philosophy

Essentialism as a Philosophy values the “essence” of each object.

Essence can be defined as the attribute, or set of attributes that make an object what it fundamentally is, and
must have.
This essence describes a permanent, unalterable, and eternal object. Without its essence, an object loses its
identity.

Essentialism from the Different Points of View

● For the idealists, the abstract property of the object is its essence.
● For the realists, the essence of the object is the object per se. This essence categorized these
objects.
● For the existentialists, the essence of human nature is eternal and unchangeable.

Essentialism as a Philosophy of Education

It is backed by the belief that there are certain basic skills, arts, and science that are essential.
These set skills and knowledge are essential in the PAST and are likely essential as well in the FUTURE.

History of Essentialism in Education

The main proponent of essentialism was William Bagley, a professor of education at Columbia University’s
Teachers College. This idea of Bagley, emerged during the 30’s, as the state of American education is
deteriorating, as compared to other countries (Gutek, 1990).

Moreover, Bagley identified the cause of this problem was the emergence of progressivism, which he
described as “essentially enfeebling”. Likewise, this idea again resurfaced during 1950’s such as Bestor to
criticize a new educational theory called “life adjustment” which focuses on personal and social skills over
academic skills.

What do we teach in Essentialism?

For Elementary – the 4R’s (Reading, Writing, Arithmetic and Right conduct)
For High School – History, Mathematics, Science, Language and Literature For College – Liberal Arts
and Sciences

Stresses Discipline, Respect for Authority and Nationalism

How do we teach in Essentialism?

Essentialist views as teachers as models of discipline, socially-aware and masters of both content and
culture.

Teaching must take place in a well-organized and disciplined environment. Mastery of the subjects requires
diligence and effort in the part of the learner.
The curriculum must be carefully structured

Why do we teach in Essentialism?

 ➢ SOCIETAL – The goal of education is to produce students that can be responsible enough to
participate effectively in society. For the essentialist, it agrees that the school is an essential social
institution BUT, it does not agree that societal changes should be initiated by the school. However,
the school should prepare the students to solve the societal problems by providing literacy and skills
from a “socially aware” teacher.

➢ LIFE-LONG, GENERATIVE LEARNING - Students can be prepared to learn higher, more

complex subjects. The essentialists focus on basic subjects that start from the basic, its complexity.

➢ CULTURAL – To preserve and transmit the essentials of the common culture, and develop
Patrimony.

Essentialism against Other Educational Philosophies

Essentialism and Perennialism

Perennialism and Essentialism are much more interrelated to each other since it both agrees that schools
should develop the students’ rational and moral powers (Salandanan, 2012).

They mutually believe that strategies should be teacher-centered, and does not allow students’ interest to
dictate teaching. With this, we can conclude that both of them are traditional, both in What and Why’s of
teaching. The only difference is that Perennialist focus more on teaching the “Classics” and more
philosophical in nature, as compared to the Essentialist who gives stress on basic skills and knowledge.
Moreover, perennialist stress personal development first, as matched to the Existentialist, which focuses on
the development of the essential skills of the learner.

Essentialism and Progressivism

Essentialism and Progressivism are far more different from each other. For progressivists, teachers
should not focus on teaching universal truths or a particular body of knowledge but must educate the
learners based on their interests (Salandanan, 2012). Thus, we can conclude that, on a progressivist point of
view, it is the learner who determines his/her own pace of learning, and is the focus of the curriculum, while
essentialism centers on the mastery of skills, regardless of the interest of the learners.
Teachers were viewed by the progressivist as facilitators of learning, and the information should come from
actual experimentation (learning by doing). This contradicts the idea of the essentialist which views the
teacher as an expert of his/her field, who is the source of knowledge by the students. Nonetheless, both
philosophies accentuate that the goal of education is to produce citizens that can responsibly, and actively
participate in the society, which is, for the progressivist, is a democratic one, and for the essentialist, a
disciplined one.

Criticisms on Essentialism

From its definition and terms, essentialism is indeed a very teacher-centered one. It stresses that teachers
should be the source of knowledge and that students are just passive receivers of information (Ondego, ).

Students are forced to learn a body of knowledge and are expected to meet up with the standards set by the
teacher. Furthermore, essentialism gives importance to traditional basic subjects, minimizing contemporary
and creative subjects. This poses a threat that students trained under an essentialist point of view will lack
creativity since the learners were never given a chance to express themselves. Learners, also tend to lack
adaptability in a fast-changing world since they were taught traditional basic knowledge.

On the positive side, essentialism brings stability in education (Ondego, ), since it focuses on conservative
and consistent subject areas which are already stable. Moreover, since essentialism focus on basic
instruction, it gives the learner a stable and strong foundation of knowledge needed in a more complex
subject. This idea helped the curriculum developers to structure the subject matter in a generative manner,
starting from basic education during the primary years, it gradually improved to a complex subject.

Furthermore, essentialism does not stress only in basic skills and knowledge, but most importantly,
Character, Discipline, and Nationalism. Education under the essentialist point-of-view would yield into
disciplined and responsible individuals who uphold the rule of law and has a deep sense of nationalism in
their mind, heart, and in action.

References:
Dash, Shri Nikunja Ranjan (2015). PHILOSOPHICAL FOUNDATION OF EDUCATION Paper-I.
Directorate Of Distance & Continuing Education Utkal University, Vani Vihar. Printed at : Jigun
Graphics, Copyright 2015.

https://graduatefoundationsmoduleela.wordpress.com/perennialism

https://www.siue.edu/~ptheodo/foundations/perennialism.html

Pramilaa R. Progressivism, Nursing Communication And Education Technology. 1 st Edition. New Delhi:
Jaypee Brothers Medical Publishers (P) Ltd; 2010. Page No : 150-151
Neeraja KP. Progressivism, Textbook of Nursing Education.1 st Edition. New Delhi: Jaypee Brothers
Medical Publishers (P) Ltd; 2003. Page No: 32-33
Clement Dr. I. Progressivism, Textbook on Communication And Education Technology. 3 rd Edition.
Bangalore: EMMESS Medical Publishers; 2016. Page No: 171-172
https://en.wikipedia.org/wiki/Philosophy_of_education#John_Dewey_2