Module 3

Philosophy of Education and Personal Philosophy of

Teaching
At the end of the Module, the pre- service teacher (PST) can:
a. Discuss the philosophical foundations of the present educational system;
b. Make connections between philosophy, education and the teaching profession; and
c. Formulate and express a personal, learner-centered philosophy of teaching.

A. What is Philosophy of Education?

Definition and Nature

Education philosophy is a branch of applied or practical philosophy concerned with the

nature and goals of education and the philosophical issues raised by educational theory
and practice. The subject is broad, encompassing issues in ethics and social/political
philosophy, epistemology, metaphysics, philosophy of mind and language, and other
areas of philosophy due to the practice's pervasiveness in and across human societies,
its social and individual manifestations, and its profound influence.

Because it looks both inside the parent discipline and outward to educational practice
and the social, legal, and institutional contexts in which it occurs, the philosophy of
education is concerned with both sides of the traditional theory/practice divide. It covers
both fundamental philosophical issues (such as the nature of knowledge worth teaching,
educational equality and justice, and so on) and matters relating to specific academic
policies and practices (e.g., the desirability of standardized curricula and testing, the
social, economic, legal and moral dimensions of specific funding arrangements, the
justification of curriculum decisions, etc.). The educational philosopher values
conceptual clarity, argumentation rigor, fair-minded consideration of the interests of all
persons participating in or impacted by educational activities and arrangements, and
well-informed and well-reasoned evaluation of educational goals and interventions in all
of this.
Philosophy of Education
• It serves as the Alpha Omega or beginning and end of teaching and learning.

• Thought about what should be in educational practice.

• To be effective and meaningful, all educational disciplines must follow

direction and philosophy.

• Provides guidance and direction to teachers, administrators, and supervisors

in the formulation of their educational goals and objectives, the selection and
organization of subject matter to be taught, the selection and use of teaching
methods and techniques, and the evaluation of teaching and learning
outcomes.

Aims of Educational Philosophy

Philosophy of Education examines the various goals and values of education. Different
thinkers have cultivated these goals and objectives multiple times. Character
development, man-making, harmonious human development, adult life preparation,
citizenship development, leisure utilization, civic life training, international living training,
social and national integration, scientific and technological development, education for
all, equalizing educational opportunities, democratic political order strengthening, and
human resource development are among them.

The goals of educational philosophy are combined in the entire development of

personality. The majority of modern and contemporary education philosophers in both the
East and the West believed that education philosophy aims to promote all elements of
personality development, including physical, mental, moral, social, emotional, and
spiritual growth.

These and other educational aims proposed by scholastic philosophers throughout

history and space are explored and evaluated. Finally, education philosophy examines
diverse educational goals and purposes critically.

B. PHILOSOPHICAL FOUNDATIONS OF EDUCATION

Western Philosophies

a. Idealism is Western civilization's oldest philosophical school. A philosophical

viewpoint asserts that ideas and knowledge are the only authentic realities.
Idealism is primarily concerned with conscious thought in mind. Plato, the
originator of idealism, felt that humanity's primary goal should be seeking the
truth.
❖ Aims of Education - Idealists think that education should be focused on
developing authentic ideas, self-awareness, and character. The most
crucial goal of education is to find fundamental ideas, including
philosophical notions or the concept of actual thoughts.

❖ Roles of the Teacher - Idealists believe that a teacher must be

exceptional to act as an intellectual and moral role model for students.
The teacher's responsibilities include assisting students in selecting
important topics, acting as role models, encouraging pupils to ask
questions, and providing a positive learning atmosphere. Educators are
held in high regard by idealists.
❖ Curriculum and Methods - The lecture, according to idealists, is the
most effective means of imparting knowledge to students. In addition to
self-directed activity, idealists feel that dialectic or critical discussions are
necessary.

b. Realism - a philosophical position in which known or observed objects have

existence or nature regardless of whether or not somebody is thinking about or
monitoring them.

❖ Aims of Education – The primary educational goal of the realist is

to instill the ideas and ideals that will lead to a decent existence. On
the other hand, a good presentation is in harmony with natural law's
underlying order for the realist. As a result, the primary goal of
education is to educate the child about the natural and moral law, or
 at least as much of it as we know, so that his generation might live the
correct kind of life, governed by the laws of the universe. Of course,
more goals will lead to the purposes mentioned above. Realists, for
example, regard the classroom as a specialized space for gathering
and preserving information.

❖ Roles of the Teacher – The educator would either educate or

present this truth for the students to explore. Like nature,
classrooms would be highly controlled and disciplined, with
students acting as passive observers of what was studied.
Education reforms would be viewed as a logical progression
toward perfect order.
❖ Curriculum and Methods - According to humanistic realism,
ancient literature should be studied for its content and ideas rather
than for form and style. All students should be taught how to use
the fundamental tools of knowledge, particularly their mother
language. To grasp it more clearly and objectively, he must learn
at least one additional language. He should also be taught the
fundamentals of humanistic logic and rudimentary math. Then he
should study physics, chemistry, and biology methodologies and
the fundamental facts that these sciences have disclosed thus far.
In third place, he should study history and humanities. Then he
should read and explore the great masterpieces of literature and
art, both local and international.

c. Pragmatism/Experimentalism - A school of thought known as pragmatism

holds that education should be about growth and living. Educators should, in
other words, teach kids life skills and encourage them to develop as people.
Pragmatists included many renowned educators, such as John Dewey.
❖ Aims of Education
• To establish new values
• To allow students to gain experience through activities
 • To assist the student in adjusting to him and society
• To assist the student in reconstructing his experience
• To promote the student's overall growth
❖ Pragmatism and Curriculum - Pragmatists have entirely abandoned
traditional teaching methods in favor of inventing new ones. The pupil, not
the teacher's book or the subject, is the exclusive emphasis of
pragmatism's teaching technique. The youngster's primary interests are
'to do' and 'to make.' Designs that are adaptable and dynamic are
necessary. Pragmatists believe that every child's thinking is unique.
❖ Roles of the Teacher - According to pragmatists, the teacher's
responsibility is to establish a climate in the classroom where students
are exposed to real-life situations and are actively engaged in seeking
solutions to those problems. According to pragmatism, a teacher is a
helper, guide, and philosopher. A pragmatic instructor's primary role is to
pose issues to his students and encourage them to find solutions
independently. The educator must allow the children's inherent
characteristics to develop spontaneously. His primary responsibility is to
provide issues to his students and assist them in finding solutions.

Eastern Philosophies
Eastern philosophy refers to the diverse philosophies of "the East," namely Asia, which
encompasses China, India, and Japan, in its broadest sense. Western and Islamic
concepts emerged independently of Eastern philosophy, although both have
considerably impacted current times. Eastern philosophy does not have the same
stringent academic traditions as Western philosophy. Eastern education philosophy, in
contrast to Western education, stresses instruction. Students obtain complete
knowledge from their teachers inside the classroom. Students seem to acquire
knowledge diligently because they only appear to learn and study directly from
professors. Eastern philosophy has always aimed to attain the same goal as Western
philosophy: to make us wiser, calmer, more contemplative, and capable of appreciating
our existence.
Hindu Beliefs

➢ Hindus believe in samsara (a never-ending cycle of birth, death, and

rebirth) and karma (the universal law of cause and effect).

➢ One of Hinduism's fundamental principles is "Atman," or the concept of a

soul. According to this view, all living things have a soul and are linked to
the supreme soul. The goal is to achieve "moksha," or salvation, which
permits you to become one with the absolute soul and end the cycle of
rebirths.

➢ One of the religion's main principles is that people's actions and thoughts
directly impact their current and future lives.

Methods of Teaching
Gurukul is a residential schooling institution that dates back to around 5000 BC on the
Indian subcontinent. The Upanayana ceremony, which included caring for a student, was
the first step in establishing a Gurukul or Vedic school. Students and their guru would live
together in the same household. Everyone was treated equally in the Gurukul, and the
guru (teacher) and shisya (student) shared a house or resided nearby. The guru-shishya
relationship was so sacred that no price was paid to the disciples.

On the other hand, the pupil was obligated to give the teacher a gurudakshina, which was
a symbol of respect. It was usually in the form of money or a specialized activity for the
teacher. Gurukuls were primarily concerned with teaching students in a natural setting
where the shisyas lived in fraternity, humanism, love, and discipline. The lack of formality
in the educational system was noticeable, blurring the borders between philosophical and
technical knowledge, facts and skills, and learning and life. This teaching approach was
more inductive and process-oriented, with various teaching tactics depending on the
student, situation, and subject matter.

Buddhism
Buddhism is one of the world's largest religions, with roots in India dating back 2,500
years. Buddhism denies the existence of an ultimate god or divinity. Instead, they
concentrate on obtaining enlightenment, or inner serenity and wisdom. Nirvana is
supposed to be attained by followers who reach this spiritual level.

The religion's founder, Buddha, is considered a wonderful person but not a god. Buddha
is a Sanskrit word that signifies "enlightened." The religion's founder, Buddha, is regarded
as a beautiful person but not a god. Buddha is a Sanskrit word that means "enlightened."

Role of Buddhist Education

Buddhist education aims to transform people into the highest form of humanity by training
them to be ethical, intellectually, and spiritually flawless. (by adopting the middle path)
These three abilities of human life perfection indeed lead to supramundane enjoyment,
which is the ultimate goal we all seek. As a result, Buddhist education is founded on the
psychological requirements of all sentient beings.

Aims of Buddhist Education

Buddhist education is intended to assist people in gaining wisdom. Buddhist teaching

focuses on the full development of a child's personality. This includes his mental, moral,
and cognitive development. Buddhism aspires to create a free man who is intelligent,
educated, ethical, nonviolent, and secular. Buddhist education was widely available and
accessible to people of all backgrounds.

Discipline, meditation, and wisdom are the three major points of Buddha's teaching. The
goal is wisdom, and deep meditation or concentration is crucial for the process. The
discipline of following the commandments is the way to acquire profound meditation;
insight will follow spontaneously. The sutras never veer far from these three themes
throughout Buddha's whole teaching.

Confucianism
 Confucianism is one of the most well-known religious ideologies in Chinese history, dating
back over 2,500 years. Confucianism is a Chinese religious system that focuses on
human ethics and values. It is a moral and intellectual system based on Confucius, a
Chinese sage's teachings. Personal and governmental morality, social connectedness,
correctness, fairness, and honesty were critical. Confucianism is best understood as an
ethical guide to life and living with solid character, and Confucian educational philosophy
is centered on how we learn to be human.

Taoism
Taoism is credited to the philosopher Lao Tzu, who wrote the Tao Te Ching, Taoism's
primary scripture, around 500 B.C.E. According to Taoism, humans and animals should
live in harmony with the Tao, or universe. One of Taoism's key concepts is the belief in
balanced forces, or yin and yang. Yin and yang show how everything in the universe is
interconnected and that nothing makes sense in isolation. In Taoism, not knowing
something is the key to understanding it. This is accomplished through self-education and
transformation. This form of education is also natural; all that is required is for it to be
identified and fully developed. The Taoist is also an educator in some aspects.

Something is there, shapeless but whole. It existed before the creation of heaven and
earth. Without sound or substance, it stands alone and immutable. It is comprehensive
and unyielding. Because we don't know what it's named, we call it Tao. Because he is
one with nature, the sage is in tune with the Tao. (Source: Lao Tzu)

Zen Buddhism
Zen is a Buddhist tradition that millions of people follow worldwide. Zen was first practiced
in China, Korea, Japan, and Vietnam, before spreading to the rest of the world. As each
culture has been adopted, it has its emphasis and interests, and Zen comes in several
forms. Buddhist education aims to create a free, educated, moral, nonviolent, and secular
man. Students become informed, humanist, logical, and superstitious-free people. The
classroom was free of gluttony, desire, and ignorance. Buddhist education was widely
available and accessible to people of all backgrounds.

Christian Philosophy
Christian thinking arose during the second century. It emerged from the Patristics
movement in the Christian community, whose main objective was to defend the Christian
religion. The eighth-century is regarded to be the end of patristics. From the 11th century
forward, Scholasticism was the vehicle for Christian thought. According to T. Ado Lara,
this is the epoch of medieval philosophy, or the Medieval Age, according to T. Ado Lara,
which lasted until the 15th century. In the 16th century, Christian philosophy and teachings
coexisted with independent scientific and intellectual theories.

Given that the Christian theological message is the starting point for Christian philosophy,
the formation of Christian conceptions marks a departure from Greek philosophy. Even
though Christianity was initially persecuted, the apostles' missionary activity as followers
of Jesus Christ contributed to spreading the Christian message.

Christianity is significant in schooling. Responsibility, service, and assisting others are

ideals instilled in us by Christianity. Our students participate in community service and
volunteer activities during the school day to better understand their place in society and
civic obligations. The Christian philosophy is based on a desire for Divine Wisdom.

Saracen Philosophy

A Saracen was someone who followed Islam in the Middle Ages, whether they were
Arabs, Turks, or others. Saracen was educated in a formal setting. It is done to apply
knowledge to culture. Liberal education also tried to encourage their independence and
social welfare. The Saracens' greatness was most likely due to their ability to absorb and
adapt the best of the intellectual culture of the people with whom they came into contact.
They are in charge of establishing a scientific spirit of investigation and experimentation
in the western world and the invention and refinement of scientific tools. Allah is the source
of genuine knowledge, and He created the concept of knowledge or education in Islam.
❖ Aims
• The quest for knowledge and the application of scientific facts to real-world
problems.
• Science was investigated for use in the arts and crafts.
• Reading was looked into as a prerequisite for advancement.
 • Medicine was promoted as a way to prolong life.
• Astronomy was studied as a navigational and geographic aid.

Contemporary Philosophies
Contemporary philosophy is the period in Western philosophy's history that began in
the early twentieth century with the rise of professionalization and the introduction of
analytic and continental philosophy. The term "current philosophy" is a piece of
philosophical jargon that refers to a specific period in the history of Western
philosophy (namely, the philosophy of the 20th and 21st centuries). However, modern
philosophy (which refers to an earlier period in Western philosophy), postmodern
philosophy (which relates to some philosophers' critiques of contemporary
philosophy), and a non-technical use of the term (which refers to any current
philosophic work) are commonly conflated.

a. Perennialism

This is a subject-centered philosophy. The goal of a perpetual educator is to teach pupils

how to think critically and rationally. For perennials, mastery of content and reasoning
skills development are critical. The emphasis is on teaching eternal ideas and pursuing
constant, not changing truths, just as the natural and human worlds do not change at their
most fundamental level. Both Robert Maynard Hutchins, who created the Great Books
program in 1963, and Mortimer Adler, who improved it based on 100 great books of
Western culture, are proponents of this pedagogical theory.

b. Essentialism

Essentialism is also a subject-centered philosophy. Essentialism is a school philosophy

that focuses on teaching fundamental abilities. This concept encourages mental
exercise. Essentialist teachers place a strong emphasis on the transmission of a
sequence of progressively complex ideas and the progression of students to the next
level.
Essentialists believe that a core of knowledge should be imparted to students in a
systematic and disciplined manner. Although Essentialism shares specific characteristics
with Perennialism, Essentialists accept the idea that the core curriculum may change.

c. Existentialism

A philosophical philosophy or approach stresses the individual as a free and responsible

actor who shapes their destiny via willpower.

Existentialists believe that each individual is distinct and that education should reflect this.
As a result, education aims to help each person develop their unique abilities, maximize
their potential, and cultivate their unique personalities. In metaphysics, epistemology, and
ethics, existentialism denies the existence of any authoritative source of objective truth.
Instead, individuals must decide for themselves what is "true" or "false," "right" or "wrong,"
"beautiful" or "ugly." Existentialists believe that there is no uniform kind of human nature
and that each of us has the opportunity to evolve as we see fit.

Existentialist tactics center on the individual. Learning is self-paced and directed, with
plenty of one-on-one time with a teacher who is open and honest with each student.

d. Progressivism
According to progressivists, individuality, growth, and change are fundamental
components of education. Progressivists believe that people learn best from what they
find most relevant to their lives; hence they structure their curricula on students' needs,
experiences, interests, and skills.

The progressive educational movement was developed by John Dewey, who believed
that pupils learn via their own experiences. The concept of focusing on the whole child
emphasizes the needs of students, including teaching them to be good citizens and
good learners. Progressives believe that education should focus on the complete child
rather than just the material or the teacher. According to this pedagogical viewpoint,
students should test concepts through active experimentation. Learners' questions
originate from their experiences in the world, and learning is based on those questions.
This ideology's proponents believe that schools should be utilized to teach social
responsibility and democratic values and "humanize" education by prioritizing students'
needs and interests.

e. Social Reconstructionism

Critical theorists, like social reconstructionists, believe that systems must be altered to
eliminate oppression and improve human conditions. It's also known as social
reconstructionism. It states that the fundamental goal of education is to "reconstruct"
society to address the cultural crises caused by social, political, and economic concerns.
Social Reconstructionism is a philosophical movement that emphasizes social issues and
the quest for a better society and global democracy. In their curriculum, most
reconstructionists prioritize social improvement.

Post Modern Philosophies

Postmodernism is a pluralistic worldview that asserts that there is no single truth, but
rather a variety of subjective interpretations and that all unique truths have an equal
chance. It is a departure from the conventional educational paradigm. This philosophy
stresses each student's individuality and allows them to build their learning environment.

Various groups of philosophers who follow multiplicity make up postmodernism. Their

concepts represent creativity and can serve as a guide for anyone seeking a creative
education. It is found that postmodern ideas can have a variety of effects on the
educational process.

The goals of education for postmodernists are to teach critical thinking, knowledge
production, individual and social identity development, and self-creation. Teachers in
postmodern education simply guide pupils to discoveries. They provide possibilities to
explore various topics and come up with innovative solutions. Students learn to listen to
other people's voices in this situation. They accept criticism from others and strive to think
critically. They learn to respect people from different cultures and countries. They also
value cooperative and individual learning, as well as dialectic, critical, and linguistic
methods.

One of post-modern philosophy's educational goals is to help people develop their

identities rather than discover them. Both students and teachers use a "trial and error"
approach to ensure that the content to be acquired as well as the setting in which
learning occurs is constantly reshaped.

Principles and Philosophy of Philippine Education

THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES

ARTICLE II - Declaration of Principles and State Policies

SECTION 17. The State shall give priority to education, science and technology, arts,
culture, and sports to foster patriotism and nationalism, accelerate social progress, and
promote total human liberation and development.

ARTICLE XIV - Education, Science and Technology, Arts, Culture, and Sports
Education

SECTION 1. The State shall protect and promote the right of all citizens to quality
education at all levels and shall take appropriate steps to make such education
accessible to all.

SECTION 2. The State shall:

(1) Establish, maintain, and support a complete, adequate, and integrated
systemof education relevant to the needs of the people and society;
 (2) Establish and maintain a system of free public education in the elementary
and high school levels. Without limiting the natural right of parents to rear their
children,elementary education is compulsory for all children of school age;

(3) Establish and maintain a system of scholarship grants, student loan

programs,subsidies, and other incentives which shall be available to deserving
students in both public and private schools, especially to the underprivileged;

(4) Encourage non-formal, informal, and indigenous learning systems, as well

as self-learning, independent, and out-of-school study programs particularly
those that respond to community needs; and

(5) Provide adult citizens, the disabled, and out-of-school youth with training in
civics, vocational efficiency, and other skills.

Personal Philosophy of Teaching

Teaching is a lucrative, fascinating, and constantly evolving profession. However, it is
not a perfect profession. And there are days when all teachers are exhausted. Many
instructors believe they are underpaid and overworked. A teacher's job is never done.
That is why having a "teaching philosophy statement" can assist an educator to keep
focused on the excellent, wonderful, difficult, and challenging days. This significant
comment reflects the author. Your teaching philosophy is crucial because it influences
how you portray yourself, your subject, and how you develop your pupils, among other
things. Knowing what your philosophy is can help you figure out what kind of teacher
you want to be.

Why have a teaching philosophy?

Teachers who execute with a purpose are more focused, energized, and enthusiastic.
A teaching philosophy or "purpose statement" helps an educator stay loyal to their
essential values through the highs and lows of teaching.
Who needs a teaching philosophy?

It may take some effort to write a teaching philosophy statement, but most instructors
will find it simple after they consider what drove them to this field in the first place. Any
statement can be given life and direction by reflecting on underlying values and ideas
about education and the role of educators.

A philosophical teaching statement is beneficial to every instructor. New graduates and

established teachers can both benefit from reflecting on, summarizing, and clarifying
their teaching principles.

This process of reflection should be repeated several times. People and their values
change with time. Professional development will be expressed in a philosophy that is
updated and maintained regularly. Teachers should keep in mind that this statement is
continually evolving.

What should be included in a teaching philosophy statement?

A teaching philosophy statement is a one- to a two-page overview of your teaching
methods and expertise that is clear and concise. These statements aren't meant to be
generic, and each one should be distinctive.

At the very least, statements should address foundational questions:

❖ Why do you teach?
❖ What do you teach?
❖ How do you teach?
❖ How do you measure your own effectiveness?

Specific examples of course topics, assignments, assessments, and tactics are drawn
from actual courses, and curricula are included in great teaching philosophy
statements. These examples show the breadth of knowledge as well as objectives,
methods, and approaches. Additional information may be gained from supporting
documents such as class syllabi, assignments, tests, assessments, and graded student
papers.
How to write a teaching philosophy?
Here are the basic steps to take to write a teaching philosophy statement:

1. Consider your audience.

2. Brainstorm.
3. Tell a story.
4. Write an introduction.
5. Write the body.
6. Write the conclusion.
7. Cite your sources.

Guide Questions:

1. What is Philosophy of Education?

2. In Taoism, “key is not to know something; the key is to understand it” means?

3. What are the aims of education under post-modern philosophy?

Answers to Guide Questions:

1. Education philosophy is a branch of applied or practical philosophy concerned
with the nature and goals of education, as well as the philosophical issues that
arise from educational theory and practice.
2. Self-education and transformation are used to accomplish this. This type of
schooling is natural; all it takes is for it to be identified and promoted to its full
potential. In certain ways, the Taoist is also an educator.
3. In postmodern philosophy, education attempts to promote critical thinking,
knowledge production, individual and social identity development, and self-
creation.

Learning Activities:
Activity #1
Create your own Semantic Web-based Personal Philosophy of Teaching.

Activity #2
Make an infographic about education's philosophical foundations. Choose one of the
four philosophies (Western, Eastern, Contemporary, and Post-Modern)

Activity #3
Which of the provided Philosophies of Education would you utilize if you were allowed to
own a school? Why?

Key Points/Summary:
❖ Philosophy is a theoretical rather than observable search for a general
explanation of values and reality.
❖ Education is the deliberate transmission of society's acquired information,
skills, and values from one generation to the next.
❖ A philosophy of education is a statement that identifies and clarifies an
individual's or group's educational ideas, values, and understandings.
❖ Idealism is a philosophical perspective that holds that ideas are the sole
genuine reality and the only thing worth knowing.
❖ Realism holds that reality exists outside of the human mind and that the
attention should be on the body and objects.
❖ Only things that are experienced or observed are real, according to
pragmatism, and the focus is on the reality of experience.
❖ Article II Section 17 of the 1987 Philippine Constitution states that the State
shall give priority to education, science and technology, arts, culture, and
sports to foster patriotism and nationalism, accelerate social progress, and
promote total human liberation and development.
❖ Article XIV Sec 1-2 of the 1987 Philippine Constitution is about the free
education for all and an opportunity for all people to have access in education
and other skill trainings, including the adult citizens, the disabled, and the
 out-of-school youth.
❖ Bowne (2017) defined teaching philosophy as a narrative of values and
belief one has in teaching and learning.
❖ Having a personal teaching philosophy is beneficial because it allows
educators to stay loyal to their basic ideas, acts as a professional
development opportunity, and helps teachers become more reflective
practitioners.
❖ When developing your teaching philosophy statement, keep in mind that you
should generate ideas first, then draft and evaluate your statement

References:
Admin, (2015). Difference Between Philosophy and Education. Retrieved from
https://www.differencebetween.com/difference-between-philosophy-and-vs-education/

Binus University Faculty of Humanities. (2020). Essentialism and its implication in

Education. Retrieved from https://pgsd.binus.ac.id/2020/11/29/existentialism-and-its-
implication-to-
education/#:~:text=Existentialists%20believe%20that%20every%20individual,potentialiti
es%20and%20cultivate%20his%20individualities.

Douglas,M. (n.d) . Internet Encyclopedia of Philosophy. Retrieved from

https://iep.utm.edu/pragmati/
Maheshwari, V.K. (2015). Realism-as a Philosophy of Education. Retrieved from
http://www.vkmaheshwari.com/WP/?p=2144

Faryadi,Q. (2015). An Islamic Perspective of Teaching Philosophy: A Personal

Justification. IOSR Journal of Research & Method in Education. Retrieved from:
https://files.eric.ed.gov/fulltext/ED574266.pdf

Getwiki.net. (n.d). Eastern Philosophy. Retrieved from: http://getwiki.net/-

Eastern_Philosophy

Harvey,S., Phillips,D.C., Callan, E., (2018). Standford Encyclopedia of Philosophy

: Philosophy of Education. Retrieved from
https://plato.stanford.edu/entries/education- philosophy/?fbclid=IwAR0YoG5wZ-
WwtebryDPB- V1FURqSN3Vw1sUi7e3y1xnqJqK4GLn8AhoWqgU

Hassan, A. et.al (2010). Western and Eastern Educational Philosophies.

Retrieved from: https://pesa.org.au/images/papers/2010-papers/pesa-2010-
paper-06.pdf

History. (n.d). Hinduism. Retrieved from:

https://www.history.com/topics/religion/hinduism

Hossieni, A. & Khalili, S. (2011). Explanation of creativity in postmodern educational

ideas. Retrieved from:
https://www.sciencedirect.com/science/article/pii/S1877042811004629#section-cited-by

How to Write a Teaching Philosophy Step by Step (with Tips and Examples)
(2021). Retrieved from: https://www.indeed.com/career-advice/career-
development/how-to-write-a-teaching-philosophy

K12academics.com (n.d). Educational Essentialism. Retrieved from:

https://www.k12academics.com/educational-philosophy/educational-
essentialism

Lynch, M. (2016). Understanding The 4 Main Schools of Philosophy: Principle of

Postmodernism. Retrieved from: https://www.theedadvocate.org/understanding-4-
main-schools-philosophy-principle-postmodernism/
My Philosophy of Education (2005). Retrieved from:
https://www2.gvsu.edu/reedda/minor.htm#:~:text=Your%20philosophy%20as%20a%20t
eacher,teacher%20you%20want%20to%20be.

National Geographic.org. (n.d). Confucianism. Retrieved from:

https://www.nationalgeographic.org/encyclopedia/confucianism/#:~:text=Confucianism
%20is%20an%20ancient%20Chinese,Confucian%20philosopher%20after%20Confuci
us%20himself.

National Geographic.org. (n.d). Hinduism. Retrievedfrom:

https://www.nationalgeographic.org/encyclopedia/buddhism/#:~:text=Buddhism%20is
% 20one%20of%20the,Religion%2C%20Social%20Studies%2C%20Storytelling

Park, J.S. (2014). Postmodern Perspectives: What it means to teach and learn from a
postmodern perspective. Retrieved from:
https://www.linkedin.com/pulse/20140630113125-97468280-postmodern-perspectives-
what-it-means-to-teach-and-learn-from-a-postmodern-perspective

Pascual, J. (2015). Saracenic Education. Retrieved from:

https://prezi.com/6j3qyeqce4jl/saracenic-education/

Pereira, L. (2020). Núcleo do Conhecimento : The Importance of the Philosophy of

Education. Retrieved from
https://www.nucleodoconhecimento.com.br/education/philosophy-of-
education?fbclid=IwAR3wv5xQqjQhpGNWXrD2dXXV8Vt-
uzsqo1anPP1necyMYyCzUg8sH9BhGtw

Postmodernism And the Challenges Facing 21st Century Educators. Retrieved from:
https://psychology.edu/about/four-models-of-adult-education/postmodernism-and-
the- challenges-facing-21st-century-educators/

Queener, M. (2015). Postmodernism in Education. Retrieved from:

https://prezi.com/6oqncfpwpt8w/postmodernism-in-education/
Relationship Between Education and Philosophy (2016). Retrieved from
https://naseerali.in/relationship-between-philosophy-and-
education/#:~:text=Education%20is%20the%20application%20of,how%20to%20find%2
0the%20place
Siue.edu. (n.d). Perennialism. Retrieved from:
https://www.siue.edu/~ptheodo/foundations/perennialism.html

Siue.edu. (n.d). Progrssivism. Retrieved from:

https://www.siue.edu/~ptheodo/foundations/progressivism.html#:~:text=Progressivists%
20believe%20that%20individuality%2C%20progress,interests%2C%20and%20abilities
%20of%20students.

TET Success Key, (n.d) . B. ED Notes : Nature of Philosophy of Education. Retrievedfrom

https://www.tetsuccesskey.com/2015/05/nature-of-philosophy-of-education.html

The Constitution of the Republic of the Philippines (1987). Retrieved from:

https://www.officialgazette.gov.ph/constitutions/1987-constitution/

The Scots College, (2017). Educational Philosophy: what is it all about?. Retrieved from
https://www.tsc.nsw.edu.au/educational-philosophy-what-is-it-all-about/

The Times of India. (2019). The importance of the Gurukul system and why Indian
education needs it. Retrieved from: https://timesofindia.indiatimes.com/blogs/desires-of-a-
modern-indian/the-importance-of-the-gurukul-system-and-why-indian-education-needs-it/

Top Hat Glossary, (n.d) . Philosophy of Education. Retrieved from

https://tophat.com/glossary/p/philosophy-of-
education/#:~:text=A%20philosophy%20of%20education%20refers,analysis%20of%20p
ractical%20pedagogical%20approaches.
What is a Teaching Philosophy Statement and Why Do I Need it?. Retrieved from:
https://resilienteducator.com/teaching-careers/what-is-a-teaching-philosophy-statement-
and-why-do-i-need-it/

Wikipedia.org. (2021). Christian Philosophy. Retrieved from:

https://en.wikipedia.org/wiki/Christian_philosophy#Historical_aspects

University of Sri Jayewardenepura.(2015). Buddhist studies as a Discipline and its Role

in Education. Retrieved from: https://www.sjp.ac.lk/news/buddhist-studies-as-a-
discipline-and-its-role-in-the-education/