APPLICATIONS OF DIFFERENT PHILOSOPHIES IN EDUCATION

NATURALISM

Naturalism stands for a democratic and universal way-everyone must be

educated in the same manner

Education is in accordance to human development and growth

Emphasis is given more on the physical development-informal exercise-and

hygiene of the person rather of the 3 Rs

Aims to unfold the childs potential not to prepare him for a definite vocation or
social position-but to prepare him to adapt to the changing times and needs

Consequently, ones conduct is governed by impulse, instincts and experience.

It puts the child at the center of educational process and prepares him to
experience life as it is.

IDEALISM

Ideas are the only true reality, the ultimate truths for matter is nothing but just
a mere representation of ideas.

Emphasis is given on knowledge obtained by speculation and reasoning for its

central tenet is that ideas are the only things worth knowing for

Focus is on conscious reasoning of the mind in order to attain truth. This

includes the activities pertinent to the human mind such as introspection and
intuition and the use of logic

Its aim is to discover the full potentials in child and cultivates it in order to
prepare him for a better position in the society and for him to serve the society
better

Emphasis is given on subjectsphilosophy, literature, religion and historythat

will develop and enhance the mind of the child

Methods used in teaching include lecture, discussion and Socratic dialogue

Character development is through emulation of examples and heroes

REALISM

The most effective way to find about reality is to study it through organized,
separate and systematically arranged matteremphasis is on subject matter
concerning Science and Mathematics

Methods used in teaching include recitation, experimentation and

demonstration

Character development is through training in the rules of conduct

EXIXTENTIALISM

Subject matter is personal choice

Learning is based on the willingness of the student to choose and give meaning
to the subject

Emphasis is given on the students rather than on the curriculum content

Students should not be treated as objects to be measured and standardized

Methods are geared on giving opportunities for the students for selfactualization and self-direction

Character development is through the responsibility of every individual in

making a decision

ESSENTIALISM

Schooling is practical for this will prepare students to become competent and
valuable members of the society

Focuses on the basics-reading, writing, speaking and the ability to compute

(arithmetic)

Subjects that are given emphasis include geography, grammar, reading, history,
mathematics, art and hygiene

Stresses the values of hard work, perseverance, discipline and respect to

authorities

Students should be taught to think logically and systematically-grasping not just

the parts but the whole

Methods of teaching center on giving regular assignments, drills, recitation,

frequent testing and evaluation

PRAGMATISM

Involves students to work in groups

Methods of teaching include experimentation, project making and problem

solving.

Stresses on the application of what have learned rather that the transfer of the
organized body of knowledge

PERENNIALISM

Some of the ideas in the past are still being taught because they are significant

Curriculum should contain cognitive subjects that cultivate rationality, morality,

aesthetics and religious principles. This includes history, language, mathematics,
logic, literature, humanities and science.

Curriculum must be based on recurrent themes of human life for it views

education as a recurring process based on eternal truths

The teacher must have the mastery of the subject matter and authority in
exercising it.

Aims for the education of the rational personto develop mans power of
thoughtthe central aim of this philosophy

PROGRESSIVISM

Focuses on the child as a whole rather than of the content or the teacher

Curriculum content comes from the questions and interests of the students

Emphasis is given on the validation of ideas by the students through active

experimentation

Methods of teaching include discussions, interaction (teacher with students)

and group dynamics

Opposes the extreme reliance on bookish method of instruction, learning

through memorization, the use of fear and punishment and the four walled
philosophy of education

CONSTRUCTIVISM

A philosophy of learning which asserts that reality does not exist outside of
human conceptions. It is the individual who constructs reality by reflecting on his
own experience and gives meaning to it.

Learning is the process of adjusting ones mental modes to accommodate new

experience.

RECONSTRUCTIVISM

Schools should originate policies and progress that will bring social reforms and
orders

Teachers should be an instrument to encourage and lead students in the

program or social reforms

Curriculum emphasizes on social reforms as the aim of education. It focuses on

student experience and taking social actions on real problems

Method of teaching include the problem-oriented type (students are encouraged

to critically examine cultural heritage), group discussions, inquiry, dialogues,
interactions and community-based learning

The classroom will serve as a laboratory in experimenting school practices

bringing the world into the classroom

BEHAVIORISM

Asserts that human beings are shaped entirely by their external environment

The only reality is the physical world

NATIONALISM

The most important development was the creation of common language

Stresses on the teaching of the principles of democracy, and duties of

citizenship

Stimulates the development of the state which includes the control and support
of public school system

Curriculum includes the teaching of grammar, geography and history

Method of teaching gives emphasis on the content regarding on nature studies,
physical exercises and play activities

HUMANISM

Education is a process and should not be taken abruptly. The unfolding of

human character proceeds with unfolding of nature
The learner should be in control of his destiny
Concern is more on methods which include theme writing rather than oral
discussions, drills and exercises, playing

Asserts the importance of playing in the curriculum

Emphasizes motivations and the use of praise and rewards

Curriculum includes subjects concerning literary appreciation, physical

education, social training in manners and development