IDEALISM

It holds that the good, true and

beautiful are permanently part of
the structure of the related
coherent, orderly, and unchanging
universe. (Plato)
IDEALISM
Educational aim:
•To contribute to the development of mind and self. The school
should emphasize intellectual abilities, moral judgment,
aesthetics, self-realization, individual freedom, individual
responsibility and self-control.
IDEALISM
Implication:
• There is a great concern for morality and character development.
• Character development in idealistic philosophy was pictured as:
• The first rule to be learned by all students is order
• Students must conform to rules and regulations and repress everything that interferes
with the function of the school.
• Pupils must have theirs lessons ready on time, rise and sit at a given signal, learn habit of
silence and cleanliness.
REALISM
It maintains a materialistic concept of human
nature biased toward social control and social
order. They tend to see the universe in terms of
an independent reality with its internal and
systematic order; therefore, human beings
must adopt and adjust to this reality, and
dreams and desire have to be subsumed under
its demand. (Aristotle)
REALISM
Educational aim:
•To provide the student with the essential knowledge that he
will need to survive in the natural world
REALISM
Implication:
• The universal elements in man make up the elements in the education of man. Education
implies teaching, teaching, teaching implies knowledge, knowledge is truth, and truth is the
same everywhere. Thus education should be the same everywhere.
• Teaching should not be indoctrinating. Learning should be interactive.
• The teacher maintains discipline by reward controls the pupil by activity
• Motivation will be in the form of reward to reinforce what has been learned.
NATURALISM
Truth can be discovered only
though nature. Man is a product
of nature. (Jean Jacques
Rousseau)
NATURALISM
Educational aim:
•To develop the individual in accordance with laws of nature,
human development
NATURALISM
Implication:
• Education is, first of all, for the benefit of the child, not for the sake any
conception, however hallowed, of the function of the teacher, or the curriculum,
or the school
• The method of instruction should be based upon the psychological principles
governing the development of the child.
• Education must provide first-hand contact with the child’s physical environment.
PERENNIALISM
Since rationality is man’s highest
attribute, he must use it to direct his
instinctual nature in accordance
with deliberately chosen ends.
(Robert Hutchins, Mortimer Adler)
PERENNIALISM
Educational aim:
•Education should develop the power of thought
•They view the universal aim of education as the search for and
dissemination of truth. They look up to the school as an
institution designed to develop human intelligence
PERENNIALISM
Implication:
• The curriculum of the perennialist education would be subject-centered, drawing
heavily upon the disciplines of literature, mathematics, language, history, and
the humanities.
• The method of study would be reading and discussion of great works which, in
turn, discipline the mind.
• The teacher is viewed as authority and his expertise not to be questioned
ESSENTIALISM
Learning, of its very nature, involves hard work
and often unwilling application. The
essentialists were concerned with a revival of
efforts in the direction of teaching the
fundamental tools of learning as the most
indispensable type of education. (William
Bagley, Herman Horne)
ESSENTIALISM
Educational aim:
•The indispensable cultural objectives of humanity, the
essentials, are goals that must be achieved – sometimes
incidentally – but more often by direct instruction. Informal
learning helps, but this should only be supplementary and
secondary.
ESSENTIALISM
Implication:
• The essentialist method emphasizes habituation more than experience, guidance more than
incidentalism, discipline more than freedom, effort more than interest, and self-examination
more than expression.
• The essentialist are concerned with the most effective method of forming habits and
developing skills; thus drill has a definite place in the classroom.
• They emphazise the authority of the teacher and the value of a subject matter curriculum
SOCIOLOGICAL MOVEMENT
•It focused on the contribution of education to the preservation
and progress of society; this is called the social function of
education. Social educationists we concerned with the
individual’s development and his relationship to the social
structure.
SOCIAL TRADITIONALISM
• Athletics, dramatics, public speaking activities, musical activities, and
assemblies were all sources of training for the various aspects of social life.
• The teacher worked with the social interest of the child to develop social
consciousness.
• Students were taught cooperation rather than competition; to face the class
rather than the teacher; and to deal with small groups for cooperative effort.
SOCIAL EXPERIMENTALISM
• The social experimentalists believe that the school prepares for a progressive structuring of the
social order since tradition was not concerned change.
• The school should direct the pupil in learning to meet the needs of a changing society, not only for
immediate needs, but also for future needs under changing social conditions.
• The experimentalists emphasized the training for intelligence in all phases of human activity.
Students’ emotions had to be trained for beneficial social results.
RECONSTRUCTIONISM
Education must commit itself here and
now to the creation of social order that
will fulfill the basic values of our culture
and at the same time harmonize with the
underlying social and economic forces of
the modern world. (George Counts, Theodore
Brameld)
RECONSTRUCTIONISM
Educational aim:
•Society has to reconstruct its values and education has a
major role to play in bridging the gap between the values of
culture and technology.
RECONSTRUCTIONISM
Implication:
•The teacher must convince his pupils of the validity and
urgency of the reconstructionist solution, but he must do so
with scrupulous regard for democratic procedures.
PROGRESSIVISM
Education should be life itself, not a
preparation for living. (John Dewey,
William H. Kilpatrick, John Childs)
PROGRESSIVISM
Educational aim:
• Progressive education was not interested in a prepared, prescribed curriculum to
transmit knowledge to students.
• Curriculum must come from the child so that learning would be active, exciting
and varied.
• The content of the subject are done by the teacher and the student as a group
project or a cooperative effort. The teacher served as facilitator.
PROGRESSIVISM
Implication:
• Emphasis on the child as the learner, rather than the subject matter
• Stress on activities and experiences, rather than on the textbook reliance and
memorization
• Cooperative learning, rather competitive lesson learning
• Absence of fear and punishment for disciple purposes
PRAGMATISM
It is the belief that the meaning of an idea is
determined by the consequences when it is put
into test or practice in the world of reality.
It believes that change is the essence of
reality. “Everything flows; nothing remains the
same.” (J. Dewey, W. James, Charles Pierce)
PRAGMATISM
Educational aim:
•It believes that education is life; a continuous process of
reconstruction. Education is never complete.
PRAGMATISM
Implication:
• Its chief method is the experimental method that yield experimental knowledge.
EXISTENTIALISM
The philosophy places emphasis on individual
existence, freedom, and choice.
It clamors for individuality and freedom in
education.
Man has no fixed nature and he shapes his
being as he lives. (Soren Kierkegard, Jean Paul
Sartre)
EXISTENTIALISM
Educational aim:
•To train individual for significant and meaningful existence
•The classroom is a free market of ideas and such it must guarantee
complete freedom of thought for the individual.
•The student is encouraged to make independent decisions to
guarantee authentic existence
EXISTENTIALISM
Implication:
• It stresses individual decision-making; the teacher offers knowledge and the pupil can either
accept or reject it.
• The teacher serves as good provider of experiences, effective questions, and a mental
disciplinarian.
• The student determines own rule.
• The school creates an atmosphere for active interaction; plan better solutions to their
everyday problems; and discuss the different situation based by an individual.
BEHAVIORISM
The principle of contiguity (how
close in time two events must be for
a bond to be formed)
-B.F. Skinner
BEHAVIORISM
Educational aim:
•Learning is manifested by a change in behavior.
The environment shapes behavior.
IDEALISM
Implication:
•Reinforcement are central to explaining the learning process.
•Learning is the acquisition of new behavior through
conditioning.
HUMANISM
It is a philosophical and ethical stance that
emphasizes the value and agency of human
beings, individually and collectively, and
generally prefers critical thinking and evidence
(rationalism, empiricism) over acceptance of
dogma or superstition. (Carl Rogers, Abraham
Maslow)
SELF-ACTUALIZATION
• Central to humanistic psychology is self-concept comprising three fundamentals: self-image
(conceptualizing how we behave and perceive our actions); ideal-self (our idealized
understanding of ourselves), and self-esteem or self-worth.
• Humanistic psychologists highlight that self-actualization, or reaching one’s full potential, is
achieved through congruence between self-image and ideal-self; we feel a higher sense of self-
worth when our behavior is consistent with our self-image as well as ideal-self. According to
simply psychology.Com, “unconditional positive regard,” particularly during childhood,
increases a likelihood to self-actualization.
CLASSROOM MANAGEMENT
• From the humanistic perspective, classroom management is fostering a supportive, student-
centered environment that facilitates free expression and develops potential. Choice,
motivation and self-awareness are considered “conscious” vehicles through which behavior
can be conditioned. Rather than depending on positive and negative reinforce, teachers are
encouraged to build relationship that embrace the uniqueness and wholeness of each student,
in order to support them in fulfilling potential and self-determination. Methods draw on
qualitative techniques such as problem-solving, goal-setting and diary accounts, which
empower students in their own learning process.
CLASSROOM MANAGEMENT
• An advantage of the humanistic classroom management approach is its long-term emphasis.
Strategies encourage am understanding of thoughts and emotions, enabling an individual to
consciously seek behavioral change. New behavioral patterns are self-directed, meaning that
they are less likely to collapse in the absence of an authority figure. The approach also
prioritizes expressions and creativity in the classroom. However, humanistic psychology has
been criticized for a lack of tangible theoretical concepts. It is accused of relying too heavily on
subjective researched methods, which undermine an objective theoretical model.