CHAPTER 10 THE NATURE AND SCOPE OF PHILOSOPHY OF EDUCATION eter ree lot cnt basa neta Phitosophy = Game from the Greek word “phlio” meaning LOVE and “sophia” meaning FOUR AREAS OF PHILOSOPHY -Metaphysies “Epistemology Lope -Asdlogy Two Divsons of Aiology LEthies Zidestnetios See } nisToRY OF PHILOSOPHY |! i REALISM Believes in the world as it is Nature of Realism beings experiencing them. ‘are Important in any effective ‘adjustment to the real world in the contro! of experiences, ‘Advocates that values are dependent ‘upon the attitudes of the sentiment Believe that investigating and reasoning, ie Assumption ‘The primary qualities of experience exist in the physical world. ‘0Mind is tke a mirror receiving images from thie physical world @The mind of a child at birth is similar to a blank of sheet of paper upon which the world proceeds to write its, | impressions. | {——_____.| EducationalAim 2 Glves direction and form to individual's basic Potentiaities Determines the drection ofthe individual's Inherited tendencies. 2 4 principal needs of an individual: 0 A.Aptitude needs 2 2.selt determination needs 0 3.setrealization needs [e-4settintegation needs Teaching methods Scientific methods: Steps: 4. Defining problems 2. Observing factors related to problem 3. Hypothesizing 4, Testing the hypothesis - * Character Development oTraining in rules of conduct Role of School ‘Further develop discipline Utlize pupil through instruction ‘Change in the school would be Perceived as a natural evolution ‘toward perfection of order. a Role of Teachers ohelp realize that they can enter into the meaning of their experiences... oHelp develop initiative and abilty to control the experiences. rl IDEALISM Belioves in the Importance of mind, soul or spirit + Truth is tobe found in consistency of ideas, + Goodness is an idea! state, ‘Something to strive for.9/2/19 Nature of Idealism 2 One of the oldest schools of thoughts With its origin traced back to Plato's ‘ideas. ‘Stresses the mental, moral and Spiritual nature of an individual and his Universe. @ Advocates that education is both a basic need and a basic right of man. me Assumption 6 Sad the abso anc postive lus are {iy real ord exes rough in + Beryl born 2 tare porate andthe « Thou has al be redo fet etemiaton Ons pocepion ote wadwreeagin ne ison «Values depend on how nid! person pas and ‘xjythomin a expenences 2 Sécil values are resized when annua recognizes that a's par te tal soc, Educational Aim @ To develop the individual sprtually, mentally | ‘and morally. Curriculum Emphasis ‘Subject Matter of the mind | + Literature 5. Mathematics, | 2 History 6.ants | 5. Phiosophy | « Religion TE! L a r Teaching methods 1 Lecture - discussion Method 2, Excursion 3. Question Method 4, Project Method rr Character Development ‘olmitating examples of heroes Role of School An agency of the society Thinking institutionRole of Teachers Chief source of inspiration Creator of educational environment Pragmatism/Experimentalism “Pragmatism is primarily an American philosophy. Basically, this concerns with the method of reflective thinking. +Experimentalism believes that things are constantly changing. It is based on the view that reality is what you experience. | | Nature Encourages people to find Processes that work in order to attain desired goals. @The doctrine that practical consequences are the criteria of knowledge, meaning and value. eConservative Assumption +The world is uncertain and incomplete. It allows a room for improvement. {Past is @ potential instrumentality for dealing with the future. «Experience is not primarily an affair in knowing but is incidental in the process of acting ,doing and living. Sensation is not merely a gateway but the avenue of active relation with the world. ~ Educational Aim For social efficiency “Train the students to actively quest for information and production of new ideas needed to adjust to an ever-changing society. Curricular Emphasis Creation of new social order. “integrated and based on the problem of the society “Subject are intardsciplinary sAcadomic and vocational disciplinesTeaching Methods « Experimental methods Character Development «@ Making group decisions in ight of consequences. Role of Teachers + Kops rderin the lass + Faciltatas group work Encourages and offers suggestions , questions and help in planing. + Curiculum planner Role of School *Aminiature society Gives child balance and genuine ‘experience in preparation for democratic living. ‘Place where are tested, implemented and restructured. PERENNIALISM + Most conservative, trastonal or fexble philosophy. « Eaucaton should focus on developing rationality. +t largely a product of Aistotle's rationalism and its subsequent treatment by Thomas Aquinas, NATURE + Views trth as constant and universal + Edaton is good enables the student to acquire knowledge of unchanging principles. + Great ideas have the potential to solve problem in ary area ASSUMPTION + Eduoaton should promt continuing sesrch for ‘nth, + Edueation should cutvate human's rational ind. + Education should stimulate humans to think teal and thougrtfuy9/2/19 EDUCATIONAL AIM * To develop power of though, internalize tthe ‘that are universal and constant. CURRICULAR EMPHASIS + Got ideas or univer! principles, + Focuvecon arts and sciences and areas auch ‘8 Hatory, Language, Mathematics, Sconce, Loge, Lterature and Humantion. TEACHING METHODS + Subject-contered + Methods of ecplining the ming though reading end discussion CHARACTER DEVELOPMENT +, Develop the intaliet of al earners ‘and prepare them fori. ROLE OF TEACHERS +Aknown master of discipline ROLE OF SCHOOL + Produce intellectual elte individuals to become intelectual PROGRESSIVISM > Emphasizes the concept of progress Which asserts that human being are capable of improving and perfecting their environment9/2/19 NATURE » Exactly opposite of Perennialism > Stresses the child”s needs and therefore child- centered. le Hl r- ASSUMPTION Teeniakm aun eestor trainee ofthe Ete rtd ct tachg rent cnr iweos sodratn ae noar Set teaee ee expr that rake th student acer pae Brot adaton noe thet pron he ire th tue ete an thpoat EDUCATIONAL AIM > To provide the pupil the necessary sil to be able to interact with his ever changing | ‘environment, | | CURRICULAR EMPHASIS > Activity and experienced centered | joie uncon SoeEEEEEEEEEEenee L r TEACHING METHOD CHARACTER DEVELOPMENT + Cooperative Learning Strategies, ] > Reflective Strategies > Problem Solving Strategies > Improvement and reform inthe human ion | ROLE OF TEACHERS ered Scastiaiaee i nastaeuien ere wets once ROLE OF SCHOOL + Develop personal and socal values + Setup a classroom environment along ——__ | —_ r EXISTENTIALISM | ‘| * Existentialist sees the world as a Personal subjectivity, where goodness, truth and reality are Individually defined. * believes that things are constantly ‘changing. its based on the view that reality is what you experience, te9/2/19 NATURE, Focuses on the experiences of the individuals, Offers individuals a way of thinking about the meaning of lite, ‘ASSUMPTION Existence precedes essence * CURRICULAR EMPHASIS -Subject centered -Literature -History Arts for Aesthetic expression -Humanities for ethical values ‘TEACHING METHODS -Inquiry Approach -Question Answer Method CHARACTER DEVELOPMENT -Individual responsibility for decisions and preferences Mental disciplinarian ROLE OF SCHOOL ~Creste an atmosphere for active interaction. ‘Plan better solutions to their everyday problems ‘Discuss the different situations based by an Individual RECONSTRUCTIONALISM “The belief that m a significant degree lan and control his society that in a democratic society this should be done in ‘the public interest, and that the school ‘have a significant part to play in the Process. Nature @ Social change @Schools should have initiative in Feconstructing the present social order. o Believes that educational Dhilosophies are based on one's culture,9/2/19 Assumption We lve ine period of great oii, as is ‘most evident in the fact that humans ‘Row have the capabily of destroying ilization overnight. ‘2 Mankind has the intellectust technological and moral potential to ‘create e world cvilzation of abundance, health and human capacity. Educational Aim ‘Education enlivens the student ‘awareness of different societal problems. ‘Education based on the quest for a better society el research methods; examination of social ‘economics and political probie present and future trends. Role of Teachers lo Lead the young in designing programs for socal, ‘educational, practical and economic chang. Role of School le Primary agent of social change fe Citical examination of cut! hertage le Centar of controversy where students cecuss controversial issues, poltical and edvestional, Scat : 5 Teaching Methods Curricular Emphasis 2 Community-based projets 2 Stresses teaming that enables the «@Problemoriented method individual ove ina global mileu ‘Controversial netional and. intematonel | “issues. Character Development @ Emphasis on social sciences ond socio! 2 Provide vision fr better world9/2/19 JOHN LOCKE (1632-1 704) RICHARD MULCASTER (1531-1611) + He was an Engish schoolmaster + In 1561, he became the frst headmaster of the Merchant. Taylors’ Schoct ls0 became high master at St, Paul's {wo books- Positions Concerning the ing Up of Children (1881) and The First Part ofthe Elemontare (1502) iis | FRANCOIS FENELON (1651-1715) * An activist French educetor and waiter + His success at tutoring the Duc de Bourgogne, grandson of Louis XIV, won him an appoinment to the Academie Francaise, the tile of archbishop, and a favored position at court. * Embraces the ideas of Quietism “Se WOLFGANG RATKE (1571-1635) + A German educator who initiated teaching in accordance with the child's nature. + He advocated the principle of repetition to ensure mastery. TTS Ta >» MARTIN LUTHER (1483-1546) + AGerman religious reformer, the inaugurator of the Protestant reformation, + At the age of eighteen, he went to the University of Erfurt, and, in 1505, became a doctor of Philosophy. * Ordained priest in 1507 + The leader and mouthpiece of the revolt against ecclesiastical absolutism + Translation of the Bible + Luther died in 1546 we ww . * eeST. JOHN BAPTIST DE LA SALLE (1651-1719) * Founded the institute of the Brethren of ‘Christian Schools (La Salle Schools) * Patron saint of teachers * He became author of a system of ‘psychologic pedagogy, notably by Pestalozzi, Frobel, Herbart, and others.MEN IN THE MODERN EDUCATION PERIODS 16TH-17TH Centuries Education for This World - he ne = JOHN AMOS COMMENIUS (1592-1670) JOHAN AMOS, an edvesionl reformer and wee ‘He swote hs feat picture book “Orbis Pitan So hey ase the elatnoom, + he is famous work, the GREAT DIDACTIVE, + He wrote over 154 books in i ifetime, + And has been stamped "The Pthor of Modern Education" observed in nature applicable to education 1. Natu oberves a autabie tine 2, Nature prepares the material, bate she begin o ge Ror. 2 Natur cows a subacto ac upon, ote subs one oa ‘Site teatnant In cer W make 4 Natur got gonna nt operant foward progres rans Gedney one fon 5.1m ale operations of nature, development rm wit, 4 Cert + He introduced the inductive method of teaching from his book Movie Organum + He also wrote Mew- AHanrix a utopian society, and The Mdols of the Mind, obstacles to man's pursuit of truth. Inductive Method - starts from sensible experience and moves via natural history, helps the human mind to find a way to ascertain truthful knowledge. Induction by simple enumeration. Novum Organum, the "pulling down" of “signs and cause of the errors" =—_— = THREE REFUTATIONS + Refutation of "Natural hurnan reason” (idols) + Refutation of "demonstration" (syllogisms) + Refutation of "theories" (traditional philosophical systems.)9/2/19 jethod ol two stages: 1.Leaming experience - from known to the unknown has to be acquired, and tables (of presence, absence, degrees). . . © RRP Sasa icec eat cnn an ae pao 2.Exclusion - functic of am determinaion, "* 08 he Process 1 Bistremena de eam tn ree Te Peso om on eth een9/2/19 JOHN LOCKE + "No man's ame knowledge here can go beyond ee RICHARD MULCASTER (1531-1611) + He was an English schooimester * In 1561, he became the first headmaster of the Merchant- Taylors’ School + He also became high master at St. Paul's * His two books- Positions Conceming the Training Up of Children (1581) and The First Part of the Elementarie (1582) TSS sD FRANCOIS FENELON (1651-1715) * An activist French educator and writer + His success at tutoring the Duc de Bourgogne, grandson of Louis XIV, won him an appoinment to the Academie Francaise, the title of archbishop, and a favored position at court. + Embraces the ideas of Quietism rT yy ——. WOLFGANG RATKE (1571-1635) + AGerman educator who initiated teaching in accordance with the child's nature. + He advocated the principle of repetition to ensure mastery. Tes MARTIN LUTHER (1483-1546) + AGerman religious reformer, the inaugurator of the Protestant reformation. + At the age of eighteen, he went to the University of Erfurt, and, in 1505, became a doctor of Philosophy. * Ordained priest in 1507 * The leader and mouthpiece of the revolt against ecclesiastical absolutism Ra * Translation of the Bible + Luther died in 1546 ies |ST. JOHN BAPTIST DE LA SALLE (1651-1719) + Founded the institute of the Brethren of Christian Schools (La Salle Schools) * Patron saint of teachers * He became author of a system of psychologic pedagogy, notably by Pestalozzi, Frobel, Herbart, and others.‘RENAISSANCE, ‘@Great cultural: movement that began in Italy ‘® Spread in England, Germany, Netherlands ‘and Spain (©1.Latin word renascere means act of being reborn CLASSICAL ANTIQUITY - culture of ancient. Greece and Rome HUMANISM - most significant intellectual ‘movement of the renaissance 2. HUMANISTS - scholars and artist who studied “subjects that they believed would help them better understand the problems of humanity Subject Include : Literature / Philosophy + civilizations of ancient Greece and Rome To Study: (principal concern) 1.3. Philology - the science of meaning and history of words 2. History - study of great actions taken by courageous noble, wise man FTALIAN HUMANISM Renaissance began in Italy 4. Italy - home of Greco - Roman culture and tradition (AIMS OF EDUCATION 5-7 (91. Academic Freedom - imposed by intuitions stich as church, guilds, lords and monasteries 2. Abundant living - develop a versatile individual 23. Liberal Education - have well rounded personality AGENCIES OF EDUCATION 1. Lower or Elementary Schools - for beginners 2. Secondary or Court Schools - equivalent to colleges later become preparatory schools 3. Universities - value of humanistic METHODS OF INSTRUCTION @1. Lecture - minimize because of more books 2, Writing themes - skill in writing 3. Self-expression 64. Thinking @5. Mental and Physical Activity @6. Alternation of Subject @7. Discipline CONTRIBUTIONS 8-10 1. Establishment of secondary schools 2. Modern academic freedom 3. Individual differences NORTHERN HUMANISM 2 characteristics 1. Plety of brethren as represented (work of Kemphis 12) 2. Works of Desiderius Erasmus 11 + leading priest and scholar = leading Christian humanist AIMS OF NORTHERN HUMANISM + Social + Religious and Moral + Literacy ( wipe out ignorance) + Democratic9/2/ AGENCIES OF EDUCATION 13-15 + Elementary schools + Secondary school (only male) + Universities (only male) CONTENTS: + Biblical and Classical Literature + Church Catechism + Hebrew language + History, Geography, Science + Cleeronianism + Memorization + Rules of grammar + Excessive formalism + Religious Indoctrination + Humanistic elements CONTRIBUTIONS + Class-a-year practice + Social education ‘© Religious movement that led Protestantism MARTIN LUTHER - German monk, protested ‘against certain practices of Roman Catholic church 16.f CAUSES OF REFORMATION RELIGIOUS CAUSES 17. t + Corrupt financial practices + Religious life of church + Sacrament celebrated meaninglesty ‘CULTURAL CAUSES + People outside clergy gained education + study of Greek and Hebrew to read and Uundertand Bible © POLITICAL CAUSES + Kloge were Increasing their power over people. Pope, emperor © ECONOMIC CAUSES + elles grew wealthy and independent ‘© DEVELOPMENT OF REFORMATION + Begin with Catholic church itself(Oct. 31, 1517) 18. t + Martin Luther posted 95 thesis on door of ‘church 19. £ ‘© Pope Leo X excommunicated Luther and declare him heretic (1521) 20.f ‘Edict of worms(declare Luther to be an outlaw) ‘© John Calvin (French protestant establish Protestantism in Switzerland) 21 « Philip Melanchton “teacher of Germany” 22. AIMS 1. Religious Moralism - worthy life 2. Protestant Ethic - industrious, thrifty 3. Literacy Promotion - curriculum based on ancient Greek PROTESTANT SCHOOL SYSTEM (©1. Vernacular school - compulsory (©2, Secondary school - reformation gained its greatest stride (©3. University school - training future leaders METHODS OF INSTRUCTION 4. Ciceroniantsm 23 ‘Memorization - routine pronunciation 2 3. Excessive formalism 4. Religious Indoctrination9/2/19 (CATHOLIC COUNTER REFORMATION ‘®Generaly given to renewal movement in athaic church MAIN FORMS 24-25, 1 Rebirth of faith 2. Reasseessment of principles by church leaders AINS/METHODS +. Religious Morals and complete obedience 2 Leadership taining (Jesuits) 3. Education of poor (Christan brothers 4 Spirtual salvation (ansenists) (AGENCIES OF EDUCATION (81.£lementary schools - organized by Chistian brothers 162, Secondary schools (83. Higher schools CONTRIBUTIONS 1. Saxony plan (development schoo system) 2. Class-ayear plan 3. Vernacular elementary school