PRESENTED BY: JAYCRIS AGNES

Education for Conformity/ Primitive Education

Aims: To survive and to conform the tribe to which they belong
Contents: Practical and Theoretical Education
Methods: Tell me and show me, trial and error, enculturation,
indoctrination
Proponents: Primitives
Education for the Preservation of Social Stability/ Oriental Education

Aims: To impress traditional ideas & customs in order to

perpetuate the long established social order
Contents: Moral and Theoretical Training
Methods: Imitation and Memorization
Proponents: Orientals (Chinese, Indians, Egyptians)
Education for the Development of Individuality/ Greek Education
Aims: To promote individual success and welfare through the harmonious
development of the various aspects of human personality
Spartan- To develop a good soldier in each citizen
Athenian- To perfect man (body & mind) for individual
excellence needed for public usefulness.
Contents: Spartan- Military and Physical Training
Athenian- Liberal Education
Methods: Spartan- Competition and Rivalry
Athenian- Principles of Individuality
Proponents: Greeks
Education for Utilitarianism/ Roman Education

Aims: To educate the Roman youth for realizing national ideals

Contents: Physical Training (Martial Arts, Use of War Weapons)
Methods: Elementary – Memorization, imitation
Secondary – literary exercises, intensive drill on
speech, grammar
Proponents: Romans
Education for Rich, Full Life/Italian or Individualistic Humanism

Aims: To secure rich and full life for each individual through
contacts with the ancient
Contents: Grammar, Literature, Mathematics
Methods: Text Study, Written Themes, Self-Activity and Self-
Expression
Proponents: Vittorino da Feltre
Reformation

Aims: Religious Moralism

Contents: Physical Education, Character Education, Math,
History, Science
Methods: Memorization, religious indoctrination
Proponents: Martin Luther
Counter- Reformation

Aims: To develop an unquestioning obedience to the authority of the church

Contents: 4R’s (Religion Included)
Methods:
• Adapting the lesson to the abilities, needs, and interests of children
• Reviewing the previous lessons
• Repetition for Mastery
• Memorization and Understanding
• Use of textbooks
Proponents: Christian Brothers, Jansenists, Jesuits
Education as Training of Mind/ Formal Discipline

Aims: To train the mind through rigorous exercises in order to

develop intellectual capacities
To form character (mental, physical and moral)
Contents: Classical Language and Math; Physical (vigor of the
body), mental (mental power), moral (good conduct)
Methods: Formal-Sensation, Memory and Reasoning, Drill
Method
Proponents: John Locke
Rationalism

Aims: To enable man to think for themselves

Contents: Philosophical/ Scientific Knowledge, Ethics and
Morality
Methods: Critical analysis, application of reason
Education in Harmony with Nature/ Naturalistic Conception of Education

Aims: To develop the individual in accordance with the laws of

human development and to preserve the natural goodness of
man
Contents: Holistic education (Physical, Moral, Intellectual)
Proponents: Jean Jacques Rousseau
Education for Patriotic Citizenship/ Nationalistic Conception

Aims: To develop military preparedness and aggressiveness for

the preservation and glorification of the state.
Contents: Social Studies
Methods: Practical
Education as Psychological Development

Aims: To direct and control growth and development through

appropriate educational procedures
Proponents:
– Johann Heinrich Pestalozzi – Social Regeneration of Humanity
– Frienrich Froebel – Development of the Child
– Jonathan Herbart – Moral Development
Contents: Math, Science, Language, Arts, History, Literature
Methods: Principles and Laws of Learning
Education as Scientifically Determined Process

Aims: To make education a science

Contents: Science
Methods: Experimental, Problem-Solving, Scientific Method
and Research
Education as Social Reconstruction/ Social Experimentalism

Aims: Prepare for a progressive rebuilding of the social order

Contents: Social Studies:
– Intellectual – critical examination of the social conditions and
social problems
– Civic – intelligent participation and cooperation in civic affairs
– Vocational – social relationships of one’s job
Methods: Guidance (including social guidance), intelligent and
cooperative participation; Field Trips; Directed Classroom Study
 – Adheres to the view that nothing exist except in the mind of
man, mind of God, or in a super or supra-natural realm
– Idealists believe that ideas & knowledge are enduring and can
change lives

Aims: to develop the individual spiritually, mentally & morally

to discover & develop each individual’s abilities & full moral
excellence in order to better serve society
Methods: Critical Discussions, Lecture, Socratic Method,
Introspection, Imitating Models, Reflection/Reflective Thinking
Contents: Literature, History, Philosophy & Religion
The Learners:
– imitates the teacher who is an exemplar of an
ideal person
– tries to do the very best he can and strive
toward perfection
The Teacher:
– Excellent example/role model for the students
(intellectually & morally)
– exercise great creative skill in providing
opportunities for the learners' minds to discover,
analyze, synthesize and create applications of
knowledge to life and behavior
– questioner- encourages students to think and ask
more questions and develop logical thinking
The School:
– train future leaders
– develop morality and to distinguish right from
wrong
– maintain and transmit values
– place emphasis on developing the mind,
personal discipline, and character
development
PROPONENT:
PLATO
"In order to know something, we need to withdraw
from the use of our senses and rely on a purely
intellectual approach".
 – Stresses that the world is made up of real substantial and
material entities
– Knowledge is derived from sense experience

Aims: To provide students with essential knowledge to survive

the natural world
Methods: lectures, demonstrations, and sensory experiences.
inductive logic
Contents: Science and Mathematics
The Learners:
– sense mechanism, a functioning organism
which through sensory experience, can
perceive the natural order of the world.
– can learn only when he follows the laws of
learning
The Teacher:
– a guide, a demonstrator, who has full mastery of the
knowledge of the realities of life
– requires the learner to recall, explain, and compare
facts; to interpret relationships, and to infer new
meanings
– rewards the success of each learner and reinforces
what has been learned
– utilizes learner's interest by relating the lessons to
the learner's experiences, and by making the subject
matter as concrete as possible
The School:
– transmits knowledge
– classrooms are highly ordered and disciplined
PROPONENT:

ARISTOTLE, HERBART, COMENIUS

 – Pragmatists believe that the curriculum should reflect the
society, emphasizing the needs and interests of the
children.

Aims: To teach students how to think so that he can adjust to

the demands of an ever changing world
Methods: Project method, free and open discussion, individual
problem-solving research
Contents: Practical and Utilitarian subjects
The Learners:
– learn from experiences through interaction to
the environment
The Teacher:
– capture the child's interest and build on the
natural motivation
– use varying teaching methods to
accommodate each
– individual learning style
– helper, guide, and arranger of experiences
PROPONENT:

JOHN DEWEY
 – knowledge that has endured through time and space
should constitute the foundation of education
– Perennialists believe that when students are immersed in
the study of profound and enduring ideas, they will
appreciate learning for its own sake and become true
intellectuals.

Aims: To develop power of thought

The Learners:
– Passive recipient
The Teacher:
– Interprets and tells eternal truth
– spends more time teaching about concepts
and explaining how these concepts are
meaningful to students
 – Teaching the basic/essential knowledge and skills

Aims: To promote the intellectual growth of the learners.

The Learners:
– receives instruction in skills such as writing,
reading, measurement/arithmetic (3Rs)
The Teacher:
– Focuses heavily on achievement test scores as
means of evaluating progress
 – Education is always in the process of development
– Focused on the whole child and the cultivation of
individuality
– Centered of the experiences, interests, and abilities of
students
– Progressivist strive to make schooling both interesting
and useful

Aims: To provide the pupil the necessary skills to be able to

interact with the ever changing environment
The Learners:
– Learns through experiences, by doing
The Teacher:
– Plans lessons that arouse curiosity and
encourage the students to develop a higher
level of knowledge
PROPONENT:

JOHN DEWEY, JOHANN PESTALOZZI

 – Man shapes his being as he lives
– Knowledge is subjective to the person’s decisions, and
varies from one person to another

Aims: To train the individual for significant and meaningful

existence
The Learners:
– Determines own rule
The Teacher:
– Assist students in their personal journey
– Aids children in knowing themselves
PROPONENT:

JEAN PAUL SARTRE

 – Emphasizes the addressing of social questions and a quest
to create a better society
– Social Reconstructionists believe that systems must be
changed to overcome oppression & improve human
condition
– Curriculum focuses on students’ experiences

Aims: Education for change and social reform

The Learners:
– Takes social action on real problems such as
violence, hunger, international terrorism,
inflation, discrimination and inequality, and
environmental problems
The Teacher:
– Uses community-based learning and brings
the world into the classroom
PROPONENT:

GEORGE COUNTS
fin