Name: Gladys G. Astronomo Professor: Dr. Ma.

Lalaine Chieng
Subject: Educ 101 (Philosophy of Education)

COMPARATIVE ANALYSIS

Curricular Teaching Character Role of

Proponent Nature Assumption Educational Aim Teacher’s Role
Emphasis Methods Development School
1. Pragmatism  Constructio To pragmatism the The curriculum Whatever is Pragmatism The teacher According
n of project aim of education is to must grow out of to be taught to a condemns works as friend, to
method provide dynamic child’s interests, child must be enforced philosopher and pragmatism,
A child, who direction and guidance experiences, correlated with discipline. It guide to the school is a
indulges in various to the child according to impulses and the natural advocates social students; laboratory
activities, is able to his natural interests, needs. The activities of the discipline based  He should for
solve problems which aptitudes and capacities curriculum must child. For this on child’s have the capacity experiment
cater to his natural in the field of academic be child- purpose interest, to know the s to be done
progress and activities that he grows centered. following activities and a interests of the by children.
development. up and develops more Pragmatists methods are sense of students. The school
 Importance and more and is stressed that adapted: responsibility.  He should is a social
of child endowed with capacities school subjects  Learning by Self-discipline is understand the institution
Child-centered to confront the ever should be woven doing learned by the conditions and where child
education where a changing problems and around the child’s Child learns students in the situation of gains real
great emphasis is challenges of modern activities. Lesson the best when proper changing society. experiences
John Dewey laid in the life successfully should begin with he performs democratic and  He puts of actual
(1859-1952) development of the achieving a happier, a social topics such some action social forth problems for life. It
child’s individuality better and a richer life. as food, shelter, along with the environment of the students to be develops a
by his own efforts. For this education modes of theoretical the school. They solved according social sense
 Emphasis should develop such a communication, knowledge of a participate in to their interests. and duty
on activity dynamic flexible and speech reading, subject. collective  He also towards
Pragmatism adaptable mind which is drawing, and  Collective activities and creates situations society and
emphasizes upon always resourceful and modelling. approach learn cooperation to develop social nation. The
activity rather than enterprising and is able  Ability and Children and control. Child interests, attitudes school is a
ideas. ‘Learning by to create new values for interest of the participate in is given full and habits for miniature
doing’ is the method an unknown future. child these activities freedom to welfare of the society
followed here. Following are the some Child’s ability collectively. It develop his society. where a
 Values in of the aim of and his develops in natural abilities. child gets
applied life pragmatism. personal them social Teacher does not real
Education should  To reform and inclination efficiency. They consider himself experiences

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 prepare the child for reconstruct the society should be kept are assigned superior to the to act and
the practice of  To enable the in mind before various types of child. He works in behave
values in life in an individual to adjust constructing the jobs by the the class as a according to
effective manner. with the changing curriculum and teacher and supervisor only. his
 Social and social environment nothing they complete He also takes the interests,
democratic  To develop the child imposed on them individual aptitudes
education fully according to his him. collectively. difference among and
It induces a spirit interest, abilities and  Flexibility  Integrated children into capacities.
of freedom, initiative, needs Curriculum approach account.
equality and also a  To create social should be A subject is The merging of
sense of efficacy in the child constructed taught only after play and work will
responsibility in  To develop according to the integrating it develop interest
relation to rights and democratic values and changing need with other in the child. It will
duties of a citizen. ideals in the child of the society. subjects as well enhance a sense
 Infusion of  To provide Vision is as life. In this of purpose to do
new life in educational required for this way knowledge the work with joy
education opportunities to all purpose so that becomes and eagerness
William James
It has citizens on equal it may last long. compact, useful without interfering
(1842-1910)
revolutionized the footing  Usefulness and systematic. others. This
2. process of education  To instill habit of Curriculum  Individual mental condition
and infused a new experimentation in the must have utility approach will develop self-
life and zest in children for a child. He Each child is confidence, self-
education. should be unique and reliance,
 To remove social evils
 Progressive taught only different from his cooperation,
and make the society
and optimistic what is useful fellow flock. sympathy and
a good place for living
attitude for him. Teacher should fellow feeling for
William Pearce  To enable the child to
regard individual others. He will
3. (1811-1907)
Pragmatism discover the truth  Social
inspires the Efficiency differences and develop a social
himself
individual to look Curriculum teach a child discipline and
 To make child self- moral obligation
ahead and create must make a according to his
reliant towards self and
new values for a child socially level of
4 better and happier efficient and understanding others. It
4. Schiller life. It develops a democratic in and specific develops a social
(1759-1805) dynamic, flexible and his behavior. It interest. responsibility to
adaptable mind should enable  Purposive become a true
which gives direction the students to process of citizen of the
to new purpose to get fully learning country.
education. adjusted in the A child
society. should try to
achieve some

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 aim or goal
according to his
natural interests,
Realism  It lays Realism is based on According to  Realism Realism does Realism has  School
emphasis on reality. By realistic realism gives more not favor balanced organizati
practical education is meant that curriculum should emphasis to expressionistic approach so far as on would
Aristotle knowledge education should be be many sided sense training. type of discipline the position of the be based
(384-322 BC) Realism gives able to make the life of a and it should be Lominius which is based teacher is on the
emphasis to practical man happy and presented to the emphasized the on punishment, concerned. The real needs
knowledge and successful. Hence children a importance of fear and teacher must have of society.
functional realistic system of rounded view of sense training repression. The knowledge of the  The
knowledge. education throws light the universe. Only in education. school subject matter opening of
5.  The aim of on all the aspects of those subjects be  Milton emphasizes the and nature of the science
the development of education which are as included in the emphasized the importance of child. He must classes in
a dynamic and follows. curriculum which importance of discipline based know their needs. every
adaptable mind  Preparing the child are useful to the travelling in on love and He must also be school is
To develop for a happy and students and education. sympathy. Like conversant with a must.
dynamic and successful life prepare them to  Locke naturalism, the scientific and  Co-
adaptable mind to Education should meet the emphasized the realism also psychological education
cope with life be such that the child challenges of time importance of believes in methods and is a
situations is really a is able to solve his in their actual life. observation “discipline techniques of natural
very important aim. problems of life  Nature and through natural teaching. He must happening
6. consequences”. present the
 Due successfully and lead study, physical experimentatio so it
importance to a happy life promoting sciences and n. This school objects and cannot be
science and the welfare of society vocational  Inductiv wants to provide activities before rejected.
technology as well. training are given e – Deductive such a physical the child in their  School is
It is only science  Preparing the child primary method is also environment to actual form. For the mirror
and technology for a real life importance in the advocated by the pupils in accomplishing all of the
which can raise the Realists believe in scheme of them. which they may these, the teacher society. It
standard of living of the reality of curriculum of “Things rather learn to lead a himself must be is a
teeming millions knowledge of external realism. than the words” disciplined life trained and miniature
throughout the world. material world gained  Comeniu or “First objects and this in turn bestowed with form of
Francis Bacon
 Progressive through senses. Thus, s divided the and then their may become a intellectual, social society
(1561 - 1626)
methods of they wish to prepare educational exposition” are part of their habit. and moral and it
teaching the child for the real period of the their watch In this way, qualities. presents
Each student is life of material world. child into 4 words. realism believes the real
expected to  Developing stages and Education in impressionistic picture of
the

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 investigate for physical and mental suggested should be given discipline. the
himself rather than to powers of child curriculum and through co- society.
accept things To develop the text books for curricular
dogmatically. physical and mental each stage. He activities.
 Proper powers of the child so was of the opinion
concept of that with the help of that all those
discipline his developed things which are
According to this intelligence, useful to the child
school discipline discrimination and in his life, the
should be based judgement, he is able knowledge of
upon love, sympathy to solve all the these things must
and understanding problems of life be given to the
rather than on successfully. child. As the life
authority.  Developing and being lived is real,
 Emphasis Training of senses he gave
on objectivity Realists believe importance to
Realism lays that unless the senses mother tongue
emphasis on of the child are and vocational

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 John Locke
(1632 - 1704)

7.
objectivity. It is an developed fully well, subjects to be
account of the efforts he will not be able to successful in life.
of the school of have full knowledge According to him
thought that teachers about the external mother-tongue is
encourage students world. Thus, the fourth the foundation
to analyze the aim of realistic stone of the
subject matter education is to development of
objectively. develop and train the man and
 Developmen senses of the child vocational training
t of proper through varied helps one to earn
attitudes among experiences. one’s livelihood.
the students  Acquitting the child
Realism with nature and
advocates the social environment
development of To provide the
While There is no Idealism believes In the realm of School is
 Idealism has structuring specific method that there can be Idealism, the role a place
Idealism  Self-realization or
made signal curriculum, for teaching. no spiritual of teacher is very where the
Exhaltation of
contribution. idealists give Socrates used development of important and capacities of
Plato Personality
8.  Idealistic more importance Question- the child without glorious. Idealistic logical
(428-347 BCE) The aim of
education promotes to thoughts, Answer Method, discipline. philosophy thinking,
education specially
universal education. feelings, ideals Plato Idealism believes that this reasoning
associated with
 Idealistic and values that to emphasized emphasizes planned creation and
the child and his Discourse sympathetic has two parts. evaluating

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 education Idealism is the of the child
emphasizes the exaltation of are
inculcation of highest personality or self- progressivel
values namely, realization the making y sublimited
Truth, Beauty and actual or real the Method,
and
Goodness. This will highest potentialities activities, they Aristotle
developed
lead to the firmly hold that advocate (1) The teacher
of the self. by teachers
development of a  To ensure Spiritual curriculum should Inductive- (2) The child as
and the
moral character of be concerned Deductive student.
St. Augustine of Development school
the child. with the whole method, Herbert
Hippo Education must control on the environment
9. humanity and its advocated The development
 The teacher enable mankind undesirable into
(354-430) expressions. Instruction of the individual
is assigned a very through its culture to activities of the desirable
These Method. Butler child in a spiritual
important role. enter more and more child whereas on channels so
experiences can has rightly way. In reality an
 Idealism fully into the spiritual the other hand, it that high
be imbibed by two remarked Idealist teacher is
leads to the realm, and also grants regulated spiritual
ways namely; “Idealists imbusedfully with
development of the enlarge the liberty for his ideas and
(1) from the consider higher degree of
‘self’ of an Individual. boundaries of spiritual spiritual values are
physical themselves as self-knowledge,
 Idealism realm development. gained.
environment; creators and self-dynamism
respects the  To Cultivate Truth, Idealists
and determines of and essential
individuality of the Beauty and consider
(2) from methods not qualities of
child and tries to Goodness school and
contacts with devotees of spiritualism.
stimulate his creative The more an its
other fellowmen. some one
energies. individual realizes impressionis
method”
Georg Wilhelm  Because of these ideals, the more tic
10. Friedrich Hegel the idealistic spiritually developed environment
(1724-1804) philosophy and he will become. as greatly
education the school Hence, education essential.

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 Rene Descartes
11.
(1596-1650)

has grown into an should strive its

important social utmost in developing
organization. the child morally and
Immanuel Kant spiritually so that he
12. achieves self-
(1724-1804)
13. realization
 Conservation,
Promotion and
Transmission of
Cultural Heritage
The forth aim of
education according to
Idealism is to acquaint
John Amos the child with the
Comenius cultural heritage so
(1592-1670) that he conserves,
promotes and
transmits it to the
rising generation.
 Converation of In-
born Nature into

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 Intelligence and
Rationality
In all things there
reigns an eternal law
this all-pervading
energetic, self-
conscious and hence
 The Existentialist wants to Rather than Learning is The The teacher’s The
existentialists, deny educate the “whole emphasizing self-paced, self- existentialists role is to help school
Existentialis the preeminence of child,” not just one side, historical events, directed, and want to give full students define should
m essence. They reject proposes a more existentialists includes a great freedom to the their own essence provide an
the notion that there individualistic notion, focus upon the deal of child. But the by exposing them atmosphere
is a predetermined that is, the “unfolding of actions of individual child should know to various paths where the
nature for every the individual as a whole historical contact with the the nature of his they may take in individuals
human being. in the situation in which individuals, each teacher, who ‘self’ and life and creating develop in a
 Existentialis he finds himself. of whom provides relates to each recognize his an environment in healthy way.
m is a revolt against  Education possible models student openly being and which they may Any subject
14. Soren any kind of should make a man for the students’ and honestly. In convert freely choose their in school
Kierkegaard determinism and an subjective and should own behavior. In reality, the way imperfection into own preferred (even extra
(1813-1855) affirmation of the make him conscious for contrast to the in which subject perfection. They way. Since feeling activities
free nature of man. his individuality or ‘self’. humanities, math matter is do not want the is not divorced like
They affirm that Being self-conscious he and the natural handled seems child to become from reason in athletics,
existence is prior to will recognize his ‘self’ sciences may be to be more selfish, autocratic decision making, music etc.)
essence that man is and he will get an deemphasized, important to the and irresponsible. the existentialist can present
fundamentally free to understanding of his presumably existentialist Freedom is demands the existential
create his essences. ‘being’. The purpose of because their than the subject needed only for education of the situations
 Man, then, education is to build subject matter matter itself. natural whole person, not for teaching
does not possess character, to optimize would be Obviously, on development. just the mind. and the
15. considered “cold,” self-respecting Education should Teachers can be developmen
free will as a part of potential and creativity
his essential mature, and to enhance the “dry,” “objective,” existentialist be provided most influential in t of human
but rather he exists quality of life through and therefore less would employ according to the the educational beings. The
in a state of absolute knowledge, and then fruitful to self- the traditional child’s powers development of aim of
freedom. from an existentialist awareness. lecture-recite- and the needs. students’ school tasks
perspective Moreover, assign-test The relation of spirituality if, should be to

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  Existentialis bureaucratization needs vocational method. He the child with his through their nurture self-
m asserts that to be replaced by education is would reject with ‘self’ should be interaction, ‘crises’ discipline
Friedrich people actually make humanization. regarded more as equal zeal the strengthened can be created. and
Nietzsche decisions based on  Education is a means of problem-solving rather than Teachers can be cultivate
(1844-1900) the meaning to them that which helps an teaching students method of severed. The the learner’s ‘best self-
rather than rationally. individual to realize the about themselves instrumentalism child has to make enemy’), able to evaluation.
 When an best that he is capable and their potential because of its ‘choices’ and ‘wound’ most Mass
individual’s of. In doing so than of earning a social emphasis. decisions. provokingly. This teaching
consciousness, education must help the livelihood. In Any method Child thrives is somewhat like and mass
longing for order, individual to realize the teaching art, which fosters better when playing the ‘devil’s testing is
collides with the ‘fact city’ (contingency) existentialism group thinking relieved from advocate’ in order not
Other’s lack of order, of his existence to face encourages or group action intense to test and to advocated
it is absurdity’ the categories of this individual would be alien competition, clarify the in schools.
 Fact city is a fact city – dread, creativity and to the harsh discipline, understandings of The
concept defined by anguish, anxiety and imagination more existentialist. and fear of others. It is schedule
Sartre in Being and fear – resolutely and than copying and “The failure. Thus recognized that must be
Nothingness as the courageously and finally imitating existentialist each child can the teacher be flexible and
in-itself, of which prepare him to meet established favors the grow to necessarily a life- open.
humans are in the death with pleasure. models. Socratic understand his long learner. The Democratic
mode of not being.  Existentialists Early in the method, not so own needs and teacher’s ideals
 Feelings of would welcome an elementary much because it values and take characteristic of should
alienation can education, which throws school, the child involves charge of the being ‘open’ to pervade the
emerge from the open to children human should be given ‘induction’ or the experiences for possibilities school.
recognition that suffering, misery, the opportunity to collection and changing him. In includes a Democracy
Martin one’s world has anguish and the express himself in analysis of all this way self- willingness to must be the
16. Heidegger received its meaning dreadful responsibilities any art from available evaluation is the allow others to re- soil in which
(1889-1976) from the crowd or of adult life. which he evidence, nor beginning and evaluate those the
others, and not from  chooses. Also, because of its end of the aspects of one’s individual
Every individual
oneself, or that one is unique. Education the school complementary learning process, understandings grows. It
is out of touch with must develop in him this program should process of as learning that can be should be
one’s ‘inner self’. afford myriads of ‘definition’, proceeds, child is articulated. the
uniqueness. It must
 Angst is cater opportunities, for whereby general freely growing, The teacher democracy
to individual
generally held to be differences the young pupil to values are fearless, should become of unique
Education
a negative feeling must make pupil aware make his own reached from understanding aware of how s/he individuals
arising from the of decisions in particular individual. relates to the who value
the infinite
experience of human possibilities ethical matter. If instances; but Primary entire curriculum. differences
of his
freedom and freedom this emphasis is chiefly because emphasis must One is understood and respect
and the
17. responsibility. continued it is a method always be on the to be ‘in’ truth by one
responsibilities he must
 Since God bear in life. throughout the that tests the child, as learner critically another.
does not exist, man secondary and inner-life-as a and not on the examining and Self-

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 Jean – Paul
Sartre
(1905-1980)

is left to his own  The most college programs, stethoscope learning reflecting upon all government,
deserts in crating important aim in then the student sounds the programmed. which one pupil
himself and the kind education is the will be truly heart. They Child needs understands. He participation
of world in which he becoming of a human “educated to reject the group positive must himself be a in planning
will live. person as one who lives freedom.” method, evaluation, not free personality, and the
 Despair is and makes decisions The central because in- labels. engaged in such encouragem
another condition about what he will do place is given to group dynamic, relations and ent of a free
resulting from and be. Education ‘humanities’, the superiority of projects with atmosphere
absolute freedom. should train men to poetry, drama, the group individual students characterize
 The make better choices music, art, novels decision over that they get the the school.
phenomenon of and also give the man etc. as they exert individual idea that they are
anxiety is regarded the idea that since his the human impact decision is too are free
as a rarity and has choices are never in revealing man’s prominent. personalities. The
been described as perfect, the inherent quilt, sin, There is a teacher must build
18.  Reconstructi Advocates of social  Cooperative  Teacher  Students  Must be  Criti
onists believe that action contend that the learning, and students are a critical willing to engage cally
Reconstruct students must learn more involvement we problem question the element in in ongoing examine all
ivism through practical have, the better off we solving, critical assumptions of bringing social renewal of their cultural and
experience how to will be as a society. thinking the status quo change person and educational
direct change and They claim that as  Focus on active and examine  Students professional lives institutions
control it. They things stand now, only a learning and social issues are capable of  Criticize and
Theodore
believe strongly that small percentage of activities and future initiating and and evaluate work recommend
Brameld
our culture is in people get involved in outside of trends. adapting to conditions and ed change
(1904-1987)
crisis. They believe social issues because school  Organiz change extend and reform
that things will get they do not know how to  Students spend e classroom in a especially if they educational role as needed.

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 uncontrollably bad do so. Advocates of time in the classless are influenced by outside of hte  To
unless we intervene social action emphasize community to nonsexist and appropriate adult classroom teach
to direct change and that it can be safely learn its non-racial role models  Must be students
thereby reconstruct practiced if certain problems manner  Students comfortable with and the
the social order. common-sense  Would analyze  Less are the future of constant change public not to
 Reconstructi “safeguards” are research and emphasis on Society, so  Dislikes settle for
onsists believe that a applied. link issues to management schools should the status quo and “what is” but
“ Utopian Future” is a  Young students place in the and control and educate them not views school as a rather to
genuine possibility should be encouraged community and more on focus only by particular culture dream
for mankind if we to act in a more limited larger society community standards but in evolution about what
19. learn how to setting than older  Take action or building also with what  Willing to might be.
intervene and to students, such as the responsibility in  Atmosp could help them engage and form  Pre
direct change. They classroom or school, planning for here promotes to help the alliances with the pare
believe that the rather than the larger change analysis, society. community and Students to
school should train community. criticism, and parents to make become
students to be social  Teachers research would the school better agents for
activists in the should help students best describe change.
tradition of Gandhi, weigh the probable the classroom
Martin Luther King, outcomes of various environment
Jr., Ralph Nader and lines of social action  Conflict
Jesse Jackson. before anything is done. resolution and
 Reconstructi They should consider differences in
George onists believe that whether or not a given world views
Sylvester Count we should apply the action will solve or would be
(1889-1974) reflective inquiry ameliorate a problem. encouraged and
method to life’s Moreover, they should reinforced.
problems. They feel, consider the probable  Oppose
however, that we “side effects” of a given standardized
should be prepared line of action, including test of both
to act upon our how it will impact on students and
conclusions. This significant others. teachers.
requires a sense of  Teachers Should only if
commitment and should work with mandated by
responsibility on the students to get them to local, state, or
part of students. accept the federal
consequences (good or authorities.
bad) of their actions,
once they have taken
place, without
complaining or

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 expecting to be let off
the hook. This is
important if a sense of
20. Exixtensiali  The Existentialist wants to Rather than The The The teacher’s The
sm existentialists, deny educate the “whole emphasizing existentialist existentialists role is to help school
the preeminence of child,” not just one side, historical events, favors the want to give full students define should
essence. They reject proposes a more existentialists Socratic freedom to the their own essence provide an
the notion that there individualistic notion, focus upon the method, not so child. But the by exposing them atmosphere
is a predetermined that is, the “unfolding of actions of much because it child should know to various paths where the
nature for every the individual as a whole historical involves the nature of his they may take in individuals
human being. in the situation in which individuals, each ‘induction’ or the ‘self’ and life and creating develop in a
 Existentialis he finds himself. of whom provides collection and recognize his an environment in healthy way.
m is a revolt against  Education possible models analysis of all being and which they may Any subject
any kind of should make a man for the students’ available convert freely choose their in school
determinism and an subjective and should own behavior. In evidence, nor imperfection into own preferred (even extra
affirmation of the make him conscious for contrast to the because of its perfection. They way. Since feeling activities
free nature of man. his individuality or ‘self’. humanities, math complementary do not want the is not divorced like
They affirm that Being self-conscious he and the natural process of child to become from reason in athletics,
existence is prior to will recognize his ‘self’ sciences may be ‘definition’, selfish, autocratic decision making, music etc.)
essence that man is and he will get an deemphasized, whereby general and irresponsible. the existentialist can present
fundamentally free to understanding of his presumably values are Freedom is demands the existential
create his essences. ‘being’. The purpose of because their reached from needed only for education of the situations
Jean – Paul subject matter particular natural whole person, not for teaching
 Man, then, education is to build
Sartre would be instances; but development. just the mind. and the
does not possess character, to optimize
(1905-1980) considered “cold,” chiefly because Education should Teachers can be developmen
free will as a part of potential and creativity
his essential mature, and to enhance the “dry,” “objective,” it is a method be provided most influential in t of human
but rather he exists quality of life through and therefore less that tests the according to the the educational beings. The
in a state of absolute knowledge, and then fruitful to self- inner-life-as a child’s powers development of aim of
freedom. from an existentialist awareness. stethoscope and the needs. students’ school tasks
perspective Moreover, sounds the spirituality if, should be to
bureaucratization needs vocational heart. They through their nurture self-
to be replaced by education is reject the group interaction, ‘crises’ discipline
humanization. regarded more as method, can be created. and
a means of because in- cultivate
teaching students group dynamic, self-
about themselves the superiority of evaluation.
and their potential the group

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 decision over
than of earning a
individual
livelihood. In
decision is
teaching art,
prominent.

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