IDEALISM REALISM
PROPONENT PLATO
 OLDEST SYSTEMATIC PHILOSOPHY
 CONSIDERED AS “CONSERVATIVE
PHILOSOPHY OF EDUCATION”
DESCRIPTION  “Ideas are the only true reality”
 “Hold that the material world is
characterized by change, instability,
and uncertainty”
 Education must exist as an institution
of HUMAN AND SOCIETY
 Develops an INDIVIDUAL
SPIRITUALITY, MENTALLY, AND
MORALLY
AIMS OF EDUCATION  Direct men toward the search of true
ideas
 Character Development – Search of
Truth
 Obtain Superior Life (suffers with
dignity and being happy)
 Subject offered essential for mental,
moral, and spiritual development (
GMRC, Theology, History, Arts, Math,
Literature, and Christian Living).
 Subjects – Cognitive and develop
CURRICULUM intellect of the students
 DO NOT FAVOR SPECIALIZED
LEARNING
 HOLISTIC APPROACH leads to a more
liberal attitude toward learning
NATURALISM PRAGMATISM
ARISTOTLE JEAN-JACQUES ROUSSEAU JOHN DEWEY
 “Principle of independence-
reality, knowledge, and value  EDUCATION IN ACCORDANCE
WITH NATURE
exist independently of the
 APPLICATION OF NATURAL LAWS TO  Leading Educational Philosophy in
human mind.”
EDUCATIONAL PROCESS America
 Ideas are acquired through study
 HUMAN DEVELOPMENT AND  Education = primary and central
of matter but not THROUGH
GROWTH place among social institutions
CONTEMPLATION OF IDEAS
 RETURN TO NATURAL AS OPPOSED  Interest is developed by Attention.
 Interaction of Sensation and TO WHAT IS ARTIFICIAL
Reflection = results to  Most Influential during 18th century
knowledge/ideas
 Must give direction and form
 SOCIETY RENEWS ITSELF
basic potentials of students
 TRAIN STUDENTS TO
 Formation and school = true
 Preservation of Natural Goodness CONTINUOUSLY AND ACTIVELY
forging place
and Virtue of the Individual QUEST FOR INFORMATION and
 Basic need and basic right of man
Production of new ideas
 Give direction of one’s inherited
 Formation of a Society-based  VOLUMES OF LEARNING EACH
tendencies
upon the recognition of the GENERATION NEEDS
 Produce individuals who can meet
natural individual rights  SPECIFIC OBJECTIVE = learning
their principal needs
experience in effective
 Survive in the natural world.
experiencing
 PROBLEM-CENTERED AND
TRADITIONAL SUBJECT MATTER
 ACTIVITIES AND INTERESTS  INTEGRATED AND BASED ON
 Applicability of needs urgency
manifested by the CHILD while THE PROBLEMS OF SOCIETY
and should be real for students
growing up  SOCIAL DUTIES AND
 STUDY = PRACTICAL & USEFUL
 3Rs (
RESPONSIBILITIES
 SUBJECT MATTER + PROBLEM  INFORMAL EXERCISES OF THE  Subjects are INTERDICISPLINARY
CENTERED CONCEPTS (Study SENSES: Muscles, Tongues  COMBINED ACADEMIC AND
instead of 3Rs and books VOCATIONAL DISCIPLINES
Habits, Research skills, library
skills, evaluation, observation,
 experimentation, analytical skills,
critical-thinking, etc)
 MOTHER-TONGUE
 CHILD IS CENTER OF EDUCATIVE
PROCESS  “Thinking never begins a static
 SCIENTIFIC METHODS, PROBLEM
 CHILD = DET. PROCESSES AND lag line”
 INFORMAL DIALECTIC SOLVING W. APPLICABILITY AND
METHODS OF TEACHING TECHNIQUES OF TEACHING  Must begin from the experiences
 QUESTIONS AND DISCUSSIONS, URGENCY NEEDS
 METHODS OF TEACHING MUST that are going on.
(4 As: Activity, Analysis, LECTURE, MEDITATION, READING  DEFINING PROBLEMS
NOT HAMPER CHILD’S NATURAL  Interest must be used to get
Abstraction, and  Through CRITICAL METHOD OF  OBSERVING FACTORS RELATED
CAPACITIES attention to students
Application) THINKING – “see things as a whole” TO PROBLEMS
 Principles of Teaching:  Learning begins in experience
 Use of Interest, Effort, and Discipline  TESTING, HYPOTHESIS,
SYNTHESIZING
1. Principle of Growth  EXPERIMENTAL AND SCIENTIFIC
2. Pupil Activity METHODS
3. Individualization
 Educational Environment  Possesses a BODY OF TESTED  “Long look ahead”
 Chief Source of Inspiration KNOWLEDGE  Keeps order in class
 Conversant  Realize irresistible necessity of  Facilities Group works
 Looks students BEYOND THE Earth’s physical forces  Offers suggestions and helps in
 Respects the natural process of
PERCEPTIBLE  Develops initiative and ability to planning
TEACHER growth and development of
 Personification of a reality for a child control their experiences  Teachers – parent away from
children
 Specialist in knowledge of a child  Enter into meaning of their home
 Commands respect by virtue of what experiences  Teachers - Member of the
he/she himself/herself learning group, leader of group
 Personal Friend activities
 Capable of INTELECTUAL  DOCTRINE OF MIND  DISTINCT AND CONCRETE
DISCUSSIONS  DOCTRINE OF DETERMINISM CENTER OF EXPERIENCE
 MORALLY UPRIGHT  FREE AND CAPABLE OF  NOT PASSIVE RECEIVERS OF
STUDENTS  CENTER OF EDUCATIVE PROCESS
 Either GOOD or BAD DEVELOPING ONTROL OVER IMPRESSION BUT ACTIVE DOERS
 Absorbs overwhelming information, THEIR ENVIRONMENT OF LEARNING
facts and knowledge.  TABULARASA – BLANK MIND
 DEGREE OF AUTONOMY  APPLICATION OF NATURAL LAWS  SCHOOL = INFORMAL
 A THINKING INSTITUTION  PREROGATIVE TO SPEAK WITH  EDUCATION IN ACCORD TO  SCHOOL = CARRY LEARNING
SCHOOL  Promotes high cognitive level of AUTHORITY NATURE = EDUCATION ACTIVITIES FORWARD
education  SHOULD NOT SEEK GUIDANCE ACCORDANCE TO HUMAN  MINIATURE SOCIETY:
FROM THE GOVERNMENT DEVELOPMENT 1. Gives children balance and
 CONCERNING ITS OWN AFFAIRS
 SCHOOLS ARE OF GUIDE
 UTILIZES PUPILS ACTIVITY
THROUGH INSTRUCTION
genuine experience
2. Agency of transmitting
heritage
3. Specialized environmentalist
establish to culture young people