UNIVERSITY OF EASTERN PANGASINAN

COLLEGE OF TEACHER EDUCATION

AY 2022-20123
1st Semester

PS9: The Teacher and The School Curriculum

UNIT 1
Module 3: Philosophical Foundation

I. PHILOSOPHY AND EDUCATION

A philosophy is often defined as the foundation upon which knowledge is based.

However, when you break apart the actual word, a much different meaning emerges.
Derived from the Greek “philos,” which means love, and “sophos,” which means
“wisdom,” the actual meaning of the word philosophy is “love of wisdom” (Johnson et.
al., 2011). In this chapter, we will explore how traditional philosophies have evolved over
time by briefly looking at three key branches of philosophy. Then, the schools of
philosophy and their influence on education will be presented. Finally, you will hear from
educators in the field and see how they put their “philosophies” of education into
practice.

OBJECTIVES:

At the end of Unit 1, pre-service teachers should be able to:

a. describe the manifestations of various educational philosophies and applications

of sociological theories in practical classroom situations in response to
community contexts; and
b. explain the importance of different philosophies and sociological theories to
education and how they change the education landscape in response to the needs
of the society and the community.

A. PHILOSOPHICAL PERSPECTIVES : CLASSICAL PHILOSOPHIES

Essential Questions

1. At the end of this section, the following essential questions will be answered:

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 2. What are the four 
 main schools of philosophy?
3. Who were the 
 key philosophers within each 
 school of 
 philosophy?
4. What are the key implications of 
 each school of philosophy 
on education 
 today?

There are four broad schools of thought that reflect the key philosophies of education that we
know today. These schools of thought are: Idealism, Realism, Pragmatism, and Existentialism.

It is important to note that idealism and realism, otherwise known as general or world
philosophies, have their roots in the work of the ancient Greek philosophers: Plato and Aristotle.
Whereas pragmatism and existentialism are much more contemporary schools of thought.

1. IDEALISM

Idealism is a school of philosophy that emphasizes that “ideas or concepts are the essence of all
that is worth knowing” (Johnson et. al., 2011, p. 87). Based on the writings of Plato, this school
of philosophy encourages conscious reasoning in the mind. Furthermore, idealists look for, and
value, universal or absolute truths and ideas. Consequently, idealists believe that ideas should
remain constant throughout the centuries.

Key Philosophers

1. Plato (ca. 427 – 
 ca. 347 BCE):

Plato believed 
that truth was the central reality. However, Plato did not believe that people
created knowledge, instead they “discovered it” (Johnson et. al., 2011). In his book, The
Republic, Plato talked about two worlds: the spiritual or mental world and the world of
appearance. Reacting against what he perceived as too much of a focus on the physical and
sensory world, Plato called for education to “develop in the body and the soul of the pupil all the
beauty and all the perfection he is capable of.” (Cohen, 1999, p. 1). In addition, to understand
truth, Plato believed you must first understand knowledge.

2. Socrates (ca. 470 – ca. 399 BCE):

Socrates’ work is only known through the works of Plato. Plato 
observed Socrates questioning a
slave boy to help him understand 
what he knew about a specific 
concept. This questioning
technique became known as the 
 Socratic Method and was explored in-depth in chapter one.
When applied in classrooms, the Socratic method actively 
 engages students in the learning
process, improves understanding, and promotes higher-order thinking.

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 3. Kant (1724 – 1804):

Immanuel Kant was a German philosopher who believed in “freedom, the immortality of the
soul, and the existence of God” (Johnson et. al., 2011, p. 88). He added valuable information
about the important role of reason and its’ contributions to knowledge. According to his research,
it is only through reason that we gain knowledge of and understand the world in which we live.

Educational Implications of Idealism

Within an idealist educational philosophy, the curricular focus is on ideas rather than the student
or specific content areas. Learning is also intrinsically motivated. Teaching methods used within
idealism include: lecture, discussion, and Socratic dialogue. Essential to these teaching methods
is posing questions that generate thoughts and spark connections.

Paul (n/d) suggests the following six types of Socratic questions:

● Questions for clarification

○ How does this relate to our discussion?
● Questions that probe assumptions
○ What could we assume instead?
● Questions that probe reasons and evidence
○ What would be an example?
● Questions about viewpoints and perspectives
○ What is another way to look at it?
● Questions that probe implications and consequences
○ What are the consequences of that assumption?
● Questions about the question
○ What was the point of this question?

2. REALISM

Realism is a school of 
 philosophy with origins in the work of Aristotle. This philosophy
emphasizes that “reality, knowledge, and value exist independent of the human mind” (Johnson,
2011, p. 89). Realists argue for the use of the senses and scientific investigation in order to
discover truth. The application of the scientific method also allows individuals to classify things
into different groups based on their essential differences.

Key Philosophers

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 1. Aristotle (384 – 
 322 BCE):

Aristotle is known as the father of realism and the Scientific Method. His pragmatic
approach to understanding an object, by understanding is form, is an example of how he
investigated matter. To understand this concept, consider the following example: A plant
can exist without being physically present, but it still shares properties with all other
plants (form). Finally, Aristotle was the “first to teach logic as a discipline in order to be
able to reason about physical events and aspects” (Cohen, 1999, p. 1).

2. Locke (1632 – 1704):

John Locke believed in the tabula rosa, or blank tablet, view of the mind. According to this view,
a child’s mind is a blank slate when they are born. All the sensory experiences they have after
birth fill up the slate through the impressions that are made upon the mind.

Educational Implications of Realism

Within a realist educational philosophy, the curricular focus is on scientific research and
development. Outcomes of this thinking in classrooms today include the appearance of
standardized tests, serialized textbooks, and specialized curriculum (Johnson et. al., 2011).

Teaching methods used in realism include:

● Demonstration
● Recitation
● Critical thinking
● Observation
● Experimentation

3. PRAGMATISM

Pragmatism is “a process 
philosophy 
that stresses evolving and 
change rather than being”
(Johnson et. al., 2011, p. 91). In other words, pragmatists believe that reality is constantly
changing so we learn best through experience.

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According to pragmatists, the learner is constantly conversing and being changed by the
environment with whom he or she is interacting. There is “no absolute and unchanging truth, but
rather, truth is what works” (Cohen, 1999, p.1). Based on what is learned at any point and time,
the learner or the world in which he or she is interacting can be changed.

Key Philosophers

1. Peirce (1839 – 1914):

Charles Sanders Peirce is one of the first pragmatic thinkers. He introduced the pragmatic
method in which students are supplied a procedure for constructing and clarifying meanings. In
addition, this system helps to facilitate communication among students.

2. Dewey (1859 – 1952):

John Dewey linked pragmatism 
to evolution by explaining that 
 “human beings are creatures
who have to adapt to one another and to their environment” (Johnson et. al., 2011, p. 93).
Therefore, learners within the classroom need to adapt to one another and their learning
community. Learning by doing

Educational Implications of Pragmatism

A pragmatist educational philosophy calls for teachers who can support students' learning by
promoting questioning and problem-solving during the natural course of lesson delivery. The
curriculum is also interdisciplinary.

Teaching methods used in pragmatism include;

● Hands-on problem solving

● Experimenting
● Projects
● Cooperative Learning

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4. EXISTENTIALISM

Existentialism is a school of philosophy 
 that “focuses on the 
importance of the individual rather
than on external standards” (Johnson et. al., 2011, p. 93). Existentialists believe that our reality is
made up of nothing more than our lived experiences, therefore our final realities reside within
each of us as individuals. As such, 
 the physical world has no real meaning outside our human 

experience.

Key Philosophers

1. Kierkegaard (1813-1855):

Soren Kierkegaard was a Danish minister and philosopher. He is considered to be the founder of
existentialism.

2. Nietzsche (1844-1900):

Friedrich Nietzcshe stressed the importance of the individuality of each person. According to
Johnson et. al. (2011), his work provided a “strategy to liberate people from the oppression of
feeling inferior within themselves, and a teaching of how not to judge what one is in relation to
what one should be” (p. 95).

Educational Implications of Existentialism

Within an existentialist classroom, the subject matter should be a matter of personal choice as
each student is viewed as an individual by the teacher. Furthermore, answers come from within
the individual in an existential classroom, not from the teacher.

By examining students lives through authentic thinking, students are actively involved in the
learning experience. Existentialists are opposed to thinking about students as objects to be
measured, tracked, or standardized. “Such educators want the educational experience to focus on
creating opportunities for self-direction and self-actualization” (Cohen, 1999, p. 1). Therefore,
they start with the student, rather than the curriculum.

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PHILOSOPHICAL PERSPECTIVES : MODERN PHILOSOPHIES

5. Progressivism

Progressivism is one of the educational philosophies originating from pragmatism. Hence all that
we discussed earlier about pragmatism holds true for progressivism.

Besides Dewey’s contribution, other scholars in this area include Montessori, Cornelius, and
Rousseau. Their studies and research were geared towards identifying the most appropriate type
and nature of curriculum for learners.

Progressivist education seeks to promote democratic schooling as well as social living. The other
major emphasis is on a child or learner-centered curriculum. The curriculum therefore is based
on the learners’ interests, needs, abilities, and aspirations, among other characteristics of the
learners.

Progressive education curriculum emphasized five approaches to the teaching/learning process,

namely:

● teacher-pupil planning of curriculum activities,

● flexible curriculum and individualized instruction, and
● learner-centered teaching and learning methodology.

Selection of study material in line with the expressed interests and concerns of the learner.
Non-formal curriculum activities and physical training in areas like games, related hobbies, and
other co-curricular areas.

The aim of this form of education is to provide a learning atmosphere that allows children
maximum self-direction and to reduce teacher domination in the teaching/learning process.

Concerning progressivism, the emphasis is on a child-centered curriculum, which necessitates a

flexible and broad curriculum. There is also an emphasis on practical skills.

6. Humanism

Humanism seeks to engage the learner as a whole, where their intellect, feelings, social
capacities, artistic and practical skills are given attention in the learning process. The purpose of
education is for learners to progress towards autonomy and the realization of one's full potential
(referred to as self-actualization).

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Humanism places a great deal of emphasis on learner choice and control over their education.
Learners are encouraged to focus on a specific subject of interest for any amount of time they
choose, within reason. Learners must be motivated and engaged in the material they are learning,
and this happens when the topic is something the students need and want to know.

In the humanist paradigm, self-evaluation is the only meaningful assessment - external grading is
viewed as irrelevant and is thought to encourage students to work for a grade and not for
personal satisfaction. Teachers provide students with a non-threatening environment so that they
will feel secure to learn. Once students feel secure, learning becomes easier and more
meaningful.

Key Principles

Purpose of education is for learners to progress towards autonomy and the realization of one's
full potential

● Learning is personal growth

● Emphasis is on human freedom, dignity, and potential
● Learners are in control of their education, learner-centered
● Teachers provide students with a non-threatening environment so that they will feel
secure to learn

Key Theorists

1. Abraham Maslow, 1908-1970

Abraham Maslow was an American psychologist who developed a humanistic approach to

psychology in the early 1940's.

2. Maria Montessori, 1870-1952

Maria Montessori was an Italian teacher and physician. She developed the Montessori Method,
an approach to education which emphasizes individuality and independence in learning. She
viewed education as a process which should occur in harmony with the learner's individual
developmental pace.

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7. Perennialism

Perennialism draws from both idealism and realism. The perennialists believe that the “cement of
education, is the common nature of man” (Doll, 1992:29). With that focus, education should be
the same for everyone.

Education must therefore pursue perennial truths. These truths are absolute and universal. The
philosophy presupposes that there are permanent studies and knowledge that is available,
particularly from the great books, which should be taught to all students.

The stress is on significance of reason and intellectual development. Curriculum is expected to

contain “important” subjects taught in their customary separate form, e.g., history as history,
geography as geography, and civics as civics, rather than combining them and naming them
“Social Studies” for example. Other subjects emphasized on include literature, philosophy, and
theology because of their ability to “sharpen the mind.”

Philosophy is at the heart of curriculum development. It helps educators in formulating

beliefs, arguments, and assumptions and in making value judgments. Philosophy develops a
broad outlook, and it also helps in answering what schools are for, what subjects are
important, how students should learn, and what materials and methods should be used.
Philosophy provides the starting point . . . in decision making about education in its totality
(Ogwara, et. al, 2013).

For the slides and additional reading: PS2 Module 1 Philosophies

References:

https://kstatelibraries.pressbooks.pub/dellaperezproject/chapter/chapter-3-foundational-philosophi
es-of-education/

https://oer.pressbooks.pub/curriculumessentials/chapter/philosophical-foundations-of-curriculum/

https://www.wgu.edu/blog/what-humanistic-learning-theory-education2007.html#:~:text=Humanist
ic%20learning%20is%20student%2Dcentered,of%20time%20that%20they%20choose.

https://www.paradigmsofeducation.com/humanism

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https://oer.pressbooks.pub/curriculumessentials/chapter/philosophical-foundations-of-curriculum
/

https://www.theedadvocate.org/edupedia/content/what-is-pragmatism/

https://www.tetsuccesskey.com/2015/06/realism-as-philosophy-of-education.html

https://gkscientist.com/idealism-and-its-features/

https://www.tetsuccesskey.com/2015/06/idealism-as-philosophy-of-education.html#:~:text=Idealistic
%20philosophy%20in%20education%20emphasizes,as%20a%20guide%2C%20and%20philosoph
er.

https://www.theedadvocate.org/understanding-4-main-schools-philosophy-principle-idealism/

Prepared by:

BLESSMA JOY C. ABENES

Instructor, CTE
blessmajoy.abenes@uepbinalonan.edu.ph

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