GROUP 3

MEMBERS

Eddie Mark Sulan Menjelyn Estabillo

Rutchelle Dologmanding Ed Shayne Advincula
Habiba Salgan Airuz Pastellero
Delia Tandi Rizza Mae Rodriguez
Cristine Mission Charles Patrick Quinto
Van Ruvy Lubaton Danica Abellar
PHILOSOPHICAL THOUGHTS ON
EDUCATION

THE MODERN CONCEPTS

OF EDUCATION
MODERN CONCEPTIONS OF EDUCATION

 Modern Concept of Education is learner-centered.

 The learner occupies the central place in the education
process.
 Modern concept of education means to develop the inherent
capacities of the learner in the social environment in the
best possible manner.
 The old curriculum was subject centered whereas the
modern concept of curriculum is activity centered because it
emphasizes development of a total personality i.e.,
physical, intellectual, emotional and social aspects of
personality of the learner.
 School was the only agency of education according to old
concept but according to modern concept of education, all
formal and informal agencies are the base of education.
1. Education for Rich, Full Life
 Aim/s.
Italian: Development of a liberal man who would be able to appreciate
the past as well as enjoy the present.
Northern: Rich and full life for the society as a whole.
 Types :Literary , Esthetic, Practical, Social, Moral, Religious,
 Contents:
3 things of the world (World of the past
Subjective world of grammar, rhetoric and mathematics.
Biblical Literature
 Agencies
Secondary Schools, Grammar Schools, University
 Organization
Boys Attend school while girls study at home under tutors.
 Methods
Text Study to replace lecture
Written Themes replaced oral disposition
Self-Expression
Double translation
2. Literary Realism
 Aim/s
To have a complete knowledge and understanding of the human society.
 Types
Literary
Practical
Liberal
 
 Contents
Encyclopedic
 
 Agencies
Family (Vives)
Private teacher (Rabelais)
Academy (Milton)
 
 Method
Individual Difference (Vives)
Incidental Study ways to be made pleasant & attractive
3. Social Realism
 
Aim/s

To prepare the aristocratic youth for the life of a gentlemen in the world of affairs.
 
Types : Practical, Social, Physical, Moral, Intellectual
 
Contents : History, Philosophy, Language

 
Agencies

Academy
Private Tutorial System
 
Organization

Direct Social Contacts

Emphasized understanding and judgement
 .
4 Sense Realism

Aim/s
To prepare the young for the concrete duties of actual and practical
living in the material of the universe.
 Types
Practical, Scientific, Liberal, Democratic
 
Content
Comprehensive Curriculum
Agencies
Comenius School
School of Mother’s knees (Infancy)
Vernacular School (sensory training) 7-12 Yrs.
Latin School (for understanding and organization of information) 13-18 yrs.
University or tertiary education 19-24 yrs.
 Method
Inductive method
Things thought-words
Nature Method
 
5. Education as formal Discipline

Aim/s
To train mind through rigorous exercise in order to develop intellectual capacities and form specific
habits.
Types
Physical Vigor of the body
Intellectual-mental power
Moral and wise conduct
Contents
Drill Subjects: Spelling, arithmetic, and grammar
Agencies
Elementary
Secondary
Organization
Tutorial System
Method
Law of habit formation
3 distinct steps: sensation, memory, reasoning
Drill
Praise and censure
6. Rationalism

Aim/s

To free the individual intellect from all repression

 
Types

Intellectual
Social
 
Contents

Philosophy, science, art, social refinement

Ethics morality
 
Agencies

Self-Education
 
Methods

Sensationalism and Disciplinism

Critical analysis
7. Education in Harmony with Nature
Aim/s

To develop the individual in accordance with the laws of nature/human development.

 Types
Holistic Education
 Contents
Nature phenomena consisted of the budding activities and interests of
the pupil’s own nature
 Agencies

Family, Tutors
Organization

Infancy or savage stage- birth to 5 yrs.

Childhood or stage of savory - 5 to 12 yrs.
Boyhood or stage of solitude – 12 to 15 yrs.
Adolescence or social being – 15 -20 yrs. And onwards
Methods

Modern principles of teaching: group activity and individuality

Order of Nature: need, activity experience, knowledge
8. Education for Patriotic Citizenship

Aim/s
To develop military preparedness and aggressiveness for the
preservation and glorification of the state.
Types

Secular, Civic, Physical health training, Vocational, Universal,

Compulsory, Free common
 Contents
Social Studies
Agencies
Public school
Organization
3 level system
Centralized
Comprehensive
 Methods
Adopted all methods tested and proven safe, practical and efficient
9. Education as Psychological Development

 Aims
To direct and control growth and development through appropriate
educational procedures.
  Types
Intellectual, Moral, Industrial, Creative, Dynamic
 Contents
3R’s science, play, drawing, etc.
 Agencies
All existing institutions
 Organization
Kinder Garten, Primary, High school, College
 Methods
Principles of: pupil activity, interest, apperception, concentration, correlation,
self-activity, socialization, recapitulation, readiness, exercise and effect.
10. Education as a scientifically Determined Process
Aims
To determine the effects of the educational process in the
improvement of map
Types
Utilitarian
Liberal/cultural
Universal/democratic
Contents
Science (core subject)
Agencies
Elementary
Secondary
Technical
Organizations
Provision for individual differences
Method
Experimental problem solving
Scientific method
Research
 
11. Social Traditionalism
Aims

To give insights into one’s social inheritance, into the ideals,

institutions, conditions and customs of society.
Types

Social, Vocational, Recreational, Sex education/parental education,

Universal, Compulsory
Contents

Social Studies, Co-curricular Activities

Agencies

Schools
Public lectures, motion pictures and programs
PTA
NGO’s 
Organization

Centralized, supported and supervised by the government

Methods

Social Communication, cooperation and service

Social Groupings
Socialized school management
12. Social Experimentalism

Aim/s

To prepare for a progressive rebuilding of social order
Types

Intellectual, Civic, Vocational
Contents

Social Studies
Agencies

Free public school system
Organization

Democratic School organization
Faculty and student councils
Methods

Social guidance
Recognition of rights of others
 SYNTHESIS

1. Education became person-oriented in approach.

2. The development of the mind, body and moral was enhanced.
3. The principal of freedom of thought and creativity became the basis of education.
4. Learning starts from concrete to abstract.
5. The natural interests and the characteristics of the learners were considered.
6. Education emphasized the process of learning and not on the things learned.
7. The principles of human growth and development were considered for teaching
and learning effects.
8. Education became an agency for citizenship involvement for national development and
progress.
9. More sciences were included in the curriculum.
10. To determine the suitability and effectiveness of the curriculum materials, systematic, and
objective analysis was done.
11. Learning objectives and subject matter were scientifically determined.
12. Learners were trained to make intelligent choices by finding all available facts and the reasoning
power to solve life problems.
13. Citizens were provided education for personal adjustment and social reconstruction.
THANK YOU and GOD
BLESS!