Philosophies of Education

PHILOSOPHIES OF
EDUCATION
PHILOSOPHIES OF EDUCATION
• IDEALISM – mind and Spirit
• REALISM – senses
• PRAGMATISM – practice (skills)
• ESSENTIALISM – common body of knowledge
• PERENNIALISM – unchanging
• EXISTENTIALISM – self choice
• PROGRESSIVISM – change
• SOCIAL RECONSTRUCTIVISM – change in society
• Constructivism – creating
PHILOSOPHIES OF EDUCATION
• Hedonism - selfish
• Utilitarianism – selfless
• Nationalism - love of country
Foundations of Curriculum Development
1. Philosophical Foundations
2. Historical Foundations
- where is curriculum development coming from
historical foundations will show us the chronological
development along a time line.
FRANKLIN BOBBIT (1876-1956)
• He started the curriculum development movement
• Curriculum is a science that emphasizes students
needs
• Curriculum prepares learners for adult life
• Objectives and activities should group together when
tasks are clarified.
WARRET CHARTERS (1875-1952)
• Like Bobbit, he posited that curriculum is science and
emphasizes students’ needs.
• Objectives and activities should match. Subject matter
or content relates to objectives.
WILLIAM KILPATRICK (1875-1952)
• Curricula are purposeful activities which are child
centered.
• The purpose of the curriculum is child development
and growth. He introduced this project method where
teacher and student plan the activities.
• Curriculum develops social relationship and small group
instructions.
HAROLD RUGG (1886-1960)
• Curriculum should develop the whole child. It is child-
centered.
• With the statement of objectives and related learning
activities, curriculum should produce outcomes.
• Emphasized social studies and suggested that the
teacher plans curriculum in advance.
HOLLIS CASWELL (1901-1989)
• Curriculum is organized around social function of
themes, organized knowledge and learner’s interest.
• Curriculum, instruction and learning are interrelated.
• Curriculum is a set of experiences. Subject matter is
developed around social functions and learners’
interest.
RALPH TYLER (1902-1994)
• Curriculum is a science and an extension of school’s
philosophy. It is based on students’ needs and interest.
• Curriculum is always related to instruction. Subject matter
is organized in terms of knowledge, skills and values.
• The process emphasizes problem solving. Curriculum aims
to educate generalists and not specialists.
HILDA TABA (1902-1967)
• She contributed to the theoretical and pedagogical
foundations of concepts development and critical
thinking in social studies curriculum.
• She helped lay the foundation for diverse students
population.
PETER OLIVA (1992-2012)
• He describe how curriculum change is a cooperative
endeavor.
• Teachers and curriculum specialist constitute the
professional core of planners.
• Significant improvement is achieved through group
activity.
PYSCHOLOGICAL FOUNDATIONS OF
CURRICULUM
• Psychology provides a basis to understand the teaching
and learning process. It unifies elements of the learning
process. Questions which can be addressed by
psychological foundations of education are:
- How should curriculum be organized to enhance
learning?
- what is the optimal level of students participation in
learning the various contents of the curriculum?
We shall consider three groups of Learning
Theories:
• Behaviorism or Association Theory
• Cognitive Information Processing Theory
• Humanistic Theory
BEHAVIORIST OR ASSOCIATION:
• The oldest of the groups that deals with

various aspects of stimulus-response (S-R)
and reinforcers.
COGNITIVE INFORMATION-PROCESS
THEORY:
• The way the learner applies information.
HUMANISTIC AND
PHENOMENOLOGICAL THEORY:
• They consider the whole child, which
includes their social, psychological and
cognitive development.
CONTRIBUTIONS/THEORIES AND PRINCIPLES
ASSOCIATION AND BEHAVIORISM:
IVAN PAVLOV (1849-1936)

• He is the Father of Classical Conditioning
Theory, the S-R Theory.
• The key to learning is early years of life is to
train what you want them to become.
• S-R Theory is a foundation of learning practice
called Indoctrination.
IVAN PAVLOV (1849-1936)
• According to the latest theory on conditioning humans became
conditioned by habit and routine and largely lose their individual
conscious.
• About 90% of what people do everyday is a habitual response to
predictable events, so we usually operate on “automatic”.
- our behavior is conditioned by a set of expectations and reward
system.
- once the brain becomes conditioned to crave a stimulus, a person
may become self destructive or dangerous to others.
EDWARD THORNDIKE (1974-1949)
• He championed the Connectionism Theory.
• He proposed the three laws of learning:
- Law of Readiness: when the nervous system is ready to “conduct”, it
leads to a satisfying state of affairs.
-Law of Exercise : provide justification of drill, repetition, and review. It is
best illustrated by behavior modification and basic-skills, instructional
approaches.
- Law of Effect : responses accompanied by satisfaction strengthens the
connection; responses accompanied by discomfort weaken the connection.
• Specific Stimulus has specific response
ROBERT GAGNE (1916-2002)
• He proposed the “Hierarchical Learning
Theory”. Learning follows a hierarchy.
• Behavior is based on prerequisite conditions.
• He introduced tasking in the formulation of
objectives.
Cognitive Information Processing Theory:
JEAN PIAGET (1896-1980)
• Theories of Piaget
- Cognitive Development has stages from birth to maturity
- Sensorimotor Stage (0-2), Preoperational Stage (2-7), Concrete
Operation Stage (7-11), and Formal Operational Stage (11
onwards)
Keys to Learning:
• Assimilation (incorporation of new experiences)
• Accommodation (Learning modification and adaptation)
• Equilibration (Balance between Previous and Later Learning)
LEV VYGOTSKY (1896-1934)
Theories of Vygotsky:
• Cultural Transmission and Development: Children cloud, as a result of
their interaction with society, actually perform certain cognitive actions
prior to arriving at developmental stage.
• Learning precedes development
• Sociocultural development Theory
Keys to Learning:
• Pedagogy creates learning processes that lead to development
• The child is an active agent in his or her educational process.
HOWARD GARDNER
• Gardner’s Multiple Intelligence
- Humans have several different ways of processing
information and these ways are relatively independent of
one another.
- there are 8 Intelligences: Linguistic, Logical
Mathematician, Musical, Spatial, Bodily/Kinesthetic.
Interpersonal, Intrapersonal, and Naturalistic.
DANIEL GOLEMAN
• Emotions contains the power to affect action.
- He called this Emotional Quotient.
Humanistic Psychology:
GESTALT THEORY
• Learning is explained in terms of “wholeness” of the problem.
• Human beings do not respond to isolated stimuli but to an organization or
pattern of stimuli.
KEYS TO LEARNING:
• Learning is complex and abstract
• Learning is analyze the problem, discriminate between essential and
nonessential data, and perceive relationships
• Learners will perceive something in relation to the whole. What/How they
will perceive is related to their previous experiences.
ABRAHAM MASLOW (1908-1970)

• He advanced the Self-Actualization Theory and Classic Theory
of human needs.
• A child whose basic needs are not met will not be interested in
acquiring knowledge or the world.
• He put importance to human emotions, based on love and
trust.
- Produce a healthy and happy learner who can accomplish,
grow and actualize his or her human self.
CARL ROGERS (1902-1987)

• Nondirective and Therapeutic Learning
- he established counseling procedures and methods for facilitating
learning.
-Children’s perceptions, which are highly individualistic, influence their
learning and behavior in class.
KEYS TO LEARNING:
- curriculum is concerned with process, not product; personal needs, not
subject matter, psychological meaning, not cognitive scores.
Humanistic Theory:
SCHOOLS AND SOCIETY

• Society as source of change
• Schools as agents of change
• Knowledge as an agent of change
Humanistic Theory:
JOHN DEWEY
• Considered two fundamental elements – schools and
civil society – to be major topics needing attention and
reconstruction to encourage experimental intelligence
and plurality.
Humanistic Theory:
ALVIN TOFFLER
• Wrote the book Future Schock
• Believed that knowledge should prepare students for the future.
• Suggested that in the future, parents might have the resources
to teach prescribed curriculum from home as a result of
technology, not in spite of it. (Home Schooling)
• Foresaw schools and students worked creatively, collaboratively,
and independently of their age.
In summary, the foundation upon which
curriculum is based are educational
philosophies, historical developments,
psychological explanations, and societal
influences. All of these foundations are
interrelated to each.

Philosophies of Education

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Philosophies of Education

Uploaded by

Copyright:

Available Formats

PHILOSOPHIES OF

• The oldest of the groups that deals with

IVAN PAVLOV (1849-1936)

ABRAHAM MASLOW (1908-1970)

CARL ROGERS (1902-1987)

SCHOOLS AND SOCIETY

You might also like