Session 15

By: Kareen May R. Bausing

Philosophical Foundations
 TABLE OF CONTENTS

2.
1. 3.
IMPORTANCE OF
INTRODUCTION EDUCATIONAL PHILOSOPHIES
PHILOSOPHY OF EDUCATION TO
OF FILIPINO EDUCATORS
.
THE TEACHER
.
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.
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.
IDEALISM
Idealism is a school of philosophy that emphasizes that
“ideas or concepts are the essence of all that is worth
know- ing” (Johnson et. al., 2011, p. 87). Based on the
writings of Plato, this school of philosophy encourages
conscious reason- ing 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

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 fo- cus 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.
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.
 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.
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.
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).

 
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
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.

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

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.

 
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
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
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

Kierkegaard (1813-1855):

Soren Kierkegaard was a Danish minister and philosopher.

He is considered to be the founder of existentialism.

 
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.

 
ARTICULATING YOUR PHILOSOPHY OF EDUCATION

When articulating your philosophy of education, it is essential to reflect on the multiple

dimension of teaching that would impact your philosophy. As demonstrated by the diagram,
there are a lot of factors to consider. Take a moment to reflect on the diagram, are there any
elements you feel are more important than the others? Are there elements missing that you
would include? If so, what are they and why do you feel they are important?
 

When approaching the writing of your philosophy of education, we recommend using the
following key elements to ensure that your philosophy of education is well thought out and
supported, no matter which school of thought it is based upon.
THANK YOU!
WRITE A CLOSING STATEMENT OR
CALL-TO-ACTION HERE.
"WRITE AN ORIGINAL STATEMENT
OR INSPIRING QUOTE"
- INCLUDE A CREDIT, CITATION, OR SUPPORTING MESSAGE