IDEALISM
Basic Features/ Principles of Idealism
1.
It is a philosophy that proclaims the spiritual nature of men and the universe.
2.
Its basic viewpoint stresses the human spirit, soul or mind as the most
important element in life.
3.
It holds that the good, true and beautiful are permanently part of the
structure of a related coherent, orderly,
and unchanging universe.
4.
Reality is reducible to one fundamental substance- spirit. Matter is not real.
It is only the mind is real.
Aims of Education
1.
To contribute to the development of mind and self, the school should emphasize intellectual abilities, moral, judgments,
aesthetics, self-realization, individual freedom, individual
responsibility and self- control.
2.
Character Development
Wisdom
Moral conviction
Good will
Loyalty
Curriculum
1.
A body of intellectual subject matter which is ideational and conceptual on
subjects which are essential for the realization of mental and moral
development.
2.
Subject matter should be made constant for all.
3.
Mathematics, history, and literature rank high in relevance since they are not
only cognitive but value-laden.
*value-laden
- presupposing the acceptance of a particular set of values.
4.
Materials that
promote “critical thinking.”
5.
Focus on reading and writing.
6.
Reading materials should foster discussion of “big ideas.”
7.
Classic works are favored because they have passed the test of time.
8.
Student writing should emphasize both personal expression and clear reasoning.
Methodology
1.
The instruction should encourage accumulation of knowledge and thinking. It
must also apply criteria for moral evaluation.
2. Learning process is made efficient by the
stimulation which comes from the teacher and school environment.
3. The teacher should be conversant with a
variety of methods and should use the particular method that is most
effective in securing the desired results.
4. Questioning, discussion and lecturing.
5. Projects can be done individual or in
group.
Role of the Teacher
1.
Role of the Teacher: to analyze and discuss ideas with students so that
students can move to new levels of awareness so that they can ultimately be transformed,
abstractions dealt with through the dialectic, but should aim to connect
analysis with action.
2.
Role of the teacher is to bring out what is already in student’s mind: reminiscence
Teacher-Learner Relationship
1.
The teacher must be excellent mentally and morally in personal conduct and
convictions.
2.
Creative in providing opportunities for pupil’s mind to analyze, discover,
synthesize and create.
3.
The teacher should see his role in assisting the learner to realize the
fullness of his own personality.
Proponents
Plato
Augustine
Rene Descartes
Immanuel Kant
Georg Wilhelm Friedrich
Hegel
Experimentalism and
Pragmatism
Basic Features/ Principles of Experimentalism and Pragmatism
1.
Experience anything to learn it.
2.
Education should be a study of social problems and how it is solved.
3.
Students shouldn’t be taught what to think, But HOW to think.
4.
The Experimentalism and Pragmatism reject the dualism that separates the
perceiver from the object that is perceived. Man is both in the world of his
perception and of the world of his perception. All that can be known is
dependent upon experience. This experiencing
of phenomena determines knowledge. Because the phenomena are constantly changing, it follows that
knowledge and truth must similarly be changing. Truth is something that happens
to an idea. Whatever is considered true today must also be considered as possibly changing tomorrow.
5.
Believes that things are constantly changing. It is based on the view that
reality is what works right now and that goodness comes from group decisions.
As a result, schools exist to discover and expand the society we live in.
Students study social experiences and solve problems.
Aims of Education
1.
Education must teach one how to think so that one can adjust to an
ever-changing society. The school must aim at developing those experiences that
will enable one to lead a good life. These objectives include:
1. Good health.
2. Vocational skills.
3. Interests and hobbies
for leisure living.
4. Preparation for
parenthood.
5. Ability to deal
effectively with social problems
2.
Additional specific goals must include an understanding of the importance of
democracy. Democratic government enables each citizen to grow and live through
the social interaction that takes place with other citizens. Education must
help its students become excellent citizens in the democracy.
Curriculum
1.
Social heritage of the past is not the focus of educational interest. Rather,
the focus is for the good life now and in the future. The standard of social
good is constantly being tested and
verified through changing experiences; therefore, education must work to preserve
democracy. The nature of this democracy is dynamic and changing as a result of
its continually undergoing reconstructive experiences. However, this
reconstruction does not demand or include total change. Only the serious social problems of society are
re-examined in order to arrive at new solutions.
2.
The curriculum of the education imparting institution must not exist apart from
the social context. The subject matter of education is the tool for solving
individual problems and as the individual learner is improved or reconstructed,
society is improved in similar fashion. Therefore, the problems of democratic
society must form the basis of the curriculum; and the means to resolve the
problems of democratic institutions must also be included in the curriculum.
Therefore, there must be:
1. A social basis to the curriculum.
2. Opportunity to practice
democratic ideals.
3. Democratic planning at every
level of education.
4. Group definition of common social
goals.
5. Creative means to develop new
skills.
6. Activity-centered and
pupil-centered curriculum.
Methodology
1.
The teaching-learning method just described is the method of problem solving. Experimentalists and Pragmatists are
committed to the use of the problem-solving inquiry and discovery method.
This approach to
teaching requires that a teacher must be:
1.
Permissive. 6.
Creative.
2.
Friendly. 7.
Socially aware.
3. A
guide. 8.
Alert.
4.
Open-minded. 9.
Patient.
5.
Enthusiastic. 10.
Cooperative and sincere.
Role of the Teacher
1.
In Experimentalism and Pragmatism, learning is always considered to be an
individual matter. Teachers ought not to try to pour the knowledge they have
into the learners, because such efforts are fruitless. What each learner learns
depends upon his own personal needs, interests, and problems. In other words,
the content of knowledge is not an end in itself but a means to an end. Thus, a
learner who is faced by a problem may be able to reconstruct his environment so
as to solve this felt need.
2.
Provide experiences that will excite motivation. Field trips, films, records,
and guest experts are examples of activities designed to awaken learner
interest in an important problem.
3.
Guide the learner into formulating a specific definition of the problem.
Because each learner approaches the problem from his own experiential
background, the teachers should encourage the learners to formulate their own
aims and goals.
4.
Plan with the class the individual and group objectives to be used in solving
the problem.
5.
Assist the learners in collecting the information pertaining to the problem.
Essentially, the teacher serves as a guide by introducing skills,
understandings, knowledge, and appreciations through the use of books,
compositions, letters, resource speakers, films, field trips, television, or
anything else that may be appropriate.
6.
Evaluate with the class what was learned; how they learned it; what new
information occurred; what each learner discovered for himself.
Proponents
John Dewey
Charles Sanders Pierce
William James
Richard Rorty
Progressivism
Basic Features/ Principles of Progressivism
1.
Education should focus on the whole child, rather than on the content or
the teacher.
2.
The students should test ideas by active experimentation. Learning is rooted in
the questions of learners that arise through experiencing the world.
3.
Individuality, progress, and change are fundamental to one's education.
Believing that people learn best from what they consider most
relevant to their lives.
4.
Learning should center on the child’s interests and needs.
Aims of Education
1.
The aim of progressive education is to meet the needs of a growing child. The
school should be a pleasant place for learning, while progressivists differed in many of their theories and practices,
they were united in their opposition to the following:
1.
Extreme reliance on bookish methods of instruction.
2. Obtaining learning by memorization of factual data.
3. The use of fear as a form of discipline; and
4. The four-walled philosophy of education that isolated the school
from the realities of life.
5. “Learning by Doing”
Curriculum
1.
Progressivists were not interested in a prepared, prescribed curriculum to
transmit knowledge to students. Rather the curriculum was to come from the
child so that learning would be active, exciting and varied.
2.
Child-centered curriculum.
3.
The content of the subject matter was done by the teacher and the students as a
group project or cooperative efforts.
4.
The teacher served as facilitator.
Progressive education left a legacy
characterized by:
1.
Emphasis on the child as the learner, rather than on the subject matter.
2.
Stress on activities and experiences, rather on textbook reliance and
memorization.
3.
Cooperative learning, rather than competitive lesson learning.
4.
Absence of fear and punishment for disciplinary purposes.
Methodology
1.
Discovery, Inquiry, Experimentation, Field Work, Project Method
2.
Discussion, Demonstration, Group Work
3.
Role Play, Simulation, Drama, Debate
* Discovery/ Inquiry – the learner
has to find knowledge using his own ways, under teacher’s guidance of
knowledge.
*Students actively participate in
their own learning through encountering real life situations in which they get
first hand situation.
*Role Play advocates creativity in
students which help to keep alive the interest of the class and relieve the
monotony of the lecture method. It also provides a life sample of human
behavior that serves a vehicle for pupils to explore
their feelings and gaining sight into attitudes and ways.
*Discussion/ Lecture method- it is a
superior technique for demonstrating models and clarifying matters to students.
*It can effectively introduce and
summarize major concepts.
Role of the Teacher
1.
The teacher serves as a guide and facilitator of learning by assisting students
to sample direct experience.
2.
The teacher works beyond the individual in the classroom. This kind of teacher
would be good with making group decisions and
keeping in their mind the consequences for the students and how it may or may not benefit
them. The teacher's role is to help his or her students acquire the values of
the democratic system.
Proponents
John
Dewey
William
Heard Kilpatrick
Johann
Heinrich Pestalozzi
Existentialism
Basic Features/ Principles of Existentialism
1.
Existentialism is a way of viewing and thinking about life in the world so that
priority is given to individualism and subjectivity.
*Individualism is a
moral, political or social outlook that stresses human
independence and the importance of
individual self-reliance and liberty.
*Subjectivity is a
central philosophical concept related to consciousness, agency, personhood, reality and truth.
2.
Human being is the creator of his own essence; he creates his own values
through freedom or individual preference.
3.
The most important kind of knowledge is about the realities of human life and
the choices that each person has to make.
4.
Education is the process of developing awareness about the freedom of choice
and the meaning of responsibility for one’s choice.
Aims of Education
1.
Education should cultivate an intensity of awareness in the learner.
2.
Students should learn to recognize that as individual they are constant, free,
baseless, and creative.
3.
Education should be concerned with effective experiences, with these elements of
experience which are subjective and personal.
Curriculum
1.
Subjects are merely tools for the realization of subjectivity.
2.
Learning is not found in the structure of knowledge nor in organized
discipline, but in the student’s willingness to choose and give meaning to the
subject.
3.
Literature and the humanities are important in the curriculum.
4.
Literature is useful and relevant for awakening choice-making in basic human
concerns.
5.
History is important in finding out how men in the past have faced and answered
recurrent human questions like guilt, love, suffering or freedom.
5.
Arts stimulate aesthetic expression, not merely imitate styles of selected
models.
6.
Humanistic studies are rich sources of ethical values.
Methodology
1. The existentialist aims to develop a sense of
awareness and responsibility in students.
2. The teacher may choose a variety of methods but
not obscuring the teacher and learner relationship.
3. Children are individuals. No two children are alike;
therefore they are going to learn differently. Education should accommodate these
needs and students should be encouraged to do things because they want to do
them.
4. There should be freedom of choice, spontaneous
play, open expression of feelings, and student participation in the democratic
control over community life in the school.
5. There should be diversity in the curriculum and
in the manner in which things are taught.
6. Teachers should treat students humanely, as
people, not objects. A relationship should be developed between the student and
the teacher in order to promote the goals of education.
7.
Existentialists believed that the authority/control method of teaching tends to
prohibit the attainment of knowledge.
Role of the Teacher
1.
In the existentialist world the role of the teacher is to provide
diversification within the curriculum
to the individual learners. Each child as an individual has a unique way of
learning. When discussing types of teaching methods to be used, one size does
not fit all learners.
2.
The teacher needs to focus on children as individuals and interact with them as
"subjects" and not "objects", personalities and not
numbers.
3.
The teacher has permission to become the learner and the learner to become the
teacher. But because the teacher has more experience in life perceptions, it is
her job to promote an awareness of the possibilities of the world through openness
to past, present, and future possibilities. Teaching children to communicate
through effective language practices becomes very important as children to
learn to communicate effectively for true self expression. The teacher is an
"enabler who helps the student appropriate, internalize, and make
over."
Proponents
Soren
Kierkegaard (1813-1855)
Martin Buber
(1878-1965)
Martin
Heidegger (1889 - 1976)
Jean-Paul
Sarte (1905-1980)
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