PROF ED 5 Philosophical Foundation - Classical Philosophies

LIGAO COMMUNITY COLLEGE

PROF ED 5
THE TEACHER AND THE COMMUNITY, SCHOOL
CULTURE, AND ORGANIZATIONAL LEADERSHIP

UNIT 1
SOCIETY AND EDUCATION
T H C N O

C I S E K
C H O I C E
E T R H I
S P T M U
T R U T H
D A R H I
B N T M E
M I N D
D A R H I
T N P C E
P R A C T I C E
EDUCATION
The word “educate” comes from the Latin ‘educere’,
meaning “to lead out”, “to bringout”.
- Education is the process of facilitating learning, or the

acquisition of knowledge, skills, values, morals, beliefs,
and habits.
- Can take place in formal or informal settings and any
experience that has a formative effect on the way one
thinks, feels, or acts may be considered educational.
PHILOSOPHY
- The word ‘philosophy’ comes from the Greek word
‘philos’ meaning ‘love’ and ‘sophia’ meaning ‘wisdom’
So, etymologically ’philosophy’ means ‘love of
wisdom’.
Philosophical Perspective
Classical Philosophies
Existentialis Pragmatis
Idealism Realism m m
Idealism
 Idealism is a school of philosophy that emphasizes that
“ideas or concepts are the essence of all that is worth
knowing”
 Stresses the existence of ideas independent from the
material world. Ideas that which exist in the mind are the
only reality.
 ‘Exalt the human personality’. It regards man as a spiritual
being and considers the ‘human personality’ as of
supreme value.
 More on the mind and spirit
Philosophers
 Plato (ca. 427 – ca. 347 BCE)

Plato believed that truth was the central reality.
Plato talked about two worlds: the spiritual or
mental world and the world of appearance.
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.”
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.
the Socratic Method actively engages
students in the learning process, improves
understanding, and promotes higher-order
thinking.
Educational Implications
 The curricular focus is on ideas rather than the

student or specific content areas. Learning is also
intrinsically motivated.
 Idolizes ‘mind ‘and ‘self‘. An idealist shifts the

emphasis from the natural or scientific facts of life
to the spiritual aspects of human experience.
Application
• 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
 Concerns with what is real, actual. For ideas to be
realized, they must be transferred or demonstrated.
 This educative process is viewed mainly as the
transmission of information and knowledge
 Realism can be defined as a philosophical position
that asserts the existence of an objective order of
reality and the possibility of human beings gaining
knowledge about this reality.
 Truth can be tested and proven true
Philosophers
Aristotle (384 – 322 BCE):

Aristotle is known as the father of realism
and the Scientific Method.
Aristotle was the “first to teach logic as a
discipline in order to be able to reason
about physical events and aspects”
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.
• Many teachers support the philosophy of realism and it

is seen that the realist curriculum is highly valued in the
field of the present educational system.
• Realism believes that in order to teach students
effectively, an overall curriculum is of utmost importance.
• Science and Mathematics
Application
• Under the realism philosophy of education, teachers must offer
adequate teaching materials to the students based on their
developmental levels.
• The realist teacher should command a variety of methods that
may include lectures, discussions, or experiments and should
always use appropriate methods suitable to the learner’s
background.
Existentialism
 Personalizes knowledge to the individual. The person
chooses the knowledge that he deems is relevant to his
process of becoming to realize his essence.
 Emphasizes subjectivity, freedom and responsibility.
 the philosophy of subjectivity of self-hood whose
fundamental doctrine proclaims man’s freedom in the
accomplishment of his destiny
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. 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”
• Reality is a world of existing, truth subjectively chosen, and goodness

a matter of freedom. The subject matter of existentialist classrooms
should be a matter of personal choice.
• Teachers view the individual as an entity within a social context in
which the learner must confront others' views to clarify his or her
own.
• 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. They start with the student, rather
than on curriculum content
Application
• An existentialist teacher places importance on developing a free,

self-actualizing person.
• In the classroom, teachers place emphasis on asking questions
and discovering one’s purpose in life. Students are given the
chance to define themselves through how they live their lives.
Pragmatism
 The term ‘Pragmatism’ is derived from the Greek word
‘Pragma’ which means the ‘work done. Some other
educators are of the opinion that the term is derived from
the Greek word ‘Pragmatikes’ which means ‘practicability’
or ‘utility’.
 The action gets priority over thought.
 Beliefs and ideas are true only if they are workable.
 Stress is given on practicability, utility, and action rather than
reflection. It is the element of utility that has the greatest
appeal and they live in the world of facts and not in the world
of ideas or ideals.
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.
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”.
 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.
Application
 Teaching methods used in pragmatism include, hands-on
problem solving, experimenting, projects, cooperative
learning

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LIGAO COMMUNITY COLLEGE

- Education is the process of facilitating learning, or the

 Plato (ca. 427 – ca. 347 BCE)

 The curricular focus is on ideas rather than the

 Idolizes ‘mind ‘and ‘self‘. An idealist shifts the

• Teaching methods used within idealism

Aristotle (384 – 322 BCE):

John Locke believed in the tabula

• Many teachers support the philosophy of realism and it

• Reality is a world of existing, truth subjectively chosen, and goodness

• An existentialist teacher places importance on developing a free,

Dewey (1859 – 1952):

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