A report from Certificate of Teaching students of College of Education, Central Mindanao University

1. KEVIN JAY T. BOFETIADO
Educ 60

2. OBJECTIVES
Explain the meaning of various philosophies of
education
Draw educational implication of the philosophies of
education to teaching profession
4 Pillars of Learning

3. List everything
you believe to
be true about
education

4. PHILOSOPHY
taken from the Greek word “philos” “love” “sofia”
“wisdom”
is to identify problems and suggest ways of handling
this problem.
PURPOSE OF PHILOSOPLY OF EDUCATION

5. ( MCGRAW-HILL GLOBAL EDUCATION HOLDING, 2017)
Represents answers to questions about the purpose of
schooling, a teacher's role, and what should be taught
and by what methods.
Behind every school and every teacher is a set of
related beliefs
Influences what and how students are taught.

6. HOW DO TEACHER-CENTERED PHILOSOPHIES OF
EDUCATION DIFFER FROM STUDENTS-CENTERED
PHILOSOPHIES OF EDUCATION?
Teacher-centered philosophies tend to be more
authoritarian and conservative, and emphasize the
values and knowledge that have survived through time.
Student-centered philosophies are more focused on
individual needs, contemporary relevance, and
preparing students for a changing future.

8. FIELD OF PHILOSOPHY
Four branches of
philosophy relative to
teaching
Seven philosophies
of education
We will consider:

9. Four branches
of philosophy:
 Axiology
 Epistemology
 Logic
 Metaphysics

10.  Aesthetics
 Ethics
AXIOLOGY

11.  Theories of
knowledge
 Knowing the limits
or validity of
knowing
EPISTEMOLOGY

12.  Reasoning
 Increases with each
stage of cognitive
development
LOGIC

13.  Meta ta physika
 Basic causes and
nature of things
METAPHYSICS

15. Socrates did not tell his
students what to think –
instead he forced them to
challenge their own thinking
and to develop their logical
thinking skills and
understanding.
Socrates

16. Plato believed that talent was
distributed non-genetically and
thus must be found in children
born in any .
He built on this by insisting that
those suitably were to be
trained by the state so that they
might be qualified to assume the
role of a .
PLATO

17. Aristotle placed great emphasis on
balancing the theoretical and
practical aspects of subjects
taught.
Subjects he explicitly mentions as
being important included reading,
writing and mathematics; music;
physical education; literature and
history; and a wide range of
sciences. He also mentioned the
importance of play.
ARISTOTLE

18. 7 PHILOSOPHIES OF EDUCATION
1.ESSENTIALISM
2.PROGRESSIVISM
3.PERENNIALISM
4.EXISTENTIALISM
5.BEHAVIORISM
6.LIGUISTIC PHILOSOPHY
7.CONSTRUCTIVISM

19. ESSENTIALISM
WHYTOTEACH WHATTOTEACH HOWTOTEACH
This philosophy
contends that
teachers teach for
learners to acquire
basic knowledge,
skills and values
The emphasis is on
academic content for
students to learn the
basic skills or the
fundamental R’s,
‘riting, ‘rithmetic,
right conduct – as
these are essential to
the acquisition of
higher or
morecomplex skills
needed in preparation
for adult life.
• They are expected to
be intellectual and
moral models of
their students.
• They are seen as
“fountain” of
information and as
“paragon of virtue”,
if ever there is such
a person.

20. PROGRESSIVISM
WHYTOTEACH WHATTOTEACH HOWTOTEACH
Teach to develop
learners into
becoming enlightened
and intelligent citizens
of a democratic
society
•Are identified with
need-based and
relevant curriculum
•This group of
teachers teaches
learners so they may
live life fully NOW not
to prepare them for
adult life.
• Teachers employ
experiential
methods.
• They believe that
one learns by doing
For John Dewey, the most popular advocate of PROGRESSIVISM, book learning is no
substitute for actual experience. One experiential teaching method that progressivist
teachers heavily rely on is the PROBLEM SOLVING METHOD.
“ You will learn more of this in your principles and strategies of teaching 1”

21. PERINNIALISM
WHYTOTEACH WHATTOTEACH HOWTOTEACH
Schools should,
therefore, develop the
students’ rational and
moral power.
According to Aristotle
“ if we neglect the
students, reasoning
skills, we deprive them of
the ability to use their
higher faculties to control
their passions and
appetites.”
•Is universal one on
the view that all
human beings
possess the same
essential nature.
•It is not specialist
curriculum but rather
a general education.
• The perinnialism
classroom are
“centered around
teachers.”
• The teachers do not
allow the students
interest or
experience to
substantially dictate
what they teach.

22. EXISTENTIALISM
WHYTOTEACH WHATTOTEACH HOWTOTEACH
Help the students to
understand and
appreciate
themselves as unique
individuals who
accept complete
responsibility for their
thought, feelings and
action.
•Students are given a
wide variety of
options form which to
choose.
•Students are
affordable great
latitude in their choice
of subject matter.
• Focus on individuals
• In the use of such
strategy, teachers
remain NON-
JUDGEMENTAL and
take care not to
impose their values
on their students
since values are
personal

23. BEHAVIORISM
WHYTOTEACH WHATTOTEACH HOWTOTEACH
Schools are
concerned with the
modification and
shaping of students’
behavior by providing
for a favorable
environment , since
they believe that they
are a product of their
environment.
Techers teach to
respond favorably to
various stimuli in the
environment
Teachers ought to
make the stimuli clear
and interesting to
capture and hold the
learners attention

24. LINGUISTIC PHILOSOPHY
WHYTOTEACH WHATTOTEACH HOWTOTEACH
Teachers teach to
develop in the
learners the skills to
send messages
clearly and receive
messages correctly.
Learners should be
taught to
communicate clearly
– how to send clear,
concise messages and
how to receive and
correctly understand
messages sent.
Teacher should make
the classroom a place
for the interplay
3 ways in communication take place
1. Verbal he sharing of information between individuals by using speech.
2. Non-Verbal It includes the use of visual cues such as body language (kinesics), distance
(proxemics) and physical environments/appearance, of voice (paralanguage) and of
touch (haptics).
3. Non-Verbal refers to how we say the words we say, for example do we seem happy, sad, angry,
determined or forceful

25. CONSTRUCTIVISM
WHYTOTEACH WHATTOTEACH HOWTOTEACH
Develop intrinsically
motivated and
independent learners
adequately equipped
with learnings skills
for them to be able to
construct knowledge
and make meaning of
theme.
The learners taught
how to learn.
They are taught
learning process and
skills such as
searching, critique
evaluating
information, etc.
The teacher provide
students with data or
experience that allow
them to hypothesize
predict, manipulate
objects, pose
questions, research,
investigate, image
and invent

26. “ You will learn more of this in your principles and strategies of teaching 1”

28. 4 PILLARS OF LEARNING
Learning to
Know
Learning to
Do
Learning to
Live Together
Learning to
Be
By combining a
sufficiently broad
general knowledge
with the
opportunity to work
in depth on a small
number of subject
In order to acquire
not only an
occupation skill s
but also, more
broadly, the
competence to deal
with many
situations and work
in items
By developing an
understanding of
other people and
an learning
appreciation of
interdependence -
carrying out joint
projects and
learning to manage
conflict – in a spirit
of pluralism,
mutual
understanding and
peace.
So as to better
develop one’s
personality and be
able to act with
greater autonomy
judgement and
personal
responsibility.