This document provides an overview of the philosophical foundations of education. It discusses how philosophy helps educators formulate beliefs and assumptions to make decisions about curriculum development. The document outlines some of the major philosophical approaches that influence education, including idealism, realism, pragmatism, and existentialism. It also discusses four educational philosophies: perennialism, essentialism, progressivism, and reconstructionism. Finally, it notes that philosophical foundations help determine the overall purpose of education and the roles of those involved by shaping the way goals and objectives are established for curriculum.
4. " School introduces and trains
each child of society with spirit
of service and effective self
direction" (Dewey).
"have the deepest and best
guaranty of a larger society
which is worthy, harmonious
and lovely" (Dewey).
6. SCHOOL
• Import agent of socialization.
• Tasked to impart specific
knowledge an skills necessary
for functioning in the society.
7. • Tasked to transmit
society’s cultural values.
8. EDUCATION IN PRIMITIVE TIME
AIMS: LIFE SKILLS
1. Security and survival (tool & instrument
making).
2. Conformity (adherence to moral code of the
group).
3. Preservation and transmission of the traditions
(language).
9. Function of education to society
Socialization
• Process by which individuals internalize
the norms and values of society and so
social ang cultural continuity are
attained. This is informal education in
action.
10. Historical
Group
Educational
Goals
Curriculum Agents Influences on
Western
Education
Greek 1600
B.C. – 300
B.C.
To cultivate
civic
responsibility
and identify
with the city
state;
Athenian: to
well develop
well rounded
person
Spartan: to
develop
soldiers and
military
Athenian:
Reading,
Writing,
Arithmetic,
Drama, P.E.
& Literature
Spartan: drill,
military songs
and tactic.
Athens:
private
teachers and
schools:
Sophists;
philosophers
Spartan:
military
teachers, drill
sergeants
Athens: the
concept of
well rounded,
liberally
educated
person
Spartan: the
concept of
military state
11. Historical
Group
Educational
Goals
Curriculum Agents Influences on
Western
Education
Roman 750
B.C. – A.D.
450
To develop
sense of civic
responsibility
for republic
and empire;
to develop
military and
administrative
and military
skills
reading,
writing,
arithmetic, &
law
Private
schools and
teachers,
school of
rhetoric.
Emphasis of
ability to use
education for
practical
administrative
skills; relating
education to
civic
responsibility.
12. Historical
Group
Educational
Goals
Curriculum Agents Influences on
Western
Education
Arabic To cultivate
religious
commitment to
Islamic Beliefs;
develop
expertise in
math, science
and medicine
Reading,
writing,
mathematics,
religious
literature,
scientific studies
Morsque; court,
schools
Arabic numerals
and
momputation
re-entry of
classical
materials on
science and
medicine.
Medieval To develop religious
commitment,
knowledge and
ritual; to re-establish
social order, to
prepare persons for
appropriate roles
Reading,
writing,
arithmetic,
liberal, arts,
philosophy,
theology, crafts
Parish,
cathedrals,
universities,
knighthood
Establishing the
structure
content,
organization of
the university as
a major
13. Historical
Group
Educational
Goals
Curriculum Agents Influences on
Western
Education
Renaissance To cultivate a
humanist who
was an expert in
the classics –
Latin and Greek
Latin, Greek,
classical
literature,
poetry, art
Classical
humanist
educators and
schools
An emphasis in
literary
knowledge,
excellence and
style as
expressed in
classical
literature
Reformation To cultivate sense of
commitment to a
particular religious
denomination; to
cultivate general
literacy
Reading,
writing,
catechism,
religious concept
ang rituals
Vernacular
elementary
school for the
masses; classical
schools for the
masses
A commitment
to universal
education to
provide literacy
to the masses;
the origins of
school system
with the
18. Philosophical Foundation
*from the word philosophy.
*philosophy is the study of the fundamental nature of knowledge, reality, and existence,
especially when considered as an academic discipline.
Philosophy is at the heart of curriculum development. It helps educators in
formulating beliefs, arguments, and assumptions and in making value judgments.
Philosophy develops a broad outlook, and it also helps in answering what schools
are for what subjects are important, how students should learn, and what
materials and methods should be used. Philosophy provides the starting point in
decision making about education in its totality (Ogwara, et. al, 2013).
19. In this chapter, we will explore idealism, realism, pragmatism, existentialism, and educational
philosophies which are perennialism, essentialism, progressivism, and reconstructionism.
Many sources consider philosophy to be “the study of basic ideas about knowledge, truth,
right and wrong. and the nature of meaning of life.” (Merriam-Webster Dictionary). Locke
defines philosophy as a “process of liberation from ignorance and prejudice” (Curriculum
Studies, 2020.)
According to Doll (1992: 28), philosophy has the multifaceted effect of helping us to:
indicate in general what we mean,
make what we mean more specific and definite, and
develop what we mean into a useful construct.
Thus, philosophy is a crucial determinant of curriculum trends and the curriculum
development process by helping clarify our thought process. And, because philosophy is a
process of the mind, there are a variety of philosophical thoughts that need consideration.
20. To start with, there are two broad categories of philosophy: the traditional and
modern philosophies. In each of those categories, there are major philosophies such
as idealism, realism, pragmatism, and existentialism, as well as educational
philosophies arising from those major philosophies. These include perennialism and
essentialism in the traditional category, while progressivism and reconstructionism
fall under the modern philosophies.
The philosophical foundation of curriculum helps determine the driving
purpose of education, as well as the roles of the various participants.
While all foundations propose to set goals of curriculum, philosophy
presents the manner of thinking from which those goals are created.
