1. TRADITIONAL AND
CONTEMPORARY EDUCATIONAL
PHILOSOPHIES
Presented and submitted by: MRS. HILDE FERNAN NAPENAS

2. IDEALISM
PLATO – THE
FATHER OF
IDEALISM

3. CONCEPTS AIMS IN
EDUCATION
DISCIPLINE ROLE OF A
TEACHER
CURRICULUM METHOD OF
TEACHING
Associates
reality to ideas
in the mind
rather than to
material objects.
To discover and
develop each
individual's
abilities and full
moral
excellence in
order to better
serve society.
Self -insight and
self-analysis
Teacher should
gain respect
from the child
by his
affectionate and
sympathetic
behavior and
then motivate
him by his
praiseworthy
ideals. It
believes in
guided freedom
and strict
discipline.
Literature,
History,
Philosophy,
Religion.
Focus on
handling ideas
through lecture,
discussion, and
Socratic
dialogue (a
method of
teaching that
uses
questioning to
help students
discover and
clarify
knowledge).

4. NATURALISM
EMILE ZOLA-
the father of
naturalism

5. Concepts Aims in education Discipline Role of a teacher Curriculum Methods of
Teaching
Does not believe
in spiritualism. It
denies the
existence of a
spiritual universe
— the universe of
ideas and values.
Educational aim
according to
Naturalism is the
self-expression
and satisfaction of
the
natural impulses
of the child.
Natural
consequences.
Naturalism has no
faith in formal
education.
The teacher has
to play the role of
acquainting
children with their
natural
environment.
According to him
nature is the only
pure and man.
physics,
chemistry,
zoology, botany
Attaches no
importance to
formal schools
and textbooks as
these hinder the
natural
development of
children. It
condemns note-
learning and
encourages
learning by doing.
They emphasize
auto-education
and self-
development, and
learning through
personal
experience of the
child.

6. Reconstructionism
Theodore
Burghard Hurt
Brameld is the
father of
Reconstructionism

7. Concept Aims in education Discipline Role of a teacher Curriculum Methods of
Teaching
Emphasizes the
addressing of
social questions
and a quest to
create a better
society and
worldwide
democracy
People act as
change agents.
They do not think
that schools
should be
separate from
society, and
educators should
be more involved
in the social
cause. Three ideas
reconstructionist
believe are world
community,
brotherhood, and
democracy should
be implemented
in school and
society.
Social experiences
(social sciences)-
bringing about
change in areas
that concern
them, they will
not become
frustrated, and
therefore, will not
be likely to
become discipline
problems.
Reconstructionist
want teachers to
be social activist.
They believe the
improvement in
society results
from continuous
thoughtful
change and the
best change
agent is the
educational
process. Teachers
need to focus on
critical issues and
allow students to
have a active say
in education.
The curriculum
should encourage
students to use
and apply what
they learn. Half of
the students time
is in the
classroom and the
other half is spent
learning outside
the school
structure.
Reconstructionist
believe that
students are
shaped to fit the
preexisting
models of living.
Reconstructionist
want to see
people actively
participating in
the educational
methods than
being passive.
Students should
participate in
service learning
to gain firsthand
knowledge and
experience
community life.

8. The prefer the wheel
curriculum where
the core (central
theme of the school)
of the curriculum is
at the hub of the
wheel and the
spokes represents
the related studies,
such as: discussion
groups, field
experiences and
content.
Reconstructionist
want teachers to be
internationally
oriented and
humanitarian in
their outlook.

9. Existentialism
SørenKierkegaard
isthefounderof
Existentialism

10. Concept Aims in education Discipline Role of a teacher Curriculum Methods of
Teaching
1.Human free will
2.Human nature is
chosen through
life choices
3.A person is best
when struggling
against their
individual nature,
fighting for life
4.Decisions are
not without stress
and
consequences
1. To help the
students and
appreciate
themselves as
unique individuals
who accept
complete
responsibility for
their thoughts,
feelings and
actions.
Safeguarding
“human being” in
the world of
nature and
history, come
together to give
his existential
philosophy its
unique character.
This is also the
framework within
which nihilism
reappears as the
ground of
philosophy.
1. To help
students define
their own essence
by exposing them
to various paths
they take in life.
2. To create an
environment in
which they freely
choose their own
preferred way.
3. To relate with
each student
openly and
honestly.
1. Learning is
self-paced, self-
directed.
2. Students are
given a wide
variety of options
from which to
choose.
3. Students are
afforded great
latitude in their
choice of subject
matter.
on.
1. Focus is on
the individual.
2. In teaching
history,
existentialists
focus on the
actions of
historical
individuals, who
provide possible
models for the
student’s own
behavior, rather
than emphasizing
historical events.
3. In arts,
creativity and
imagination

11. 5.There are things
that are not
rational
6.Personal
responsibility and
discipline is
crucial
7.Society is
unnatural and its
traditional
religious and
secular rules are
arbitrary
8.Worldly desire is
futile
2. To educate the
whole person, not
just the mind,
since feeling is
not divorced from
reason in in
decision making.
3. To help the
learner become
fully his authentic
self.
4. To assist and
guide the learner
in the process of
becoming
intelligent,
sensitive,
choosing and
acting individual
who knows the
obligation and
responsibility and
freedom.
5. To help
individual identify
and know himself
better.
6. Questioner
4. The
humanities are
given emphasis to
provide students
with vicarious
experiences that
will help unleash
their own
creativity and self-
expression.
4. Teaching
values to help
students know
themselves and
their place in
society.
5. Open Space
in the classroom
for dialogues and
small group
discussions and
individualization
to lessen the
tension.
6. Criticism to
any individual
work is less
important.

12. 7. Poser of
alternatives
8. Identifier of
choices who
challenges the
learner to become
fully existent.
9. To freely
choose what
subject they want
to study as long
as they are
interested in it.
10. To define
their own essence
and meaning in
life.
5. Composed of
fine arts, drama,
creative
expression,
literature, and
philosophy
6.Vocational
education is seen
more as a means
of teaching
students about
themselves and
their potentials
than that of
earning a
livelihood.

13. Perennialism
RobertHutchins
andMortimer
Adler

14. Concepts Aims in education Discipline Role of a Teacher Curriculum Methods of
Teaching
1. To teach
ideas that are
everlasting.
2. To seek
enduring truths
which are
constant (not
changing), as the
natural and
human worlds at
their most
essential level, do
not change.
The aim of
education is to
ensure that
students acquire
understandings
about the great
ideas of Western
civilization.
1. Develop the
intellect of all
learners and
prepare them for
life and moral
qualities through
emphasizing
knowledge and
the meaning of
knowledge,
servings to
enhance student’s
critical thinking
skills in their
search for
individual
freedoms, human
rights and
responsibilities
through nature.
1. Instill respect
for authority,
perseverance,
duty,
consideration,
and practicality.
2. As the
director and
coach of intellect
respondent.
3. Must deliver
clear lectures.
4. Coaching in
critical thinking
skills.
The perennialist
curriculum is
universal and is
based on their
view that all
human beings
possess the same
essential nature.
Perennialists think
it is important
that individuals
think deeply,
analytically,
flexibly, and
imaginatively
Perennialists use a
lot of teacher
telling. In other
words, they like
the lecture
method.
However, it is not
their favorite
method.
Perennialists
frequently use
catechism

15. . This is simply a
refined version of
the recitation
method where
the student
“lectures back” to
the teacher. All of
the questions
relevant to the
subject matter are
ordered and
organized in a
published list.
Each question has
one and only one
correct answer.
The student
commits both the
question and the
answer to
memory.

16. Essentialism
WilliamBagley
knownastheFather
ofEssentialism

17. Concepts Aims in education Discipline Role of a Teacher Curriculum Methods of
Teaching
Educational
essentialism is an
educational
philosophy whose
adherents believe
that children
should learn the
traditional basic
subjects
thoroughly. In this
philosophical
school of thought,
the aim is to instill
students with the
"essentials" of
academic
knowledge,
enacting a back-
to-basics
approach.
From the
Essentialist point
of view, the aim of
education is to
equip students
with common
core or the “basic”
of information
and skills needed
for the promotion
of citizenship. For
this reason,
essentialists
believe that
students should
master “the
essentials” before
they are to
study other less
essential material
that is possibly
more interesting
Adults are also
responsible for
imposing
discipline in an
essentialist
classroom.
Teachers must
guide students by
using strict,
external discipline
with fair and
consistent
consequences.
Self-discipline,
according to
essentialist
philosophy, will
eventually
develop from this
outwardly
imposed
discipline.
1. The teacher
teaches
discipline and
hard work.
2. The teacher is
an expert of
content
knowledge.
3. The teacher is
accountable
for student
learning.
Mathematics,
Natural Science
Literature
Foreign Language
History
1. Strong
emphasis on
basic skills in
elementary
schools and
on disciplined
knowledge
and scholastic
achievement
in secondary
schools.
2. There should
be a common
core
curriculum
that is taught
1. Use
instructional
strategies
2. Lecture
3. Memorization
4. Homework
5. Teacher and
subject
centered
6. Mastery
learning

18. Progressivism
JohnDewey-father
ofProgressivism

19. Concept Aims in Education Discipline Role of a teacher Curriculum Methods of
Teaching
1. Contemporary
reform
movement in
educational,
social and
political
affairs.
2. Dewey viewed
the school as a
miniature
democratic
society in
which
students could
learn and
practice the
skill and tools
necessary for
democratic
living.
1. To develop a
personality of
an individual
through
providing a
democratic
environment
in the
educational
institutions.
2. An all-round
development
of a child.
3. Co-operative
behavior and
social
participation
4. Education of
the whole
man, or whole
personality
Progressivists
believe that
education should
focus on the
whole child,
rather than on the
content or the
teacher. This
educational
philosophy
stresses that
students should
test ideas by
active
experimentation.
..
1. The human
elements ,
human beings
are given
more
importance.
The teacher
has to meet
the needs of
pupil as a
good human
being.
2. As a facilitator
or guide
3. Determine
student
interests
4. Involve
students in
curriculum
development
1. It should be
based on the
actual giving
environment
to the child. It
must reflect
his daily life.
2. The curriculum
is
interdisciplinar
y in nature.
3. Books and
subject matter
were part of
the learning
process rather
than sources
of ultimate
knowledge.
1. Project
method-
active
participation
of the pupils
in learning.
2. Socialized
method- to
bring all the
individual into
a group
system of
interaction.
3. Conferences
4. Demonstratio
n
5. Group work
6. Role play
7. Debates
8. Inquiry
9. Discussion

20. Which includes
the physical,
emotional, social
and intellectual
aspects of
individuals.
5. Stimulate direct
learning process.
The teacher who
is vital in
education process
and having richer,
superior
experience and
can analyze the
present situation.
Teacher will act as
an stage setter,
guide and
coordinator but
he is not a total
authority, just he
guides the
situation.
4. Curriculum is based
on student’s interests,
involves the
application of human
problems and affairs.
5. It uses the life
experience approach
to fit the student for
future social action.
6. Curriculum is based
on a specific group of
students.
7. Political, moral,
social, intellectual,
vocational,
mathematics, general
science, languages,
integration of
experiences.
10. Planning
and
participation
in the
activities

21. Realism
Aristotle-fatherof
realism

22. Concept Aims in education Discipline Role of a Teacher Curriculum Methods of
Teaching
1. Based on
science only
2. Emphasizes
on behavior
and
experiment
3. Child and his
present life
are the
centers of
education
4. It opposes
book
learning.
5. Both the
individual
and the
society are
valued.
1. Preparing the
child for happy
and successful
life
2. Preparing the
child for a real
life
3. Developing the
physical and
mental powers
of the child
4. Developing and
training of
senses
5. Acquainting the
child with nature
and social
environment
6. Imparting
vocational
education.
1. Emphasizes a
synthetic form
of
impressionistic
and
emancipatory
discipline
according to
natural and
social
procedures.
1. Supreme-
brings the
child in touch
with external
realities of life.
2. Imparts
scientific
knowledge in
an essay and
effective way
3. Gets testing
results than
can help
improve that
the students
are learning
the material
1. Developed
according to
utility and
needs
2. Subjects
concerning
day to day
activities
3. Main subjects
are: natural
science,
physical
science, health
culture,
physical
exercise,
maths,
geography,
history,
astronomy
1. Scientific and
objective
method
2. Informal
method
3. Self
experience
and research
4. Experimental
method
5. Heuristic
method
6. Correlation
method

23. Pragmatism
CharlesSanders
Peirce-fatherof
Pragmatism

24. concept Aims in education Discipline Role of a Teacher Curriculum Method of
Teaching
1. Gives
importance to
action
2. Gives
importance to
experience
3. Believes in
change
4. No belief in
permanent
values
5. A practical
philosophy
6. A humanistic
philosophy
7. Pragmatists
believe on
present
1. Pragmatists
don’t believe
in pre-
conceived
aims of
education
2. Education
becomes the
laboratory of
life
3. Consider while
forming aims-
 creation of
new values( for
experience and
values)
 Activity and
exercise ( to
create new
values)
1. Gives a lot of
freedom to
children
2. Teacher-
guide- self-
discipline
3. Acts- carried
in a happy and
free
environment
4. Self-discipline-
not exposed
by authority
5. Social
discipline-
participation
in school
society
1. Creates a real
life situation-
child
interested to
solve
2. Keep student
as- discoverer
and
experimenter
3. Not impose
anything-
child will
decide own
aim, goal
4. Not a dictator-
only “leader of
group
activities”
1. Experience- to
educate
2. Life- centered
curriculum
3. Only one
subject- the
art of modern
living
4. Curriculum-
formulated
based on:
 Activity
curriculum
 Principle of
utility
 Principle of
interest
 Principle of
integration
1. Gives
importance to
a child than
books or
teachers
2. Avoids
outdated and
rigid method
of learning
3. Methods
include:
 Learning by
doing
 Provision of
real life
situation
 Project
method( real
and purposeful
task)
 Discussion,

25. 8. Believe that
growth and
development
takes place
through
interaction and
environment
9. Deep faith in
democracy
10. Emphasis on
means not on
ends.
 Personal and
social
adjustment
(cope up)
 Reconstruction
of experience
(providing
social setting)
 All around
personality
development
5. As a friend,
philosopher and
guide
6. Can maintain a
close relationship
Questioning and
inquiry