Educational Philosophies

1. CLASSICAL/ TRADITIONAL
SCHOOL OF THOUGHTS
THINKERS
ASSUMPTIONS
IDEALISM
PLATO and
SOCRATES
Idealism is a philosophical approach that has as its central tenet that ideas are the only true reality, the only thing worth knowing. In a
search for truth, beauty, and justice that is enduring and everlasting, the focus is on conscious reasoning in the mind. Plato, father of
Idealism, espoused this view about 400 years BC, in his famous book, The Republic. Plato believed that there are two worlds. The first is
the spiritual or mental world, which is eternal, permanent, orderly, regular, and universal. There is also the world of appearance, the
world experienced through sight, touch, smell, taste, and sound, that is changing, imperfect, and disorderly. This division is often referred
to as the duality of mind and body. Reacting against what he perceived as too much of a focus on the immediacy of the physical and
sensory world, Plato described a utopian society in which "education to body and soul all the beauty and perfection of which they are
capable" as an ideal. In his allegory of the cave, the shadows of the sensory world must be overcome with the light of reason or universal
truth. To understand truth, one must pursue knowledge and identify with the Absolute Mind. Plato also believed that the soul is fully
formed prior to birth and is perfect and at one with the Universal Being. The birth process checks this perfection, so education requires
bringing latent ideas (fully formed concepts) to consciousness.
REALISM
ARISTOTLE
Realists believe that reality exists independent of the human mind. The ultimate reality is the world of physical objects. The focus is on
the body/objects. Truth is objective-what can be observed. Aristotle, a student of Plato who broke with his mentor's idealist philosophy,
is called the father of both Realism and the scientific method. In this metaphysical view, the aim is to understand objective reality
through "the diligent and unsparing scrutiny of all observable data." Aristotle believed that to understand an object, its ultimate form had
to be understood, which does not change. For example, a rose exists whether or not a person is aware of it. A rose can exist in the mind
without being physically present, but ultimately, the rose shares properties with all other roses and flowers (its form), although one rose
may be red and another peach colored. Aristotle also was the first to teach logic as a formal discipline in order to be able to reason about
physical events and aspects. The exercise of rational thought is viewed as the ultimate purpose for humankind.

2. CLASSICAL/ TRADITIONAL
SCHOOL OF THOUGHTS
THINKERS
ASSUMPTIONS
PRAGMANTISM/
EXPERIMENTALISM/
EMPERICISM
*JOHN DEWY
*JEAN
JACQUES
ROSSEAU
Pragmatists place their focus on the idea of change. This constant change results in people having to understand what it means to know.
Pragmatists believe that knowing represents an exchange between the leaner and the environment. They also believe that truth and
values are always changing because the people who have those values change with the surrounding environment. For pragmatists, the
most important thing for schools to teach is “how to question what we know and how to reconstruct what we know to match the
changing world” (92). They put more focus on carefully solving problems and less on large amounts of information. They encourage
problem solving through learner-centered problems such as student investigations and activities, providing technology and other
resources, and encouraging students to collaborate with others.nly those things that are experienced or observed are real. In this late
19th century American philosophy, the focus is on the reality of experience. Unlike the Realists and Rationalists, Pragmatists believe that
reality is constantly changing and that we learn best through applying our experiences and thoughts to problems, as they arise. The
universe is dynamic and evolving, a "becoming" view of the world. There is no absolute and unchanging truth, but rather, truth is what
works. Pragmatism is derived from the teaching of Charles Sanders Peirce (1839-1914), who believed that thought must produce action,
rather than linger in the mind and lead to indecisiveness.
John Dewey (1859-1952) applied pragmatist philosophy in his progressive approaches. He believed that learners must adapt to each
other and to their environment. Schools should emphasize the subject matter of social experience. All learning is dependent on the
context of place, time, and circumstance. Different cultural and ethnic groups learn to work cooperatively and contribute to a democratic
society. The ultimate purpose is the creation of a new social order. Character development is based on making group decisions in light of
consequences.
EXISTENTIALISM
*JEAN-PAUL
SARTRE
*SOREN
KIERKEGAARD
The nature of reality for Existentialists is subjective, and lies within the individual. The physical world has no inherent meaning outside of
human existence. Individual choice and individual standards rather than external standards are central. Existence comes before any
definition of what we are. We define ourselves in relationship to that existence by the choices we make. We should not accept anyone
else's predetermined philosophical system; rather, we must take responsibility for deciding who we are. The focus is on freedom, the
development of authentic individuals, as we make meaning of our lives.
There are several different orientations within the existentialist philosophy. Soren Kierkegaard (1813-1855), a Danish minister and
philosopher, is considered to be the founder of existentialism. His was a Christian orientation. Another group of existentialists, largely
European, believes that we must recognize the finiteness of our lives on this small and fragile planet, rather than believing in salvation
through God. Our existence is not guaranteed in an after life, so there is tension about life and the certainty of death, of hope or despair.
Unlike the more austere European approaches where the universe is seen as meaningless when faced with the certainty of the end of
existence, American existentialists have focused more on human potential and the quest for personal meaning. Values clarification is an
outgrowth of this movement. Following the bleak period of World War II, the French philosopher, Jean Paul Sartre, suggested that for
youth, the existential moment arises when young persons realize for the first time that choice is theirs, that they are responsible for
themselves. Their question becomes "Who am I and what should I do?

3. CLASSICAL/
TRADITIONAL
SCHOOL OF
THOUGHTS
IDEALISM
REALISM
CLASSICAL/
TRADITIONAL
ROLE OF TEACHERS
MODELS/ STRATEGIES
*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
*To bring out what is already in student’s mind:
reminiscence.
*Lecture from time to time, but primary method of teaching is the dialectic…discuss, analyze,
synthesize, and apply what they have read to contemporary society.
*Curriculum. Importance of the study of the classic. Many support a back to the basics approach to
education.
*Teaching methods focus on handling ideas through lecture, discussion, and Socratic dialogue (a
method of teaching that uses questioning to help students discover and clarify knowledge).
Introspection, intuition, insight, and whole-part logic are used to bring to consciousness the forms
or concepts which are latent in the mind. Character is developed through imitating examples and
heroes.
The teacher organizes and presents content systematically
within a discipline, demonstrating use of criteria in making
decisions.
Teaching methods focus on mastery of facts and basic skills through demonstration and recitation.
Students must also demonstrate the ability to think critically and scientifically, using observation
and experimentation.
ROLE OF TEACHERS
MODELS/ STRATEGIES

4. SCHOOL OF
THOUGHTS
PRAGMANTISM/
EXPERIMENTALISM/
EMPERICISM
Not the authoritarian but the facilitato. The teacher
encourages, offers suggestions, questions and helps plan
and implement courses of study. Has command of several
disciplines
Inquiry method, problem solving, integrated curriculum.
For Pragmatists, teaching methods focus on hands-on problem solving, experimenting, and
projects, often having students work in groups. Curriculum should bring the disciplines together to
focus on solving problems in an interdisciplinary way. Rather than passing down organized bodies
of knowledge to new learners, Pragmatists believe that learners should apply their knowledge to
real situations through experimental inquiry. This prepares students for citizenship, daily living, and
future careers.
EXISTENTIALISM
The teacher in existentialist education is there to provide
pathways for students to explore their own values,
meanings, and choices. In order to do this, learners need to
be aware of as many options and choices as possible; they
need to feel empowered and free to determine their own
values and identities; and they need a multiplicity of
experiences to enhance their self-awareness. The teacher’s
primary responsibility is to provide all these things, and to
maintain a learning environment where students feel
encouraged to express themselves through discussion,
creative projects, and choice of study areas.
Existentialist methods focus on the individual. Learning is self-paced, self directed, and includes a
great deal of individual contact with the teacher, who relates to each student openly and honestly.
In reality, the way in which subject matter is handled seems to be more important to the
existentialist than the subject matter itself
To recognize the ‘individual differences’ and wish to have diverse curricula suiting the needs,
abilities and aptitudes of the individual. Existentialist methods focus on the individual. Learning is
self-paced, self directed, and includes a great deal of individual contact with the teacher, who
relates to each student openly and honestly.

5. CLASSICAL/ TRADITIONAL
SCHOOL OF THOUGHTS
EDUCATIONAL AIM
CURRICULUM EMPHASIS
IDEALISM
In idealism, the aim of education is to discover and develop each
individual's abilities and full moral excellence in order to better serve
society.Idealist believed that the aim of education should be directed
toward the search for true ideas.*Interested in the search for truth
through ideas…with truth comes responsibility to enlighten others,
“education is transformation: Ideas can change lives.”
In idealism, the aim of education is to discover and develop each
individual's abilities and full moral excellence in order to better serve
society.
The curricular emphasis is subject matter of mind: literature, history, philosophy, and
religion.
REALISM
Notions of the good life, truth, beauty could be answered through the
study of ideas, using the dialectical method…for contemporary
realists, the goal of education is to help individuals understand and
apply the principles of science to help solve the problems plaguing the
modern world
Teachers should be steeped in the basic academic disciplines
The Realist curriculum emphasizes the subject matter of the physical world,
particularly science and mathematics. The teacher organizes and presents content
systematically within a discipline, demonstrating use of criteria in making decisions.
Curriculum should be scientifically approached, standardized, and distinct-discipline
based. Character is developed through training in the rules of conduct.

6. CLASSICAL/ TRADITIONAL
SCHOOL OF THOUGHTS
EDUCATIONAL AIM
CURRICULUM EMPHASIS
PRAGMANTISM/
EXPERIMENTALISM/
EMPERICISM
Pragmatists do not believe in any pre-conceived aims of education.
Aims cannot be conceived of as final, fixed and immutable. Aims arise
out of the ongoing experience and should lie wholly within the child’s
experience. Living as we do, in a changing world with an uncertain and
shifting future, human experience is prone to change. And so the need
to reshape our aims to meet the needs of such a dynamic
environment as ours has become where the invention of every
machine means a new social revolution. So it has been said that
education has no aims. “Continuing education “, says a UNESCO
booklet, “has become a necessity in almost every field of life from
housekeeping to atomics”. Education is a lifelong process and not as
something to discipline the recalcitrant person in to conformity with
the pre-existing truth. The pupil should be able to, as they say, ’thing
through’ the problems. Education for Dewey is a process of individual
growth and development. But “growth itself“, says Brubacher “has no
end beyond further growth”. In other words, he goes on to say
“education is its own end”. Education means more education.
EXISTENTIALISM
Existentialism is concerned principally with liberal education, freeing
man from his isolation and his anonymity, freeing his mind from the
confusions that prevent him from seeing his situations and his powers.
To enable every individual to develop his unique qualities, to harness
his potentialities and cultivate his individualities. It means the
implication of existentialist formulations for child rearing education
and counseling practices are many.
1. PRINCIPLE OF UTILITY-According to this principle, only those subjects, activities and
experiences should be included in the curriculum which are useful to the present
needs of the child and also meet the future expectations of adult life as well. As such
Language, physical well-being, physical training, Geography, History, Science,
Agriculture and Home science for girls should be included in the curriculum. 2.
PRINCIPLE OF INTEREST- According to this principle, only those activities and
experiences where in the child takes interest should be included in the curriculum.
According to John Dewey these interests are of four varieties namely- (1) interest in
conversation, (2) interest in investigation, (3) interest in construction and (4) interest
in creative expression. Keeping these varieties of interests in view, at the primary
stage, the curriculum should included Reading, Writing, Counting, Art, Craft-work,
Natural science and other practical work of simple nature. 3. PRINCIPLE OF
EXPERIENCE-The third principle of pragmatic curriculum is the child’s activity, vocation
and experience. All these three should be closely integrated. The curriculum should
consist of such varieties of learning experiences which promote original thinking and
freedom to develop social and purposeful attitudes. 4. PRINCIPLE OF INTEGRATIONPragmatic curriculum deals with the integration of subjects and activities. According to
pragmatism knowledge is one unit. Pragmatists want to construct flexible, dynamic
and integrated curriculum which aids the developing child and the changing society
more and more as the needs, demands and situation require.
To the extent that the staff, rather than the students, influence the curriculum, the
humanities are commonly given tremendous emphasis. They are explored as a means
of providing students with vicarious experiences that will help unleash their own
creativity and self-expression. For example, rather than emphasizing historical events,
existentialists focus upon the actions of historical individuals, each of whom provides
possible models for the students’ own behavior. In contrast to the humanities, math
and the natural sciences may be deemphasized, presumably because their subject
matter would be considered “cold,” “dry,” “objective,” and therefore less fruitful to
self-awareness. Moreover, vocational education is regarded more as a means of
teaching students about themselves and their potential than of earning a livelihood. In
teaching art, existentialism encourages individual creativity and imagination more
than copying and imitating established models.
Although many existentialist educators provide some curricular structure,
existentialism, more than other educational philosophies, affords students great
latitude in their choice of subject matter. In an existentialist curriculum, students are
given a wide variety of options from which to choose.