Module 6
A. Philosophy of Education and Personal Philosophy of Teaching
B. Philosophical Foundations of Education
I. Introduction / Rationale
Philosophy of education is a general philosophical study and explanation of every aspect of education.
The phrase 'Philosophy of Education’ is not only a part of philosophy, but also a part of education. It is a branch
of axiology as it studies about educational value. Again it is accepted as a branch of education as it is the study
of the purpose, process, nature and ideals of education. William K Frankena, the analytic philosopher of
education considers it a part of axiology because the philosophy of education questions the aims, methods and
all the elements of education related to the moral and social conditions. It is a part of education also when it
consists of normative and analytical aspects of education.
II- Learning Objective
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Discuss the philosophical foundations of the present educational system
Make connections between philosophy, education and the teaching profession
Formulate and express a personal, learner-centered philosophy of teaching
Discuss and explain the different philosophical foundations of education
III- Content
A. Philosophy of Education and Personal Philosophy of Teaching
A. What is Philosophy of Education?
 Philosophy of education is the branch of applied or practical
philosophy concerned with the nature and aims of education and the
philosophical problems arising from educational theory and practice.
 Philosophy of education has a long and distinguished history in
the Western philosophical tradition, from Socrates’ battles with the
sophists to the present day. Many of the most distinguished figures in
that tradition incorporated educational concerns into their broader
philosophical agendas (Curren 2000, 2018; Rorty 1998).
1. Definition and Nature
 Nature of Philosophy of Education
Philosophy of education is one of the areas of applied philosophy. There are three branches of
philosophy namely 'metaphysics, epistemology and axiology
Philosophies of Education
B. Philosophical positions and statements of purpose
 Tools of Philosophers
1.Axiology - is the study of values; it asks the question of “What is
good?”
 We get ethics from the study of axiology
2.Epistemology - “How do we know what is true?
Question: Do we listen to standardized test results to determine how
much students know, or read them Portfolio?
3.Metaphysics - is asks the question “What is real?”
Question: Are the things that are real only these things that be touch or
measured?
4.Logic – has to do with thinking, reasoning and solving problem
 Leads to decision making
 Thinking can be inductive and deductive
 Purposes for Education (Hilda Taba, 1962)
1. Transmit the cultural heritage
2. Transform the culture
3. Maximize human potential
 The Seven Cardinal Principles
The Seven Cardinal Principles of Secondary Education Commission on Re-organization of Secondary
Education (1918).
1. Health
2. Command of fundamental processes
3. Worthy home membership
4. Vocational competence
5. Citizenship
6. Worthy use of leisure time
7. Ethical character
IV. Self -Test
1. A branch of applied or practical philosophy concerned with the nature and aims of education and the
philosophical problems arising from educational theory and practice.
a. Philosophy of Education
b. Nature of Philosophy of Education
c. Axiology
d. Epistemology
2. It encompasses everything that exist.
a. Axiology
c. Metaphysics
b. Epistemology
d. Logic
3. A branch of Philosophy dedicated to the study if correct reasoning.
a. Axiology
c. Metaphysics
b. Epistemology
d. Logic
4. Which of the following is NOT a purpose of Education according to Hilda Taba:
a. Transmit the cultural heritage
c. Maximize human potential
b. Transform the culture
d. To preserve and to provide knowledge
5. Which of the following is NOT a cardinal principle:
a. Command of fundamental processes b. Education
c. Citizenship
d. Vocational competence
B. Philosophical Foundations of Education
1. Western Philosophies
1.1 Idealism
The terms “idealism” and “idealist” are by no means used only within philosophy; they are used in many
everyday contexts as well. Optimists who believe that, in the long run, good will prevail are often called
“idealists”. This is not because such people are thought to be devoted to a philosophical doctrine but because of
their outlook on life generally; indeed, they may even be pitied, or perhaps envied, for displaying a naïve
worldview and not being philosophically critical at all.
Even within philosophy, the terms “idealism” and “idealist” are used in different ways, which often
makes their meaning dependent on the context. However, independently of context one can distinguish between
a descriptive (or classificatory) use of these terms and a polemical one, although sometimes these different uses
occur together.
Their descriptive use is best documented by paying attention to the large number of different
“idealisms” that appear in philosophical textbooks and encyclopedias, ranging from metaphysical idealism
through epistemological and aesthetic to moral or ethical idealism.
Western Philosophies
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Idealism
Realism
Pragmatism / Experimentalism
What is Idealism?
 Idealism
 Ideas are the only true reality, the only thing worth knowing
 traditional philosophy of education
 It comes from Plato’s idea “Theory of Ideas”
 Comes directly from the Greek “ idealismos” which derives from the word ( idea)
 The real knowledge is percieved in mind
 Believes in high ideals and strives to make them real, even though they may be impossible
2.Proponents: Plato and Socrates
3. Focus: Mind
4.Idealism Goal of Education.
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Educators are interested in the search for truth through ideas rather than through the examination of the
false shadowy world of matter.
 They encourage students to search for truth as individuals
 Education is transformation: Ideas can change lives.
5.Role of Teacher in Idealism
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Dealing with abstract notions through dialectic method and connecting analysis with action
Active, posing question, selecting materials and establishing an environment to ensure the desired
outcomes
 A role model to be immitated by the students
6.Idealism Methods of Instruction
 Lecturing but particularly using dialectic approach
 Students encourage to work in groups/ individually on research project both oral and written
 Teachers active in student’s learning
 Through questioning, students encourage to discuss, analyze, sythesize, and apply what they have read
7.Idealism Curriculum
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Examining the roots of contemporary problems in the past ( great literature, classic etc)
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Education at any level should teach the students to think
Subject - matter curriculum
Back to basic approach in education
Self-Test
1. What is the focus of Idealism?
a. Brain
c. Mind
b. Cerebellum
d. Cerebrum
2. It came directly from the Greek “ idealismos” which derives from the word idea.
a. Idealist
c. Brain
b. Idealism
d. Mind
3. Educators are interested in the search for truth through ideas rather than through the examination of the false
shadowy world of matter.
a. Idealism Goal of Education
c. Role of Teacher in Idealism
b. Idealism Methods of Instruction
d. Idealism Curriculum
4. It came from Plato’s idea “Theory of Ideas”.
a. Idealist
c. Brain
5. Who are the proponents of Idealism?
b. Idealism
d. Mind
a. Aristotle and Plato
b. Aristotle and Socrates
c. Pythagoras and Plato
d. Plato and Socrates
1.2 Realism
Realism is the view that a "reality" of material objects, and possibly of abstract concepts, exists in an
external world independently of our minds and perceptions. Historically, realism is a metaphysical claim about
this independently existing world. Since Aristotle's Metaphysics, two kinds of questions (ontological and
epistemological) are raised - what exists, and how can we know what exists.
The ontological status of abstract concepts is a completely different question from the ontology of
concrete material objects, though these questions have often been confounded in the history of philosophy.
Information philosophy provides distinct answers to these two ontological questions. Material objects exist in
the world of space and time. They are information structures embodied in matter and interacting with energy.
Abstract concepts are pure information, neither matter nor energy, although they need matter for their
embodiment and energy for their communication. The contrast between material objects and abstract concepts
can be illustrated by the difference between invention and discovery.
1.What is Realism?
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In Philosophy, refers to the view that the reality of any material objects exist in the external world
independently of the human mind. Put differently, realism holds that what one percieve is real and is out
there existing in concrete reality.
 Reality exists independent of the human mind. World of physical objects, ultimate reality
 This is the belief that we should study logic, critical thinking.
 The scientific method to teach students to perceive and understand reality.
 This is a representation of how things really are being practical and facing facts.
 It rejects mythical beings.
2. Proponent: It was Aristotle who provided the fundamental structure of the development of realism and its
Penetration in other discipline, such as in art and politics
3.Focus:Body
4. Realism Goal of Education.
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Develop intellectual Abilities
To equip students with information to understand curent events ( Tubala Rasa)
5.Role of Teacher in Realism
 Having a solid grounding in Science, Math and Humanities
 Relaying on Test scores to place students ( competency testing of students with various methods)
 Readily adopting new technology
 Enabling students to learn objective methods of evaluating the work above
6. Realism Methods of Instruction
 Lecture
 Question and answer
 Inductive and scientific reasoning
 Competency - based assessment as a way of ensuring that students learnt what they have being taught
 Emphasis on critical reason aided by observation ( our experiences) and experimentation
 Stressing precision and accuracy in Math , science and Socila Studies and wrting
7.Realism Curriculum
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Curriculum consist of the basics- Math, Science, Reading etc.
Attention is given to didactic and object studies in education ( use of pictures, TV, videos in educational
process )
Use of objects in education
Emphasis is on subject matter ( highly organized and systematic in approach)
Self-Test
1. What is the focus of Realism?
a. Body
c. Brain
b. Strength
d. Mind
2. Which of the following is not a definition of Realism:
a. This is the belief that we should study logic, critical thinking.
b. The scientific method to teach students to perceive and understand reality.
c. This is a representation of how things really are being practical and facing facts.
d. The acceptance of mythical beings.
3. Realism is the view that a
of material objects, and possibly of abstract concepts, exists in an
external world independently of our minds and perceptions.
a. Dream
c. Imagination
b. Reality
d. Truth
4. The role of teacher in Realism except:
a. Readily adopting new technology
b. Having a solid grounding in Science, Math and Humanities
c. Make fictitious stories
d. Relaying on Test scores to place students (competency testing of students with various methods).
5. What are the two kinds of question according to Aristotle?
a. Ontological and Epistemological
b. Logical and Metaphysical
c. Epistemological and Logical
d. Ontological and Logical
1.3 Pragmatism
Pragmatism is a philosophical tradition that – very broadly – understands knowing the world as
inseparable from agency within it. This general idea has attracted a remarkably rich and at times contrary range
of interpretations, including: that all philosophical concepts should be tested via scientific experimentation, that
a claim is true if and only if it is useful (relatedly: if a philosophical theory does not contribute directly to social
progress then it is not worth much), that experience consists in transacting with rather than representing nature,
that articulate language rests on a deep bed of shared human practices that can never be fully ‘made explicit’.
Pragmatism originated in the United States around 1870, and now presents a growing third alternative to
both analytic and ‘Continental’ philosophical traditions worldwide. Its first generation was initiated by the socalled ‘classical pragmatists’ Charles Sanders Peirce (1839–1914), who first defined and defended the view, and
his close friend and colleague William James (1842–1910), who further developed and ably popularized it.
During this initial period, pragmatists focused significantly on theorizing inquiry, meaning and the nature of
truth, although James put these themes to work exploring truth in religion.
1.What is Pragmatism?
 Universe is dynamic, evolving. Purpose of thought is action. Truth is relative
2.Proponents: Pierce and Dewey
3.Focus: Experience
4. Pragmatism Goal of Education.
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Primary goal of education is growth
Education should not be looked upon merely as schooling and the acquisition of academic subject matter
but as part of life itself
 Schools should balance the needs of the society and community on the one hand and the needs of the
students on the other hand
5. Role of Teacher in Pragmatism
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Teacher is facilitator not authoritarian
Teacher writes curriculum and must have a command of several disciplines to create and implements
courses of study
 Applies democratic method
 Classroom is community of learners
 Teachers encourages, offers suggestions, questions and helps plan and implements courses of study
6. Pragmatism Methods of Instruction
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Problem solving,
Experimental learning
Field trips
Projects
(Not all students can learn in the same way)
– vary strategies
 Rote memorization of traditional schools are replaced with individualized studies
 Action – oriented education ( activity oriented approach to curriculum )
 Learning in groups or individually
7. Pragmatism Curriculum
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Learner – centered curriculum
Is composed of both process ( experience and content ) (Knowledge)
All academic and vocational disciplines in an integrated and connected way
Problem – centered
Learning project method; such approaches to curriculum start with a central question core / problem.
Students attack the problem in diverse ways according to interest and need. They work independently or
in groups. They evaluate their growth and development
Child interest should be considered in curriculum. Varied needs interest leading to different curricula
Self-Test
1. Where and when did Pragmatism originate?
a. Rome around 18th Century
b. Vancouver around 1950
c. United States around 1870
d. Canada around 1870
2. What is the role of the teacher in Pragmatism?
a. Facilitator
b. Authoritarian
c. Applies undemocratic method
d. Prohibitor
3. Education should not be looked upon merely as schooling and the acquisition of academic subject matter but
as part of life itself and schools should balance the needs of the society and community on the one hand and the
needs of the students on the other hand.
a. Pragmatism Goal of Education
b. Role of Teacher in Pragmatism
c. Pragmatism Methods of Instruction
d. Pragmatism Curriculum
4. Learning project method; such approaches to curriculum start with a central question core / problem.
Students attack the problem in diverse ways according to interest and need. They work independently or in
groups. They evaluate their growth and development.
a. Pragmatism Goal of Education
b. Role of Teacher in Pragmatism
c. Pragmatism Methods of Instruction
d. Pragmatism Curriculum
5. What is the focus of Pragmatism?
a. Mind
c. Experience
b. Body
d. Corporeal
IV- Learning Activity:
INSTRUCTION: Write an essay discussing how education evolved and was shaped by various philosophies,
and make connections between these educational philosophies and the teaching profession.
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V. Assessment / Reflection
INSTRUCTION: Write a reflection about the different philosophical foundations of education.
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VII. Feedback / Comment
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VIII. Post -Test
Test on: a. Philosophy of Education and Personal Philosophy of Teaching b. Philosophical Foundations of
Education
1. He is the analytic philosopher of education who considers philosophy of education as part of axiology
because its aims, methods and all the elements of education related to the moral and social conditions.
a. William K Frankena
b. Wilbert K Frankena
c. Wilbert F Kernel
d. William F Kernel
2. It is the study of values; it asks the question of “What is good?”
a. Axiology
b. Epistemology
c. Metaphysics
d. Logic
3. It says whether the world is real, or merely an illustion. It is a fundamental view of the world around us; it
asks the question “What is real?”
a. Axiology
b. Epistemology
c. Metaphysics
d. Logic
4. It is the study of valid inference; has to do with thinking, reasoning and solving problem that leads to decision
making.
a. Axiology
b. Epistemology
c. Metaphysics
d. Logic
5. Philosophy of education is one of the areas of applied philosophy. There are three branches of philosophy
namely:
a. Metaphysics, Epistemology and Axiology
b. Logic, Epistemology and Axiology
c. Metaphysics, Physics and Axiology
d. Metaphysics, Epistemology and Logic
6. What are the three western Philosophies?
a. Idealism, Realism, and Pragmatics
c. Idealogy, Realism, and Pragmatism
b. Idealism, Realism, and Pragmatism
d. Idealism, Realistic, and Pragmatism
7. In Philosophy, it refers to the view that the reality of any material objects exist in the external world
independently of the human mind. Put differently, realism holds that what one perceive is real and is out there
existing in concrete reality.
a. Realism
b. Idealism
c. Pragmatism
d. Realistic
8. Who provided the fundamental structure of the development of realism and its Penetration in other discipline,
such as in art and politics?
a. Aristotle
c. Socrates
b. Plato
d. Pythagoras
9. What Western Philosophy goal of education aims to develop intellectual Abilities and to equip students with
information to understand curent events(Tubala Rasa)?
a. Pragmatism Goal of Education
b. Idealism Goal of Education
c. Realism Goal of Education
d. Realism Curriculum
10. What Western Philosophy role of teacher concerns in: dealing with abstract notions through dialectic
method and connecting analysis with action; active, posing question, selecting materials and establishing an
environment to ensure the desired outcomes; and a role model to be immitated by the students?
a. Role of Teacher in Pragmatism
b. Role of Teacher in Realism
c. Idealism Goal of Education
d. Role of Teacher in Idealism
11. What Western Philosophy role of teacher concerns in: having a solid grounding in Science, Math and
Humanities; Relaying on Test scores to place students; Readily adopting new technology;Enabling students to
learn objective methods of evaluating the work above?
a. Role of Teacher in Pragmatism
b. Role of Teacher in Realism
c. Idealism Goal of Education
d. Role of Teacher in Idealism
12. What Western Philosophy curriculum consist of the basics- Math, Science, Reading etc.; attention is given
to didactic and object studies in education ( use of pictures, TV, videos in educational process ); use of objects
in education; and emphasis is on subject matter ( highly organized and systematic in approach)?
a. Realism Curriculum
b. Idealism Curriculum
c. Pragmatism Curriculum
d. Realism Methods of Instruction
13. A curriculum that examins the roots of contemporary problems in the past ( great literature, classic etc);
education at any level should teach the students to think; subject - matter curriculum; and back to basic
approach in education
a. Realism Curriculum
b. Idealism Curriculum
c. Pragmatism Curriculum
d. Realism Methods of Instruction
14. A method of intruction that rotes memorization of traditional schools are replaced with individualized
studies; action – oriented education ( activity oriented approach to curriculum ); and learning in groups or
individually.
a. Idealism Methods of Instruction
b. Realism Methods of Instruction
c. Pragmatism Methods of Instruction
d. Pragmatism Curriculum
15. A method of intruction concerned in lecturing but particularly using dialectic approach; students encourage
to work in groups/ individually on research project both oral and written; teachers active in student’s learning;
and through questioning, students encourage to discuss, analyze, sythesize, and apply what they have read.
a. Idealism Methods of Instruction
b. Realism Methods of Instruction
c. Pragmatism Methods of Instruction
d. None of the Above
16.Primary goal of education is growth; education should not be looked upon merely as schooling and the
acquisition of academic subject matter but as part of life itself; and schools should balance the needs of the
society and community on the one hand and the needs of the students on the other hand.
a. Pragmatism Goal of Education
b. Idealism Goal of Education
c. Realism Goal of Education
d. Realism Curriculum
17. Who are the proponents of Pragmatism?
a. Fierce and Jewey
b. Pierce and Dewey
c. Fred and George
d. Percy and Dew
18. A Philisophical point of view saying that the universe is dynamic, evolving; purpose of thought is action;
and truth is relative.
a. Pragmatics
b. Realism
c. Idealism
d. Pragmatism
19. Idealism came from the Greek word __________ which derives from the word idea.
a. Ideyalistiko
c. Radical
b. Idealismos
d. Fanaticus
20. Ideas are the only true reality, the only thing worth knowing and traditional philosophy of education.
a. Pragmatics
b. Realism
c. Idealism
d. Pragmatism
IX- References:
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https://sg.inflibnet.ac.in/bitstream/10603/68349/6/06_chapter%201.pdf
https://www.researchgate.net/publication/297163004_Introduction_Philosophy_of_Education_and_Philosophy
https://www.researchgate.net/publication/322076772_Philosophy_of_Education
https://plato.stanford.edu/entries/idealism/
https://www.britannica.com/topic/idealism
https://www.qcc.cuny.edu/socialsciences/ppecorino/intro_text/Chapter%204%20Metaphysics/Idealism.htm
https://www.informationphilosopher.com/knowledge/realism.html
https://plato.stanford.edu/entries/realism-intl-relations/
https://www.e-ir.info/2018/02/27/introducing-realism-in-international-relations-theory/
https://plato.stanford.edu/entries/pragmatism/
https://www.britannica.com/topic/pragmatism-philosophy
https://www.philosophybasics.com/branch_pragmatism.html