Name: Hernando L. Engada Jr. Date: October 7, 2017 Course: Master of Education - Social Studies Subject: EDFD 201 Table 1 Representative Educational Philosophies Chapter 2 Idealism (Rationalistic) Chapter 3 Classical Realism (Rationalistic) Chapter 4 Dualistic Theism (Rationalistic) 1. Nature of Reality: Metaphysics and Ontology An absolute universe of mind or consciousness with purposeful meaning; spirit is ultimately real not physical objects Platonic realism: absolute or ideas not contents of things are most real: a mental physical dualism;eternal verities are truth, goodness and beauty Dualism: mind and matter both created by God; presupposes the reality and presence of God, Christ and their created Church. 2. Nature of Human Motivation Good active substantive minds (absolutely real selves) endowed with free will; minds have bodies People are rational animals whose neutralactive mind substance is developed through being filled and exercised. Bad-active mind substance continues active until curved; people are fusions of material, mental and spiritual reality. Components of the Philosophy Chapter 5 Logical Empirism (Rationalistic) Chapter 8 Behavioral Experimentalism (Empiricistic) Chapter 9 Cognitive-Field Experimentalism (Empiricistic) Chapter 6 Analytic Philosophy (Rationalistic) Chapter 7 Existentialism (Nonrationalistic) Reality is a physical universe governed by natural laws; existence constitutes reality, and reality exists independent of any knowledge of it. Reality is a nonmetaphysical existence; a physical universe governed by natural laws; the world of common sense existing in its own right Reality is lived existence in terms of feelings; antirational and antispeculative in regard to reality; existence precedes essence. Reality is an emergent evolving process not a sustance; it is a nonmetaphysical, nonmaterialistic, naturalistic world of experience. Metaphyscial neutrality; emphasize secular matters; recognize a supposed but not a posited, existent world; reality is what we make of ourselves and our environments, and their interrelationships. Neutral-passive environmentally determined biological organisms, which are complex machines conditioned by past physical environments. People are rational animals but not body-mind dualistic creatures; their animal nature is susceptible to scientific study; rationality is their capacity to reason, solve problems, and answer questions Good pro-active (forwardly active) persons, who create themselves by developing their natural talents; psychedelic humanism Neutral-passive biosocial organisms in serial alternating reaction with the physical-social environment; life is a process ofadjustments of talking, social animals Neutral-interactive, purposive persons in simultaneous mutual interaction (SMI) with their psychological environments, including other persons Components of the Philosophy Chapter 2 Idealism (Rationalistic) Chapter 3 Classical Realism (Rationalistic) Chapter 4 Dualistic Theism (Rationalistic) Chapter 5 Logical Empirism (Rationalistic) Chapter 6 Analytic Philosophy (Rationalistic) Chapter 7 Existentialism (Nonrationalistic) Chapter 8 Behavioral Experimentalism (Empiricistic) Chapter 9 Cognitive-Field Experimentalism (Empiricistic) 3. Nature and Source of All is God's; truth is Truth and Knowledge God'sanswer given to Epistemology peoples' perceptions; test for truth is unity and coherence of ideas Absolute truths can be apprehended; tosome degree by cultivated intellects; test for discovered truths is correspondence with reality Truths are available through revelation,intuition and logical reasoning; test for absolute truth is metaphysical roots; for scientific truth is correspondence to natural laws. Truth consists of a report on an independent and absolute reality consisting of scientifically ascertained facts;it is correspondence to natural laws; any meaningful statements must be empirically verifiable. Knowledge consists of true beliefs supported by scientific evidence; it is incompatible with mistakes; truth is absolutely so; scientifica discourse involves definitions, descriptions and slogans, not truths Truths are personal, not social; they do not happen but are chosen by people; they are a matter of subjective choice, subjective feelings are final authority for truth Knowledge or truth coonsists of hypothesized patterns of facts that work successfully; it is tentative ang gained through social experiencing; it is tested through doing and then undergoing results; intelligence is a form of behavior Truths may be relatively absolute; they constitue an openended system of warranted assertions established through experimental, empirical study; the test for truth is accurate predictability; knowledge consists of tested insights 4. Nature and Source of Values are real and rooted Human Values: Ethics in the cosmos; persons can and Aethetics realize values through actively relating parts and wholes Human life has a form or natural law, which provides goals and standards appropriate for the good life; to achieve the good life, one must grasp this form Universal moral law has been established by God; we can understand much of it through reason; naturalistic or humanistic ethics are inadequate Values are not amenable to scientific study,they are normative not existent; they are either subjective emotional wishes or absolutistic, nonempirical pronouncements "Rational morality" consists of sequential stages of forms of moral thought; its essence is reasonings, not acts; the form, but not the content,of moral beliefs is culturally invariant Revolt against either public or metaphysical norms of value; anguished freedom; each person must create individual ends or goals Values are human made principles measured by the scope and intensity of public consequences in terms of public tastes; they are appraised according to their functional social utility Values are instrumental not final, relative to human origin and consequences; the outlook is melioristic rather than optimistic; values are acquired through application of human intelligence 5. Purpose of Education Foster active self realization and self perfection of each student, who is a spiritual being; schools are revealers of ultimate reality Development of intellectual discipline and moral character; educational elitism; emphasize transmissions of the good and true aspects of the intellectual heritage Develop supernatural persons who judge, think and act properly so as to achieve grace free from mortal sin; propagation of faith and salvation of souls Behavioral engineering; plan society and its members,then change observable behaviors of each organism in the desired direction Education is a practical art with a scientific basis; it refines student's beliefs toward true knowledge and enhances their capacity to think rationaly Self-actualization of individuals; development of selfdirected intuitive awareness;no teacher leadership or direction Education is primarily a social undertaking; it consists of forming fundamental intellectual and moral dispositions (behavior patterns) toward nature and people Reconstruction of students' life spaces through helping them change their insights, outlooks abd thought patterns Components of the Philosophy Chapter 2 Idealism (Rationalistic) Chapter 3 Classical Realism (Rationalistic) Chapter 4 Dualistic Theism (Rationalistic) Chapter 5 Logical Empirism (Rationalistic) Behaviorism or S-R conditioning theory of learning; stimuli are causes, responses are effects; reinforcement is emphasized. 6. Nature of the Learning Process Vital movement from within a self outward in initiating, creating, intending, and acting; a self receives sensations and directs movements Mental discipline plus apperception; form habits of acquiring, using and enjoying classical knowledge; apprehending the forms of objects and activities Mental discipline and faculty psychology; develop substantive wills, intellects and bodies 7. Nature of the Teaching Process Subject meets subject in character formation; teachers set ideal examples for students to emulate Separate general from vocational education; emphasize disciplinary nature of learning within which students intellects are developed to the point they, to some degree, can gain truth Development of good wills, minds and bodies, catechetical mental discipline for training of intrinsic mental powers; promote awareness of God's presence 8. Subject Matter Emphasis Literature, intellectual history, religious philosophy, and biographies, and works of great, good people Basic truths of liberal subjects (mathematics, literature, science and other academic areas) are given priority over vocational subjects Intellectually disciplinary subjects that elevate and regulate both moral and physical aspects of life Chapter 6 Analytic Philosophy (Rationalistic) Chapter 7 Existentialism (Nonrationalistic) Knowing and believing are cognitive terms, and learning at its best is thinking, using words and concepts as tools; belief, evidence, and truth conditions are nescessary to knowing that so and so is true. Development of self actualized persons centered on their feelings; student centered education; no coercion, prescription, or imposition. Chapter 8 Behavioral Experimentalism (Empiricistic) Social behaviorism: behavioristic psychology is employed to provide social reinforcement of behaviors; learning is a process of growth through reconstruction of existing behaviors and attitudes . Teaching consists of a Teaching is an active Awaken persons to Teachers are directors combination of operant process of developing responsibility for of learning using belief systems through themselves; fulfillment group dynamics, they and reflexive transmitting knowledge or of student's needs; select and direct conditioning of biological organisms; it shaping behavior; learning teachers are a resource student experience is a passive - active for students in through arousing their results in changes in process, but not a pattern achieving self-directed interest; students either the pattern or growth, a gadfly learn by doing, by likelihood of behaviors. of movements. function. solving social problems; the project method is emphasized. Specific behavioral objectives; emphasizes unity of science and hierarchy of physical and biological sciences; objective and neutral in regard to social sciences Verifiable synthetic statements centered upon meanings and uses of words; statements about what is known, what to believe, and what to do. Student's choice of subject matter primarily in art, moral choices, amd religion; minor interest in basic subject. Social studies are of primary importance; they are centered on life situations in form of things to find out; students learn by doing. Chapter 9 Cognitive-Field Experimentalism (Empiricistic) Cognitive-field psychology; learnings are purposively acquired undertandings, generalized insights, not changed behaviors are evidence of learning, not the learning. Reflective teaching including purposive involvement and perplexity; problem raising and solving; teacher - student cooperative inquiry; teacher's role similar to that of a head scientist in a laboratory. Prevailing subject matter areas and aspects of the culture not as predetermined answers but as problem areas pointed toward progressive refinement of their answers.
