 Philosophies of Education

Constructivism

Why teach. Constructivists sees to develop intrinsically motivated and

independent learners adequately equipped with learning skills for them
to be able to construct knowledge and make meaning of them.

What to teach. The learners are taught how to learn. They are taught
learning processes and skills such as searching, critiquing and
evaluating information, relating these pieces of information, reflecting on
the same, making meaning out of them, drawing insights, posing
questions, researching and constructing new knowledge out of these bits
of information learned.

How to teach. In the constructivist classroom, the teacher provides

students with data or experiences that allow them to hypothesize,
predict, manipulate objects, pose questions, research, investigate,
imagine, and invent. The constructivist classroom is interactive. It
promotes dialogical exchange of ideas among learners and between
teacher and learners. The teacher's role is to facilitate this process.

Knowledge isn't a thing that can be simply deposited by the

teacher into the empty minds of the learners. Rather, knowledge is
constructed by learners through an active, mental process of
development; learners are the builders and creators of meaning and
knowledge. Their minds are not empty. Instead, their minds are full of
ideas waiting to be "midwifed" by the teacher with his/her skillful
facilitating skills.

Essentialism

Why teach. This philosophy contends that teachers teach for learners to
acquire basic knowledge, skills and values. Teachers teach "not to
radically reshape society but rather to transmit the traditional moral
values and intellectual knowledge that students need to become model
citizens."
What to teach. Essentialist programs are academically rigorous. The
emphasis is on academic content for students to learn the basic skills or
the fundamental r's reading, 'riting, 'rithmetic, right conduct as these are
essential to the acquisition of higher or more complex skills needed in
preparation for adult life. The essentialist curriculum includes the
"traditional disciplines such as math, natural science, history, foreign
language, and literature. Essentialists frown upon vocational courses..."
or other courses with watered down academic content... The teachers
and administrators decide what is most important for the students to
learn and place little emphasis on student interests, particularly when
they divert time and attention from the academic curriculum.

How to teach. Essentialist teachers emphasize mastery of subject

matter. They are expected to be intellectual and moral models of their
students. They are seen as "fountain" of information and as "paragon of
virtue," if ever there is such a person. To gain mastery of basic skills,
teachers have to observe "core requirements, longer school day, a longer
academic year..."

With mastery of academic content as primary focus, teachers rely

heavily on the use of prescribed textbooks, the drill method and other
methods that will enable them to cover as much academic content as
possible like the lecture method. There is a heavy stress on memorization
and discipline.

Essentialists believe that there is a common core of knowledge that

needs to be transmitted to students in a systematic, disciplined way. The
emphasis in this conservative perspective is on intellectual and moral
standards that schools should teach. The core of the curriculum is
essential knowledge and skills and academic rigor. Although this
educational philosophy is similar in some ways to Perennialism,
Essentialists accept the idea that this core curriculum may change.
Schooling should be practical, preparing students to become valuable
members of society. It should focus on facts-the objective reality out
there--and "the basics," training students to read, write, speak, and
compute clearly and logically. Schools should not try to set or influence
policies. Students should be taught hard work, respect for authority, and
discipline. Teachers are to help students keep their non-productive
instincts in check, such as aggression or mindlessness. This approach
was in reaction to progressivist approaches prevalent in the 1920s and
30s. William Bagley, took progressivist approaches to task in the journal
he formed in 1934. Other proponents of Essentialism are: James D.
 Koerner (1959), H. G. Rickover (1959), Paul Copperman (1978), and
Theodore Sizer (1985)

Progressivism

Why teach. Progressivist teachers teach to develop learners into

becoming enlightened and intelligent citizens of a democratic society.
This group of teachers teaches learners so they may live life fully NOW
not to prepare them for adult life.

What to teach. The progressivists are identified with need-based and

relevant curriculum. This is a curriculum that "responds to students'
needs and that relates to students' personal lives and experiences."

Progressivists accept the impermanence of life and the inevitability of

change. For the progressivists, everything else changes. Change is the
only thing that does not change. Hence, progressivist teachers are more
concerned with teaching the learners the skills to cope with change.
Instead of occupying themselves with teaching facts or bits of
information that are true today but become obsolete tomorrow, they
would rather focus their teaching on the skills or processes in gathering
and evaluating information and in problem-solving.

The subjects that are given emphasis in progressivist schools are the
"natural and social sciences." Teachers expose students to many new
scientific, technological, and social developments, reflecting the
progressivist notion that progress and change are fundamental. ... In
addition, students solve problems in the classroom similar to those they
will encounter outside of the schoolhouse.

How to teach. Progressivist teachers employ experiential methods. They

believe that one learns by doing. For John Dewey, the most popular
advocate of progressivism, book learning is no substitute for actual
experience. One experiential teaching method that progressivist teachers
heavily rely on is the problem-solving method. This problem-solving
method makes use of the scientific method. (You will learn more of this
in your Principles and Strategies of Teaching.)

Other "hands-on-minds-on-hearts-on" teaching methodology that

progressivist teachers use are field trips during which students interact
 with nature or society. Teachers also stimulate students through
thought- provoking games, and puzzles.

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.
Learning is rooted in the questions of learners that arise through
experiencing the world. It is active, not passive. The learner is a problem
solver and thinker who makes meaning through his or her individual
experience in the physical and cultural context. Effective teachers
provide experiences so that students can learn by doing. Curriculum
content is derived from student interests and questions. The scientific
method is used by progressivist educators so that students can study
matter and events systematically and first hand. The emphasis is on
process-how one comes to know. The Progressive education philosophy
was established in America from the mid 1920s through the mid 1950s.
John Dewey was its foremost proponent. One of his tenets was that the
school should improve the way of life of our citizens through experiencing
freedom and democracy in schools. Shared decision making, planning of
teachers with students, student-selected topics are all aspects. Books are
tools, rather than authority.

Perennialism

Why teach. We are all rational animals. Schools should. therefore,

develop the students' rational and moral powers. According to Aristotle, if
we neglect the students' reasoning skills, we deprive them of the ability
to use their higher faculties to control their passions and appetites.

What to teach. The perennialist curriculum is a universal one on the

view that all human beings possess the same essential nature. It is heavy
on the humanities, on general education. It is not a specialist curriculum
but rather a general one. There is less emphasis on vocational and
technical education. Philosopher Mortimer Adler claims that the "Great
Books of ancient and medieval as well as modern times are a repository
of knowledge and wisdom, a tradition of culture which must initiate each
generation." What the perennialist teachers teach are lifted from the
Great Books.

How to teach. The perennialist classrooms are "centered around

teachers." The teachers do not allow the students' interests or
experiences to substantially dictate what they teach. They apply
 whatever creative techniques and other tried and true methods which are
believed to be most conducive to disciplining the students' minds.
Students engaged in Socratic dialogues, or mutual inquiry sessions to
develop an understanding of history's most timeless concepts."

For Perennialists, the aim of education is to ensure that students acquire

understandings about the great ideas of Western civilization. These ideas
have the potential for solving problems in any era. The focus is to teach
ideas that are everlasting, to seek enduring truths which are
constant, not changing, as the natural and human worlds at their most
essential level, do not change. Teaching these unchanging principles is
critical. Humans are rational beings, and their minds need to be
developed. Thus, cultivation of the intellect is the highest priority in a
worthwhile education. The demanding curriculum focuses on attaining
cultural literacy, stressing students' growth in enduring disciplines. The
loftiest accomplishments of humankind are emphasized– the great works
of literature and art, the laws or principles of science. Advocates of this
educational philosophy are Robert Maynard Hutchins who developed a
Great Books program in 1963 and Mortimer Adler, who further developed
this curriculum based on 100 great books of western civilization.

Existentialism

Why teach. The main concern of the existentialists is "to help students
understand and appreciate themselves as unique individuals who accept
complete responsibility for their thoughts, feelings and actions." Since
'existence precedes essence', the existentialist teacher's role is to help
students define their own essence by exposing them to various paths
they take in life and by creating an environment in which they freely
choose their own preferred way. Since feeling is not divorced from reason
in decision making, the existentialist demands the education of the
whole person, "not just the mind."

What to teach. "In an existentialist curriculum, students are given a

wide variety of options from which to choose." Students are afforded
great latitude in their choice of subject matter. The humanities, however,
are given tremendous emphasis to "provide 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. ...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."

How to teach. "Existentialist methods focus on the individual. Learning

is self-paced, self-directed. It includes a great deal of individual contact
with the teacher, who relates to each student openly and honestly. To
help students know themselves and their place in society, teachers
employ values clarification strategy. In the use of such strategy, teachers
remain non-judgmental and take care not to impose their values on their
students since values are personal."

Behaviorism

Why teach. Behaviorist schools are concerned with the modification and
shaping of students' behavior by providing for a favorable environment,
since they believe that they are a product of their environment. They are
after students who exhibit desirable behavior in society.

What to teach. Because behaviorists look at "people and other animals...

as complex combinations of matter that act only in response to internally
or externally generated physical stimuli," behaviorist teachers teach
students to respond favorably to various stimuli in the environment.

How to teach. Behaviorist teachers "ought to arrange environmental

conditions so that students can make the responses to stimuli. Physical
variables like light, temperature, arrangement of furniture, size and
quantity of visual aids have to be controlled to get the desired responses
from the learners.... Teachers ought to make the stimuli clear and
interesting to capture and hold the learners' attention. They ought to
provide appropriate incentives to reinforce positive responses and
weaken or eliminate negative ones." (Trespeces, 1995)

Reconstructionism
Reconstructionism/Critical Theory Social reconstructionism is a
philosophy that emphasizes the addressing of social questions and a
quest to create a better society and worldwide democracy.
Reconstructionist educators focus on a curriculum that highlights social
reform as the aim of education. Theodore Brameld (1904-1987) was the
founder of social reconstructionism, in reaction against the realities of
World War II. He recognized the potential for either human annihilation
through technology and human cruelty or the capacity to create a
beneficent society using technology and human compassion. George
Counts (1889-1974) recognized that education was the means of
preparing people for creating this new social order.
Reconstructionism, also known as social reconstructionism, is a
philosophical approach to education that emphasizes the role of
education in creating social change. Reconstructionism is rooted in the
belief that education should be used as a means of addressing social
problems and promoting progressive social change.
The term "reconstructionism" comes from the idea that education
should be used to reconstruct society and address the problems that
exist within it. Reconstructionists believe that education should be
focused on identifying and addressing social issues such as poverty,
inequality, and discrimination, and that education should be used as a
means of promoting social justice and creating a more equitable and just
society.
The Reconstructionist approach to education is based on
several key principles. These include:
1. Emphasis on social change: Reconstructionists believe that
education should be focused on addressing social problems and
promoting social change. They believe that education should be used as
a means of promoting social justice and creating a more equitable and
just society.
2. Critical thinking Reconstructionists emphasize the importance
of critical thinking in education. They believe that students should be
encouraged to question and analyze the world around them and to think
critically about social issues and problems.
3. Student-centered approach: Reconstructionists believe that
education should be student-centered. They believe that students should
be encouraged to take an active role in their own learning and to be
engaged in the learning process
4 Integrated curriculum Reconstructionists believe that education
should be interdisciplinary and that the curriculum should be
integrated. They believe that students should be taught how to make
connections between different subject areas and how to apply their
learning to real-world problems
 5. Community involvement Reconstructionists believe that
education should be closely tied to the community. They believe that
schools should be involved in the local community and that students
should be encouraged to participate in community service and other
forms of civic engagement
Reconstructionism has its roots in the progressive education
movement of the early 20th century, which emphasized the importance
of education in promoting social change and addressing social problems.
Reconstructionism emerged as a distinct philosophical approach to
education in the 1930s and 1940s, and has since become an influential
approach to education in many countries around the world.
Reconstructionism has been criticized by some for its emphasis on
social change and its perceived political agenda Critics argue that
Reconstructionism can be divisive and that it can be difficult to achieve
consensus on what constitutes social justice or social change. Some also
argue that Reconstructionism has been criticized by some for its
emphasis on social change and its perceived political agenda Critics
argue that Reconstructionism can be divisive and that it can be difficult
to achieve consensus on what constitutes social justice or social change.
Some also argue that Reconstructionism can be too focused on problem-
solving and can neglect other important aspects of education, such as
the development of basic skills and knowledge.
Despite these criticisms, Reconstructionism remains a popular and
influential approach to education. Many educators and policymakers see
Reconstructionism as a way to promote social justice and create a more
equitable and just society. With its emphasis on critical thinking.
student-centered learning, and community involvement.
Reconstructionism offers a powerful framework for educators who are
committed to promoting social change through education.

Positivism
A teacher centered philosophy that rejects intuition, matters of
mind, essences, and inner causes. This philosophy relies on laws of
matter and motion as valid, and bases truth on provable fact. It is also
known as logical positivism.
Positivism can be understood as the idea that the methods of the
natural sciences should be used to study human and social matters. In
this essay I will be explaining how positivism gave substance to the idea
whilst paying particular attention to the role of induction and deduction.
 Positivism has had some influence in Education and the essay will
attempt to outline and critically discuss some of these influences.
The knowledge that we acquire is from observations with the aid of
our senses. This is how we interact with the world by being in and
partaking in it. We can only claim knowledge when we are able to
observe the interaction and in order for them to be genuine we would
need to be able to text them out.
The basic concepts of the positivistic paradigm are traced
historically in this paper from Aristotle through Comte, the Vienna
Circle, empiricism, Durkheim, sociobehavioral theory, and organizational
theory. Various concepts have been added, deleted, and transformed
through positivism's history, but its fundamental basis has remained the
same: Objective reality exists that can be known only by objective means.
Underlying this reality are organizational principles, and, thus, reality is
inherently ordered. The ultimate purpose of positivism is to control and
predict human and natural phenomena. Sociobehavioral and
organizational theory apply positivism's basic concepts to the study of
society and organizations. Under this paradigm, sociobehavioral theorists
view society as an independent entity with inherent order underlying
society and individual behavior. Human behavior is studied as a natural
type of behavior via the empirical method in order to control and predict
human social behavior. Positivistic organizational theorists posit that
organizations that are inherently ordered are independent entities that
can be studied as a type of social structure by empirically testing
organizational behavior with the ultimate goal of controlling and
predicting organizational behavior. (Contains 35 references.)
 What are the activities in your school that manifest positivism? Cite at
least 3 and explain each of them.
According to positivists, knowledge can only be obtained through positive
date. One of the principles raised to guide the observations goes… “The
logic of research must be the same for all sciences. It does not matter if
they deal with studying nature or human behavior.
 In the educational field, researches are conducted to know the real
factors affecting the results particularly results of certain
assessments, as to why it is low or below the expected or standard
ones. For example, periodical test, both literacy(reading) and
numeracy. The teacher for a particular class showing lower results
should investigate on the interrupting factors affecting the
performance of the class that may lead him/her to coming up with
appropriate interventions based on the factual data or truth as
 what positivists are trying to stress out, that reality can be
obtained through observation including research and experience.
 Science/scientific experiments among pupils are manifestations of
positivism too. Theories are presented in the class by the teacher
but to go along with how positivists’ principles go, that speculation
and superstition are excluded, classes do some experiments on
certain phenomena or objects, observe it and extract the positive
and real data. They, in the first place, consider theory as useful
resource for the observation process.
 It was mentioned under Positivism philosophy that Auguste Comte,
father of positivism, affirmed that there are 3 phases/ stages in the
intellectual development of any person. One of it is the theological
stage which deals with the explanation of all-natural phenomena
as results of the power of god. This thinking is also manifested in
school through some subject areas such as “Edukasyon sa
Pagpapakatao” where practices in praise of God’s goodness are
taught, how our faith could be shown.

Humanism
The humanistic theory in education.
In history humanistic psychology is an outlook or system of thought that
focuses on human beings rather than supernatural or divine insight. This
system stresses that human beings are inherently good, and that basic needs
are vital to human behaviors. Humanistic psychology also focuses on finding
rational ways to solve these human problems. At its root, the psychology of
humanism focuses on human virtue. It has been an important movement
throughout history, from Greek and Latin roots to Renaissance and now
modern revivals.
This theory and approach in education takes root in humanistic
psychology, with the key concepts focusing on the idea that children are good
at the core and that education should focus on rational ways to teach the
“whole” child. This theory states that the student is the authority on how they
learn, and that all of their needs should be met in order for them to learn well.
For example, a student who is hungry won’t have as much attention to give to
learning. So schools offer meals to students so that need is met, and they can
focus on education. The humanistic theory approach engages social skills,
feelings, intellect, artistic skills, practical skills, and more as part of their
education. Self-esteem, goals, and full autonomy are key learning elements in
the humanistic learning theory.
 The humanistic learning theory was developed by Abraham Maslow, Carl
Rogers, and James F. T. Bugental in the early 1900’s. Humanism was a
response to the common educational theories at the time, which were
behaviorism and psychoanalysis. Abraham Maslow is considered the father of
the movement, with Carl Rogers and James F.T. Bugental adding to the
psychology later down the line.
Maslow and the humanists believed that behaviorism and other
psychology theories had a negative perception of learners—for example operant
conditioning in behaviorism psychology suggested that students only acted in a
good or bad manner because of the reward or punishment and could be trained
based on that desire for a reward. Maslow and humanistic psychology suggests
that students are inherently good and will make good decisions when all their
needs are met. Humanistic psychology focuses on the idea that learners bring
out the best in themselves, and that humans are driven by their feelings more
than rewards and punishments. Maslow believed this and wrote many articles
to try and demonstrate it.
This belief that humans are driven by feelings causes educators who
understand humanistic psychology to focus on the underlying human,
emotional issues when they see bad behavior, not to just punish the bad
behavior. The humanistic learning theory developed further and harnesses the
idea that if students are upset, sad, or distressed, they’re less likely to be able
to focus on learning. This encourages teachers to create a classroom
environment that helps students feel comfortable and safe so they can focus on
their learning. Emotions are at the center of humanism psychology.
Basic principles of humanistic education:
1. Students should be able to choose what they want to learn. Humanistic
teachers believe that students will be motivated to learn a subject if it's
something they need and want to know.
2. The goal of education should be to foster students' desire to learn and
teach them how to learn. Students should be self-motivated in their
studies and desire to learn on their own.
3. Humanistic educators believe that grades are irrelevant and that only
self evaluation is meaningful. Grading encourages students to work for a
grade and not for personal satisfaction. In addition, humanistic
educators are opposed to objective tests because they test a student's
ability to memorize and do not provide sufficient educational feedback to
the teacher and student.
 4. Humanistic educators believe that both feelings and knowledge are
important to the leaming process. Unlike traditional educators,
humanistic teachers do not separate the cognitive and affective domains.
5. Humanistic educators insist that schools need to provide students with a
nonthreatening environment so that they will feel secure to learn. Once
students feel secure, learning becomes easier and more meaningful.
SUMMARY
The five basic principles of humanistic education can be summarized as
follows:
 Students' learning should be self-directed.
 Schools should produce students who want and know how to learn.
 The only form of meaningful evaluation is self-evaluation.
 Feelings, as well as knowledge, are important in the learning process.
 Students learn best in a nonthreatening environment.
Implication for Instruction
 Instruction should be intrinsic rather than extrinsic; instructional design
should be student centered.
 Students should learn about their cultural heritage as part of self-
discovery and self-esteem.
 Curriculum should promote experimentation and discovery; open-ended
activities. .
 Curriculum should be designed to solicit students' personal knowledge
and experience. This shows they are valuable contributors to a
nonthreatening and participatory educational environment.
 Learned knowledge should be applicable and appropriate to the student's
immediate needs, goals, and values.
 Students should be part of the evaluation process in determining
learning's worth to their self-actualization.
 Instructional design should facilitate learning by discovery.
 Objectives should be designed so students have to assign value to
learned ideals, mores, and concepts.
 Take into account individual learning styles, needs and interests by
designing many optional learning/discovery experiences.
  Students should have the freedom to select appropriate learning from
many available options in the curriculum.
 Allow students input in instructional objectives.
 Instruction should facilitate personal growth.
STUDENT'S ROLE
 The student must take responsibility in initiating learning; the student
must value learning.
 Learners actively choose experiences for learning.
 Through critical self-reflection, discover the gap between one's real and
ideal self.
 Be truthful about one's own values, attitudes and emotions, and accept
their value and worth.
 Improve one's interpersonal communication skill.
 Become empathetic for the values, concerns and needs of others.
 Value the opinions of other members of the group, even when they are
oppositional.
 Discover how to fit one's values and beliefs into a societal role.
 Be open to differing viewpoints.
TEACHERS ROLE
 Be a facilitator and a participating member of the group.
 Accept and value students as viable members of society.
 Accept their values and beliefs.
 Make learning student centered.
 Guide the student in discovering the gap between the real and the ideal
self, facilitate the student in bridging this gap.
 Maximize individualized instruction.
 To facilitate independent learning, give students the opportunity to learn
on their own ~ promote open-ended leaming and discovery.
 Promote creativity, insight and initiative.
Best practices from humanistic theory to bring to your classroom.
A teaching degree is a crucial step for those who want to be teachers. A degree
can help them learn about current practices and trends in teaching, learning
theories, and how to apply them to the classroom. Established teachers can
also greatly benefit from continuing education and continuously expanding
their techniques.
When considering their own teaching practices, teachers can work to
incorporate humanistic theory into their classroom by:
 Making time to collaborate with other educators
 Co-planning lessons with other teachers
 Evaluating student needs and wants regularly
 Connecting with parents to help meet specific student needs
 Preparing to try new things with students regularly

Conservatism
A conservative education preserves the traditional curriculum, aiming to
transmit information to the students as a means of bringing them into an
already established culture. Conservatists are wary of individualism and
change and foster assimilation and acceptance into society. They believe the
primary role of education is academics and that schools should not assume
nonacademic, custodial, therapeutic, and social functions. Such functions are
believed to weaken education.
Conservatism is almost the complete opposite of liberalism.
Conservatism believes in the restoration of concepts that have not been
maintained and that institutions should continue to operate in alignment with
their originally intended purpose. Conservatives have some foundational
principles that they hold on to rigidly, unlike the liberalists, who are very
flexible with their principles and open to change.
Conservatives do not believe all humans can be reasonable and fully
acknowledge the imperfect nature of humankind. Conservatives do not believe
it is possible for a perfect society to be established on earth. Conservatives
look to the past to determine the basis for appropriate and inappropriate social
interaction and relationships between humans. They also believe in the
importance of traditions for the maintenance of culture and society.
Conservative education maintains the use of the traditional curriculum
with the purpose of using the conveying of information to students as a way to
help them adopt the already established culture. Conservatives are generally
opposed to individualism and are more supportive of the assimilation of
individuals into the already established social order. Conservatives do not
approve of the inclusion of non-academic activities in the school curriculum as
it might have the effect of diluting the effectiveness of the children’s education.

Idealism
Idealism in education is a belief that knowledge comes from within.
Originally conceived by Plato, idealism states that the only true reality is the
reality within the mind. For teachers, this implies the need to develop children
to their true potential and guide their minds so that they are living up to their
purpose.
Idealism in Education
Idealism is a philosophical belief that emphasizes the importance of ideas
and values in shaping our reality. In education, idealism is a concept that
values the pursuit of knowledge and the development of the individual's
intellectual and moral character. The idealist approach to education
emphasizes the importance of ideas, imagination, and critical thinking in the
learning process. In this essay, we will explore the principles and practices of
idealism in education.
Principles of Idealism in Education
Idealism in education is based on several key principles. These principles
include the importance of knowledge. the development of the individual, the
role of the teacher, and the role of society.
The Importance of Knowledge. Idealism places a strong emphasis on
the pursuit of knowledge. This pursuit is seen as essential to the development
of the individual's intellectual and moral character. According to idealism,
knowledge is not simply a means to an end but an end in itself. The acquisition
of knowledge is seen as a lifelong process that is never complete. This principle
places a strong emphasis on the role of the teacher in imparting knowledge to
the student.
The Development of the Individual. Idealism places a strong emphasis
on the development of the individual. This development includes the
development of the individual's intellectual and moral character. Idealism views
education as a process of self-realization, where the student discovers their
true nature and potential. This principle places a strong emphasis on the
individual's autonomy and self-determination.
The Role of the Teacher. Idealism places a strong emphasis on the role
of the teacher in the learning process. The teacher is seen as a guide and
mentor who facilitates the student's acquisition of knowledge. The teacher is
not simply a dispenser of information but al facilitator of the learning process.
The teacher is responsible for creating a stimulating and supportive learning
environment that encourages the student's exploration and discovery.
The Role of Society. Idealism views education as a process that is
intimately connected to society. Education is seen as a means of social and
cultural transmission, where the values and ideas of one generation are passed
down to the next. This principle places a strong emphasis on the social and
cultural context of education.
Practices of Idealism in Education
The principles of idealism in education are reflected in a number of
educational practices. These practices include the following:
The Socratic Method. The Socratic method is a teaching method that
emphasizes the importance of critical thinking and questioning. The teacher
engages the student in a dialogue that encourages the student's exploration
and discovery. The Socratic method is based on the idea that the teacher does
not have all the answers but that the student can discover the answers
through their own exploration.
The Humanities. Idealism places a strong emphasis on the humanities.
The humanities include subjects such as literature, philosophy, history, and
the arts. These subjects are seen as essential to the development of the
individual's intellectual and moral character. The humanities encourage the
student's exploration of ideas and values.
Individualized Instruction. Idealism emphasizes the importance of
individualized instruction. The teacher recognizes that each student is unique
and has their own learning style and pace. The teacher creates a learning
environment that is supportive of the individual student's needs and interests.
Character Development. Idealism places a strong emphasis on
character development. Character development includes the development of the
individual's moral and ethical values. The teacher fosters the development of
the individual's moral and ethical values through the study of literature,
philosophy, and other subjects that emphasize the importance of values.
Critique of Idealism in Education
Despite its many virtues, idealism in education has been subject to
criticism. One of the main critiques of idealism is that it places too much
emphasis on the individual and not enough on society. Critics argue that
idealism neglects the social and cultural context of education. They argue that
education is not simply a matter of individual development but also has a
social purpose.
Critics of idealism in education argue that education should be seen as a
means of addressing social inequalities and promoting social justice. They
argue that idealism fails to consider the structural inequalities that exist in
society and the role that education can play in addressing these inequalities.
They argue that idealism focuses too much on the development of the
individual and not enough on the development of society as a whole.

Pragmatism
Pragmatism in Education: What You Need To Know
Education is one of the most important aspects of our lives. It shapes
who we are and how we view the world. In order to get the most out of
education, it is important to understand the principles of pragmatism.
Pragmatism is a philosophical movement that emphasizes practicality and
results. In this blog post, we will discuss the four key principles of pragmatism
in education: experience, belief, action, and change.
Experience is the foundation of pragmatism
Through experience, we learn about the world and how to navigate it
effectively. Education should be based on students’ experiences and not simply
on what they are told. This allows them to gain a deeper understanding of the
material and develop their own critical thinking skills.
John Dewey, one of the founders of pragmatism, believed that experience
is the foundation of pragmatism. He argued that people learn best by doing and
that knowledge comes from actively engaging with the world. This idea is
reflected in the philosophy’s motto, “the truth is what works.”
Pragmatism is based on the belief that there is no such thing as absolute
truth; instead, what matters is what works in a particular situation. This
philosophy encourages people to think for themselves and to question
authority. It also stresses the importance of practicality and usefulness in
knowledge.
One way to help students gain a deeper understanding of the material is
to have them construct their own learning experiences. This can be done by
giving them opportunities to explore, ask questions, and reflect on their
findings. Additionally, educators can help students develop their critical
thinking skills by providing them with feedback and questioning their thinking
processes. By doing this, students will be better equipped to understand
complex concepts and think for themselves.
 Beliefs should be based on evidence, not dogma
Pragmatic educators believe that students should question everything
they’re taught. They should examine evidence and make up their own minds
about what they believe. This encourages independent thought and critical
thinking.
Many people believe that beliefs should be based on evidence, not dogma.
This is an important belief, as it encourages critical thinking and
independence. It is also important because it allows people to make up their
own minds about what they believe. Dogma can often lead to closed-
mindedness and intolerance.
It is important for educators to promote this belief in students. When
students are taught to question everything, they are more likely to think for
themselves and make informed decisions. This is essential for democracy, as it
allows people to form their own opinions about the world around them.
Action is more important than words
Action is more important than words. pragmatists believe that students
should learn by doing, not just by listening or reading. Active learning helps
students retain information better and apply it to real-world situations.

The pragmatist philosophy believes that action is more important than

words. This is based on the idea that students learn best by doing, not just by
listening or reading. Active learning helps students retain information better
and apply it to real-world situations.
One of the benefits of pragmatism in education is that students can
apply what they learn in the classroom to real-world situations. For example, if
a student learns about fractions in math class, they can use those skills to
divide a pizza evenly with their friends. This type of practical application can
help students understand and remember concepts better.
Another benefit of pragmatism is that it encourages students to be
creative and think for themselves. By engaging in hands-on activities and
problem-solving, students are encouraged to come up with their own ideas and
solutions. This can be especially helpful later in life when they are faced with
challenging problems at work or in their personal lives.
Ultimately, pragmatist philosophy believes that knowledge should be
useful and practical. Students should learn by doing so that they can apply
what they learn in the classroom to the real world.
 Change is inevitable and should be embraced
The world is constantly changing, and education must change with it.
Pragmatic educators are always looking for new ways to improve the
educational system. They are not afraid of change, but see it as an opportunity
to make things better.
One of the most important aspects of education is embracing change.
Teachers and students must be willing to adapt to new ideas and methods. In
order to keep up with the times, education must constantly evolve.
There are many reasons to embrace change. First and foremost, change
is inevitable. The world is always moving forward, and we must continually
adapt in order to keep up. Second, change can be beneficial. It allows us to
learn new things, grow as individuals, and make improvements in our lives.
Finally, change is exciting. It brings new opportunities and challenges, which
can help us learn and grow as people.
So why resist change? There is no reason to be afraid of it – instead, we
should welcome it with open arms. Embracing change is one of the most
important things we can do for our education – and for our future.
Conclusion
Pragmatism in education is based on the belief that experience is the
foundation of knowledge. Beliefs should be based on evidence, not dogma.
Action is more important than words. Change is inevitable and should be
embraced.

Realism
Realism in education is a philosophical movement that emphasizes the
importance of objective truth and the natural world in learning. Realist
educators believe that knowledge is rooted in the physical world, and that the
role of education is to help students understand and interact with that world in
a meaningful way.
At its core, realism in education is based on the belief that knowledge is
a product of experience and observation. Realist educators view the natural
world as the primary source of knowledge, and believe that learning should be
based on firsthand experience and observation of the world around us. This
stands in contrast to other philosophical traditions, such as idealism or
constructivism, which emphasize the role of mental concepts or social
interactions in learning.
 One of the key tenets of realism in education is the importance of the
scientific method. Realist educators believe that science provides a rigorous
and objective framework for understanding the natural world, and that
students should be taught to use scientific methods in their own inquiries.
This includes developing skills such as observation, hypothesis formation,
experimentation, and data analysis, which can be applied to a wide range of
fields and topics.
Realism in education also emphasizes the importance of the teacher as a
guide and facilitator of learning. Rather than imposing a set of preconceived
ideas or dogmas on students, realist educators seek to help students develop
their own understanding of the world through inquiry and exploration. This
involves creating an environment that fosters curiosity, critical thinking, and
independent learning, and providing students with the tools and resources they
need to explore the natural world on their own.
Furthermore, realism in education emphasizes the importance of subject
matter expertise. Realist educators believe that teachers should have a deep
understanding of the subjects they teach, and should be able to convey that
understanding to students in a clear and compelling way. This requires not
only a mastery of the content, but also a willingness to engage with students as
individuals and to adapt teaching methods to meet their needs and interests.
Realism in education also emphasizes the importance of context and
practical application. Realist educators believe that learning should be situated
within the broader social and cultural context in which it occurs, and that
students should be taught to apply their knowledge to real-world problems and
situations. This requires a focus on interdisciplinary learning, as well as an
understanding of how different disciplines and perspectives can be integrated
to solve complex problems.
Finally, realism in education emphasizes the importance of
accountability and assessment. Realist educators believe that learning should
be measured by objective criteria, and that students should be held to high
standards of academic achievement. This requires the development of rigorous
and reliable assessment methods, as well as the ability to identify and address
areas of weakness or deficiency in student learning.
Despite its many strengths, realism in education is not without its
critics. Some argue that realism places too much emphasis on rote learning
and memorization, and that it fails to account for the complex social and
cultural factors that shape learning. Others argue that realism places too much
emphasis on individual achievement, and that it fails to account for the social
and ethical dimensions of education.
 However, despite these criticisms, realism in education remains a
powerful and influential philosophical tradition. Its emphasis on the
importance of scientific inquiry, subject matter expertise, and practical
application have helped to shape modern educational practice in many
countries around the world. As such, it is likely to remain an important
influence on education for many years to come.

Educational Philosophies in the Classroom

Perennialism is a teacher centered philosophy that focuses on the values
associated with reason. It considers knowledge as enduring, seeks everlasting
truths, and views principles of existence as constant or unchanging.
Progressivism is a student-centered philosophy that believes that ideas should
be tested by experimentation, and learning comes from finding answers from
questions. This philosophy values the scientific method of teaching, allows
individuals to have their own beliefs, and promotes the interaction of students
as valuable to the learning process.
Reconstructionism is another student-centered philosophy that promotes world
social progress, focuses on world events, controversial issues, and developing a
vision for a new better world. This philosophy is associated with pragmatism
and essentialism.
Positivism is a teacher centered philosophy that rejects intuition, matters of
mind, essences, and inner causes. This philosophy relies on laws of matter and
motion as valid, and bases truth on provable fact. It is also known as logical
positivism.
Constructivism is a student-centered philosophy that emphasizes hands on
learning and students actively participating in lessons. Constructivists believe
that students should be able to discover lessons on their own through hands
on activity because it is the most effect way of learning and is considered true
learning.
Behaviorism is a teacher centered philosophy that is closely related to realism.
This philosophy focuses on human behavior as a reaction to external stimuli,
and believes that changing the environment can change misbehavior.
Humanism is a student-centered philosophy that focuses on enhancing ones
innate goodness, rejects the idea of group-oriented education, and upholds the
idea of enhancing individual development. This philosophy also believes that
students should be actively involved with their education on all levels, and
students should be able to make choices about what they will be learning.
Essentialism is a teacher centered philosophy that believes there is a common
set of skills and knowledge that educated people should have. It focuses on
respect for authority, developing sound habits of the mind, and training in
fundamentals. Essentialism is similar to perennialism. Although all of these
philosophies differ in many ways they all focus on teaching students effectively.
These philosophies are beneficial to all students and should be applied in
school environments.