Western Schools of Philosophy

Western Schools of Philosophy
Presented by:
Francis J. Pontenegra
Juvy Margario
Philosophy
 Search for Knowledge
 Love for wisdom
 Mother of All Sciences
Idealism
 Oldest Philosophy
 Idealist believe that Ideas are the only true reality
 The material world is characterized by change, instability and
uncertainty
 Idealism is concerned primarily with the search for truth
Chief Components of Idealism
 SOCRATES (469-399 BC) “The only true wisdom is in knowing

you know nothing.”
 PLATO (427-347 BC) “The most important part of education is

proper training in the nursery”
 DESCARTES (1596-1650) "Cogito, ergo sum" which means "I

think, therefore I am".
FUNDAMENTAL PRINCIPLES OF
IDEALISM
 Spirit and mind constitute reality
 Man being spiritual is a supreme creation
 God is the source of all knowledge
 Values are absolute and unchanging
 What is the ultimate reality is not the object itself but the idea
behind it
 Man is not the creator of values
EDUCATIONAL AIMS OF IDEALISM
 Develop the mind

 Search for true ideas
 Character development
 Self-realization
 Preservation and transmission of culture
 Preparation for whole life
CURRICULUM
 Curriculum developed according to ideas and values

 Humanistic Subjects
• Religious Studies
• Spiritual Studies
• Literature
• History
• Fine arts
ROLE of TEACHER
 Supreme Role
 Spiritual Guide
 Role Model
TEACHING METHODS
 Reading
 Oral Methods
• Lecture
• Discussion
• Dialogue
REALISM
 Classical Realism
• ARISTOTLE (382-322 BC ) “Forms or Ideas can exist even without matter but there can be
no matter without form”
 Definition
 J.S. Ross, “The doctrine of realism asserts that there is a real world of things behind and
corresponding to the objects of our perception
FORMS OF REALISM
 Humanistic Realism
- According to humanistic realism only education can bring out human welfare and
success
 Social Realism
 Social realism proposes an education system which can promote the working
efficiency of individual
 Attainment of real knowledge will make human life happy and successful through
fulfilling the needs of the society
 Sense Realism
 sense realism believes that knowledge primarily comes through the senses not
from words
 In the process of educating the child, his ears, mouth, limbs should be freely used
to the maximum.
EDUCATIONAL IMPLICATIONS of
REALISM
 Realism considers the child as a dynamic & growing entity ready to face the realities of
life.
 The aim of education is to prepare the child to face the realities of life and to solve the
problems thereof.
 Curriculum should be broad based and includes varieties of subjects, especially science
subjects.
 Realism suggests objective method of teaching. Importance must e given to observations,
experimentation etc.
 Realist teachers should encourage the pupil to make discoveries and learn through
interaction with the external world.
REALISM and AIMS of EDUCATION
 Prepare the child fro a real life

 Prepare the child for a happy and successful life
 Developing and training of senses
 Providing vocational education
 Make the child familiar with the nature and social environment
REALISTIC CURRICULUM
 Prefers subjects and activities which can prepare children for day to day living.
• Languages
• Science
• Literature
• Arts
• vocational
REALISM and METHODS of TEACHING
 Realism opposes bookish knowledge as it failed to prepare the child for real life
 Since realism believes that knowledge comes through senses and words, it justifies the use
of appropriate audiovisual aids teaching
REALISM and TEACHER
 In realism, a honorable position is reserved for teachers

 A realist teacher is well versed in content and aware about the needs of the children
PRAGMATISM
 Derived from the Greek word ‘pragma” which means work, practice, action or activity.
 It is the philosophy of practical experience
 It is a typical American Philosophy practical in approach
Exponents
 Heraclitus
 Charles S. Piers (1839-1914)
 William James (1842-1910)
 John Dewey (1859-1952)
BASIC PRINCIPLES
 Gives importance to action

 Gives importance to experience
 Believes in change
 Gives emphasis on epermentation
 A practical philosophy
 A humanistic philosophy
 Pragmatist believes on present
 Believes that growth and development takes place through interaction and environment
 Deep faith in democracy
FORMS OF PRAGMATISM
 Biological Pragmatism:
• According to this the capacity of a human being is valuable and important which enables him to
adjust with the environment or makes him able to change his environment according to his needs and
requirements.
 Humanistic Pragmatism:
According to this ‘ whatever fulfils one’s purpose satisfies one’s desire, develops one’s
life and is true’ It maintains what satisfies the human nature is only true and real.
 Experimental Pragmatism:
According to this, the principle is true if can be verified as true by experiment
PRAGMATISM and EDUCATIVE PROCESS
 “ Education is living through a continuous reconstruction of experiences. It is the

development of all those capacities in the individual which will enable him to control his
emotion and fulfil his possibilities.
AIMS of EDUCATION
 Does not believe in setting predetermined fixed, ultimate and general aims of education
 The only aim is more and more growth and creation of new values. One can create values
through activities and experience
METHODS of TEACHING
 Against out dated, lifeless and rigidly traditional methods of teaching

 Project method
 Experimental method
 Methods to be formulated on the basis of the following principles:
 Principles of purposive process of learning
 Principles of learning by doing
 Principle of integration
TEACHER
 As a friend
 Not dictator but only a leader of a group
 Should have knowledge of student’s interest and provide them with social environment
 Should believe in democratic values
 Should have knowledge of social conditioning
SCHOOL
 Any social environment which inspires children for experimentation constitutes a school
for them.
 A social institution which develops in a child a social sense and sense of duty towards
society and nation
 According to John Dewey:
- School is the embryo of community
- school is a miniature society
- An instrument of transmission and transformation of the culture
CONTRIBUTION of PRAGMATISM TO
EDUCATION
 Contributes to the development of system which is vocation centered
 Recognizes that an individual should be socially efficient and productive, the curriculum
duly takes note of it
 Principle of integration
 Project method
 Helps to realise the value of today’s life
 Saves child from the burden of education which is too much centered on books

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Western Schools of Philosophy

 SOCRATES (469-399 BC) “The only true wisdom is in knowing

 PLATO (427-347 BC) “The most important part of education is

 DESCARTES (1596-1650) "Cogito, ergo sum" which means "I

 Develop the mind

 Curriculum developed according to ideas and values

 Prepare the child fro a real life

 In realism, a honorable position is reserved for teachers

 Gives importance to action

 “ Education is living through a continuous reconstruction of experiences. It is the

 Against out dated, lifeless and rigidly traditional methods of teaching

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