PHILOSOPHICAL FOUNDATIONS

BASIC PHILOSOPHICAL SYSTEM

FUNDAMENTAL IDEA(S)

CURRICULAR IMPLICATIONS

METAPHYSICS

Study of what is beyond the natural

(what is real is true)

Curriculum must go beyond its

content; must consider what the
students can become

EPISTEMOLOGY

Truth about the nature of knowledge

Curriculum should revolve around the

issues of teaching-learning process

LOGIC

Focus on logical and accurate thought

patterns

The goal of all curricula must be the

development of the ability of students
to think logically.

AXIOLOGY

Values and Ethics

Development of sense of right and

wrong

IDEALISM (Plato)

Importance of mind and spirit and of

developing them in the learner.

Subject matter or content focused,

believing that this is essential to
mental and oral development

Reality is in the ideas independent of

sense and experience.
REALISM (Aristotle)

REALISM

Truth can be tested/proven.

Knowledge is derived from sense of
experience.

Curriculum is subject-centered,
organized from simple to complex,
and stressing mastery of facts and
development of process and objective
skills, critical analysis

Truth can be tested/proven.

Attention to Science and Math.

REALISM

Knowledge is derived from sense of

experience.

Concerned with world of ideas and

things fixed with in established
subject matter; Theory and principles
before application

Truth can be tested/proven.

Includes only the essentials;

emphasized reality of things.

Knowledge is derived from sense of

experience.
PRAGMATISM (W. James, Dewey,
Rousseau)

The world is world of change; man can

know anything within his experience;
belief in learning by doing

Provisions for direct experiences;

Activity/learner-centered; basis:
problems of democratic society focus
on problem-solving inquiry.

PRAGMATISM (W. James, Dewey,

Rousseau)

The world is world of change; man can

know anything within his experience;
belief in learning by doing

Emphasis on how to think rather that

what to think; emphasis on
development of insights,
understanding and skills acquired in
creative, reflective, critical thinking

PRAGMATISM (W. James, Dewey,

Rousseau)

The world is world of change; man can

know anything within his experience;
belief in learning by doing

Subject matter for stimulating

exploration and practical action.

PERENNIALISM (Hutchins, Adler)

Human beings are rational and their

existence remain the same throughout
differing environments; includes
knowledge that has endured

Subject-matter consists of perennial

basic education of rational men:
history, language, math, logic,
classical literature, science, fine arts,
cultural heritage

PERENNIALISM (Hutchins, Adler)

through the years

PERENNIALISM (Hutchins, Adler)

Fixed, because the ends of

education are absolute and universal.
Liberal arts and science drawn from
human wisdom and classical sources.
Taught subject in customary, separate
form rather than combined; eliminate
extras and frills (music)

EXISTENTIALISM (Kierkegard, Marcel,

Sartre)

Reality is matter of individual

existence. The meaning of life is what
each individual makes; focus on
conscious awareness of choice.

Curriculum stresses activity;

recognition of individual differences,
opportunities for making choices and
awareness of consequence, of
introspection and

EXISTENTIALISM (Kierkegard, Marcel,

Sartre)

Reality is matter of individual

existence. The meaning of life is what
each individual makes; focus on
conscious awareness of choice.

Self analysis through individualized

learning experiences. Main concern is
to free the child to do his own thing;
frees to choose what to learn and
believe

EXISTENTIALISM (Kierkegard, Marcel,

Sartre)

Reality is matter of individual

existence. The meaning of life is what
each individual makes; focus on
conscious awareness of choice.

No course guides and content

outlines; learners sets own identities
and standards.

ESSENTIALISM (Bagley)

There are certain ideas that men

should know for social stability.

Curriculum focused on assimilation of

prescribed basic subject matter; 3Rs,
history, science, math, language;
Educate the competent person.

PROGRESSIVISM

To promote democratic and social

living. Knowledge leads to growth and
development of lifelong learners who
actively learn by doing.

Based on students interest; involves

the application of human problems &
affairs; interdisciplinary subject matter,
activities and projects.

RECONSTRUCTIONISM (Plato,
Augustine, Dewey, Counts, Rugg)

Societal reform needed towards

experiencing the good life now and in
the future; schools are the chief means
for building new social order.

Curriculum should include subjects

that deal with social and cultural crises
to prepare students to make become
analyzer and ensure that democratic
principles are

RECONSTRUCTIONISM (Plato,
Augustine, Dewey, Counts, Rugg)

Societal reform needed towards

experiencing the good life now and in
the future; schools are the chief means
for building new social order.

Followed. Put curriculum as a means

in remaking society and rebuilding
culture. Curriculum should be the
catalyst of chance.