JIMMY B.

BORMATE
STUDENT NO. 16-40513

TITLE: PHILOSOPHY, POLITICS AND SOCIETY

PRESENTATION OUTLINE
PRESENTATION STRATEGY: LECTURE METHOD WITH DISCUSSION
SEQUENCE OF PRESENTATION

I. INTRODUCTION
II. OBJECTIVES
III. TEXT OR PRESENTATION OF THE LESSON
IV. SUMMARY
V. FREQUENT ASK QUESTIONS
VI. REFERENCES
VII. ADDITIONAL READINGS
 Chapter I

INTRODUCTION
 Chapter II

OBJECTIVES

Based on the questions posed in this study, the following objectives were formulated:
 Chapter III

TEXT OR PRESENTATION OF THE LESSON

NATURE AND FORMS OF EDUCATION

The real difficulty is that even the authorities of the field have conflicting ideas of what specifically means, and
truly is. There are as many ideas as there are many educational theorists and theories. However, regardless of how
education is defined, one glaring fact about education-as-humans-do-it-remains: Education implies teaching, and
teaching implies knowledge (who teaches whom, how teaching ought to be done, and what should be the nature of
the nature of the knowledge being taught, are unsettled and hotly debated issues). If teaching implies knowledge,
education therefore basically entails transmission of knowledge. When understood in this way, we immediately see
that education is of two sorts: informal and formal
Informal education is what humanity has been doing since the dawn of his time. It refers to the lifelong process of
learning by which every person acquires and accumulates knowledge, skills, attitudes and insights from daily
experiences at home, at work, at play and from life itself. Parents teaching their young; the priest teaching his
prentice; the master hunter teaching a member of his pack, or the master artisan teaching his student, all these
point to the fact that education is as old as man.
However, when human societies become complex, a more systematic and dependable system of educating the
young becomes necessary. Here, formal education emerged, and the school becomes the heart of the formal
education system. Education is now understood to mean that which we get when we attend and trained en masse in
schools following a specific, systematic, curriculum-based process of hierarchically structured and
sequential learning (something which we have been formally doing since our elementary). Once education
has developed beyond the usual practice, the need for theory and method to guide it arises. How society
ought to educate its young generation? On this, lies the heart of the philosophical debate among
educational theorists and reformers, which, over the passage of time, has given rise to different schools of
thought in the philosophy of education.
 FUNDAMENTAL ISSUES

There are two basic issues which usually divide educational theorists of what should constitute a
philosophy of education, and both of these issues are philosophical (Guthrie, 2003; Ornstein & Ehrlich,
1989): nature of knowledge and nature of man.
1. Nature of knowledge. What constitutes knowledge and how should this knowledge be taught? What is
the purpose of such knowledge?
2. Nature of Man. Is man merely an animal whose biological destiny is adjustment in the struggle for
existence, or, though an animal, also rational, having a uniquely human destiny of self-perfection?

PHILOSOPHIES OF EDUCATION

We shall consider here the five major contemporary theories of education: Progressivism,
Perennialism, Behaviorism, and
Reconstructionism.

Progressivism
Progressivism puts science in the heart of the educational scheme. It perceives Science as the only
form of valid, general knowledge about the world, and the technical application of science to the control of
things is the only kind of utility which knowledge has. Because Science is progressive (there are no
apparent limitations to the progress in scientific knowledge except the width, breadth, and depth of the
world to be investigated) hence, education should proceed as scientifically as possible (Guthrie, 2003).
 Progressivism views Man as an animal different from others only in decree of intelligence or in such
accidental matters as erect posture. Man is a bundle of reflexes which can be conditioned, as in other
animals ,by the positive and negative stimuli of pleasure and pain; he learns as other animals do, by trial
and error-or if he has insight, as the gestaltists claim, so do other animals;