PHILIPPINE NORMAL UNIVERSITY
The National Center for Teacher Education
Mindanao
Multicultural Education Hub
FACULTY OF TEACHER DEVELOPMENT
Name: Sheila Mae T. Lagutom BMSEE II-1
Foundations of Education
FLA 3: Different Educational Movement and Philosophies of Education and its
Implication in the Classroom
Educational movements Description
Humanism A philosophical and ethical stan
ce that emphasizes the value
and agency of human beings,
individually and collectively, and
affirms their ability to improve
their lives through the use
of reason and ingenuity as
opposed to submitting blindly to
tradition and authority or sinking
into cruelty and brutality.
Individual It is the moral stance, political
humanism philosophy, ideology, or social
outlook that emphasizes the
moral worth of the individual
Social humanism Social Humanism is both a moral
and a political philosophy. As a
moral philosophy it is the
required foundation for the full
Philosophy of education and its
implication
Place of the child in teaching-learning.
Place of the child in teaching-learning:
According to this approach
student plays a central role in
whole teaching-learning process.
This approach believes in child-
centered-education. This
approach, considers that we
should first understand the needs,
interests, abilities, age level,
attitudes, aptitude of students
then try to organize teaching
learning process according to
these.
It emphasizes on reach, touch
and teaches the child according
to his nature, and interests. All
teaching material and its process
must be related to individual
characteristics of students.
Teacher promotes the exercise of
one's goals and desires and so
value independence and self-
reliance and advocate that
interests of the individual should
achieve precedence over
the state or a social group, while
opposing external interference
upon one's own interests
by society or institutions such as
the government.
Place and role of the teacher:
According to this approach
student plays a central role in
teaching learning process.
 spectrum of human rights,
including those that are now
called entitlements
Educational realism Realism in the arts is the attempt
to represent subject matter
truthfully, without artificiality and
avoiding artistic conventions,
implausible, exotic
supernatural elements
Literary verbal Literary realism is part
realism the realist
movement beginning
mid nineteenth-century French
literature (Stendhal), and Russian
literature (Alexander Pushkin)
and extending to the late
nineteenth and early twentieth
century
Social realism A theory or practice (as in
painting) of using appropriate
representation and symbol to
express a social or political
attitude.
Scientific realism Scientific realism is, at the most
general level, the view that the
world described by science is
the real world as it is,
independent of what it might be
taken to be. Within philosophy of
science
18th and 19th century educational movements
Formal discipline disciplinary training supposedly
imparted by the form of a study
(as mathematics) as
distinguished from its content
value; also : the study itself.
Teacher acts as a guide, friend or
helper of the students.
Students should freedom to
develop and make progress
according to their own pace,
needs and interests. Teacher
should be considered as the
milestone in the journey of total
development of the child.
Teacher should not force his own
methods and views on students
but he should be only a guide in
this development process.
The educational implication of
realism is the need to establish
that objects exist in reality without
experiencing them directly all the
and time.
of The approach inherently implies
art a belief that
with such reality is ontologically indep
endent of man's conceptual
schemes, linguistic practices and
beliefs, and thus can be known
(or knowable) to the artist, who
can in turn represent this 'reality'
faithfully
An international art movement
that includes the work of painters,
printmakers, photographers and
filmmakers who draw attention to
the everyday conditions of the
working classes and the poor,
and who are critical of the social
structures that maintain these
condition
It is often framed as an answer to
the question "how is the success
of science to be explained?" the
success of science in this context
centers primarily on the status
of unobservable
entities apparently talked about
by scientific theories
Formal discipline looks ate
studying to exercise the mind."
How to Become an English as a
Second Language Teacher
Children's Cognitive
Development
 Rationalism A belief or theory that opinions
and actions should be based on
reason and knowledge rather
than on religious belief or
emotional response.
Naturalism The view of the world that takes
account only of natural
elements and forces, excluding
the supernatural or spiritual.
Nationalism Loyalty and devotion to a
nation; especially : a sense of
national consciousness (see
consciousness 1c) exalting one
nation above all others and
placing primary emphasis on
promotion of its culture and
interests as opposed to those of
other nations or supranational
groups
Philosophical foundations
I. Main branches of philosophy
Metaphysics the branch of philosophy that
deals with the first principles of
things, including abstract
concepts such as being,
knowing, substance, cause,
identity, time, and space.
Epistemology Epistemology is the branch of
philosophy that examines the
nature of knowledge, the
processes through which we
acquire knowledge, and the
value of knowledge.
Axiology Axiology is the branch of
philosophy that answers the
question what is value? Value
is understood to be worth and it
centers on both ethics and
aesthetics.
Teachers are able to establish the
religious truth
A theory that reason is in itself a
source of knowledge superior to
and independent of sense
perceptions
A view that reason and
experience rather than the non-
rational are the fundamental
criteria in the solution of problems
A manner or technique for
teachers of treating subject
matter that presents, through
volume of detail, a deterministic
view of human life and actions.
Positive outcomespromotes a
sense of identity, unites people,
and promotes pride. negative
outcomesleads to conflict with
others, infringes on rights of
others, creates xenophobiathe
fear that someone will take them
over
This has a close bearing upon the
aims and ideals of education the
metaphysical attitude provides
the educationists the proper
perspective for devising aims and
ideals of education. The concept
of self is the basis of the
development of character, the
central aim of education.
In education it is essentially an
exercise in making sure that
students absorbed necessary
informationspecific facts, data,
theories, methods, formulaein
time for the examinations at the
end of each year. Some students
understood what they were
learning, but many did not (and
hence could not be said to have
actually learnt anything, even
though a good number of them
passed the examinations in the
end)
If morals are relative and ethics
are situational, then value is
empty and life is meaningless.
The Christian minister recognizes
the profound privilege of
engaging Gods beloved and

II. Major western philosophies
Idealism Idealism is the group of
philosophies which assert that
reality, or reality as we can know
it, is fundamentally mental,
mentally constructed, or
otherwise immaterial
Nationalism Loyalty and devotion to a
nation; especially : a sense of
national consciousness (see
consciousness 1c) exalting one
nation above all others
Realism Realism in the arts is the attempt
to represent subject matter
truthfully, without artificiality and
avoiding artistic conventions,
implausible, exotic and
supernatural elements
Pragmatism The belief that being practical
and having moral principles are
in opposition, and you must
choose one or the other. This
belief is a derivative of the
Moral/Practical dichotomy
Experimentalism Believes that things are
constantly changing. It is based
on the view that reality is what
works right now and that
goodness comes from group
decisions
Contemporary western philosophy
Perennialism Is a normative educational
philosophy. Perennialists believe
that one should teach the things
that are of everlasting
pertinence to all people
everywhere, and that the
joining the redemptive work of
Christ as His ambassador.
Idealism has had great influence
in education. Study in the arts
reveals a bit of ultimate reality
and promotes the quality of life
as no other area can. It draws
attention to truths that do not
change; through religious study,
idealism can bring a meaning to
existence on Earth that remains
permanent
Positive outcomespromotes a
sense of identity, unites people,
and promotes pride. negative
outcomesleads to conflict with
others, infringes on rights of
others, creates xenophobiathe
fear that someone will take them
over
The educational implication of
realism is the need to establish
that objects exist in reality without
experiencing them directly all the
time.
In the present world pragmatism
has influenced education
tremendously. It is a practical
and utilitarian philosophy. It
makes activity the basis of all
teaching and learning. It is
activity around which an
educational process revolves.
It makes learning purposeful and
infuses a sense of reality in
education. It makes schools into
workshops and laboratories. It
gives an experimental character
to education. Pragmatism makes
man optimistic, energetic and
active. It gives him self-
confidence. The child creates
values through his own activities.
As a result, schools exist to
discover and expand the society
we live in. Students study social
experiences and solve
Since people are human, one
should teach first about humans,
rather than machines or
techniques and liberal rather
than vocational topics. Although
perennialism may appear similar
 emphasis should be
principles, not facts.
Essentialism A belief that things have a set of
characteristics that make them
what they are, and that the task
of science and philosophy is
their discovery and expression;
the doctrine that essence is prior
to existence.
Progressivism Is a philosophy based on the
Idea of Progress, which asserts
that advancements in science,
technology, economic
development, and social
organization are vital to the
improvement of the human
condition.
Existentialism A philosophical theory or
approach that emphasizes the
existence of the individual
person as a free and responsible
agent determining their own
development through acts of
the will.
Social Adherence to the doctrines or
traditionalism practices of a tradition.
The beliefs of those opposed to
modernism, liberalism, or
radicalism
Social Social reconstructionism is a
reconstructionism philosophy that emphasizes the
addressing of social questions
and a quest to create a better
society and worldwide
democracy.
Scholasticism The system of theology and
philosophy taught in medieval
European universities, based on
Aristotelian logic and the writings
of the early Church Fathers and
having a strong emphasis on
tradition and dogma.
Narrow-minded insistence on
traditional doctrine.
on to essentialism, perennialism
focuses first on personal
development.
Essentialism focuses first on
essential skills. Essentialist curricula
thus tend to be much more
vocational and fact-based, and
far less liberal and principle-
based.
Philosophies are typically
considered to be teacher-
centered, as opposed to student-
centered philosophies of
education
The nature of reality for
Existentialists is subjective, and lies
within the individual. The physical
world has no inherent meaning
outside of human existence.
Learners choice and teacher
standards rather than external
standards are central. Existence
comes before any definition of
what we are.
Education should be reasonably
authoritarian and hierarchical
knowledge and accuracy are
essential
The product, or knowledge of
content, should be objectively
tested or measured
Choice between different
curricula and/or different types of
school is essential to maximize
individual strengths
Critically examine all cultural and
educational institutions and
recommended change and
reform as needed.
To teach students and the public
not to settle for "what is" but
rather to dream about what
might be.
Prepare Students to become
agents for change
A method of learning, as it places
a strong emphasis on dialectical
reasoning to extend knowledge
by inference and to resolve
contradictions. Scholastic
thought is also known for rigorous
conceptual analysis and the
careful drawing of distinctions. In
the classroom and in writing, it
 often takes the form of explicit
disputation; a topic drawn from
the tradition is broached in the
form of a question, opponents'
responses are given, a
counterproposal is argued and
opponents' arguments rebutted.
Because of its emphasis on
rigorous dialectical method,
scholasticism was eventually
applied to many other fields of
study.
Constructivism A style or movement in which Teaching philosophy based on
assorted mechanical objects are the concept that learning
combined into abstract mobile (cognition) is the result of 'mental
structural forms. construction' - students construct
A view which admits as valid their own understanding by
only constructive proofs and reflecting on their personal
entities demonstrable by them, experiences, and by relating the
implying that the latter have no new knowledge with what they
independent existence. already know. Each student
creates his or her own 'schemas'
or mental-models to make sense
of the world, and
accommodates the new
knowledge (learns) by adjusting
them. One of its main principles is
that learning is search for
meaning, therefore, to be
effective, a teacher must help
the student in discovering his or
her own meaning.
Postmodernism A late-20th-century style and Teachers hold the identities
concept in the arts, architecture, which constructed by students
and criticism that represents a race or gender or class
departure from modernism and identitiesthat is the collectivized
has at its heart a general distrust part of it: You exist only as part of
of grand theories and ideologies a collective group
as well as a problematical
relationship with any notion of
art.