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GRADUATE SCHOOL
GUINOBATAN, ALBAY
HUMANISM
- stressed moral and social reform as the best means of providing rich and full
lives for the masses as well as the elite
- Brethren of the Common Life or Heironymians, organization of pious and
social-minded men, facilitated the spread of Humanistic spirit in Northern
Europe.
-the aim was to combat the ignorance of the lower classes and to inspire in them,
through the knowledge of the Scriptures, a higher ideal than that of mere physical
existence
- aimed practically towards societal regeneration and the amelioration of human
society as a whole and not individual
- aimed at eliminating ignorance of the common people and the greed and
hypocrisy of social leaders
- emphatically desired to evolve an educational system based on democratic
principles, could be made possible if the elementary and secondary schools as
well as higher education would undergo reforms and improvement and be made
available not only to the elite but to the masses.
- invention of printing, the fall of Constantinople, and the geographical
explorations and discoveries of the English and Dutch adventures
- stressed secondary and higher education an attempt to improve the elementary
school. Secondary education intended for the youth of the upper classes to prepare
scholars and clergy for future leadership in the church and the courts
Schools established: gymnasium of Germany, lycees of France, and the English
grammar school
Ciceronianism
THE REFORMATION
Martin Luther - man who was given credit for the first successful break from the
church
- A member of the Catholic clergy and a university professor
- tried several times to achieve reform from within the church but was not
successful
- he nailed the doors of the church a set of 95 these denouncing malpractices
of the church such as concentration of wealth in the control of the churches,
monasteries, and ecclesiastical courts, and this concentration was based on a
doctrine that salvation comes from good work, donations and sale of
indulgences.
- had advanced ideas regarding a pleasant school atmosphere but because of
formalism, the protestant classroom became a place of terror, methods of
teaching were rigid, discipline was harsh and religious indoctrination became
the chief method
- threatened with excommunication by the Pope if he did not withdraw them,
and he left the Catholic church and founded an independent church
organization
- established the idea that each head of state or ruler might decide for himself
and for his subjects what the established would be
- not only insisted on state-funded compulsory education for both sexes in
elementary level but also compelled the parents to send their children to
school for the sake of the church and the state
-
Protestant Reformers
- the aim was religious moralism- living a worthy life will guarantee a glorious
life after.
Calvinist
- the church strictly controlled all the affairs of man- economic, political,
social, religious, and educational
- the church authorities supervised the parents who were obligated to see that
their children attended schools and properly learned church catechism and the habits
of Christian living
- school system was organized in 3 types:
1. the common vernacular school- organize for popular education, was universal
and compulsory for all but boys and girls were taught in separate schools
2. the classical secondary school,
Saxony plan - the first school system in the history, its provision was the
establishment of a secondary school in every town under the support and control
of the state.
- students had to learn rules and passages by memory
3. the university
John Calvin- subordinated the state to the church whom he said that the state should
be considered the political and social arm of the church and carry out its injunctions
- had a school with seven class, under the supervision of the city, but was
financed by tuition fees
Theocracy - a theory that says that since God cannot be present to rule on earth,
the church must rule according to Gods law
- Puritants
- Protestants in England, had a strong influence on American life and
education because they were the first settlers in America
- aim borrowed from the Greeks and Romans the elegance of expression,
rational inquiry, and public service, from chivalry the ideals of good manners
and social service and from Christianity, the ideals of personality piety
- stressed the value of work over play
- advocated universal, compulsory, and free education
- home as the basic educational agency and considered good home training,
parental discipline, and sound family life as foundations of good government
and social welfare
Presbyterians
Baptists
Catholic Counter-Reformation
- aim was Religious moralism
- aimed to develop an unquestioning obedience to the authority of the church
- began when Catholic church made all efforts to clarify its doctrines and improve
its practices
- corrected the abuses of the church,teaching orders and teaching congregations
were founded, parish schools were reorganized and seminaries were opened to
train leaders (Society of Jesus;Jesuits by Ignatius of Loyola in 1534, the
Brethren of the Christian Schools by Jean Baptiste de La Salle in 1684, the Little
Schools of Port Royal by Abbe de St. Cyren in 1637, the Jansenists by Cornelius
Jansen
REALISM
- type of education in which natural phenomena and social institutions rather than
languages and literature are made the chief subjects of the study
- educational philosophy which advocates that education should be concerned with
the actualities of life and prepare for its concrete duties
- philosophy which holds that education should be concerned with the
actualization of life
- agreed that a new type of education should be developed to prepare the youth for
the concrete duties of practical living
Humanistic Literary Realism
SOCIAL REALISM
Basic Features, Principles, Theories
- emphasized the study of modern foreign languages and gave stress to the
importance of traveling
- suggested that subjects like history and politics should be offered in leiu of trivial
grammar and rethoric
- aimed for education that would develop the gentleman and such an education
could be had best by direct contact with people and their activities rather than
books
- philosophy asserts that the mind is made up of certain faculties: memory, reason,
will and judgment each of which needs special activities for its training and
development
- Education is based on specific objectives aimed at avoidance of uncertainty It
emphasizes rules, laws, and standards
- Unfortunately, disciplinism rejects the concept of the unity of all knowledge and
revels in a narrow view of the world as seen from the point of view of the
discipline.
- concentrated on making subject matter very difficult so as to have disciplinary
value
- believed that the body could be trained only by hardening exercises; that moral
nature could be developed by constant checking of natural desires and that the
mind could be developed by rigid memorizing and abstract reasoning
John Locke
- In his work Though Concerning Education published in 1693,
- stressed that at birth a childs mind can be compared to a tabula rasa or a blank
tablet. As years go by, that blank tablet would have imprints and writings coming
from experiences that he had acquired
- postulated that everything in the mind came from experience, which in turn was
based on the perception of the senses
- believed that, rather than the acquisition of knowledge, moral development and
the formation of desirable habits should be the chief aims of education
- its doctrine preserved the existing schools with traditional organization as the
most appropriate for education, the grammar schools of England, the gymnasium
of Germany, and the tutorial system that would best carry out their aims
- recognized 3 steps in learning:1. sensation- sense learning was of immediate
importance 2. memory- was needed to retain what was learned through the
senses and this retained memory (knowledge) was involve in 3. reasoning
- advocated that in order to realize this, education should be composed of three
separate but equally important components:
1. Physical Education, with the underlying principles of rigid physical
training or a hardening process so as to enable the child to possess a
sound mind in a sound body;
2. Moral Education, the chief aim which was the development of virtue
based on self-denial which in turn is achieve through consistent self
discipline and control of desires; and
3. Intellectual Education, the primary purpose of which was to train the
mind in certain habits among which are memory reasoning and judgment
gained through exercise and discipline.
- took its roots during the period known as Age of Reason or Age of
Enlightenment
- claimed that human reason was the sole source of knowledge and the sole
determiner of whether things or actions were acceptable or not, anything that did
not confirm to human reasoning should be rejected
- upheld the right of a person to expose his own ideas and opinions, liberty of
conscience, and the freedom of thought and expression.
- aimed at the development of the individuals by means of restraints based upon
his reason
- gave little thought to the building of educational institutions
- led to the creation of enlightened class known as illuminati
Illuminati - formulated the so-called natural religion based on
Skepticism and Atheism
- represented by a French philosopher Francois Marie Arovet de
Voltaire
-held that education should be free from religiousity, because
religion was an illusion to the believer and a deception by the
priesthood, a view that was bitterly opposed by the naturalist
Founder or Foremost Proponent or Advocate
NATURALISM
ROMANTIC NATURALISM
PRAGMATIC NATURALISM
- that our appreciation of moral and non-moral properties of things, events, and
persons are fundamentally different
- that moral properties have a special reason-giving force not possessed by non-
moral properties
- entails that moral values and value-properties are shapeless with respect to the
non-moral that the former operates in ways neither reducible to nor consistently
linkable to the latter either by reductive or bridging principles
- entails that the kinds of reasons moral values give us for judging actions within
the space of reasons cannot be explained by reference to non-rational motivations
we may have in virtue of our first nature as animal beings.
- is careful to attend to why people believe what they believe and to the way that
they believe. The background assumption for its interpretation of human beings
is evolutionary biology, which is why pragmatism is so often seen hand in hand
with one or another form of naturalism. We simply find ourselves in the world,
already with beliefs and already making discoveries and mistakes of judgment.
We believe many things because they work for us, either socially (because
everyone around us believes them) or practically (because they make sense of
our experience). When we become restless it is because there is a problem that
needs solving
- One definition of knowledge is "true belief." Pragmatists reject the distinction
between knowledge and belief so defined, arguing instead that all we have are
more or less well justified beliefs. Knowledge is a term used only vaguely to
describe beliefs about which we are fairly certain or at least very hopeful
CONTEMPORARY/ MODERN PHILOSOPHIES OF EDUCATION
IDEALISM
- school of thought holds that knowledge is independent of sense perception or
experience
- it lays stress on the mental idea, intrinsic or spiritual value rather than on
physical fact or the material value.
- asserts that man as a part of the universe is a purposive being and knows some
truths by reasoning logically in the relationship between values, and that true
ideas exist innately in the soul of man.
- claims that mans knowledge is based on his mental state and the mental stimulus
perceived by mans soul comes from an infinite spirit which id God- the
summum bonum or the highest good to whom all absolute good, beauty, and
values are found
- argues that the individuals freedom should be emphasized and guaranteed
- claim that education must provide for the development of the mind of every
pupil, school must concentrate on intellectual and moral judgment, and aesthetic
development of the students, through a subject matter-centered curriculum
designed in order to provide students with the best ideas of human culture and
civilization.
- expects teachers to be role models of intellectual, moral, aesthetic, and vocational
excellence to their students.
PRAGMATISM
- derived from the Greek pragma meaning a thing done, a fact that is practiced
Charles Pierce
William James
And some famous American educators and philosophers
EXPERIMENTALISM
- is the philosophical belief that the way to truth is through experiments and
empiricism. It is also associated with instrumentalism, the belief that truth should
be evaluated based upon its demonstrated usefulness.
- 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. As a
result, schools exist to discover and expand the society we live in. Students study
social experiences and solve problems.
PROGRESSIVISM
EXISTENCIALISM
Soren Kierkegeard
- 19th century Danish philosopher
- argued that human existence was marked off from all other kinds of mans power
to choose
ESSENTIALISM
ANALYTIC PHILOSOPHY
RECONSTRUCTIONISM
- is a 20th century branch of Judaism that focuses on modern changes to traditions and
observances
- movement within Christianity seeking to reestablish biblical law as basis for civil
law and social more.
- movement seeking to revive the beliefs and practices of a historic form of religion,
especially a pre-Christian polytheistic religion
- advocates a creative adjustment to contemporary conditions through the cultivation
of traditions and folkways shared by all Jews
- stresses a dynamic creativity in adjusting to modern times, as by the adaptation and
reinterpretation of traditional observances
- is a philosophy that emphasizes the addressing of social questions and a quest to
create a better society and worldwide democracy
- educators focus on a curriculum that highlights social reform as the aim of
education.
- focuses attention on what's wrong with Jewish life and on what has to be done to set
it right. It follows Lincoln's well-known advice, If we could first know where we
are and whither we are tending, we could better judge what to do, and how to do it."
On the basis of such knowledge,
- tries to give both driving force and direction to a sprawling amorphous social
amalgam known as world Jewry.
- view it as synoptic, in that it sees Judaism as a multi-dimensional way of life
- view it as scientific in that it sees Judaism as subject to the laws of human-nature
and society
- view it as functional, in that it calls upon us to improve the Jewish situation by
reconstituting the Jewish People, reinterpreting the traditional con-ception of God
and replenishing Jewish culture
Purpose of schooling
- critically examine all cultural and educational institutions and recommend
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
Methods
- cooperative learning, problem-solving, critical thinking
- focus on active learning and activities outside the school
- Students spend time in the community to learn its problems
- would analyze research and link issues to place in the community and larger
society
- take action or responsibility in planning for change
ORGANISCISM
- the explanation of life and living process in terms of the levels of organization of
living systems rather than in terms of the properties of their smallest components
- any various theories that attribute to society or the universe as a whole an
existence or characteristics analogous to those of a biological organism
- the doctrine that organic structure is merely the result of an inherent property in
matter to adapt itself to circumstances, the theory had a belief life opposing both
Darwinism and vitalism
COMMUNISM
- a way of organizing a society in which the government owns the things that are
used to make and transport products (such as land, oil, factories, ships, etc.) and
there is no privately owned property
- a theory advocating elimination of private property
- a system in which goods are owned in common and are available to all as needed
- a doctrine based on revolutionary Marxian socialism and Marxism-Lennism that
was the official ideology of the Union of Socialist Republics
- a totalitarian system of government in which single authoritarian party controls
state-owned means of production
- a final stage of society in Marxist theory in which the state has withered away
and economic goods are distributed equitably
- slogan- from each according to his ability, to each according to hi need
encapsulates the disapperance of market mechanisms of exchange.
DEMOCRACY