THE PHILOSOPHICAL

MOVEMENTS IN
EDUCATION
REPORTER: CAREN GAY GONZALES-TALUBAN
PHILOSOPHICAL MOVEMENTS IN
EDUCATION
Medieval Philosophy
Philosophy of the

Renaissance Period
Modern Philosophies of

Education
MEDIEVAL PHILOSOPHY
Medieval philosophy is
the philosophy in the era now
known as medieval or the Middle
Ages, the period roughly extending
from the fall of the Western Roman
Empire in the 5th century C.E. to
the Renaissance in the 16th century
The three principles that underlie all
their work are:
 The use of logic, dialectic, and analysis to discover
the truth, known as ratio.
 Respect for the insights of ancient philosophers, in
particular Aristotle, and deference to their authority
(auctoritas).
 The obligation to co-ordinate the insights of
philosophy with theological teaching and revelation
(concordia).
Two Roman philosophers had a great
influence on the development of
medieval philosophy
 Augustine
 Augustine is regarded as the greatest of the Church
Fathers.
 His themes are truth, God, the human soul, the
meaning of history, the state, sin, and salvation.
 Some of his writing had an influence on the
development of early modern philosophy, such as
that of Descartes.
 Anicius Manlius Severinus
Boethius
 He was a Christian philosopher born in
Rome to an ancient and influential family.
 Due to his influence on the early medieval

period it is sometimes called the Boethian

period.
 He intended to translate all the works of
Aristotle and Plato from the
original Greek into Latin.
 The first significant renewal of
learning in the West came
when Charlemagne established
schools in every abbey in his
empire that attracted the scholars
of England and Ireland.
 These schools, from which the
name Scholasticism is derived,
became centres of medieval
learning.
Johannes Scotus Eriugena - successor of Alcuin of
York as head of the Palace School
High Middle Ages
 The period from the middle of the eleventh
century to the middle of the fourteenth
century is known as the 'High medieval' or
'scholastic' period.
 It is generally agreed to begin with
Saint Anselm of
Canterbury an Italian philosopher, theologi
an, and church official who is famous as
the originator of the ontological
argument for the existence of God.
 The 13th and early 14th centuries are
generally regarded as the high period
of scholasticism
 The universities developed in the large cities
of Europe during this period, and rival clerical
orders within the Church began to battle for
political and intellectual control over these
centres of educational life.
 The two main orders founded in this period
were the Franciscans and the Dominicans.
FRANCISCANS
 were founded by Francis of Assisi in 1209
 Their leader in the middle of the century
was Bonaventure, a traditionalist who
defended the theology of Augustine and the
philosophy of Plato, incorporating only a little
of Aristotle in with the more neoplatonist
elements.
 Bonaventure supposed that reason can discover
truth only when philosophy is illuminated by
religious faith
DOMINICANS
 founded by St. Dominic in 1215
 placed more emphasis on the use of
reason and made extensive use of the
new Aristotelian sources derived from the
East, and Moorish Spain
 The great representatives of Dominican

thinking in this period were Albertus

Magnus and Thomas Aquinas
 Aquinas placed more emphasis on
reason and argumentation, and was
one of the first to use the new
translation of Aristotle's metaphysical
and epistemological writing
Topics in Medieval Philosophy
1. Theology
a. The problem of the compatibility of the
divine attributes: How are the attributes
traditionally ascribed to the Supreme
Being, such as unlimited power,
knowledge of all things, infinite
goodness, existence outside time,
immateriality, and so on, logically
consistent with one another?
b. The problem of evil: The classical
philosophers had speculated on the nature
of evil, but the problem of how an all-
powerful, all-knowing, loving God could
create a system of things in which evil exists
first arose in the medieval period.
c. The problem of free will: A similar problem
was to explain how 'divine foreknowledge'
- God's knowledge of what will happen in
the future - is compatible with our belief in
our own free will.
2. Metaphysics
Hylomorphism
Existence

Causality

Individuation
3. Natural philosophy
 In natural philosophy and the philosophy
of science, medieval philosophers were
mainly influenced by Aristotle
 from the fourteenth century onward, the
increasing use of mathematical reasoning
in natural philosophy prepared the way
for the rise of science in the early
modern period.
4. Logic
 The great historian of
logic Innocencius M. Bochenski
regarded the Middle Ages as one of
the three great periods in the history
of logic
5. Philosophy of mind
 Medieval philosophy of mind is based on
Aristotle's De Anima, another work
discovered in the Latin West in the twelfth
century. It was regarded as a branch of
the philosophy of nature. Some of the
topics discussed in this area include:
 Divine illumination
6. Theories of demonstration

 Mental representation - The idea

that mental states have
'intentionality'; i.e., despite being
a state of the mind, they are able
to represent things outside the
mind is intrinsic to the modern
philosophy of mind.
IN EDUCATION

Every individual is unique.

Teachers play an essential role
in the development of the
learners.
Evil is innate to every person.
THE PHILOSOPHY OF
THE RENAISSANCE
PERIOD
THE RENAISSANCE PERIOD
 Renaissance came from the Latin word renaistre
meaning to be born again started in Italy
(early 14th century until the 17th century) and
served as the transition period between
Medieval and Modern times.
 marked by a humanistic revival of classical
influence expressed in a flowering of arts and
literature beginning of modern science brought
about by geographic explorations of European
1. HUMANISM
 It gives prime importance to human rather
than divine or supernatural matters
 Humanist beliefs stress the potential value
and goodness of human beings, emphasize
common human needs, and seek solely
rational ways of solving human problems
 A Renaissance cultural movement that turned

away from medieval scholasticism and

revived interest in ancient Greek and Roman
thought.
 It was a philosophy that rejected
supernaturalism, regarded man as a
natural object and asserted the essential
dignity and worth of man and his
capacity to achieve self-realization
through the use of reason and the
scientific method.
 freedom of the individuals were basic

means in the achievement of a rich and

fulfilled life
NOTABLE HUMANISTS
a. Five great enemies of peace inhabit with
us - avarice, ambition, envy, anger and
pride; if these were to be banished, we
should infallibly enjoy perpetual peace.
b. Rarely do great beauty and great
virtue dwell together.
c. Books have led some to learning and
others to madness
Philosophers during the renaissance

 Desiderius Erasmus (1467 - 1536) - He

published the New Testament in Greek and
later translated it into Latin known to his
educational works "Liberal Education of
Children" and "On the Order of Study". He
suggested that education should be in
accordance with the needs of the society He
believed that women should enjoy the same
educational rights enjoyed by men.
Johannes Sturm (1507-1589) - Sturm is a notable
educator of Strassburg, Germany. The founder of
Gymnasium which was attended by a large number
of students, mostly from noble families. He is
devoted exclusively to the teaching of Latin and
Greek. He neglected the vernacular and the
teaching of mathematics and science. Curriculum
was not relevant to the needs of the time and
physical training was neglected.
 Roger Ascham (1515-1568) - He is a
prominent English Humanist, professor of
Greek in Campbridge University and a
private tutor of Queen Elizabeth. He
wrote the book called The Schoolmaster,
published in 1571 after his death. He
condemned brutal corporal punishment
and other "inhuman" practices.
 Ciceronianism - The Ciceronians
argued that the aim of education was
to impart a perfect Latin style and
that Cicero was master of that style.
They held that all work in the school
should be confined to the study of the
writings of Cicero
2. REALISM (1300S - 1600S)

 A type of education in which natural

phenomena and social institutions rather
than languages and literature are made
the chief subjects of study. It is considered
as an educational philosophy which
advocates that education should be
concerned with the actualities of life and
prepare for its concrete duties
HUMANISTIC REALISM

 This type of realism wished to secure

knowledge of human society and its
institutions and of nature and man's
reactions to nature, chiefly through a
study of the classics for their content,
not their form.
NOTABLE REALISTS
 Milton (1608 - 1674)
A poet who in 1644 published "Tractate on
Education" which defined education as: "that
which fits a man to perform justly and skilfully
and magnanimously all the offices both in
private and in times of peace and war". He
advocated that boys should study formal
grammar and the content of classical
literature.
 Francois Rabelais (1483-1553)
A university scholar and a satirist who
considerably attacked the insincere, shallow,
and formal life and education provided by the
church and schools advocated that all forms of
studies should be made pleasant, and that
games and sports should be utilized towards
the physical development of the child and for
their practical application in his duties later in
life. Education according to him should be
made attractive rather than compulsive.
SOCIAL REALISM

 Emphasized that study of foreign

languages and gave stress to the
importance of travelling so as to have
contacts and intercourse with men from all
walks of life.
 Suggested that subjects like history and

politics should be offered in lieu of trivial

grammar and rhetoric.
Michel de Montaigne (1533-1592)
 He is a well-known social realist
 He believed that education is to prepare the
individual for the practical affairs of real life, and
that bookish learning is not enough to attain this
education end.
 He believed that learning should be done under
pleasant conditions, not under terror nor compulsion,
and with proper provision for the care and training of
the body.
 The aim of education was not to produce scholars and
professionals but to prepare the young boys to live
the life of a gentleman in the world of affairs and
this aim would only be made possible if the boy had
acquired virtue in the course of his education.
SENSE REALISM

 This type of realism believed that

knowledge comes primarily through the
senses
education should conform to
nature, medium should be the vernacular
based upon the perception of natural
objects and must utilize a new method
called inductive
The aim of education was "


to know all things, do all

things, and say all things"
Four Stages of Education

1. 0 - 6 yrs. old School of mother's knee

(the home)
2. 6 - 12 yrs. old The vernacular
(elementary school)
3. 12 - 18 yr. old Latin School (secondary
school)
4. 18 - 24 yrs. old University
Principles in Education
 Older children should stay longer in school
while younger ones should be in school only for
a short period of the day
 Each class should have uniformity in textbook,
teacher, and tests.
 Morning hours should be devoted for
intellectual subjects while subjects for physical
and aesthetic development should be given in
the afternoon
 No subject should be left unless
thoroughly mastered
 Education should be in accordance with
the child's natural interest
 The level of teaching should be suited to
the child's understanding.
 Effective learning is done through the use

of the vernacular.
Francis Bacon
 He was a sense realist from England. A
statesman, philosopher and educator. He
opposed scholasticism and humanism. He wrote
"The New Atlantis". According to him,
knowledge of nature is the only real and
fruitful knowledge and should be the only basis
of all scientific progress. He was known for his
"Baconian Method" of research and for his
effort to make scientific inquiry practical rather
than metaphysical.
IN EDUCATION

 Standardized tests must be provided

to the learners.
 Teachers should use differentiated

instruction to address the needs of

the diverse kinds of learners.
MODERN PHILOSOPHY
 Modern
philosophy is philosophy developed in
the modern era and associated
with modernity. It is not a specific doctrine
or school, although there are certain
assumptions common to much of it, which
helps to distinguish it from earlier
philosophy.
 The 17th and early 20th centuries roughly
mark the beginning and the end of
modern philosophy. How much if any of
the Renaissance should be included is a
matter for dispute; likewise modernity
may or may not have ended in the
twentieth century and been replaced
by postmodernity. How one decides these
questions will determine the scope of
one's use of "modern philosophy."
1. RATIONALISM

 Modern philosophy traditionally

begins with René Descartes and his
dictum “I think, therefore I am”. .
Descartes argued that many
predominant Scholastic metaphysical
doctrines were meaningless or false.
 He finds that some of the ideas he has
could not have originated from him alone,
but only from God; he proves that God
exists. He then demonstrates that God
would not allow him to be systematically
deceived about everything; in essence, he
vindicates ordinary methods of science
and reasoning, as fallible but not false.
2. EMPIRICISM

 Empiricism asserts that knowledge

comes (only or primarily) via
sensory experience as opposed to
rationalism, which asserts that
knowledge comes (also) from pure
thinking.
3. POLITICAL PHILOSOPHY
 Political philosophy is the study of such topics
as politics, liberty, justice, property, rights, law, and
the enforcement of a legal code by authority: what
they are, why (or even if) they are needed, what, if
anything, makes a government legitimate, what
rights and freedoms it should protect and why, what
form it should take and why, what the law is, and
what duties citizens owe to a legitimate government,
if any, and when it may be legitimately
overthrown—if ever.
4. IDEALISM

 Idealism refers to the group of

philosophies which assert that reality,
or reality as we can know it, is
fundamentally a construct of the mind
or otherwise immaterial.
5. EXISTENTIALISM
 Existentialism is generally considered to be the
philosophical and cultural movement which holds
that the starting point of philosophical thinking must
be the individual and the experiences of the
individual. Existentialists hold that moral
thinking and scientific thinking together do not
suffice to understand human existence, and,
therefore, a further set of categories, governed by
the norm of authenticity, is necessary to understand
human existence.
6. PHENOMENOLOGY

 Phenomenology is the study of the

structure of experience. It is a
broad philosophical movement
founded in the early years of the
20th century by Edmund Husserl
7. PRAGMATISM
 Pragmatism is a philosophical tradition centered on
the linking of practice and theory. It describes a
process where theory is extracted from practice,
and applied back to practice to form what is
called intelligent practice. Important positions
characteristic of pragmatism
include instrumentalism, radical
empiricism, verificationism, conceptual relativity,
and fallibilism. There is general consensus among
pragmatists that philosophy should take the methods
and insights of modern science into account.
8. ANALYTIC PHILOSOPHY

 The term generally refers to a broad

philosophical tradition characterized
by an emphasis on clarity and
argument (often achieved via
modern formal logic and analysis
of language) and a respect for
the natural sciences.
IN EDUCATION

 Knowledge comes from experience.

Thus, experiential learning must be
given to the students.
 Knowledge comes with practice.
THANK YOU!!