Naturalism stands for education in accordance with

nature.
Aims- preservation of the natural goodness and virtue of

the individual.
Types- naturalism stood for the democratic and universal

type of education.
Content it consisted of activities and interests

manifested by the child in the process of growing up.

Agencies & Organization emphasized the duty of

parents in the education of a child.

Infancy
( from birth to five )

This should be

accomplished without external authority

 Nationalism the concept of national sovereignty. Aims the preservation and glorification of state. Types secular and civic instruction. These types

developed loyalty and patriotism. Nations recognized that low abiding morality was essential for patriotic citizenship
Content creation of common language (grammar).

- Physical Education & Health Training. - Vocational training, teaching of History, Geography and Music.
Methods Pestalozzian and Herbatian Methods.

Developmentalism to the Present

Developmentalist aims to unfold the natural

capacities of a child influenced by methods used in shools.

Johann Heinrich Pestalozzi he believed that the aim of education was the social regeneration of humanity

1746- 1827

Friedrick Froebel
-Known for his kindergarten
-- he believed that the aim of

education was the development of the child

1782-1582

Jonathan Herbart -Contributes moral development in education & for his highly structured methodology of teaching.
--aims moral development to produce

a good person with varied interest.

-- he believes that virtues were

1786 - 1841

founded on knowledge and misconduct was the product of inadequate knowledge.

Maria Montesorri

- a method of early childhood education and that enjoys international popularity.

1870- 1952

John Dewey

- Viewed education as a process of social activity and believed that the school was related to the society that is served.

1859- 1952

Jean Piaget
-Human intelligence develops in a sequential manner -Sensory Motor Learning Preoperational Concrete Operation Formal Operation

Edward Thorndlike
-Aimed at making education a science

who formulated these laws: -a.) Law of Readiness -B.) Law of Exercise -C.) Law of Effect

Social Movement the preservation and progress if society, and it called the social function Two Social Implication of Education 1.) Social traditionalism Aims aimed at giving pupils an insight into their traditions, arousing interest in and sympathy toward social service, adapting the individual to society. Types covered all types of education that would prepare the individual for adjustment to society.

Content to teach for real social living.

Methods social communication, social cooperation, social science.

Social Experimentalism Aims a progressive structuring of social order.

Types training for intelligence in all phases of human

activity was emphasized.

Content - the social, economic and political activities

through extracurricular activities and field trips.

Agencies and Organization A free public system. Methods GUIDANCE: helping students to make

intelligent choices when faced with alternatives to solve their problems

 Philosophy and Education

love of wisdom. total social process that brings a person into a life in a culture. 5 Major areas of Philosophy Epistemology Metaphysics Axiology
Ethics
Aesthetics

 Epistemology - deals with nature of knowledge and

knowing and is closely related to methods of teaching and learning.

Metaphysics - deals with the nature of reality and

existence.
Axiology deals with values. Ethics examines moral values and right conduct. Aesthetics deals with values in beauty and art.

 Sources of Ones Education

People relationships and experiences one has with

other people helps mold s attitude and system of beliefs.

School The kind of schools one attends and the

teachers in them are key sources of ones educational philosophy.

Environment sociocultural environment the

individual lives in and grows up in is another source of ones education philosophy.

 Idealism is a philosophy that proclaims the spiritual

nature of men and the universe. -comes directly from the Greek "idein", meaning "to see Educational implication of idealism: Aims to contribute to the development of mind and self, the school should emphasize intellectual abilities, moral, judgments, aesthetics, self-realization, individual freedom, individual responsibility and selfcontrol.

 Curriculum a body of intellectual subject matter

which is ideational and conceptual on subject which are essential for the realization of mental and moral development.
Methodology encourage accumulation of knowledge

and thinking must apply criteria for moral evaluation.

Teacher-Learner-Relationship teacher must be

excellent mentally and morally in personal coonduct and convictions.

 Realism - the belief that reality exists independently of

observers, whether in philosophy itself or in the applied arts and sciences.

Educational Implication of Realism: Aims to provide the student with the essential knowledge he

will need to survive in the natural world.

Curriculum to find out about reality is to study it through

organized, separate, and systematically arranged subject matter. measures.

Methodology Evaluation is essential, making use of objective Teacher-Learner-Relationship teacher must posses a body of

knowledge and who is capable of transmitting it to students.

 Essentialism - essentialism is a generalization stating that certain

properties possessed by a group (e.g. people, things, ideas) are universal, and not dependent on context. For example, the statement 'all human beings are mortal' is essentialist.

Aim to fit the man to perform justly, skillfully and

magnanimously all the offices, both private and public, of peace and of war race experiences and the need to present this racial experiences.

Curriculum emphasized the needs that transmits significant

Method emphasize habituation more than experience,

guidance more than incidentals. Discipline more than freedom, effort more than interest and self-examination more than expression.

 Perennialism - believe that one should teach the things

that one deems to be of everlasting importance to all people everywhere

Aims they aim to develop the power of thought . They

view the universal aim of education as the research for and dissemination of truth. rationality and the study of moral, aesthetic, and religious principles. disciplines of literature, mathematics , language, history and humanities.

Curriculum contains cognitive subjects that cultivate

Method subject centered, drawing heavily upon the

 Progressivism stress the view that all learning should

be center on the Childs interests and needs.

Aims- to meet the needs of a growing child. Curriculum curriculum was to come from a child so

that learning would be active, exciting and varied.

 Reconstructionism they believed that culture is

dynamic, that man can re-shape his culture so that it promotes optimum possibilities for development.
Aim to awaken the students consciousness about

social problems and to actively engage them in problem solving.

Methods - seek to internationalize the curriculum so

that men and women would learn that they live in a globally village.

 Exixtentialism a way of viewing and thinking about life in

the world so that priority is given to individualism and subjectivity. -they believe that human creates his own essence. Aims- to recognize that as individuals they constantly, freely, baseless, and creatively choosing. Curriculum Learning is not found in the structure of knowledge nor in organized discipline, but in students willingness to choose and gibe meaning to the subject. Methods aims to develop a sense of awareness and responsibility in students.

 Philosophical Analysis a method of examining the

language used in making statements about knowledge, education and schooling, and is seeking to classify it by establishing its meaning with the formulation of educational goals and policies.
Aim seek to reduce statements about education to

empirical terms.
Methods Meanings must be viewed against the

conditions and circumstances of contemporary society.