Lesson 1 1. IDEALISM Idealists believe that perfect knowledge of the ideal resided outside humans as an Absolute or as God. They believe that the spiritual essence or soul is the permanent element of human nature that gives them the power to think and feel. They believe that the ideas that make-up reality have already existed in the mind of the Absolute or God, so that when we know something, it means we haver reached our conscious understanding of these ideas. Idealist Teachers Believe that the schools are the repositories of eternal truth which have organized the hierarchical curriculum in education. Believe that on top of this hierarchy are the most important subjects that cultivate absolute thinking-Philosophy, Theology and Mathematics. Believe in the use of Socratic Method-asking probing questions to stimulate consciousness of students in discovering knowledge. Believe that thinking and learning are the processes of bring latent ideas to consciousness and logic is encouraged in organizing their lessons. Believe that teachers should lead exemplary lives and be models for students to imitate. Believe that the Internet can make the great book accessible to all, but they insist that technology should be the means rather than the end in transmitting knowledge. REALISM Realism advocates that reality is outside of our minds. They are not internal to our minds as idealist claim. Realists believe that the objects we perceive exists independently of the mind; that whether or not we perceive these objects, they really exists in the world. Realists assert that the human mind can know about the real world and that knowledge is a reliable guide to our behaviour. Realists believe that the purpose of education is to teach students about the world in which they live. That the most accurate and efficient way of learning is through the curriculum of organized and classified subject-matter discipline. Realist Teachers Believe that teachers should be equipped with a wide repertoire of methods in teaching to achieve their goals. Believe that their primary responsibility is to bring students ideas about the world into reality. Believe that deductive and inductive logic, and the scientific method are reliable means to discover knowledge. Believe that the inclusion of non-academic activities interfere with the schools primary purpose as a center of disciplined academic inquiry. Believe in the use of technology as an aid in learning; they recommend computer program to be as realistic and effective as possible. PRAGMATISM Pragmatism evaluates the truth and meaning of ideas according to their physical consequences and practical value. It emphasizes the need to test the validity of these ideas by acting on them. The best way to validate ideas empirically is by using the scientific method. For pragmatists, if something works, it is true. John Dewey, a pragmatist, related education as preparation for life. He believed that the function of education was to enhance human potential to be able to adapt to a constantly changing world. Students should be trained to construct knowledge as they interact in the world. Pragmatists believe that students should be encouraged to do researches and apply them to the solution of a problem. Pragmatist Teachers Believe that education is an experimental process a method of solving problems that challenges people as they interact with the world. Believe that children should learn how to make difficult decisions by considering the consequences of their actions on others. Believe that education should focus in real-life problems to be prepared to live fully and effectively in society. Believe that students should learn the process of problem-solving rather than by being passive learners as knowledge is being transmitted to them. Believe in collaborative learning where students share their interests and problems. Pragmatist Teachers (cont.) Believe that interdisciplinary education is better than departmentalized curriculum education. Believe in values-clarification rather than blindly accepting inherited values. Believe that communication technologies such as e-mail and internet provide opportunities to share ideas, insights and experiences. Other Philosophies and Theories Perennialism assert that the primary purpose of education is to bring students in contact with the truth by cultivating their intellect and sense of rationality or reasoning power. They contend that there are principles that student need to learn like the universality of truth, the importance of rationality and the power of aesthetics. They also proposed the study of religion to encourage ethical behaviour. Perennialists opposed the inclusion of non-academic subjects in the curriculum because they defeat the primary purpose of the school which is to develop students intellectually. They endorse subject-matter curriculum loaded with cognitive subjects that develop rationality and morality. Perennialist Teachers Believe that teachers are the intellectual mentors and models for their students. Believe that fundamental skills such as reading, writing, computation and research be developed starting the elementary grades to prepare them for lifelong learning. Believe that subjects with human concerns like history, literature, drama and art should be included in the secondary curriculum. Believe that their role is to sharpen the students intellectual powers and enhance their moral qualities. Believe that electronic version of great books and other classics maybe viewed by larger audience but this could not be a substitute for reading the classics. Essententialism Essententialism is a teacher-centered philosophy that adheres to the belief that the basic skills of literacy (reading and writing) and numeracy (arithmetic) as well as subject-matter knowledge should be developed in schools. Subjects such as history, mathematics, science, languages, and literature are essential subjects for secondary education. They believe that these basic essential subject-matter need to be mastered to be able to function effectively in society. These skills will prepare them to be competent and skilled individuals for the competitive global village. Essententialism Essentialists argue that schools and teachers must be committed to their primary academic function-to teach students with knowledge and skills that will prepare them to function effectively and efficiently in a democratic society. Essentialists favour a subject-matter curriculum which should be cumulative and sequentially arranged, starting with low order thinking skills to more complex higer order level. Essentialists do not favour innovative or process. They adhere more on teacher directed instruction because they believe teachers are trained professionals who should guide and direct the learning of the students. Essentialist teacher Believes that teachers have authority to discipline students. Believe that teachers should have mastery of the knowledge and skills they teach. Believe in the use of deductive method of teaching. Believe that students should learn the essentials. Believe that only when the students have mastered the required competencies can they be promoted to the higher level. Believe that test scores are the basis for evaluating students progress. Progressivism Progressivists belong to a reform movement that opposed the traditional education. They were against: 1) authoritarian teachers, 2) book-based instruction, 3) rote memorization, and 4) authoritarian classroom management. Progressivists believe that that the best way to learn is actively exploring / or by engaging in direct experiences. They believe that the school is a laboratory for experimentation. Progressivist Teachers Believe that teachers should possess a repertoire of learning activities to be used in the teaching-learning process like problem-solving, field trips, creative artistic expression and projects. Believe that the child should be free to develop naturally. Believe that interest motivated by direct experience stimulates learning. Believe that the teacher is a facilitator of learning. Believe that there should be close cooperation between the home and the school. Believe that students needs, interest and readiness should be considered in constructing the curriculum. Social Reconstructionism This is a theory noted on progressivism, in fact, were considered as the more socially-oriented progressivists. They sought to make the center of larger social reforms. They contended that schools need to investigate and work to solve social, political and economic problems eventually create a new society. Social reconstructionist believe that people are responsible for heir conditions. They have the power to take control of their lives, improve their human conditions, and build a just and good society. Education, therefore, should prepare the students to meet the demands of society. Social Reconstructionist Teachers Believe that the school is the ideal place to begin alleviating social problems. Believe in using project method and problem-solving method in teaching. Believe that research is an effective means in solving problems of society. Believe that the intellectual, emotional, and personal needs of the students should be considered in the learning process. Believe that teachers must model democratic principles Existentialism Existentialism is a philosophy that emphasizes the subjectivity of human experience. It asserts that the purpose of education is to help students find meaning and directions in their lives. Existentialist author, Jean-Paul Sartre often quoted the phrase Existence precedes essence meaning, we owe our existence to nature but we define ourselves through our action. We make our own essence by making our personal choices. When we are thrust into choice-making situations, we are what we choose to be. We must take responsibility for our choices. Existentialist Teachers Believe that the purpose of education is to awaken our consciousness about our freedom to choose and to create our own self-awareness that contributes to our identity. Believe that students should be trained to philosophize, to question and to participate in dialogues about the meaning of life. Believe that self-expression, creativity, self-awareness, and self-responsibility should be developed in the students. Believe that open classrooms maximize freedom of choice. Believe in self-directed instruction. Believe that students should decide what they want to learn and when to learn it. A must have goal
A good character is something you must make yourself. It
cannot be inherited from parents. It cannot be created by having extraordinary advantages. It isnt a gift of birth, wealth, talent or station. It is the result of your own endeavour. It is the reward that comes from living good principles and manifesting a virtuous and honourable life.