HISTORICAL COMPARISON CHART OF FORMAL EDUCATION

	Person 1	Person 2	Person 3
Name	Plato	Aristotle	John Dewey
Time/Place	Greece	Greece	America, mid 1920’s through 1950’s
Characteristics of the time period	Free society	Free society	Cold war
Cultural beliefs about education	- capacity to feel pleasure and pain at the right moment - individual was best served by being subordinated to a just society - selective public education	- creation of sound mind in a sound body - considered human nature, habit and reason to be equally important forces to be cultivated in	- process of living through a continuous reconstructionof experiences - saw education primarily in sociological and psychological terms
Who received an education?	Boys and girls	Boys and girls	Boys and girls
What were the prevailing attitudes towards children?	act as guardians of the city and care for the less able	good and virtuous citizens	learn to be flexible problem solvers
What was the person’s contribution to the field of education?	Education would be holistic, including facts, skills, physical discipline, and music and art, which he considered the highest form of endeavor.	placed great emphasis on balancing the theoretical and practical aspects of subjects taught	produced major lasting innovations in American education
How was the person a reflection of his or her times?	believed that a realm of externally existing "ideas," or "forms," underlies the physical world	provided a synthesis of Plato's belief in the universal, spiritual forms and a scientist's belief in the physical world we observe through our senses	He hoped that his school reforms would alter the social fabric of America, making it a more democratic nation of free thinking, intelligent citizens.
How did the person change education for future generations?	insisted that those suitably gifted are to be trained by the state so that they may be qualified to assume the role of a ruling class	taught that the virtuous life consists of controlling desires by reason and by choosing the moderate path between extremes	educators attempt to fit the curriculum to the perceived needs of children as well as to their immediate interests

Philosophical Foundations

	Thinker	Assumptions	Role of Teachers	Models/Strategies	Educational Aim	Curriculum Emphasis
Realism	Aristotle	considered human nature, habit and reason to be equally important forces to be cultivated in education	lead the students systematically	repetition as a key tool to develop good habits	to produce good and virtuous citizens for the Polis	theoretical and practical education
Idealism	Plato	an educated minority of the population are, by virtue of their education (and inborn educability), sufficient for healthy governance	remove children from their mothers' care and raising them as wards of the state	Selective public education	to raise individual that could act as guardians of the city and care for the less able.	theoretical and practical education
Pragmatism Experimentation Empiricism	Charles Sanders Peirce	reality is constantly changing and that we learn best through applying our experiences and thoughts to problems, as they arise	emphasize the subject matter of social experience	hands-on problem solving, experimenting, and projects, often having students work in groups	prepares students for citizenship, daily living, and future careers	learners should apply their knowledge to real situations through experimental inquiry
Perennialism	Robert Maynard Hutchins	Humans are rational beings, and their minds need to be developed.	teach principles, not facts	cultivation of the intellect is the highest priority in a worthwhile education.	acquisition of knowledge about the great ideas of western culture, including understanding reality, truth, value, and beauty	great works of literature and art, the laws or principles of science
Essentialism Traditionalism Conservatism	William Bagley	There is common core of knowledge that needs to be transmitted to students in a systematic, disciplined way	help students keep their non-productive instincts in check, such as aggression or mindlessness	back-to-basics movement that emphasizes facts	To prepare students to become valuable members of society	essential knowledge and skills and academic rigor
Progressivism	John Dewey	change was not an uncontrollable force; rather, it could be directed by human intelligence	plan lessons that arouse curiosity and push the students to a higher level of knowledge	Learning by doing	education should be a perpetually enriching process of ongoing growth, not merely a preparation for adult lives.	Natural and Social Sciences
Existentialism Expirementalism	Soren Kierkegaard	Individual choice and individual standards rather than external standards are central	view the individual as an entity within a social context in which the learner must confront others' views to clarify his or her own	self-direction and self-actualization	development of authentic individuals, as we make meaning of our lives	starts with the student, rather than on curriculum content.
Reconstructionalism	Theodore Brameld	take the lead to reconstruct society in order to create a better world	transmit knowledge, they have the mission to transform society	critical thinking skills, inquiry, question-asking, and the taking of action	Social reform	controversial issues (particularly in social studies and literature), inquiry, dialogue, and multiple perspectives

3 R's

Aims of Education

          Everyone, whether you are a mediocre or educated has that philosophy in life. We may have different philosophies in mind but how we view it and how we deal with life make us certain of everything.

          Every school is also founded with its own philosophy. This philosophy serves as the means of the school in achieving its mission-vision towards having quality education and ensure of having competent citizens of the nations.

          We are stuffed with different beliefs with regards to education. Others used to inculcate values and knowledge the old way or with what they are used to. There are some who welcome changes and blend with it positively. Though schools may differ in their beliefs, still, there is one thing common with them; and that is to educate people.

          Knowing how each of these philosophies started seems interesting since each had its own vision with regards to education. They have different views and aims of education.

Idealism

Plato's educational philosophy was grounded in his vision of the ideal Republic, wherein the individual was best served by being subordinated to a just society. He advocated removing children from their mothers' care and raising them as wards of the state, with great care being taken to differentiate children suitable to the various castes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. Education would be holistic, including facts, skills, physical discipline, and music and art, which he considered the highest form of endeavor.

Plato believed that talent was distributed non-genetically and thus must be found in children born in any social class. He builds on this by insisting that those suitably gifted are to be trained by the state so that they may be qualified to assume the role of a ruling class. What this establishes is essentially a system of selective public education premised on the assumption that an educated minority of the population are, by virtue of their education (and inborn educability), sufficient for healthy governance.

Plato's writings contain some of the following ideas: Elementary education would be confined to the guardian class till the age of 18, followed by two years of compulsory military training and then by higher education for those who qualified. While elementary education made the soul responsive to the environment, higher education helped the soul to search for truth which illuminated it. Both boys and girls receive the same kind of education. Elementary education consisted of music and gymnastics, designed to train and blend gentle and fierce qualities in the individual and create a harmonious person.

At the age of 20, a selection was made. The best one would take an advanced course in mathematics, geometry, astronomy and harmonics. The first course in the scheme of higher education would last for ten years. It would be for those who had a flair for science. At the age of 30 there would be another selection; those who qualified would study dialectics and metaphysics, logic and philosophy for the next five years. They would study the idea of good and first principles of being. After accepting junior positions in the army for 15 years, a man would have completed his theoretical and practical education by the age of 50.  https://en.wikipedia.org/wiki/Philosophy_of_education

          Idealism was the philosophy of Plato which gave education to both boys and girls. Its purpose was to produce citizens that could serve its nation well.

It rooted from the belief of Plato that talents may be honed due to proper trainings. Everyone will be screened and those who passed will be able to proceed to the next ladder of their education process.

          In our time today, some schools still apply this kind of philosophy especially the military school. Only those who are fit will be left and pursue in honing their skills and talents and serve our country in the future.

Realism

Realists believe that reality exists independent of the human mind. The

ultimate reality is the world of physical objects. The focus is on the body/objects. Truth is objective-what can be observed. Aristotle, a student of Plato who broke with his mentor's idealist philosophy, is called the father of both Realism and the scientific method. In this metaphysical view, the aim is to understand objective reality through "the diligent and unsparing scrutiny of all observable data." Aristotle believed that to understand an object, its ultimate form had to be understood, which does not change. For example, a rose exists whether or not a person is aware of it. A rose can exist in the mind without being physically present, but ultimately, the rose shares properties with all other roses and flowers (its form), although one rose may be red and another peach colored. Aristotle also was the first to teach logic as a formal discipline in order to be able to reason about physical events and aspects. The exercise of rational thought is viewed as the ultimate purpose for humankind. The Realist curriculum emphasizes the subject matter of the physical world, particularly science and mathematics. The teacher organizes and presents content systematically within a discipline, demonstrating use of criteria in making decisions. Teaching methods focus on mastery of facts and basic skills through demonstration and recitation. Students must also demonstrate the ability to think critically and scientifically, using observation and experimentation. Curriculum should be scientifically approached, standardized, and distinct-discipline based. Character is developed through training in the rules of conduct. http://oregonstate.edu/instruct/ed416/PP2.html

This philosophy of education sees aspects of achieving its goal for the success of education an observable one. The philosophy of realism does not only visualize things to happen but it also undergoes the process scientifically for it to be realized. Its method bases on facts and learners are said to be keen observant and demonstrate the ability to think critically and scientifically.

Pragmatism (Experientialism)

For pragmatists, only those things that are experienced or observed are real. In this late 19th century American philosophy, the focus is on the reality of experience. Unlike the Realists and Rationalists, Pragmatists believe that reality is constantly changing and that we learn best through applying our experiences and thoughts to problems, as they arise. The universe is dynamic and evolving, a "becoming" view of the world. There is no absolute and unchanging truth, but rather, truth is what works. Pragmatism is derived from the teaching of Charles Sanders Peirce (1839-1914), who believed that thought must produce action, rather than linger in the mind and lead to indecisiveness.

John Dewey (1859-1952) applied pragmatist philosophy in his progressive approaches. He believed that learners must adapt to each other and to their environment. Schools should emphasize the subject matter of social experience. All learning is dependent on the context of place, time, and circumstance. Different cultural and ethnic groups learn to work cooperatively and contribute to a democratic society. The ultimate purpose is the creation of a new social order. Character development is based on making group decisions in light of consequences.

For Pragmatists, teaching methods focus on hands-on problem solving, experimenting, and projects, often having students work in groups. Curriculum should bring the disciplines together to focus on solving problems in an interdisciplinary way. Rather than passing down organized bodies of knowledge to new learners, Pragmatists believe that learners should apply their knowledge to real situations through experimental inquiry. This prepares students for citizenship, daily living, and future careers.

The Pragmatist view that things are said to be real if they can be observed. Things may not be constant and learners may learn from it through experiences and should apply their knowledge to real situations. http://oregonstate.edu/instruct/ed416/PP2.htm

Existentialism

The nature of reality for Existentialists is subjective, and lies within the individual. The physical world has no inherent meaning outside of human existence. Individual choice and individual standards rather than external standards are central. Existence comes before any definition of what we are. We define ourselves in relationship to that existence by the choices we make. We should not accept anyone else's predetermined philosophical system; rather, we must take responsibility for deciding who we are. The focus is on freedom, the development of authentic individuals, as we make meaning of our lives.

There are several different orientations within the existentialist philosophy. Soren Kierkegaard (1813-1855), a Danish minister and philosopher, is considered to be the founder of existentialism. His was a Christian orientation. Another group of existentialists, largely European, believes that we must recognize the finiteness of our lives on this small and fragile planet, rather than believing in salvation through God. Our existence is not guaranteed in an after life, so there is tension about life and the certainty of death, of hope or despair. Unlike the more austere European approaches where the universe is seen as meaningless when faced with the certainty of the end of existence, American existentialists have focused more on human potential and the quest for personal meaning. Values clarification is an outgrowth of this movement. Following the bleak period of World War II, the French philosopher, Jean Paul Sartre, suggested that for youth, the existential moment arises when young persons realize for the first time that choice is theirs, that they are responsible for themselves. Their question becomes "Who am I and what should I do?

Related to education, the subject matter of existentialist classrooms should be a matter of personal choice. Teachers view the individual as an entity within a social context in which the learner must confront others' views to clarify his or her own. Character development emphasizes individual responsibility for decisions. Real answers come from within the individual, not from outside authority. Examining life through authentic thinking involves students in genuine learning experiences. Existentialists are opposed to thinking about students as objects to be measured, tracked, or standardized. Such educators want the educational experience to focus on creating opportunities for self-direction and self-actualization. They start with the student, rather than on curriculum content. http://oregonstate.edu/instruct/ed416/PP2.htm

The existentialist gives emphasis on the nature of the learners in determining the content of its curriculum. This philosophy of education aims to have a responsible citizen especially in decision making based on learning experiences.

Perennialism

For Perennialists, the aim of education is to ensure that students acquire understandings about the great ideas of Western civilization. These ideas have the potential for solving problems in any era. The focus is to teach ideas that are everlasting, to seek enduring truths which are constant, not changing, as the natural and human worlds at their most essential level, do not change. Teaching these unchanging principles is critical. Humans are rational beings, and their minds need to be developed. Thus, cultivation of the intellect is the highest priority in a worthwhile education. The demanding curriculum focuses on attaining cultural literacy, stressing students' growth in enduring disciplines. The loftiest accomplishments of humankind are emphasized– the great works of literature and art, the laws or principles of science. Advocates of this educational philosophy are Robert Maynard Hutchins who developed a Great Books program in 1963 and Mortimer Adler, who further developed this curriculum based on 100 great books of western civilization. http://oregonstate.edu/instruct/ed416/PP2.html

The Perennial philosophy of education gives great value to books and great works of arts and sciences. This philosophy focuses on constant ideas and develop the intellectual capability of the learners.

Essentialism

Essentialists believe that there is a common core of knowledge that needs to be transmitted to students in a systematic, disciplined way. The emphasis in this conservative perspective is on intellectual and moral standards that schools should teach. The core of the curriculum is essential knowledge and skills and academic rigor. Although this educational philosophy is similar in some ways to Perennialism, Essentialists accept the idea that this core curriculum may change. Schooling should be practical, preparing students to become valuable members of society. It should focus on facts-the objective reality out there--and "the basics," training students to read, write, speak, and compute clearly and logically. Schools should not try to set or influence policies. Students should be taught hard work, respect for authority, and discipline. Teachers are to help students keep their non-productive instincts in check, such as aggression or mindlessness. This approach was in reaction to progressivist approaches prevalent in the 1920s and 30s. William Bagley, took progressivist approaches to task in the journal he formed in 1934. Other proponents of Essentialism are: James D. Koerner (1959), H. G. Rickover (1959), Paul Copperman (1978), and Theodore Sizer (1985). http://oregonstate.edu/instruct/ed416/PP2.html

The Essentialism philosophy deals with facts and ideas but also welcomes changes. Its curriculum focuses on the intellectual and moral standards that the school could transfer to the learners.

Progressivism

Progressivists believe that education should focus on the whole child, rather than on the content or the teacher. This educational philosophy stresses that students should test ideas by active experimentation. Learning is rooted in the questions of learners that arise through experiencing the world. It is active, not passive. The learner is a problem solver and thinker who makes meaning through his or her individual experience in the physical and cultural context. Effective teachers provide experiences so that students can learn by doing. Curriculum content is derived from student interests and questions. The scientific method is used by progressivist educators so that students can study matter and events systematically and first hand. The emphasis is on process-how one comes to know. The Progressive education philosophy was established in America from the mid 1920s through the mid 1950s. John Dewey was its foremost proponent. One of his tenets was that the school should improve the way of life of our citizens through experiencing freedom and democracy in schools. Shared decision making, planning of teachers with students, student-selected topics are all aspects. Books are tools, rather than authority. http://oregonstate.edu/instruct/ed416/PP2.html

          The Progressivists see the “whole” child in the process of learning. This philosophy of education emphasizes that the children learn well by doing. The learners serve as active participants in the learning process and curriculum content is based on student’s interest. Fieldtrips, hands-on projects and objects that can be manipulated by the learners may be applied in this curriculum.

Reconstructionism/Critical Theory

Social reconstructionism is a philosophy that emphasizes the addressing of social questions and a quest to create a better society and worldwide democracy. Reconstructionist educators focus on a curriculum that highlights social reform as the aim of education. Theodore Brameld (1904-1987) was the founder of social reconstructionism, in reaction against the realities of World War II. He recognized the potential for either human annihilation through technology and human cruelty or the capacity to create a beneficent society using technology and human compassion. George Counts (1889-1974) recognized that education was the means of preparing people for creating this new social order.

Critical theorists, like social reconstructionists, believe that systems must be changed to overcome oppression and improve human conditions. Paulo Freire (1921-1997) was a Brazilian whose experiences living in poverty led him to champion education and literacy as the vehicle for social change. In his view, humans must learn to resist oppression and not become its victims, nor oppress others. To do so requires dialog and critical consciousness, the development of awareness to overcome domination and oppression. Rather than "teaching as banking," in which the educator deposits information into students' heads, Freire saw teaching and learning as a process of inquiry in which the child must invent and reinvent the world.

For social reconstructionists and critical theorists, curriculum focuses on student experience and taking social action on real problems, such as violence, hunger, international terrorism, inflation, and inequality. Strategies for dealing with controversial issues (particularly in social studies and literature), inquiry, dialogue, and multiple perspectives are the focus. Community-based learning and bringing the world into the classroom are also strategies. http://oregonstate.edu/instruct/ed416/PP2.html

The philosophy of Reconstructionism emphasizes on its curriculum real experiences to be dealt by the learners. This is to prepare the learners in making a better way of life.

          Every school has its own way of educating the learners. But, one thing is for sure, and that is to give quality education and to produce globally competent graduates that could help our nation for a brighter tomorrow.