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