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Educational Inquiry

This document discusses the philosophical and psychological foundations of education. On the philosophical side, it examines perspectives like idealism, realism, pragmatism, existentialism, and postmodernism. The key thinkers for each are also mentioned. On the psychological side, it analyzes theories like behaviorism, cognitivism, metacognition, constructivism, and humanism. It concludes that philosophy guides moral development while psychology influences physical and intellectual growth, and that both fields examine the relationship between mind and body.

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ConnieRoseRamos
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64 views

Educational Inquiry

This document discusses the philosophical and psychological foundations of education. On the philosophical side, it examines perspectives like idealism, realism, pragmatism, existentialism, and postmodernism. The key thinkers for each are also mentioned. On the psychological side, it analyzes theories like behaviorism, cognitivism, metacognition, constructivism, and humanism. It concludes that philosophy guides moral development while psychology influences physical and intellectual growth, and that both fields examine the relationship between mind and body.

Uploaded by

ConnieRoseRamos
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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PHILOSOPHICAL AND

PSYCHOLOGICAL FOUNDATIONS
OF EDUCATION
By: Benedicta B. Santos
Philosophy to Education
■ the study of key philosophical ideas that have
influenced educational thought and
developments in the world.
Psychology to Education
■ The study of the experience and behavior of
the learner in relation to educational
environment
Philosophical Foundations

IDEALISM REALISM PRAGMATISM

EXISTENTIALISM POSTMODERNISM
IDEALISM

■ the aim of education is to develop the


intellectual capacity of the students by helping
them to appreciate broad and enduring ideas
and principles
■ everyone should know reality through a study
of true ideas
■ Emphasis: cognitive development, not vocational
training.
■ Curriculum: subjects should be taught with an
emphasis on abstract principles, holistic learning
and interdisciplinary approach
■ Teaching and learning: should be done in stages
with the purpose of preparing students to see the
ideas that underpin reality
■ Criticism: it promotes intellectual elitism where only
a gifted minority of intellectuals are valued in society
Proponents:

■ Socrates ■ Georg W.F Hegel


■ Plato ■ Ralph Waldo Emerson
■ Rene Decartes ■ Henry David Thoreau
■ George Berkeley
■ Immanuel Kant
REALISM

■ reality is found in the physical world that we


live in, and that knowledge is gained through
reason and experience
■ man will discover reality with the use of
science (observations and experiments) and
common sense (experience) through
education or learning
■ Emphasis: critical reasoning through observation
■ Curriculum: education should proceed from simple
to complex and from concrete to abstract
■ Teaching and learning: Learning is based on facts-
analysis- questioning and supports accountability
and performance-based teaching
■ Criticism: reality is always changing and is
dependent on what we observe and experience
Proponents:

■ Aristotle
■ Thomas Aquinas
■ Francis Bacon
■ Alfred North Whitehead
■ Bertrand Russel
PRAGMATISM/EXPERIMENTALISM

■ Knowledge claims and even values are not


permanent and absolute, but are tentative and
subject to revision
■ Emphasis: action rather than on thought
■ Curriculum: should be framed on the basis of utility,
interest, experience and integration
■ Teaching and learning: convert schools into
workshops and laboratories of students with their
own goals according to their needs and interests
■ Criticism: claims might lead to a relativistic and
situational approach to life problems
Proponents:

■ Charles S. Pierce
■ William James
■ George Herbert Mead
■ John Dewey
POSTMODERNISM

■ They assert that all claims to knowledge are


constructed by those in power to establish and
perpetuate their control over the oppressed
and exploited
■ Emphasis: develop their own identities, and
transform society by emancipating the marginalized
groups from oppression
■ Curriculum: begin with the concrete personal
identities, histories and ordinary experiences of the
students and then proceeds to more abstract
meanings of culture, history and politics
■ Teaching and learning: Provides a student-centered
learning environment
■ Criticism: there is no uniformity of thought,
knowledge, practice and curriculum
Proponents:

■ Michel Foucault
■ Jacques Derrida
■ Henry A. Giroux
■ Peter McLaren
■ Cleo Cherryholmes
■ C. A Bowers
Psychological Foundations

BEHAVIORISM COGNITIVISM METACOGNITION

CONSTRUCTIVISM HUMANISM
BEHAVIORISM (B. F. Skinner)

■ Conditioning as a universal learning


– Natural reflex responds to a stimulus
(Classic)
– Response to a stimulus is reinforced
(Operand)
■ Emphasis: learning is nothing more than
the acquisition of new behavior based on
environmental conditions
■ Teaching and learning: provide
reinforcements to students as reward
COGNITIVISM (Jean Piaget, 1955)

■ study of the mental activities or events that


takes place when a person learns, solves a
problem or makes decisions
■ Meaningful learning is making connections
between prior learning and the new
information learned
■ Emphasis: Meaningful learning is making
connections between prior learning and the new
information learned
■ Curriculum: basis for designing kindergarten and
primary school curriculum.
■ Teaching and learning: learning materials and
activities are designed to meet the appropriate level
of cognitive development and to avoid asking
students to perform tasks that are beyond their
cognitive capabilities
METACOGNITION ( J. Flavell)

■ students learn for understanding by paying


attention to their learning, monitoring what
they are learning and using the feedback from
this self-monitoring to make adjustments,
adaptations and even major changes to what
they hold as understanding (Brown, 1978)
■ Emphasis: the knowledge one has about
one’s thinking
■ Teaching and learning: provide activities
to develop self-evaluation skills of
students and to identify what would their
finish work looks like
CONSTRUCTIVISM (Vygotsky, 1978)

■ learning is not passive but involves the


construction of knowledge by the learner
■ learning is a social activity
■ Emphasis: importance of social
interaction in stimulating the development
of a student
■ Teaching and learning: provide very rich
opportunities for dialogue, both among
students and between individual students
and the teacher
HUMANISM (C. Rogers, A. Maslow)

■ individual’s behavior is connected to their


inner feelings and self concept
■ It is concerned with the restoration of lost
values
■ Emphasis: learning should take into
consideration the emotions and feeling of
students
■ Teaching and learning: teacher is a
facilitator who is more understanding
than judgmental, more supportive than
critical and more genuine than playing a
role to help in the learning development
of the students
The philosophy serves for moral
development of a person meanwhile
the psychology factors serve the
purpose in both physical and
intellectual development.
Both psychologists and philosophers
have long been fascinated by the
ways we conceive of the separation
between our minds and bodies in
which refer as a distinction between
the mental world of forms and the
physical world of images
(Plato, 424 BC).
THANK YOU!

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