Educational Concepts Based on Different Schools of Philosophy
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The document discusses educational concepts derived from various philosophies, particularly emphasizing Dewey's ideas that prioritize the learner and advocate for the development of the whole child. It highlights the importance of a curriculum that connects to real-life experiences and promotes guidance to support individual and vocational growth. Additionally, it underscores the role of evaluation in education to improve teaching and the necessity of preparing students for democratic participation.
Educational Concepts Based on Different Schools of Philosophy
- 1. EDUCATIONAL CONCEPTS BASED ON DIFFERENT SCHOOLS OF PHILOSOPHY Chapter XII
- 2. EDUCATIONAL CONCEPTS BASED ON DIFFERENT SCHOOLS OF PHILOSOPHY Philosophy of Education Chapter XII
- 3. Specific Objectives 1. To develop abilities to understand educational concepts based on the different philosophies of education. 2. to develop the ability to implement the different educational concepts in teaching and learning.
- 4. 1. The implication of these concepts to Philippine education is that the learner is made the center of the educative process, learning as he lives meaningfully. The theory of self-activity is the basis of all learning. The development of the whole child is the primary objective and the school activities are correlated to situations outside the school. There is a democratic approach of classroom management and thinking and reasoning are emphasized. This is based on Dewey’s philosophy.
- 5. 2. The aims of education are formulated in terms of child growth and development in terms of knowledge, habits, skills, attitudes, and abilities relating to Dewey’s concept that education is growth. Also, relating to pragmatists, a scholastic philosopher aims for the development of an individual as a whole( mentally, physically, socially, emotionally, and spiritually), together with the development of the community and the nation.
- 6. 3. The school curriculum is organized in terms of activities and projects relating to Dewey’s concept that education is life and a social process. It is relevant to the needs of an individual and his community and nation. The new k12 program greatly coincides with this concept for vocational education is integrated to academics and is given emphasis. This program also gives opportunities of employment even before college education.
- 7. 4. Effective teaching emphasizes the stimulation of thinking and reasoning of the learner rather than memorization in relation to realism and pragmatism. Schools should give opportunities for learners to cultivate their thinking and reasoning, with different levels of activities appropriate for their potential. There is an emphasis on the WHY than on the WHAT.
- 8. 5. Evaluation is an integral part of the process relevant to the principle that it completes the teaching pattern according to pragmatism and that it determines the validity. This also lets learners determine the points of improvement and allows him to work on these points rather than just going for things that interest him.
- 9. Evaluation is also useful in developing more effective materials and procedures for instruction. Though evaluation may never be free from personal judgment, bias can be reduced. The teacher must bear in mind that individuals differ not only in rates and methods of learning, but also in interests, needs, and potential abilities.
- 10. To accept the concept that education is growth, growth in knowledge, habits, skills, abilities, and attitudes, means that the amount of growth must be measured and evaluated objectively and scientifically. Teaching in the classroom becomes effective and productive when followed by an accurate appraisal of its results.
- 11. 6. Education is a kind of guidance, therefore, guidance is an organized function in education to make teaching functional and dynamic. It covers both academic and vocational guidance. This is relevant to pragmatism and scholasticism.
- 12. Guidance should be based on a constructive plan of organization governed by the ff. principles: 1. Guidance course should be opened to all who seek help. 2. Guidance functions must be integrated. 3. Guidance must be based on the nature of the individual to be guided. 4. Guidance work should be put under one leadership. 5. Guidance counselor should be professionally trained. 6. Guidance counselor should be acquainted with other agencies doing guidance work.
- 13. There is a need for educational and vocational guidance because of the significant changes taking place in the homes, in labor and industry, in population, and in the amount of general education required. Rapid changes in occupation, the introduction of new materials, and changing standards also add to the difficulties of adjustments, specially in the situation of employment in our country.
- 14. It must be remembered that all the objectives of guidance can be achieved through cooperation. In other words, guidance program should be socialistic rather than individualistic. However, specific guidance needs to be delegated to specially trained persons.
- 15. It is the function of the school to help the students in selecting a life vocation. Proper guidance should be given during the difficult period for making a decision. The problems of guiding a student in the choice of a life vocation must be based on the needs, ability, and interests of the individual and the condition of the community and the nation.
- 16. 8. The school is used as an agency to develop democracy. The school’s main task is to prepare our youth for life in a democracy, relevant to Dewey’s belief that education is life and a social process. Our constitution gives us a clear concept of the desire of the Filipino people to make the school a tool for democracy. It provides that the state maintain a complete and adequate system and that at least a primary education shall be provided to all children at school age. It also provides that all educational institutions, public or private, shall be under the supervision of and subject to the regulations of the state. Our schools have been established for the purpose of educating the youth for creative participation in a democratic society.
- 17. end.