EDUCATIONAL CONCEPTS BASED ON DIFFERENT

SCHOOLS OF PHILOSOPHY

Chapter XII

EDUCATIONAL CONCEPTS BASED ON DIFFERENT

SCHOOLS OF PHILOSOPHY

Philosophy of Education

Chapter XII

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.

1. The implication of these concepts toPhilippine education is that the learner ismade the center of the educative process,learning as he lives meaningfully. The theoryof self-activity is the basis of all learning. Thedevelopment of the whole child is the primaryobjective and the school activities arecorrelated to situations outside the school.There is a democratic approach of classroommanagement and thinking and reasoning areemphasized. This is based on Dewey’sphilosophy.

2. The aims of education are formulated interms of child growth and development interms of knowledge, habits, skills, attitudes,and abilities relating to Dewey’s concept thateducation is growth. Also, relating topragmatists, a scholastic philosopher aims forthe development of an individual as a whole(mentally, physically, socially, emotionally, andspiritually), together with the development ofthe community and the nation.

3. The school curriculum is organized in termsof activities and projects relating to Dewey’sconcept that education is life and a socialprocess. It is relevant to the needs of anindividual and his community and nation. Thenew k12 program greatly coincides with thisconcept for vocational education is integratedto academics and is given emphasis. Thisprogram also gives opportunities ofemployment even before college education.

4. Effective teaching emphasizes thestimulation of thinking and reasoning of thelearner rather than memorization in relationto realism and pragmatism. Schools shouldgive opportunities for learners to cultivatetheir thinking and reasoning, with differentlevels of activities appropriate for theirpotential. There is an emphasis on the WHYthan on the WHAT.

5. Evaluation is an integral part of the processrelevant to the principle that it completes theteaching pattern according to pragmatism andthat it determines the validity. This also letslearners determine the points of improvementand allows him to work on these points ratherthan just going for things that interest him.

Evaluation is also useful in developing moreeffective materials and procedures forinstruction. Though evaluation may never befree from personal judgment, bias can bereduced. The teacher must bear in mind thatindividuals differ not only in rates andmethods of learning, but also in interests,needs, and potential abilities.

To accept the concept that education isgrowth, growth in knowledge, habits, skills,abilities, and attitudes, means that theamount of growth must be measured andevaluated objectively and scientifically.Teaching in the classroom becomes effectiveand productive when followed by an accurateappraisal of its results.

6. Education is a kind of guidance, therefore,guidance is an organized function in educationto make teaching functional and dynamic. Itcovers both academic and vocationalguidance. This is relevant to pragmatism andscholasticism.

Guidance should be based on a constructive planof 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.

There is a need for educational and vocationalguidance because of the significant changestaking place in the homes, in labor andindustry, in population, and in the amount ofgeneral education required. Rapid changes inoccupation, the introduction of new materials,and changing standards also add to thedifficulties of adjustments, specially in thesituation of employment in our country.

It must be remembered that all the objectivesof guidance can be achieved throughcooperation. In other words, guidanceprogram should be socialistic rather thanindividualistic. However, specific guidanceneeds to be delegated to specially trainedpersons.

It is the function of the school to help thestudents in selecting a life vocation. Properguidance should be given during the difficultperiod for making a decision. The problems ofguiding a student in the choice of a lifevocation must be based on the needs, ability,and interests of the individual and thecondition of the community and the nation.

8. The school is used as an agency to developdemocracy. The school’s main task is to prepare ouryouth for life in a democracy, relevant to Dewey’s beliefthat education is life and a social process. Ourconstitution gives us a clear concept of the desire ofthe Filipino people to make the school a tool fordemocracy. It provides that the state maintain acomplete and adequate system and that at least aprimary education shall be provided to all children atschool age. It also provides that all educationalinstitutions, public or private, shall be under thesupervision of and subject to the regulations of thestate. Our schools have been established for thepurpose of educating the youth for creativeparticipation in a democratic society.

end.