Philosophical Perspectives

Group 1
 CLASSICAL PHILOSOPHY

 Understands thinking and why in that way.

 Comprehends the universe and ourselves.
 Wants to know the objective nature of reality.
 Focus on reason and logic.
 Formulated ideas towards politics and government.
 Greek philosophers or the lovers of wisdom.
 Idealism, Realism, Existentialism, Pragmatism.

Who Quoted Me?

“True knowledge exists in knowing that you know nothing”. Answer: Socrates
“The past is certain, the future obscure” Answer: Thales of Miletus

GREEK PHILOSOPHERS, A LONG TIME AGO

Socrates (469-399 BC) The laughing philosopher, Father of

modern science
Born in Alopece, contributed the
Socratic Method. Empedokles (483, 330 BC)
Plato (428-348 BC) The heart was the organ of cons
ciousness.
Thinking- the talking of the soul with
itself. Anaxagoras (510-428 BC)
Aristotle (385- 323 BC) Lord of assembly, Infinite number of
particles.
Founder of the Peripatetic School of
Philosophy. Anaximander (610-546 BC)
Thales of Miletus “A citizen without property has no
fatherland”
A Mathematician, astronomer, and
philosopher. Epicurus (341- 270 BC)
Pythagoras (570-495 BC) Founder of Epicureanism, Fate is
uncontrollable.
Pythagoras theorem had a group of
Pythagoreans.
Democritus (460=370 BC)
 IDEALISM

What is Idealism?
 Oldest philosophy, a philosophical doctrine which holds the view that ideas
are the only true reality.
 For idealist, material things are not real because they are mutable and
destructible. They cannot be considered real because whatever that is
mutable and destructible keeps on changing.
 ● Only ideas are real for idealist because they are immutable and
indestructible
Proponent in Education Idealism
 Socrates- Greek philosopher whose way of life, character, and thought
exerted a profound influence on Western Philosophy.
 Plato- Ancient Greek Philosopher, writer, teacher, public speaker. Socrates
most brilliant student. Well-known figure in Idealism
 Plato is the one who advocated idealism and advocated the moral character
which is the goal of idealism.
Plato believed that the physical world is not real because physical world
constantly changing, no one cannot really tell what it really is. In his seminar work
titled The Republic, Plato introduced the two kinds of world; The World of Forms
or Ideas and The World of matter. Any material objects that exist in the World of
Matter is just a copy of the object that exists in the World of Forms.

Educational Aims of Idealism

 Through Socratic method or Dialectic method.
 Encourage students to focus on all things of lasting value. Character
Development. This aim is prevalent in the writings of Immanuel Kant, Herman
Horne, William Torrey Harris and others.
 Stressed the importance of mind over matter.
 Schools are intellectual center of teaching and learning.
 Teachers guide students to realize the learner’s intellectual potential.
 How? - Through asking probing questions to stimulate consciousness of
students in discovering knowledge
 Through guiding and mentoring the learners.
Who are the idealist teachers?
 Believe that the schools are the repositories of eternal truth which have
organized the hierarchical ordered curriculum in education.
 Thinking and learning are the process of bringing latent ideas to
consciousness, mind, and logic is encouraged in organizing their lessons.
 The teacher should lead an exemplary life and be models for students to
imitate.
 Internet can make the great book accessible to all, but they insist that
technology should be the means rather that the end in transmitting
knowledge.
Key points to Consider:
 High cognitive level of education should be promoted and conserve and
promote cultural learning.
 Morality and character should be developed to each and everyone.
 Self-realization is important side of human.
 Curriculum, teaching and learning should be comprehensive, systematic, and
holistic approach.

REALISM
( A CLASSICAL PHILOSOPHY)

MAIN BRANCHES OF PHILOSOPHY

 Metaphysics- a study darting upon non-material things.
Example: study about space and time.
 Epistemology- a study about knowledge, the relation of the mind and the
reality, and justification of different issues.
Example: Idealism
 Axiology- a study deals with nature and value of different things, especially in
ethics.
Example: Ethics
 Logic- a study of good and bad, right and wrong, and correct reasoning.
Example: Hitlers movement in pursuing different nations is bad.
WHAT IS REALISM?
  Concern for fact or reality and rejection of the impractical and visionary.
(Merriam-Webster)
 Philosophically speaking, realism pertains to the idea/belief that things or
ideas have their absolute truth and essence regardless of one’s perception.
 “Realism means a belief or theory which looks upon the world as it seems to
us to be mere phenomenon”
(Swami Ram Tirth)
 “Realism is the doctrine that objective reality or the material universe exists
independently of conscious mind, its nature and properties are being affected
by being known” (C.V. Good)
PROPONENT OF REALISM
 Realism was founded by Aristotle (384 BC- 322 BC), an acclaimed Greek
philosopher. He was a student of Plato, a touted Greek philosopher, which he
adapted his philosophies from.
 Plato have once introduced universal realism along with Aristotle. However,
universe has been regarded by Plato as ideal form, these has made
difference with that of Aristotle. His stance was tagged as Platonic realism.
Some of other notable realist philosophers:
 Immanuel Kant- an empirical realist; he believes that we know things as they
appear to us.
 Karl Marx- father of Marxism
BASIC PRINCIPLES OF REALISM (Wand of Knowledge)
 Importance of Physical aspects of Universe – realists fervently believe and
anchor their stance based on empirical and factual evidences instead of
mere personal vision, non-factual/blind belief and the likes that has no proof
for truth and authenticity.
 Independence of Mind- realists believes that matters are dependent on the
mind of a person.
 Soul and God has no existence- as the philosophy per se suggests, realists
do not believe in the concept of the existence of God and soul as they have
no factual and observable signs of such existence. They believe rather that
these are just a formulation out of imagination.
 Importance of Present Life- realists believe that our life is significantly
constructed the day we are existing and living. Therefore, what we may get
tomorrow is what we have forged today.
 Reality is Real- realists are also called physical realist or materialists for the
fact that their philosophy is greatly anchored to the things, circumstances,
 time, and any other relative factors that they are experiencing and was
enveloped.
 Senses are Doors of Knowledge- things are perceived, analyzed, and
internalized through the basic human senses which able us to do such
process.
 Opposition of Idealism- realists crystal clearly do not believe in imagination,
vision, and beliefs that do not have any scientific or factual evidences.
 Man is a Part of Material World- realists believe that we have physical and
material components that allows us to exist in this reality thus linking us with
the reality itself.
 Emphasis on Experiment- in order for the realist to embrace a certain thing,
they seek first scientific and factual observations and evidences.
DIFFERENT TYPES OF REALISM
 Metaphysical realism- “whatever exists does so, and has the properties and
relations it does, independently of deriving its existence or nature from being
thought of or experienced”.
(Wikipedia.com)
 Naïve or direct realism- things that we perceived through our senses are
accurate.
 Scientific realism- we observed and internalized things through the extent of
science.
 Moral realism (Ethical realism)- the values or actions have absolute
rightfulness or wrongness regardless of reason.
 Aesthetic realism- reality has its own beauty linked with other realities.
SIGNIFICANCE OF REALISM (Adamas university)
 Realism looks-forward to elucidate and materialize education in optimum.
 Realism is a handy tool for happiness and success.
 Realism is a preparation for practical life.

Existentialism

Like “rationalism” and “empiricism,” “existentialism” is a term that belongs to

intellectual history. Its definition is thus to some extent one of historical
convenience. The term was explicitly adopted as a self-description by Jean-Paul
Sartre. It is a philosophy that emphasizes individual existence, freedom and
choice. It is the view that humans define their own meaning in life, and try to
make rational decisions despite existing in an irrational universe.
In order to fully understand the thinking that underpins existentialism, we must
first explore the idea it contradicts – essentialism. Essentialism was founded by
the Greek philosopher Aristotle who posited everything had an essence,
including us. An essence is “a certain set of core properties that are necessary,
or essential for a thing to be what it is”. A book’s essence, for example, is its
pages. It could have pictures or words or be blank, be paperback or hardcover,
tell a fictional story or provide factual information. Without pages though, it would
cease to be a book. Aristotle claimed essence was created prior to existence. For
people, this means we’re born with a predetermined purpose.
The existentialist movement asked, “What if we exist first?” At the time it was a
revolutionary thought. You were created as a blank slate, tabula rasa, and it is up
to you to discover your life’s purpose or meaning. While not necessarily atheist,
existentialists believe there is no divine intervention, fate or outside forces
actively pushing you in particular directions. Every decision you make is yours.
You create your own purpose through your actions.
Existentialism deals with the concreteness of experience, personal concern,
commitment, and uniqueness of individual. It can be seen as a philosophical
movement that rejects that life has an inherent meaning, but instead requires
each individual to posit his or her own subjective values. It is a philosophical
theory that people are free agents who have control over their choices and
actions. Existentialists believe that society should not restrict an individual’s life
or actions and that these restrictions inhibit free will and the development of that
person’s potential.
Existentialism on Metaphysics- A metaphysics that is existence-oriented, as
opposed to one that is essence-oriented. The term is usually applied to the 20th-
century emphasis within Thomism that stresses the existential significance of
philosophical (and theological) ideas, for example the way in which such ideas
indicate or connote forms or aspects of that which either ‘is or ‘can be”
Proponents of existential metaphysics have been concerned mainly with
ontological doctrines relating to the nature of being and of God, of potency and
act, of the transcendentals, of essence, analogy, causality, and substance, as
well as with the notions of man, the soul, freedom, nature, time, eternity, morality,
the good, love, charity, and grace.
Existentialism on Epistemology- it’s not just that what’s rational to believe on
the basis of evidence can vary according to agents’ frameworks, understood as
passive aspects of individuals’ psychologies. Rather, what’s rational to believe on
the basis of evidence is sensitive to agents’ choices and active commitments.
The epistemic existentialist maintains that what’s rational for us to believe on the
basis of evidence is, at least in part, up to us.
Existentialism on Axiology- the nature of this theory involves the
understanding of values as responses of a person to key existential challenges:
death, solitude, dependence of the nature and the society, etc. Value is the
striving of a human to clarify the meaning and significance of our existence, it is
an act of freedom, expression of subjectivity because it’s based on our personal
experience and preference.
Educational Implication- according to existentialists, a good education
emphasizes individuality. The first step in any education then is to understand
ourselves. Making existential methods in the classroom requires a balance in
which both teachers and learners as human beings preserve its identity. There
are many proponents of Existentialism and some of them are Søren Kierkegaard,
Martin Heidegger, Jean- Paul Sartre, and Albert Camus.
Søren Kierkegaard- was a Danish theologian, philosopher, poet, social critic,
and religious author who is widely considered to be the
first existentialist philosopher. Much of his philosophical work deals with the
issues of how one lives as a ‘single individual’, giving priority to concrete human
reality over abstract thinking and highlighting the importance of personal choice
and commitment. Kierkegaard believed that everyone would die but also that
everyone had an immortal self, or soul, that would go on forever. Boredom and
anxiety can be alleviated in various ways, but the only way to escape despair is
to have total faith in God.
Martin Heidegger- as a German philosopher whose work is perhaps most
readily associated with phenomenology and existentialism, although his thinking
should be identified as part of such philosophical movements only with extreme
care and qualification. His ideas have exerted a seminal influence on the
development of contemporary European philosophy. Heidegger’s philosophical
analytic focused on the human being's existence in their world as an
individual and within their social context. In the twentieth century, in the
Continental tradition, Heidegger held that the meaning of life is to live
authentically or (alternatively) to be a guardian of the earth. The best way to cope
with this fact, he held, is to live life with passion, using everything up, and with an
attitude of revolt, defiance, or scorn.
Jean-Paul Sartre- is arguably the best-known philosopher of the twentieth
century. His indefatigable pursuit of philosophical reflection, literary creativity
and, in the second half of his life, active political commitment gained him
worldwide renown, if not admiration. He is commonly considered the father of
Existentialist philosophy, whose writings set the tone for intellectual life in the
decade immediately following the Second World War. Sartre believed in the
essential freedom of individuals, and he also believed that as free beings, people
are responsible for all elements of themselves, their consciousness, and their
actions. That is, with total freedom comes total responsibility.
Albert Camus- was a French philosopher, author, and journalist. Camus
defined the absurd as the futility of a search for meaning in an incomprehensible
universe, devoid of God, or meaning. Absurdism arises out of the tension
between our desire for order, meaning and happiness and, on the other hand,
the indifferent natural universe refusal to provide that. His belief was that the
absurd—life being void of meaning, or man’s inability to know that meaning if it
were to exist—was something that man should embrace. His anti-Christianity, his
commitment to individual moral freedom and responsibility are only a few of the
similarities with other existential writers. Camus appears to have come to his
atheism both because there is no evidence for a god, and also because of the
problem of evil.

PRAGMATISM
Philosophy of Education

What are we expecting from this topic?

We will learn…
 Pragmatism
 Exponents
 Metaphysics, Epistemology and Axiology
 Fundamental principles
 Aims of Education
 Curriculum
 Methods of teaching
 Role of teacher and students
 Discipline
 School

What is Pragmatism?
 Derived from the Greek word ‘pragma’ meaning action.
- (‘practice’ and ‘practical’ are derived).
 It is a practical and utilitarian Philosophy.
 It is a philosophy which believes in change.

“The emphasis of Pragmatism is on action and not thoughts.”

Pragmatism is also called as:
  Instrumentalism
 Experimentalism
 Functionalism
Pragmatism is a philosophy that focuses on:
a. PRACTICE
b. EXPERIMENT
c. CHANGE

EXPONENTS

Charles Sanders Peirce (1839-1914)

- The principle proponent of Pragmatism.
- The “Father of Pragmatism”
Others:
 William James (1842-1910)
 John Dewey (1859-1952)
 John Locke (1632-1704)
 George Herbart Mead (1863-1931)
 Heraclitus (535 BC-475 BC)
 W.H Kilpatrick (1871-1965)

METAPHYSICS (REALITY)
Reality according to this Philosophy: “Only those things which are experienced or
observed are real”.
 It’s constantly changing.
 Ultimate reality in not one but many.
EPISTEMOLOGY (KNOWLEDGE)
Knowledge according to this Philosophy: “It is empirical and rational”.
 It is active and experimental.
 Gained through experience and not intuition.
AXIOLOGY (VALUES)
Values according to this Philosophy: “It denies the idea of ultimate good and
does not believe in fixed and
external values”.
 Are dynamic and ever-changing.
 According to Ross, the general educational aim of pragmatism is “Creation
of new values”.
FUNDAMENTAL PRINCIPLES
 Practical utility is the watchword of pragmatism.
 A pragmatist lives in a world of facts and not in a world of ideas or ideals.
 There is no absolute and unchanging truth, rather, the truth is what works.
 Emphasis on change.
 The aim and values of life change in different times and climes.
AIMS OF EDUCATION
“Flexible according to the changing needs of the society”.
 No prior scheme.
 Enable the children to meet its needs as well as the society.
 Develop dynamic and adaptable mind and create new values for an unknown
future.
CURICCULUM
- “Activity-centered”.
 Based on the principles-utility, interest, experience and integration.
 Enable the children to meet its needs as well as the society.
 Develop dynamic and adaptable mind and create new values for an
unknown
 future.
- “Only those which have utility to the students”

 Hence, includes language, hygiene, history, geography, physics,

mathematics, science, home science, agriculture, sociology, psychology,
reading, writing, counting and craftwork.
 Emphasizes only the utilitarian aspect and therefore, neglects subjects
such as poetry and art.
METHODS OF TEACHING
 Vary teaching methods to meet individual learning style.
 Activity as the basis of teaching and learning.
  Learning by doing
 Discussion, questioning and inquiry.
 Problem-solving method.
 Heuristic method.
 Inductive method.
 Project method.
ROLE OF THE TEACHERS
 Understand individual differences and teach according to the aptitudes
and
 abilities of individual.
 Teach students things that are practical for life and encourage them to
grow into
 betterment.
 Provide opportunities for the natural development of innate qualities of
children.
 Enable the students to develop values of itself.
 Create a real-life situation.
 Encourage students to discover and experiment.
 Friend Philosopher and guide.
 Captures students’ interests’ and build on the natural motivation that
exists.
- “The teacher is not a dictator but only a leader of group activities.”
ROLE OF THE STUDENTS
 The child is the central figure in this philosophy.
 Active participant.
 To Experiment.
 Learning by doing.
 To learn through personal experiences.
 To interact with the environment.
DISCIPLINE
 Gives freedom to children.
 Do not believe in external restraint and discipline enforced by the superior
 authority.
 Do not believe in punishment.
 Discipline should be based on principles of child’s activities and interests.
 Self-discipline.
 Social-discipline.
SCHOOL
  Miniature society.
 Students learn through practice, trial and error, the arts and discipline
necessary
 for economic and social order.
 Oppose traditional school.
 This philosophy makes school into workshops and laboratories.
 Any social environment which inspires the children experimentation
constitutes at
 school.

Modern Philosophies
What are Modern Philosophies?
Modern philosophy of education is a diverse field that encompasses many different
types of educational philosophies. It’s an approach to modern schools that focuses
on the WHAT we should teach, the curriculum aspect. These educational
philosophical approaches are currently used in classrooms all over the world.
Educational philosophy plays a determining role in the analysis of educational
objectives, the identification of the human upbringing model, the determination of the
appropriate content for this model, the design of the teaching process, the design of
the educational institutions, and the determination of the learning periods.
Research findings showed that the Filipino preservice teachers espoused a very
high adherence to progressivism educational philosophy. Perennialism,
Essentialism, Progressivism and Reconstructionism educational philosophies focus
heavily on WHAT we should teach, the curriculum aspect.
K to 12 in the Philippines
K-12 is an example of progressivism for it focuses on students. Furthermore, the 12-
year program will give the students sufficient time to master skills and absorb basic
competencies.

PERENNIALISM
Introduction to perennialism
The goal of a perennialism education is to teach students to think rationally and
develop minds that can think critically. A perennialism classroom aims to be a
closely organized and well-disciplined environment, which develops in students a
lifelong quest for the truth. The goal of a perennialism education is to teach students
to think rationally and develop minds that can think critically. A perennialism
classroom aims to be a closely organized and well-disciplined environment, which
develops in students a lifelong quest for the truth.
Why should perennialism be applied in teaching?
The goal of a perennialism education is to teach students to think rationally and
develop minds that can think critically. A perennialism classroom aims to be a
closely organized and well-disciplined environment, which develops in students a
lifelong quest for the truth.

What is Perennialism?
Perennialism suggests that the focus of education should be the ideas that have
lasted over centuries. They believe that ideas are as relevant and meaningful today
as when they were written. They recommend that students learn from reading and
analyzing the works by history’s finest thinkers and writers.
Although Perennialism may appear similar to Essentialism, Perennialism focuses
first on personal development, while essentialism focuses first on essential skills.
The educational focus of Perennialism is on the need to return to the past, namely,
to the universal truths and absolutely reason and faith. Perennialism believe that
God and Education goes together hand and hand and education prepares a person
for life. They also believed that schooling may come to an end but a person will
never stop learning throughout their lifetime. The theory of Perennialism also
believes that the environment plays a big role in teaching someone. A person leans
by experience. The philosophies of idealism, realism and neo-Thomism are
embedded in this theory. They believe that having a relationship to a spiritual being
is necessary for understanding the cosmos or universe. (Brett Morley, Andrew
Tillman).
Perennialism values knowledge that transcends time. This is a subject-centered
philosophy. The goal of a perennialism educator is to teach students to think
rationally and develop minds that can think critically.
What is the principle of Perennialism?
“Perennialism is a basic philosophical belief in unchangeable ideas of truth, reality,
knowledge and values,” The philosophy absolutely believed in permanence which is
more real than change.
What are the characteristics of Perennialism?
Common characteristics of a perennialism curriculum is a subject centered lesson,
organized body of knowledge, and a focus on developing the thinking skills of
students. Lecture, question, and answer are common instructional methods.

Perennialism is based on the philosophies of Plato, Aristotle, Perennialism was

originally religious in nature, developed first by Thomas Aquinas in the thirteenth
century in his work “De Magistro”.
Why teach through perennialism?
 To develop a learner with a sound of personality.
 To develop a learner with moral.
What to teach through perennialism?
1. Humanities
2. Arts
3. Theology
4. Religion
5. History
6. Great Books
How to teach perennialism?
 Teachers should allow learners to learn through the importance of reading the
Great Books
 Teachers instill to learner’s respect for authority, duty, consideration and
practically
 Teachers deliver clear lectures
 Teachers coaches critical thinking

PROGRESSIVISM
Philosophy of Education
Learning Objectives:
 To define ‘Progressivism’ and its origin.
 To promote social living while focusing on active and relevant learning.
 To give emphasis on learning by doing – hands-on projects, expeditionary
 learning and experiential learning.

Introduction to Progressivism
Progressivism or progressive education states that students learn by experience and
emphasizes teaching them to be good citizens and learners. To better understand
what progressivism in education is and why it’s an approach used today, we’ll look
into not only its definition but its origin as well. We’ll be discussing where
progressivism in education came from and how it can be beneficial for every
individual today.
History
Progressivism in education today, traces its origins in Europe. Among the initial
group of people who explored this frontier was Maria Montessori. She is famous for
establishing the “Montessori method” that gave birth to Montessori schools all
around the world. Between the years 1700 and 1900, many key European thinkers
were responsible for changing ‘traditional’ educational systems. By around 1774, a
few experimental progressive schools were set in Europe. They continued to expand
and grow in popularity well into the late 1800s. Meanwhile, ideas of progressive
education also reached the United States, where it developed separately. After
1900, these ideas – in particular those contributed by John Dewey.

Who is John Dewey?

John Dewey (1859-1952) was credited as the founder of the progressive education
movement and considered the father of American education. He is an influential
American philosopher, psychologist, educational theorist, and social reformer. He
believed that we should experience democracy in school to make us better citizens.
Instead of having an all-knowing teacher standing up front and talking, we ourselves
should be an active part of our education.
What is Progressivism?
Progressivism is the idea that education comes from the experience of the child.
Progressivism is a response to traditional educational systems. As we all know,
Traditional education systems emphasize taking tests to evaluate a student’s worth
or simply the talks, assignments and textbooks that transmits knowledge. Whereas,
progressivism in education today seeks to educate students on the process of
thinking, instead of just memorizing. Furthermore, a person who is open to or favors
new ideas, policies, or methods is called Progressivist.

Characteristics of Progressivism in Education

 Emphasis on learning by doing
 Hands-on projects
 Experiential learning
 Strong emphasis on problem solving and critical thinking
 Group work and development of social skills
 Understanding and action goals
 Collaborative and cooperative learning projects
 Education for social responsibility and democracy

 Methods of Teaching in Progressivism

 Project method- active participation of learners in learning.
 Socialized method- to bring all individual into a group system of
 interaction.
 Conferences
 Demonstration
 Group work
 Role play
 Debates
 Inquiry
 Discussion
 Planning and participation in the activities.
Conclusion
The concept of progressivism along with its characteristics and methods of teaching
focuses on children and the idea that we must live and learn in a community. Which
means, we aren’t isolated from others in the real world, and we shouldn’t be isolated
from others in our learning community. In progressive education, we often
collaborate on projects and learn from one another. The main idea of this philosophy
of education was that we become proficient in our actions when we did things tied to
learning. We must put in our minds that School isn’t a fixed institution. Instead, it
must be an experimental area where we are involved in learning by doing things.
References
 https://www.slideshare.net/ruchi263/philosophy-of-progressivism
 https://study.com/academy/lesson/progressivism-overview-practical-teaching-
examples.html
  https://biznewske.com/progressivism-philosophy-of-education/
 https://sg-theasianparentcom.cdn.ampproject.org/v/s/
sg.theasianparent.com/progressivism-in-educationtoday/amp?
amp_js_v=a6&amp_gsa=1&usqp=mq331AQKKAFQArABIIACAw
%3D%3D#aoh=16451015912457&referrer=https%3A%2F
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%20%251%24s&ampshare=https%3A%2F%2Fsiteproxy.ruqli.workers.dev%3A443%2Fhttps%2Fsgtheasianparent.com
%2Fprogressivism-in-education-today

“Humanism”
Humanism derives from the Latin concept “humanitas” - a Latin noun meaning
human nature, civilization, and kindness. It is a philosophical stance that
emphasizes the individual and social potential and agency of human beings. It
considers human beings as the starting point for serious moral and philosophical
inquiry. This term refers to a focus on human well-being and advocates for human
freedom, autonomy, and progress. It views humanity as responsible for the
promotion and development of individuals, espouses the equal and inherent dignity
of all human beings, and emphasizes a concern for humans in relation to the world.

Now that we have a better understanding what humanism means, let’s revisit some
parts of the history as to how the humanism began, the philosophers involved and
their contribution to this philosophical stance.

Francesco Petrarca, commonly anglicized as Petrarch was a scholar and poet of

early Renaissance Italy, and one of the earliest humanists, he laid the foundations
for Renaissance humanism and he’s often referred to as the father of humanism. He
discovers the manuscripts that were influential for the history of the Renaissance,
such as Cicero's Pro Archia and Pomponius Mela's De choro graphia. His list relied
heavily on ancient writers, especially Cicero.

Renaissance– A revival in the study of classical antiquity, at first in Italy and then
spreading across Western Europe. During European renaissance the interest in
classical literature from Greece was renewed and humanistic ideas began to evolve
again. Advances in science, technology, and philosophy during the Enlightenment
fostered secular world views, creating many rational and ethical associations and
movements in the 19th century, some of which merged to form secular humanist
associations in the 20th century. The most profound and longest-lasting effect of
Renaissance humanism during this period was their education curriculum and
methods. Humanists insisted on the importance of classical literature in providing
intellectual discipline, moral standards, and a civilized taste for the elite—an
educational approach that reached the contemporary era. Later on, the
“Renaissance humanism” was given to a tradition of cultural and educational reform
engaged in by civic and ecclesiastical chancellors, book collectors, educators, and
writers who is referred to as “humanists”.

Varieties of Humanism
 Christian humanism
- Christian scholars combined Christian faith with interest in classical
antiquity and a focus on human well-being.
 Political humanism
- used to describe political movements such as Marxism and
communism.
 Ethical humanism
- synonym of Ethical culture, was prominent in the US in early the 20th
century, focused on relations between humans.
 Scientific humanism
- emphasizes belief in the scientific method as a component of humanism.
 Secular humanism
- emphasizes the strongly held viewpoint that ideology—be it religious or
political—must be thoroughly examined. Rejects religious dogma,
supernaturalism, and superstition as the basis of morality and decision
making.

The core elements of humanistic thought revolve in education, reason, individualism,

and a strong belief in the universal human nature. Humanism rejects gods, angels,
immortal souls, and all supernatural phenomena and only believes that the universe
is natural and can be studied by science. Atheism, is common among humanists, but
it is just a byproduct of reason embracing science. Humanists believed that
education plays a fundamental role in forming human nature. Humanists support sex
education to help people to understand and express their feelings; physical
education to promote health, and moral education by sympathy and tolerance but
they are opposed to religious education in schools. A common counter-argument is
that parents have the right to bring up their children in the way they want; humanists
reply parents do not own their children and hence do not have such a right. They
argue children should be raised to make their own choices, respecting their
autonomy.

To sum it up, humanistic learning is student-centered, so the students are

encouraged to take control over their education. They make choices that can range
from daily activities to future goals, it is a humane approach to education–one that
helps students believe in themselves and their potential, that encourages
compassion and understanding, that fosters self-respect and respect for others.
Humanism also stresses the importance of human values and dignity. It proposes
that people can resolve problems through the use of science and reason. Rather
than looking to religious traditions, humanism instead focuses on helping people live
well, achieve personal growth, and make the world a better place.

A Humanist believes, “The responsibility for our lives and the kind of world in which
we live is ours and ours alone.” Thus, they have certain commitments to inspire us.

Altruism
-I will help others in need without hoping for rewards.
Critical Thinking
-I will practice good judgment by asking questions and thinking for myself.
Empathy
-I will consider other people’s thoughts, feelings, and experiences.
Environmentalism
-I will take care of the Earth and the life on it.
Ethical Development
-I will always focus on becoming a better person.
Global Awareness
-I will be a good neighbor to the people who share the Earth with me and help
make the world a better place for everyone.
Humility
-I will be aware of my strengths and weaknesses, and appreciate the strengths
and weaknesses of others.
Peace and Social Justice
-I will help people solve problems and handle disagreements in ways that are fair
for everyone.
Responsibility
-I will be a good person—even when no one is looking—and own the
consequences of my actions.
Service and Participation
-I will help my community in ways that let me get to know the people I’m helping.

Post Modern Philosophies

Postmodern philosophy is a philosophical movement that arose in the second

half of the 20th century as a critical response to assumptions allegedly present
in modernist philosophical ideas regarding culture, identity, history, or language that
were developed during the 18th-century Enlightenment. It is broadly characterized
by social reconstructionism, behaviorism, and constructivism.
1. Social Reconstructionism
Social Reconstructionism is an educational philosophy developed by
Theodore Brameld as a reaction to the devastating World War II, which focuses its
perspective on social reformation towards creating a better society and worldwide
democracy by addressing the social questions, issues and challenges in the
society.
Same as Progressivism, Social Reconstructionism is also a Learner-
Centered Educational Philosophy which believes that learners are active recipient of
learning and sees problem-solving, community-based learning and experiential
learning as some of the effective method for the teaching and learning process and
towards solving real world problems.

2. Behaviorism
Behaviorism is an Educational Philosophy is based on psychology which
believes that the behavior of the learners is a product of their environment. This
entails that behaviorism is focused on the modification or reshaping and shaping the
behavior of the learners towards the demonstration of a desirable behavior.
In a behaviorist environment, teachers arrange the physical environment of
the classroom and also sets rules for learners to follow so that the desired
responses or behavior from the learners will be attain, rewards system is an
example of a useful method used by most teachers as means of motivating the
learners which may lead to a satisfying aftereffect and as a substitute to
punishment, since learners of today are heavily protected from any form of abuse,
harm or maltreatment of the teacher for it may also affect the behavior of the
learners.

3. Constructivism
Constructivism is an Educational Philosophy which asserts that as individuals
interact with their environment they also actively construct their understandings of
reality. As an individual immerse oneself in a particular environment, such individual
then use mental processes, while experiencing different occurrences through
interacting with different individuals in his/her current environment which as a result
enables the individual to understand the dynamics of his/her environment, thus in
the school setup learners must be actively involved in the learning process while
interacting with his/her classmates and teacher for learning to attain.