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The curricular offering of the following
principles/philosophies of education are focused
on specific courses because each
principles/philosophies has its particular aims, beliefs, concepts, and teaching methods to
guide them in achieving their goals.
IDEALISM
The subjects offered are essential for
MENTAL, MORAL and SPIRITUAL
DEVELOPMENT, to wit:
PHILOSOPHYTHEOLOGY HISTORYARTSMATHEMATICS LITERATURE
VALUES EDUCATIONGMRC
CHRISTIAN LIVING
EDUCATION develops the individual spiritually, mentally and morally,
thus education contributes to the
development of mind and self, thereby, the school
should emphasize intellectual abilities, moral, judgments, aesthetics, self-
realization, individual freedom and
responsibility and self-control.
Students must be encouraged to build-up knowledge and critical thinking. It is a fact that learning is a product of
the learner’s own activity
The learning process must be made more
efficient by the stimulation which comes from the teacher and the
environment of the school
In this regard, the teacher must be highly communicative using
different teaching strategies, chief source of inspiration and
knowledge, among others, thus, the school must encourage
teachers to use effective teaching styles that would fit in to what the school envisions for
the learners.
REALISM
The curricular offerings for
this philosophy are:
BIOGRAPHY
NATURAL SCIENCE
SOCIAL SCIENCE
ARTSPOETRY
LITERATURE
These consist of different related concepts that
constitute the structure of the discipline which is
said to be organized, separated and
systemically arranged subject matter.
The scientific methods and problem solving approach are
used, to wit:
SYNTHESIZING
OBSERVING FACTORSRELATED TO PROBLEMS
TESTING HYPOTHESIS
It provides the student with the
essential knowledge he will need to survive in the natural world.
The teacher must possess a body of knowledge and is
capable of transmitting it to students. In other words, teaching
must not be indoctrinating but learning must be
interactive.
In this way, the teacher must
maintain discipline by reward and
control the student by activity.
The curricular offering in this
philosophy is a Combination of academic and
vocational disciplines whichare integrated and
based on the problems of society.
This is particularly for social efficiency that
train students to continuously and actively quest for information and production of new ideas needed to adjust to an ever-changing society.
The curricular
offerings in this
philosophy is focused
on
ARTS AND SCIENCES
GREAT IDEAS
OR UNIVERSAL PRINCIPLES
AND MORAL AESTHETIC
RELIGION
AND INTELLECTUAL TOPICS
Perrenialists believe that one should teach
the things of everlasting importance
to all people everywhere.
They believe that the most important topics develop a person
Since details of fact change constantly,
these cannot be the most
important. Therefore, one should teach
principles, not facts.
Since people are human, one
should teach first about
humans, not machines or techniques.
Since people are people first, and workers
second if at all, one should
teach liberal topics first, not
vocational topics.
It has no structured curriculum wherein it is child centered which give emphasis on life
experiences.
This philosophy also focuses on the
four (4) H’s
HAND
HEALTHHEAD
HEART
for physical, emotional, social and manipulative skills.
It focuses more upon the child’s
learning, than upon curriculum content
of the teacher’s pedagogy.
TWO MAIN APPROACHES OF
PROGRESSIVE EDUCATION
1.‘CHILD-CENTERED’
2.‘SOCIAL-RECONSTRUCTIONISM’
Education which aims to give children
the freedom to develop naturally in
a democratic environment
2.‘SOCIAL-RECONSTRUCTIONISM’ focuses on a
curriculum highlighting social
reform as the aim of education
Schools under this philosophy are
focused on the needs of pupils through
tolerant discipline, encouragement of the arts and crafts, using manual work
as an aspect of physical education,
and simplicity of living.
New teaching methods are
encouraged, ‘open plan’ school
architecture and more imaginative use of
space in all types of primary schools. It also
promotes a child-centered classroom
approaches.
The curriculum of this philosophy is focused on core
skills like reading, writing, and arithmetic.
Teaching of essential facts and concepts on Science,
Literature, Health and P.E.; Hard Sciences, technical and
vocational courses; Arts for aesthetic expression; and
Values of discipline, hard work, and
respect for authority.
ESSENTIALIST
believes that there exist a critical core of information and skill
that an educated person must have
the aim of education is to
teach the young the essentials they
need to live well in the modern world
Teachers must be expert in content
knowledge, teaches essential knowledge and maintains task-oriented focus
It will develop individuals to perform justly, skillfully,
and magnanimously
It helps individuals to adjust to cultural demands and live together in peace
The curricular offerings in this philosophy are:
ETHICS/VALUES
SCIENCES HUMANITIESPHILOSOPHYARTS FOR AESTHETIC EXPRESSIONHISTORYLITERATUREMATHEMATICS
The concern of existentialism is to give an account of what it is like to exist as a human
being in the world.
The issue of freedom
and choice are of crucial
importance in
existentialism.
This philosophy maintains
that values which have
been discovered
can be adopted for one’s life.
The curricular
offerings in this
philosophy are:
EDUCATIONAL PHILOSOPHIES
SOCIAL CHANGE PHILOSOPHY
NATIONAL/INTERNATIONAL/GLOBAL
ISSUESSOCIETAL NEEDS AND PROBLEMS
This curriculum is cutting edge information needed to correct current societal problems and
build a new society. To make a better world, and
prepare for the future.
Reconstructionist insists on promoting character
education by making group decisions in the light of the
consequences of those decisions.
They prefer the group problem-solving-project
methodology. People are responsible for social conditions and can
improve the quality of human life by changing the social
order.
Society is in need of constant
reconstruction. Such social change involves both reconstruction of education and the use
of education in reconstructing the
society.
It does not really seek to find a new
system of education, but
one that worked well in the past.
Stands for education in
accordance with nature. Application of natural laws to the educational
process
Education is the process of acquiring knowledge, habits, interest, attitudes, skills and abilities.
Developed the state-controlled and state-supported
public school
systems that are found
throughout the world
today.
Development of
responsible
citizen, loyalty
and patrolism
.
unfold the natural
capacities of the child to enhance developme
nt.
Social activities,
drills, experiencing lessons,
travel, trainings,
etc.