EDLC 504
Traditional Philosophies
Idealism
Metaphysics Epistemology Axiology Learner’s Teacher’s Role Curricular Focus Methodology Criticisms
Nature
- Focus on the -Emphasis on -Values rooted in -Idealistic -Facilitator of -Emphasis on Socratic May be criticized
mind and ideas innate ideas and universal ideals. educators see intellectual liberal arts and dialogue, for being
as real. reason. learners as development humanities critical thinking impractical in
-Justice, truth, individuals preparing
-Students will be -Teachers will and beauty are capable of -Teachers will -The focus will Students should students for the
encouraged to likely encourage central in rational thought. inspire students likely emphasize be encouraged real world.
engage in critical thinking. idealistic to explore ideas subjects such as to question,
discussions that education. -The classroom independently. philosophy, analyze, and Nay-sayers may
uncover the environment literature, and the engage in claim that an
deeper meaning -Students might encourages -Teachers will arts. This will aim thoughtful overemphasis on
behind various explore classical intellectual foster a love for to broaden a dialogue with abstract
subjects. literature, art, curiosity. learning by student's their teachers concepts may
and philosophy continuing to education. and peers. neglect practical
to understand learn themselves. skills needed in
and appreciate everyday life.
these universal
ideals.
Realism
Metaphysics Epistemology Axiology Learner’s Teacher’s Role Curricular Focus Methodology Criticisms
Nature
-Focus on -Sense- -Values grounded -Learners are -Imparter of -Emphasis on -Observation, -May be criticized
external reality as experience and in practical practical and knowledge and practical and experimentation for overlooking
real . observation of experience. realistic. practical skills. vocational , and individuality.
the world. education. application.
-Teachers will -Students should -The classroom -Teachers will use -Critics say
likely incorporate -Students will learn the environment is real life examples -Math, science and -Students will do realism overlooks
hands-on experience importance of geared towards and experiences vocational training hands-on the importance of
experiences, experiments, field values such as preparing to teach students will be the focus so activities, abstract thinking.
experiments, and trips, and hard work, students for the how to apply learners are projects, and
observation to practical responsibility challenges of the learned equipped with real-world
help students activities to through real real world, this knowledge to real applicable problem-solving
grasp the develop an world situations. will emphasize world situations. knowledge to their exercises.
tangible aspects understanding of practical skills future careers.
of reality. the topic at hand -Students will and problem-
through direct likely be taught solving.
observation. everyday skills.
1
EDLC 504
Neo-Scholasticism
Metaphysics Epistemology Axiology Learner’s Teacher’s Role Curricular Focus Methodology Criticisms
Nature
-Combination -Faith and -Moral values -Learners -To teach -Religious -Integration of -May face
of faith and reason working aligned with guided by learners the studies in faith-based criticism for
reason. together theology. religious duality of faith curriculum. teaching religious bias.
concepts. and reason. methods.
-Teachers can -Student’s will -Teachers will -Students will -May not
explore how likely engage in explain ethics -The -Teacher will pursue ethics -Students include a full
theology and conversations in religious teacher/classro help students courses, and should and inclusive
philosophy can that combine teachings. om should see the study classical explore how education.
co-exist to philosophical encourage a harmony philosophical philosophical
provide a full questioning sense of moral between faith- texts to concepts and
understanding and theological responsibility based and understand the ethics align
of reality. text/ideas to and encourage reason-based complex relation with religious
deepen their students to knowledge. between faith teachings.
understanding apply religious and reason.
of knowledge. values in their
lives.
Modern Philosophies
Pragmatism
Metaphysics Epistemology Axiology Learner’s Teacher’s Role Curricular Focus Methodology Criticisms
Nature
-Instrumental and -Knowledge as a -Valuing practical -Learners as -Supporter of -Practical and -Experiential -May be criticized
practical tool for problem- and useful problem-solvers learning problem-solving learning, hands- for a lack of focus
approach solving knowledge experience skills on approach on foundational
-Problem-solvers knowledge
-An instrumental -Prioritizes the -Priority lies with who want to know -Teachers are like -This particular -Hands-on
and practical acquisition of information that things that are guides on an curriculum will learning like -Some may argue
approach, skills and know- can be directly relevant and adventure. They focus on skills; experimenting that Pragmatism
treating theories how over applied to useful in their help students whether it's math, and applying to sacrifices the
as tools for theoretical address real- lives. Learning is acquire the skills science, or history, learn. foundation of
solving real-world understanding. world issues and a means to an they need to the focus is on learning for
problems rather solve practical end – solving real- tackle real practical and practicality and
than as abstract problems. world issues problems in the problem-solving real world
concepts. world. skills that you can learning.
use in your
everyday life.
2
EDLC 504
Existentialism
Metaphysics Epistemology Axiology Learner’s Teacher’s Role Curricular Focus Methodology Criticisms
Nature
-Emphasis on -Emphasis on -Emphasis on -Emphasis on -Encourages self- -Focus on personal -Self-directed -Can be criticized
individual subjective individual values individual discovery and and existential and experiential for a lack of focus
existence experience and choices freedom and authenticity questions learning on foundational
choice knowledge | May
-Places emphasis -Knowledge is -Prioritizes -teachers -curriculum -Promote self- be criticized for
on individual subjective and individual values -Learners value encourage revolves around directed lacking structure
existence, derived from and personal freedom and students to make profound learning, and clear
rejecting personal choices. It asserts choice, seeking to their own choices, existential allowing educational goals
universal truths experiences. The that what is explore and find their unique questions students to
in favor of philosophy meaningful and define their own voice, and explore and -May lack
recognizing the acknowledges the significant is path. Education discover personal experiment with structure,
uniqueness of diversity of subjectively will look more like meaning in life. ideas on their potentially
personal individual determined by a journey of self- terms. leaving students
experiences and perspectives and the individual discovery. without clear
perspectives. rejects objective, rather than what educational goals
universal truths. “the norm” is. and guidance.
Contemporary Educational Theories for Transmission
Perennialism
Metaphysics Epistemology Axiology Learner’s Teacher’s Role Curricular Focus Methodology Criticisms
Nature
-Reality and truth -Knowledge of -Values -Learners are -The teacher is an -Literature, history, -Emphasis on -It can be too
are timeless and these enduring emphasized rational; there is authority figure, mathematics, and direct rigid, neglecting
unchanging. truths is possible include a focus emphasis on a guiding students philosophy are instruction, and individual
through the study on moral and disciplined and in the pursuit of core subjects. lectures. student needs
-The "classics of classical intellectual structured universal and
club" of literature, history, virtues. learning knowledge. -Classics, classics, -It's like a contemporary
education. It and philosophy. environment. and more classics. masterclass in relevance.
believes that -Perennialists -The teacher is Literature, direct
timeless truths - Building a value moral and -Students are like the Gandalf philosophy, math, instruction. -Critics argue it
and knowledge mental library. intellectual seen as eager of the classroom, and history— Lectures, might be a bit too
are like the Wrap your head virtues—think minds ready to leading students anything that has memorization, stuck in the past,
classic books that around integrity and grasp the eternal through the withstood the test and a touch of missing out on
never go out of philosophy to wisdom. truths. They realms of of time. Socratic the diversity of
style. understand the thrive in a knowledge. discussion for today's world.
deep, everlasting structured, good measure.
truths. disciplined setup.
Essentialism
3
EDLC 504
Metaphysics Epistemology Axiology Learner’s Teacher’s Role Curricular Focus Methodology Criticisms
Nature
-Reality is based -Understanding -Focus on -Mastering a set -The teacher is an -English, -Traditional -This way of
on a common of this core essential body of authority, mathematics, teaching educating may
core of content is knowledge and knowledge providing science, and social methods, with a neglect the
information that accomplished skills for practical essential for a students with the studies are core focus on direct diversity of
is essential for all through direct living. well-rounded necessary subjects. instruction and student interests
individuals. instruction and education. knowledge and standardized and needs.
disciplined study. -Essentialists skills. -No real focus on testing.
-Essentialism is value practical the arts.
like the "core -It's about direct knowledge and -Students soak -The teacher is -It's traditional— -Some say it
curriculum" teaching and skills that will up essential the guide, lecture-style might miss the
advocate. Reality learning the serve you well in knowledge, providing the teaching, uniqueness of
is a set of must- basics that the real world. preparing for essential textbooks, and each student by
know things, like everyone should life's adventures. roadmap for standardized focusing too
the essentials you know. students. tests to check if much on a one-
need in your you understand size-fits-all
backpack for a the essentials. approach.
journey.
Behaviorism
Metaphysics Epistemology Axiology Learner’s Teacher’s Role Curricular Focus Methodology Criticisms
Nature
-Reality is -Knowledge is -Values are -Students are -The educator is -Focus on -Behavior -This way of
observable, and acquired through based on seen as blank a behavior measurable modification educating may
truth is conditioning and measurable slates, shaped by modifier, objectives and techniques, oversimplify the
determined by reinforcement of outcomes and external stimuli providing stimuli outcomes. drills, and learning process
observable observable behaviors. and and repetition. and neglect
behaviors. behaviors. reinforcement. reinforcement. cognitive
-Values are in the -Repetition, development.
-Reality is what -All about results. It's about -Students are like -The teacher is drills, and more
you see, and repetition and measurable sponges, shaped the conductor, repetition. If you -Nay-sayers
truth is in the reinforcement. outcomes and by external shaping want to learn, argue it's a bit
observable Practice makes behaviors. stimuli and behaviors you have to too robotic,
behaviors. It's like perfect. rewards. through stimuli practice. missing the depth
judging a person and rewards. of understanding
by their actions. and creativity.
Contemporary Educational Theories for Transformation
4
EDLC 504
Reconstructivism
Metaphysics Epistemology Axiology Learner’s Teacher’s Role Curricular Focus Methodology Criticisms
Nature
-Reality is -Knowledge is -Values include -Students -The teacher is a -Social issues, -Focus on -An argument can
dynamic and socially social justice, participate in facilitator, current events, and experiential be made that this
changing, and constructed equality, and shaping and guiding students practical problem- learning, may be overly
truth is socially through critical societal improving in critical thinking solving. problem- focused on
constructed. analysis and improvement. society. and social solving, and societal change
reflection. change. critical thinking. at the expense of
-Reality is a work -All about trying -Students are like foundational
in progress, and -Learning is to make the world social detectives, -The teacher is - Hands-on, knowledge.
truth is shaped by a better place. actively involved the guide, helping tackling real-
something we analyzing and in shaping and students navigate world problems
create through questioning improving the complexities and
social action. power structures. society. of society and encouraging
It's like reading make positive critical thinking.
between the lines changes.
of society.
Critical Pedagogy
Metaphysics Epistemology Axiology Learner’s Teacher’s Role Curricular Focus Methodology Criticisms
Nature
-Reality is shaped -Knowledge is -Values include -Students are -The teacher is a -Emphasis on -Dialogue, -Too ideological
by social, cultural, constructed social justice, critical thinkers co-learner and multicultural student-led and may neglect
and political through critical equity, and and agents of facilitator of education, social discussions, and foundational
contexts. reflection on empowerment. social change. critical dialogue. issues, and critical critical inquiry. knowledge.
power structures thinking.
-Reality is a stage, and societal -All about social -Students -The teacher -Lots of
and truth is norms. justice like question the guides students -It's multicultural dialogue,
influenced by superheroes status quo. through critical education, social student-led
social, cultural, -Students are like fighting for dialogues and issues, and honing discussions, and
and political the detectives in fairness. learning those critical a touch of
factors. It's like a their own stories. adventures. thinking skills. rebellion
play with lots of against
characters and injustice.
narratives.
Constructivism
5
EDLC 504
Metaphysics Epistemology Axiology Learner’s Teacher’s Role Curricular Focus Methodology Criticisms
Nature
-Reality is -Knowledge is -Values include -Students are -Facilitator, -Student-centered, -Hands-on -May lack
constructed by actively fostering seen as active guiding students project-based activities, structure and
individuals constructed by creativity, critical participants in in constructing learning, and real- inquiry-based clear objectives,
through their learners through thinking, and their own their own world applications. learning, and and some
experiences and exploration and problem-solving. learning. understanding. collaborative students may
interactions. reflection. -All about student projects. struggle without
-Values are all -Students are like -The teacher is a interests, real- sufficient
-Reality is what -Knowledge is about fostering architects of their mentor, guiding world applications, -Think group guidance.
you make of it, a actively built by creativity, critical own learning, students in and hands-on projects,
unique learners through thinking, and constructing building their projects. experiments,
experience for exploration and problem-solving. knowledge brick understanding. and lots of
each person. It's reflection. It's like Imagine a by brick. discussions.
like a choose- being a scientist classroom full of Learning by
your-own- in your own lab. little inventors. doing.
adventure story.
