Assignment No. 6

Republic of the Philippines
SORSOGON STATE UNIVERSITY

SCHOOL OF GRADUATE STUDIES
Office of the Advance Education
Magsaysay Avenue,4700 Sorsogon City
ASSIGNMENT NO.6 FERRERAS, MA. KARINA D.

Due Date: April 23,2022 MAM-AS 2
EDUC502: PHILOSOPHICAL, SOCIOLOGICAL ANS PSYCHOLOGICAL

FOUNDATIONS OF EDUCATION
Stephen Henry S. Totanes
Associate Professor V
“AN OVERVIEW OF HISTORIANS AND PHILOSOPHERS AND THEIR

EDUCATIONAL THEORIES”
Philosophy of education, philosophical reflection on the nature, aims, and
problems of education. The philosophy of education is Janus-faced, looking both
inward to the parent discipline of philosophy and outward to educational practice.
This dual focus requires it to work on both sides of the traditional divide between
theory and practice, taking as its subject matter both basic philosophical issues and
more specific issues arising from educational practice These practical issues in turn
have implications for a variety of long-standing philosophical problems
in epistemology, metaphysics, ethics, and political philosophy. In addressing these
many issues and problems, the philosopher of education strives
for conceptual clarity, argumentative rigour, and informed valuation.
The history of philosophy of education is an important source of concerns

and issues—as is the history of education itself—for setting the intellectual agenda
of contemporary philosophers of education.
The Western
philosophical tradition began
in ancient Greece, and
philosophy of education began
with it. The major historical
figures developed
philosophical views of
education that were embedded
in their broader metaphysical,
epistemological, ethical, and
political theories. The
introduction by Socrates of the
“Socratic method” of
Socrates (469-399 BCE)
questioning began a tradition in
which reasoning and the search for reasons that might justify beliefs, judgments,
and actions was and remains fundamental; such questioning in turn eventually gave
rise to the view that education should encourage in all students and persons, to the
greatest extent possible, the pursuit of the life of reason. This view of the central
place of reason in education has been shared by most of the major figures in the
history of philosophy of education, despite the otherwise substantial differences in
their other philosophical views.
Socrates’ student Plato endorsed that
view and held that a fundamental task of
education is that of helping students to value
reason and to be reasonable, which for him
involved valuing wisdom above pleasure,
honour, and other less-worthy pursuits. In
his dialogue Republic he set out a vision of education in which different groups of
students would receive different sorts of education, depending on their abilities,
interests, and stations in life. His utopian vision has been seen by many to be
a precursor of what has come to be called educational “sorting.”
Millennia later, the American pragmatist philosopher John

Dewey (1859–1952) argued that education should be tailored to the individual
child, though he rejected Plato’s hierarchical sorting of students into categories.
Plato’s student Aristotle also took the

highest aim of education to be the
fostering of good judgment or wisdom,
John Dewey (1859-1952)
but he was more optimistic than Plato
about the ability of the typical student
to achieve it. He also emphasized the
fostering of moral virtue and the
development of character; his emphasis
on virtue and his insistence that virtues
develop in the context of community-
guided practice—and that the rights and
interests of individual citizens do not
Aristotle (384-322 B.C.)
always outweigh those of the community—are
reflected in contemporary interest in “virtue theory” in ethics and
“communitarianism” in political philosophy.
Jean-Jacques Rousseau famously

insisted that formal education, like society
itself, is inevitably corrupting; he argued
that education should enable the “natural”
and “free” development of children, a view that eventually led to the modern
movement known as “open education.” These ideas are in some ways reflected in
20th-century “progressivism,” a movement often (but not always accurately)
associated with Dewey. Unlike Plato, Rousseau also prescribed fundamentally
distinct educations for boys and girls, and in doing so he raised issues concerning
gender and its place in education that are of central concern today. Dewey
emphasized the educational centrality of experience and held that experience is
genuinely educational only when it leads to “growth.” But the idea that the aim of
education is growth has proved to be a problematic and controversial one, and even
the meaning of the slogan is unclear. Dewey also emphasized the importance of the
student’s own interests in determining appropriate educational activities and ends-
in-view; in this respect he is usually seen as a proponent of “child-centred”
education, though he also stressed the importance of students’ understanding of
traditional subject matter. While these Deweyan themes are strongly reminiscent of
Rousseau, Dewey placed them in a far more sophisticated—albeit philosophically
contentious—context. He emphasized the central importance of education for the
health of democratic social and political institutions, and he developed his
educational and political views from a foundation of systematic metaphysics and
epistemology.
Of course, the history of philosophy of education includes many more

figures than Socrates, Plato, Aristotle, Rousseau, and Dewey. Other major
philosophers, including Thomas Aquinas, Augustine, Thomas Hobbes, René
Descartes, John Locke, David Hume, Immanuel Kant, John Stuart Mill, Karl
Marx, Bertrand Russell, and, more recently, R.S. Peters in Britain and Israel
Scheffler in the United States, have also made substantial contributions to
educational thought.
FILIPINO EDUCATORS AND THEIR PHILOSOPHIES
JOSE P. RIZAL was born on June

19, 1861 in Calamba, Laguna. His
parents are Francisco Mercado and
Teodora Alonso. To Rizal the
mission of education is to elevate the
country to the highest seat of glory
and to develop the people’s mentality
- Education is the foundation of
society and a prerequisite for social
progress, only through education
could the country be saved from
Jose Rizal (1861-1896)
domination. According to him, the
centers on the provision of proper motivation in order to bolster the great social
forces that make education a success to create in the youth an innate desire to
cultivate intelligence - School must train the citizens the three phase of life: moral,
intellectual and physical. He quoted “The school is the book in which is written the
future of the nation. Show us the schools of a people and we will tell you what
those people are”.
RAFAEL PALMA was born on Oct. 24,

1874 at Tondo, Manila. He emphasized that the
teacher should not dramatize. He/she has no right
to impose on his/her students his/her theories or
personal belief. He believed that the primary
purpose of education is to develop their individuals
to his highest efficiency so that he can be of use to himself and to the community.
He quoted, “Education must produce individuals who are both useful to themselves
and to society.”
CAMILO O. OSIAS advocated that the educational system must contribute

towards the achievement of the goals of education by inculcating in the minds and
hearts of the youth the value of preserving the patrimony of the country, promoting
the general welfare of the people. Dr. Osias’ suggestions to Philippine schools:
1.Preserve the solidarity of Filipino; 2.Maintain the unity of the Philippines;
3.Work out a proper equilibrium in economic order; 4.Develop social justice;
5.Observe the merit system in government service.
References:
Siegel, H. (2020). philosophy of education. Encyclopedia Britannica. Retrieved from
https://www.britannica.com/topic/philosophy-of-education.
Images:
https://en.wikipedia.org/wiki

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Republic of the Philippines

SORSOGON STATE UNIVERSITY

ASSIGNMENT NO.6 FERRERAS, MA. KARINA D.

EDUC502: PHILOSOPHICAL, SOCIOLOGICAL ANS PSYCHOLOGICAL

“AN OVERVIEW OF HISTORIANS AND PHILOSOPHERS AND THEIR

The history of philosophy of education is an important source of concerns

Millennia later, the American pragmatist philosopher John

Plato’s student Aristotle also took the

Jean-Jacques Rousseau famously

Of course, the history of philosophy of education includes many more

JOSE P. RIZAL was born on June

RAFAEL PALMA was born on Oct. 24,

CAMILO O. OSIAS advocated that the educational system must contribute

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