NaturalismRealism

HumanismSkepticism

& PositivismPhilosophy

Chapter 7 8 & 9

NATURALISM PHILOSOPHYLET NATURE FOLLOW ITS COURSE

It is a philosophy that emphasizes the preservation of the natural goodness of an individual and the formation of a society based upon the recognition of natural rights

A movement affirming that nature is the whole of reality and can be understood only through scientific investigation

Denying the existence of the supernatural and deemphasizing metaphysics, or the study of the ultimate nature of reality

It affirms that cause-and-effect relationships, as in physics and chemistry, are sufficient to account for all phenomena

Man, as he comes from nature is good

Man becomes evil or corrupted through contact with society

Man has to be free to develop his own natural impulses

Man has to grow up in a society which he could engage his activities in a natural manner

FUNDAMENTAL TENETS

TWO IMPORTANT AND INFLUENTIAL

PHILOSOPHERS

1. JEAN JACQUES ROUSSEAU

2. EMMANUEL KANT

JEAN JACQUES ROUSSEAU

HIS WORKS1. Discourse on the

Sciences and the Arts(1750)

2. The Village Sage (1852)

3. Discourse on the Origin and Foundation of Inequality Among Mankind (1755)

4. The New Heloise (1761)

5. The Social Contract (1762)

6. Emile (1762)

One of the most influential Enlightenment thinkers, French philosopher

He argued that individual freedom is more important than state institutions

His political writings helped inspire the French Revolution (1789-1799)

He also wrote eloquently on education, arguing that children learn best by interacting freely with their environment

His thoughts on education anticipated 20th-century reforms in schooling

He favored popular will over divine right

ROUSSEAU’S PHILOSOPHY1. Man is good by nature2. True followers of Jesus would not make

good citizens3. Government should secure freedom,

equality, and justice for all within the state regardless of the will of the majority

4. Children should be discourage on book learning but on learning by experience

5. Children’s emotion should be educated first before his reason

6. Expression rather than repression produces a well-balance, free-thinking children

IMMANUEL KANT

An eighteenth-century German philosopher who explored the possibilities of what reason can tell about the world of experience

In his critiques of science, morality, and art, he attempted to derive universal rules to which, he claimed, every rational person should subscribe

In Critique of Pure Reason (1781), he argued that people cannot understand the nature of the things in the universe, but they can be rationally certain of what they experience themselves

Within this realm of experience, fundamental notions such as space and time are certain

HIS PHILOSOPHY

1. Space and time exist only as part of the human mind

2. Reason is the final authority for morality

3. The welfare of individual should properly regarded as an end in itself

4. Physicians think they do a lot for a patient when they give his disease a name

5. Happiness is not an ideal of reason but of imagination

6. All our knowledge falls within the bounds of possible experience

REALISM PHILOSOPHY It is more an educational

philosophy which advocates that education should be more concerned with the abilities of human life so as to prepare him for his duties in society

It is a reaction opposing narrow humanism and religious formalism

It is a broad philosophy yet has a common rejection of idealism

Philosophers in Education:

John Milton

John Amos Comenius

Francis Bacon

Richard Mulcaster

Wolfgang Ratke

JOHN MILTON

A seventeenth-century writer who ranks as one of the greatest poets in the history of English literature

His masterpiece, the epic poem Paradise Lost (1667), dramatizes the Biblical account of humanity’s banishment from Paradise

He also wrote a sequel to Paradise Lost, called Paradise Regained (1671), in which Jesus triumphantly resists Satan and regains the Paradise lost by Adam and Eve

HIS PHILOSOPHY1. Man should be taught to prepare

himself for actual living in areal world2. Grammar. Classical literature and

foreign languages be taught to students especially for boys

3. Fieldtrips is needed in the curriculum so as to have contacts with men and things from all sectors of society

4. History and politics should be taught be offered to both girls and boys

5. Man should be trained on the use of sense perception than memory activities because knowledge comes primarily through senses

6. Harsh and excessive discipline bored upon the rod must be condemned because this will only turn the school as a place of terror

7. Avoid to much memorization without comprehension

8. The medium of instruction in all schools must be the vernacular because this conform to nature and children can understand it

JOHN AMOS COMENIUS

HIS PHILOSOPHY

Latin name for Jan Komensky (1592-1670), Czech educational reformer and religious leader, born in Moravia (now part of the Czech Republic), and educated at the University of Heidelberg

He was a teacher and rector in the Moravian towns of Přerov and Fulnek until the start of the Thirty Years' War (1618-1648), when the army of the Holy Roman Empire drove the Moravians into exile

He was considered the first educator to advocate the use of visual aids in classroom teaching

Older individuals should stay longer in school while children and younger ones should be in school for a short period of the day

Each class should have uniformity in textbook and test and should only have one teacher

The morning hours should be devoted for intellectual subjects and in the afternoon period, physical and aesthetic subjects should be given

No subject matter be left unless thoroughly mastered

Children should be taught in a natural manner, as opposed to artificiality, and in accordance with their natural interest

The level of teaching should be suited to the children’s level of understanding

The use of the vernacular can make learning effectively

ORBIS PICTUS COMENIUS

“the world of sensible things pictured” his

book where his philosophy is contained

FRANCIS BACON

Known for his “Baconian Method” in which he postulated that a researcher must be free from all idols (prejudices & biases)

Man’s knowledge of nature is the only real and fruitful knowledge and should be the only basis of scientific nature

He is know for his effort to make scientific investigation practical rather than metaphysical

WOLFGANG RATKEGerman education reformer whose innovative theories of language instruction greatly influenced the development of modern education

Born in Wilster, Holstein, in eastern Germany

He was also known as Ratichius or Ratich and studied theology at the University of Rostock, although he never obtained a degree

Students should first learn the principles of their native, “vernacular” language before learning foreign or classical languagesHe also stressed the importance of repetition to ensure mastery and of learning through experience as foundations for effective instruction

Students should be taught with out compulsion

All things can be learned through experience, investigation or experiment

HUMANISM PHILOSOPHY

It is the attitude that emphasizes the dignity and worth of the individual

A basic premise of humanism is that people are rational beings who possess within themselves the capacity for truth and goodness

The term humanism is most often used to describe a literary and cultural movement that spread through western Europe in the 14th and 15th centuries

This Renaissance revival of Greek and Roman studies emphasized the value of the classics for their own sake, rather than for their relevance to Christianity

The humanist movement started in Italy, where the

late medieval Italian writers contributed greatly to the discovery and preservation

of classical works1. Dante2. Giovanni Boccaccio3. Francesco Petrarch

NOTEWORTHY HUMANISTSErasmus

Thomas Moore

Francois Rabelais

Giovanni Pico dela Mirandola

BASIC PRINCIPLES1. Recognizes the value or

dignity of man and makes him the measure of all things

2. Entails a commitment to the search for truth and morality through human means in support of human interest

3. Rejects transcendental justification such as dependence on faith, supernatural or divinely related texts

4. Signifies education of man, a discipline that makes him different from animals

5. Believed that the liberal arts like music, art, grammar, oratory, history, poetry, And the likes should be studied and practiced by all levels of society

SKEPTICISM

PRINCIPLES

Greek skeptesthai, “to examine, reflect, consider” and they call themselves, “skeptikoi”

In philosophy, it is a doctrine that denies the possibility of attaining knowledge of reality as it is in itself, apart from human perception

By gradual extension of its meaning, the word skepticism has also come to signify doubt and questioning about what is generally accepted as true

All philosophical skepticism is ultimately epistemological; that is, it is based on views about the scope and validity of human knowledge

1. There is no certainty in human knowledge

2. Human knowledge is only probably true, that is, true most of the time, or not true

3. Knowledge has limitations4. Moral values are

subjective or arbitrary5. One must be cautious and

suspend judgment until one is certain of truth

6. Knowledge can be obtained through systematic doubt and continual testing

SKEPTIC PHILOSOPHERSRene DescartesPyrrho of ElisDavid HumeDemocritus

POSITIVISM PHILOSOPHY

system of philosophy based on experience and empirical knowledge of natural phenomena, in which metaphysics and theology are regarded as inadequate and imperfect systems of knowledge

The doctrine was first called positivism by the 19th-century French mathematician and philosopher Auguste Comte, but some of the positivist concepts may be traced to the British philosopher David Hume, the French philosopher Duc de Saint-Simon, and the German philosopher Immanuel Kant

His positive philosophy, or positivism, abandoned

speculation about the nature of reality in favor of scientific

investigationAccording to him, knowledge

of all subjects, from astronomy to sociology, should come from the

correlation of evidence gathered by investigation and

observationThis materialistic approach

helped to lay the foundations for modern sociology, which he first called social physics

AUGUST COMTE’STHREE PHASES IN QUEST FOR TRUTH

Theological Phase• It is based on whole-hearted belief in

all things with reference to God, and the society believed that God had reigned supreme over human existence, accepting all the teaching of the church

Metaphysical Phase• It states that the universal rights of man are most important, and the central idea is that man is born with certain rights that should not and cannot taken away and which must be respected and protected by the leaders of the societyPositive Phase• It states that individual rights are more important than the rule of any person, emphasizing the idea that man is able to govern himself and no need for any ruler because he can achieve anything base on his individual free will and authority

UNIVERSAL RULEIs the term use

referring to these three stages the

society undergoes in search for truth

ALTRUISMA term he coined which

refers to what he believed to be a moral obligation of individual

to serve others and place their interest

above one’s own

He opposed the idea of individual rights and maintained that they were not consistent with this supposed

obligation or “altruism”