Philosophical Foundations of Education and Teaching Profession

Vocabulary practice flashcards covering educational philosophies, their key proponents, core doctrines, and UNESCO's pillars of learning based on the Social Dimension & Teaching Profession lecture notes.

Idealism

A philosophy founded by Plato asserting that ideas are the only true reality, existence is in the mind independent of the material world, and core values such as love, joy, and hope are permanent and innate.

Realism

A philosophy associated with Aristotle, John Amos Comenius, and John Locke holding that reality exists independently of the human mind in the external, physical world, and that truth is objective and observable.

Empiricism

A philosophy associated with John Locke asserting that legitimate knowledge arises solely from sensory data and experience, rejecting realities that cannot be verified by the senses.

Existentialism

A philosophy advanced by Søren Kierkegaard and Jean-Paul Sartre stating that existence precedes essence, reality is subjective, and unique individuals have the complete freedom and responsibility to make their own choices.

Essentialism

An educational philosophy formulated by William Bagley emphasizing a back-to-basics curriculum focused on the 4Rs (reading, writing, arithmetic, and right conduct), where the teacher is the authority and essence precedes existence.

Perennialism

An educational philosophy championed by Robert Hutchins asserting that education is a recurring process based on eternal, universal truths and the study of Great Books and the humanities, advocating that it is better to be a generalist.

Utilitarianism (Spencer)

An educational theory proposed by Herbert Spencer favoring specialized vocational and professional training based on scientific and practical objectives to benefit the greatest good of the greatest number.

Pragmatism

A philosophy introduced by Charles Sanders Peirce asserting that the meaning and truth of an idea depend on its practical consequences and experimental tests, viewing change as the essence of reality.

Rationalism

A philosophy associated with René Descartes ("I think therefore I am") asserting that knowledge is attained through reason, intuition, and the cultivation of mental powers rather than sensory experience alone.

Disciplinism

An educational view advocated by John Locke that focuses on the formation of habits and formal discipline, using drill subjects like mathematics and languages to train and sharpen the mind.

Naturalism

An educational movement pioneered by Jean-Jacques Rousseau aiming to educate children according to the natural laws of human development, preserve man's natural goodness, and foster learning by doing.

The Order of Nature

Jean-Jacques Rousseau's natural sequence of development and learning under Naturalism, consisting of need, activity, experience, and knowledge.

Hedonism

A philosophical doctrine linked to Aristippus stating that pleasure is the only good thing, leading individuals to pursue pleasure regardless of whether an action is morally right or wrong.

Epicureanism

A form of ancient hedonism founded by Epicurus holding that the highest pleasure consists of a simple and moderate life attained through reason, advising against overindulgence in pleasures.

Stoicism

A philosophy established by Zeno of Citium emphasizing patient acceptance and endurance of adversities and difficulties with the perspective that "life must go on."

Learning to Know

A pillar of learning defined in Jacques Delors' UNESCO report ("Learning: The Treasure Within") focused on the mind, "learning to learn" skills, discovery, and developing faculties of memory, imagination, reasoning, and problem-solving.

Idealism (Plato)

The philosophical doctrine holding that ideas are the only true reality and exist in the mind only, independent of the material world. It asserts that ideas are innate, reality is mental/conceptual, and values (faith, hope, love) are permanent regardless of whether people value them.

Realism (Aristotle)

The philosophy asserting that reality exists independently of the human mind in the external, objective world of physical objects. Supported by thinkers like John Amos Comenius and John Locke, it holds that truth is objective and observable, and focuses on what is actual rather than purely mental.

Empiricism (John Locke)

An epistemological view stating that legitimate knowledge arises from sensory experience and data provided to the mind by the senses, requiring empirical verification rather than mere acceptance of authority.

Existentialism (Soreen Kierkegaard and Jean Paul Sartre)

A philosophy positing that 'existence precedes essence' and reality is subjective. It emphasizes human freedom, individual choice, and the responsibility of unique individuals in deciding their thoughts, feelings, actions, and destiny.

Essentialism (William Bagley)

An educational philosophy centered on a 'back-to-the-basics' curriculum focusing on the 4Rs (reading, writing, arithmetic, and right conduct). It holds that 'essence precedes existence', the subject matter is central, and the teacher is the authority using traditional methods.

Perennialism (Robert Hutchins)

An educational philosophy asserting that education is a recurring process based on eternal, constant, and universal truths. It rejects the idea of fundamental change, promotes being a generalist over a specialist, and mandates a fixed, subject-centered curriculum of humanities, mathematics, languages, and the classical tradition of great books that have survived the test of time.

Utilitarianism (Herbert Spencer)

The educational stance that industrialized society requires specialized vocational and professional education based on scientific and practical objectives rather than general classical education, seeking the greatest good of the greatest number.

Pragmatism (Charles Sanders Pierce)

The philosophy holding that the meaning and truth of an idea are determined by the practical consequences of its tests (if it works in practice, it is true or good). It views change as the essence of reality and promotes experimental methods and technical-vocational subjects.

Rationalism (Rene Descartes)

The philosophy guided by 'I think therefore I am', asserting that knowledge is derived through reason and intuition, and that understanding the world relies on developing mental powers rather than sensory experience.

Disciplinism (John Locke)

An educational approach centered on formal discipline and the formation of habits through drill subjects (such as math and language disciplines) to train and sharpen the mind.

Naturalism (Jean Jacques Rousseau)

An educational movement advocating that children be educated in accordance with the natural laws of human development free from artificial constraints, with the primary goal of preserving the natural goodness of man and virtue through learning by doing.

Order of Nature

The developmental sequence identified in Jean Jacques Rousseau's Naturalism through which learning naturally occurs: need, activity, experience, and knowledge.

Three Modern Principles of Teaching

The pedagogical principles derived from Rousseau's Naturalism: the principle of growth, the principle of pupil activity, and the principle of individualization.

Hedonism (Arristipus)

The ethical philosophy that pleasure is the only good thing, asserting that individuals will do anything—whether morally right or wrong—in order to attain pleasure.

Epicureanism (Epicurus)

A form of ancient hedonism maintaining that the highest pleasure consists of a simple and moderate life attained through reason, advocating that one should seek pleasure without overindulging.

Stoicism (Zeno of Citium)

A philosophy based on the idea that 'life must go on', teaching that when facing difficulties and adversities, one must patiently accept and endure them in order to move forward.

Jacques' Delors

Head of the International Commission on Education for the 21st Century who prepared the UNESCO report entitled 'Learning: the Treasure from Within', which proposed that within each child lies a treasure and defined four seamlessly linked pillars of learning.

Learning to Know

A UNESCO pillar of learning focusing on the mind and mental faculties—including memory, imagination, reasoning, problem-solving (metacognition), and 'learning to learn' skills—via discovery, in-depth subject study, and individual specialization.