Educational philosophies

Educational Philosophies:Humanism and Realism

By: Sarah Sell, Brianna Schuehler, Valeri Mocciola

Contents• Overview and Contrast of

Philosophies• Major Characteristics and Goals of

Philosophy• Roles of Teachers within Philosophy• Roles of Students within

Philosophies• Teaching Methods for Philosophy• History of Philosophy• Philosophers Associated with

Philosophy

Humanism Vs. Realism

Humanism• A school of thought that

believes humans must be aware of and focus on the whole individual’s growth and development

• Areas of particular interest in humanism: - inquiry of the self- motivation - establishing goals

• Self- Actualization, a theory by Abraham Maslow, is most relevant topic within the study of humanism

Realism• Started in the 1800’s• Aristotle • Scientific method• Wasn’t about ideas• Things that were real

and factual– Proven and backed up

by facts

Characteristics and Goals of Humanism

Characteristics• Maslow’s self- actualization

theory• Maslow’s hierarchy of

needs, especially those concerning the theory of self-actualization and motivation

• Client centered therapy for enlightenment of self direction

• Empathy, understanding, respect, acceptance, authenticity, gentility, freedom, dignity, and potential

Goals• Development of emotions• Shaping of desires• Expression of aesthetic qualities• Enhancement of self direction and

control. • Learn what must know be known,

common knowledge. • Understand how one learns as

opposed to just acquiring knowledge.

• Practice self- evaluation as it is an effective assessment of a students work,

• Generate feelings that are as important as content,

• Create a healthy and safe environment to attain optimal learning.

Characteristics and Goals of Realism

Characteristics• Highly organized and

specific, practical and useful

• Understand the world through questioning

• Study of science and scientific method are important

Goals• To teach the students

about the world• Be realistic with the

information being displayed

Role of Teachers in Humanism• Self- actualize to better perceive and appreciate the whole child. • Be open-minded• Encourage more self- directed learning• Appear more concerned and humane with students• Respond to student’s feelings• Engage in dialogues• Utilize student’s ideas in instructions• Praise students as often as possible. • Modify contents to fit an individual’s needs• Help students set realistic goals • Assign group work to develop pupil’s social skills. • Be a role model• Teachers should refrain from neglecting connecting the learning

to the learner and their experience of personal growth

Role of Teachers in Realism

• Must be very knowledgeable and well educated

• Cannot be a pessimist or optimist• Much teach realities in life whether it is

hard or not• Expose the children to problems in life

and around the world• Question the media

Role of Students in Humanism

• Engage in more cooperative, creative, and independent activities

• Prepare for futures by practicing practical problem solving skills and drawing on previous experiences for future learning

• Take presidency over educations • Self-guide through self-assessment and

performing at an individualized and appropriate pace

• Self- actualize to foster honesty, openness with peers, empathy, and trust

• Students continue learning throughout their lives in a way that is self- directed

Teaching Methods for Humanism

• Exercise students reasoning skills through Kohlberg’s moral dilemmas (establish their own values while improving their moral reasoning)

• Teach self- concept lessons because they stimulate the growth and development of the whole person

• self-concept lessons: bibliotherapy, creative drama, contract grading, individualized education, and journal writing

• Make students aware of multiculturalism to eliminate prejudice thinking and/or improve their outlooks of different ethnicities, races, religions, backgrounds, cultures, etc.

• Instruct on global education allowing students to self actualize when they consider more global perspectives and establish a sense of world citizenship.

• Students and teachers should work together to develop lessons and activities that work with the abilities of the students

Teaching Methods for Realism

• Learn simple to more complex• Concrete to abstract thinking• Repetition is key• More emphasis on questioning and

understating rather than knowing specific dates and information

• Put no pressure on the students

History of Philosophies

Humanism• Humanism became

popular in education when strictly structured and overly mechanistic approaches to teaching and learning became less popular and schools were looking for a new alternative.

RealismThe age of Enlightenment• 17th-18th century• Questioned the

government, different values and beliefs, morals and traditions

• Became strong in science and rationality

• The founders of the Declaration of Independence and the Bill of Rights were driven by this idea and philosophy

Philosophers

Jean- Jacques Rousseau Abraham Maslow

Jean- Jacques Rousseau

• Born in 1712 and died in 1778 • Strongly emphasized that students should be taught

as individuals rather than teaching them in a group or classroom.

• Considered society evil and that society made people evil, so he thought students should be educated away from society. 

• Thought learning should come from nature and natural learning experiences. 

• Wrote "Emile" - a story about his ideal was to educate students.

• In his philosophy of thinking it was central for students to be strong in there decision making skills.

• He also thought that teachers and single students should work and learn together based on the students personal interests.

Maslow• Theorized the idea of self- actualization: innate human

needs and intrinsic or extrinsic motivation. • Measurable by a Personal Orientation Inventory (POI)• further developed Self actualization with a hierarchy of

needs. • Maslow’s Hierarchy of Needs: eight internal

requirements for self- actualizing • Types of needs

- needs 1-4: primitive needs,- needs 5-6: growth needs- needs 7- 8: continual needs

• Pyramid

Maslow’s Hierarchy of Needs in Action