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PHILOSOPHY MATRICES TEMPLATE
(The names beside each philosophy are just for reference to help you connect the philosophy with specific philosophers.)
Traditional Philosophies
IDEALISM (Plato)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
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Curricular Focus Methodology Criticisms
The realm of
truth resides
within the
reality of the
mind. Reality
is spiritual,
universal,
eternal, and
unchanging.
True
knowledge is
both
intellectual
and timeless;
focus of
knowng
comes by
recollection of
truths in the
mind.
Values are at
the core of the
Universal
Moral Law
where
intellect is
valued above
all.
The student
should aim for
perfection by
seeking the
truth, being
eager to learn,
and fulfilling
their highest
perspective.
Create an
environment
where the
students
desire to thirst
and hunger to
learn new
concepts
opening their
minds to new
ideas.
Consistently
study and seek
after truth, while
taking care of
the entire self;
mind, body,
spirit.
Include
lectures and
disucessions
while creating
methods that
emphasize
reality and
broaden the
intellect
Idealism is
not exact
sometimes
and it may not
be easy to
understand;
lack of proof
on some
aspects.
REALISM (Aristotle)
Metaphysics Epistemology Axiology Learner’s
Nature
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Curricular Focus Methodology Criticisms
Reality
encompasses
the world we
live in. It is
objective,
separate, and
outside of our
minds made
up of material
things.
Knowledge
aligns with
reality; it
comes
through
creating
concepts of
objects by
interacting
with them
within the
Self
determination
is the key to
reaching full
human
potential.
Students
should be
committed to
growing &
expanding in
areas of
human
knowledge.
Be committed
to having
knowledge in
th general
subject area.
The teacher
should
cultivate
rationality
within the
student and
Focus centers on
applied math and
the
scientific
method to attain
an unbiased
understanding of
facts through
observation.
Methods can
include
lectures,
discussions,
experimentati
on, and
research
activities.
Realism
downplays
imagination
and emotion.
It tends to
overempahsiz
e personal
achievement
and
memorization.
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mind. assist in their
formation of
intellectual
virtues.
NEO-SCHOLASTICISM (Thomas Aquinas)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular Focus Methodology Criticisms
Reality is both
physical and
spiritual and
was created
with order by
God. In the
dualistic
nature of the
world, the
spiritual world
is knowable
through faith
and the
physical
world through
reason.
Truth is
accessible
through
reason and
faith.
Knowing
begins with
sensation, is
completed
through
abstraction,
and is
enhanced by
faith.
Values based
solely on fact
and truth, with
rationality
paving the
way to truth.
Students are
rational
beings that
have the
capacity for
truth,
knowledge,
and spiritual
faith. The
brain is
considered a
muscle and is
separated
according to
faculty
psychology.
The teacher is
the authority
on laws of
both natural
and
supernatural
and serves as
the mental and
spiritual
leader and
disciplinarian
over the
student.
The curricular
focus is on math,
classical
languages,
theology,
doctrine, and
catechisms.
Methods
include
cultivating
rational
thought
processes,
mental and
moral
exercises, and
memory work
through drills
and
recitations.
The Neo-
Scholastic
school fails to
teach the
"whole
person" and
stifles
creativity
through a
rigid,
prepackaged
education
based on
unchanging
philosophy.
Modern Philosophies
PRAGMATISM (William James, John Dewey)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular Focus Methodology Criticisms
The world is
always
evolving and
changing.
Truth is
warranted
Human
experience.
Scientific
inquiry with
the scientific
method.
Plural values.
Designed to
unify aims,
means, and
ends.
Self discipline
is key along
with
determination
and flexibility.
To guide the
thinking
process from
impulsivity to
reflection.
Field trips and
Culture, problem
solving.
Organized
sciences, history
and geography.
To guide
instead of
direct. Allow
students to
experience
consequences.
We all learn
differently
and in our
own way.
Allow
students to
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assertion.
activities can
peak student
interest.
use their own
knowledge
and
experiences.
EXISTENTIALISM (Nietzsche, Kierkegaard, Sartre, Heidegger, etc.)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular Focus Methodology Criticisms
Nothing exists
in this world
without any
meaning or
idea. Reality I
subjective,
based on
individual
perception
All things
have reason
and nothing
exists
independently
Values are not
emphasized
but should be
chosen freely;
emphasizes
self definition
Encouraged to
discover
themselves,
control their
education,
value
individuality,
and take
accountability
for
actions.
Present
principles
without bias,
encouraging
critical
examination
and
personal value
development.
Focuses on
humanities,
psychology,
arts, self-
actualization
through diverse
activities, less
emphasis on
math and science
Promotes self-
realization
through
journals,
portfolios, and
self-paced
learning with
teachers as
facilitators
May
emphasize
individuality
to the
detriment of
sociality,
leads to
multiple
curricula and
challenges in
preparing for
citizenship,
neglects the
utilitarian
aspect of
education.
Contemporary Educational Theories for Transmission
PERENNIALISM (Adler, Hutchins, William Bennett, Allan Bloom, etc.)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular Focus Methodology Criticisms
Belief in
reason;
timeless,
unchanging
truths that
persist over
The use of
truth and
knowledge
and how it
never changes
over time
Focuses on
intellectual
growth
through thr
transmission
of classical
Learners
receive
knowledge as
passive
recipients,
focusing on
To engage
students in
self learning
and
independence,
while
Arts, literature,
sciences and
other liberal arts
Testing,
problem
solving, &
activities
Too much
emphasis on
curriculum
and methods;
goes against
psychology
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time
knowledge mastering
basic
subjects for
intellectual
cultivation
imparting
knowledge
and
controlling
students’
learning
experience
ESSENTIALISM (E.D. Hirsch)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular Focus Methodology Criticisms
Traditional
way of
thought-basic
knowledge
and skills
Knowledge
comes from
life’s
experiences
Focuses on
transmission
of essential
knowledge
To gain more
knowledge,
promote
intellectual
growth to
become good
citizens of
society
Teacher
should strive
to discipline
and train the
mind; heavily
evaluate
progress
Reading,
writing,
arithmetic;
educate the
competent
person
Frequent
testing, small
groups with
lots of student
interaction,
homework,
standardized
testing
Passivity of
learners,
potential loss
of
memory due
to rote
learning,
restriction
to traditional
basics, and
potential lag
in
addressing
contemporary
needs and
changes.
BEHAVIORISM (Skinner)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular Focus Methodology Criticisms
All behavior
is learned and
observable.
The way we
behave and
learn are
through
Can be
changed and
measured
Will follow
direction of
the teacher if
there is a
Reward
students’ good
behavior by
using a point
Assist students
with difficult
tasks, give
positive
Students get
rewarded
when they do
well; negative
Might not
paint a
realistic
picture of
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rewards and
punishment.
disciplined,
organized
classroom
system to give
them
motivation
and initiative
feedback behavior gets
conequences
what behavior
is
Contemporary Educational Theories for Transformation
RECONSTRUCTIONISM (Counts)
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular Focus Methodology Criticisms
Focuses on
societal
change; things
are constantly
changing in
the world
Change is
essential to
having a more
successful
academic
system
Societal
change to
make life
better
To be engaged
in
understanding
broader
societal
issues,
encouraged to
use personal
experiences
to address
social
problems,
preparing
learners to
participate
in society as
change agents
To be
catalysts of
social
change,
facilitating
critical
discussions
on societal
problems,
suggesting
solutions, and
promoting
social reform
Focuses on
socioeconomic
and
political
problems, also
on social
sciences and
problem-based
approaches that
examine societal
issues, past,
present, and
future.
Teachers
assess social
analysis,
problem-
based
learning, and
community-
based projects
to analyze
and address
societal issues
Teachers
should take
responsibility
for social
change may
not be
embraced
CRITICAL PEDAGOGY (Friere, Giroux, Noddings, Gloria Watkins [bell hooks], Peter McLaren, etc.)
This section might be a bit more challenging than the ones above. You are encouraged to supplement the textbook information with
internet searches on the topic.
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular Focus Methodology Criticisms
Assists
students in
using critical
Obtaining and
applying
knowledge
Gaining an
understanding
of knowledge
Focuses on
critical
thinking
Assist in
empowering
students to
Making students
aware of
oppression and
Case studies,
where
students
Overemphasis
on political
activism
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thinking
skills,
methods of
examining
inequalities/
oppression
towards
critical
thoughts and
situations
through
challenges of
the mind
which triggers
higher thought
provoking
skills to be
enacted
help
themselves
share what
they think
social issues collect data to
display;
examining
issues to
challenge
biases
CONSTRUCTIVISM (Piaget, Vygotsky, Constance Kamii, etc.)
This section might be a bit more challenging than the ones above. You are encouraged to supplement the textbook information with
internet searches on the topic.
Metaphysics Epistemology Axiology Learner’s
Nature
Teacher’s
Role
Curricular Focus Methodology Criticisms
Theory of
how people
learn from
their own
knowledge
Knowledge is
gained from
going through
ideas and
experiences
Through
education new
information is
compared to
one’s own
knowledge
and
experiences
The student
will broaden
their critical
thinking skills
and problem
solving skills
To open
students
minds and
train of
thoughts in
order to fill
gaps on
cognitive
outcomes
The students’
ways of thinking
and showing
what they’ve
learned
Look at
students’
ideas, works,
observations;
tests, small
groups
No proof that
it works
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