Thinker	Assumptions	Role of Teacher	Models/Strategies	Educational Aim	Curriculum Emphasis
REALISM	Hans Joachim Morgenthan	1.   Cognitive biases are not errors but rather methods of dealing with the real world. 2.   The doctrine that certain objects or theories in science are real. 3.   Belief that reality exists independently of observers.	1.    Provide activities concerning on facts or realities 2.    Conduct observation or experimentation activities.	1.    Provide all the necessary materials or paraphernalia for observation or experimentation activity. 2.    Follow the procedures and mechanics 3.    Get the generalization or conclusion of the facts.	To make students realize of the facts or realities based on their personal observation or experimentation.	Learning is based from facts or realities
IDEALISM	Friedrich Holderlin  -important thinker in the development of German Idealism	1.   Asserts that reality is fundamentally mental or mentally constructed 2.   Emphasizes how human ideas especially beliefs and values shape society. 3.   Assert in the ontological doctrine	1.    Provide situations or activities that would elicit the mental alertness of the students 2.    Provide problems that would apply solutions based on the ideas of the students. 3.    Give propositions that would absolutely need critical thinking of the students.	1.    Use literal comprehension that asks questions like What, How and Why. 2.    Application and Reaction to problem-solving 3.    Provide other situational problem approach.	To enhance and develop the cognitive aspects of the learners.	Mental Skills and Abilities (Cognitive Aspect Of The Learner)
PRAGMATISM	Peter W. Ochs  -influential thinker whose interests include pragmatism John Dewey - important early developer of the philosophy of pragmatism William James - Known for supporting pragmatism	1.   The function of thought is as an instrument or tool for prediction, action and problem solving. 2.   Philosophical topics are all best viewed in terms of their practical uses and successes rather than in terms of representative accuracy.	1.    Conduct constant practice on language, concepts and nature of knowledge. 2.    Provide actual practical activities 3.    Integrate the principles or concepts into actual or practical learning.	1.    Theories and Application Approach 2.    Principles, Concepts and Application / Practical Uses Approach 3.    Develop creative thinking	To develop the psychomotor aspects of the learners through their practical uses of the principles and concepts of the philosophical topics.	Application Of Theories and Practical Uses
EMPIRICISM	John Locke Sir Francis Bacon -father of empiricism	1.   States that knowledge comes only from or primarily from sensory experiences. 2.   Emphasizes the role of experience and evidence 3.   Hypotheses and theories must be tested against observations of the natural world.	1.    Provide series observation or experimentation activities. 2.    Explore the students to the real world.	1.    Gather all necessary materials or paraphernalia for observation or experimentation 2.    Conduct actual experimentation 3.    Conduct actual experimentation 4.    Gather all their observation 5.    Ask their concluding facts or knowledge	To let learners acquire knowledge based on their sensory experience like actual observation and experimetnation.	Learning by Doing. Through sensory experiences.
PERENNIALISM	Robert Maynard Hutchins -become one of the most influential members of the school secular perennialism Mortimer J Adler	1.   Things that one deems to be of everlasting importance to all people everywhere. 2.   One should teach principles, not facts 3.   Teach scientific reasoning, not facts 4.   One should teach first about humans, not machines or techniques.	1.    Teach and expound the principles that are said to be of everlasting importance to the students. 2.    Lay the foundations of the topic or subject matter 3.    Recognize and appreciate the principles or foundations of the topic	1.    Explain thoroughly the basic principles or foundations. 2.    Conduct exercises in relation to the basic principles 3.    Concretize the students of the basic principles.	To permanently obtain the basic principles in education or teaching and to rationalize its basic or founding importance.	Personal Development
ESSENTIALISM	William Bagley(1874-1946) -historical essentialist E.D. Hirsh -was an important essentialist	1.   Instill all students with the most essential or basic academic knowledge and skills and character development. 2.   To master the students with a set body of information and basic techniques. 3.   Decide the most important for the students without or with little regard of their interests.	1.    Teach the basic academic knowledge and skills 2.    Provide all the learning instructions 3.    Focus on the achievement test scores. 4.    Emphasize character development of the students.	1.    Embed wisely the academic knowledge of the students in math, natural science, history, foreign language and literature. 2.    Master the students on the essential skills and building their character inside the classroom.	To make students to become academically competent of the most essential or basic knowledge and make them morally and socially developed.	-Academic Knowledge -Character development
PROGRESSIVISM	Theodore Roosevelt -noted for his exuberant personality, range of interests and achievements and his leadership for the Progressive Movement	1.   People learn best from what they consider most relevant to their lives 2.   Emphasize on the needs, experiences, interests and abilities of students 3.   Students interaction and develop social qualities	1.    Provide performance task activities 2.    Give the students the opportunity to express and discover the learning 3.    Tolerate students for different points of view 4.    Emphasize students’ needs and interests 5.    Enhance the abilities of the students	1.    Actual performance of the process and of the product 2.    Relate the activity to the real experience of the students 3.    Conduct authentic assessment 4.    Performance task activity 5.    Learning by doing	To make students explore and discover learning of their own through their experiences. Develop the intrinsic motivation of learning.	1.    Individual learning through personal experience 2.    Progress 3.    Change in the learning process and development 4.    Character Development 5.    Students’ needs, interests and abilities
EXISTENTIALISM	Soren Kierkegard -father of existentialism Jean-Paul Charles Aymard Sartre -one of the key figures in the philosophy of existentialism Martin Heidegger -known for his existential and phenomenological explorations of the questions of “BEING”	1.   Emphasizes the uniqueness and isolation of the individual experience in a hostile or indifferent universe. 2.   Regards human existence as unexplainable 3.   Stresses freedom of choice and responsibility for the consequence of one’s acts.	1.    Provide the students’ opportunities to discover their individual learning through experiences. 2.    Highlight the importance of the  student’s personal choice and commitment	1.    Give students individual activity 2.    Tolerate students of their personal choice and commitment to learning 3.    Cater their personal interests and abilities	To give the students the priority to concrete human experiences over abstract thinking and highlight the importance of personal choice and commitment.	- Individual Learning Experience - Personal needs, Interests and Abilities of Students
RECONSTRUCTIONISM	Rousas John Rushdoony -widely credited as the father of Christian Reconstrctionism	1.   Advocates a creative adjustment to contemporary conditions through the cultivation of traditions and folkways 2.   Exerts considerable influence on the Christian right.	1.    Integrate Christian doctrines in teaching 2.    Promote moral values 3.    Cultivate traditions and folkways.	1.    Set yourself as the living example or model 2.    Incorporate moral values to all subjects 3.    Cite examples that are pleasing and motivating to the learners to do right.	To mold students to become a better individual by shaping their values and character morally.	Moral Values