This document discusses several philosophies of education including essentialism, progressivism, perennialism, existentialism, and behaviorism. It provides an overview of each philosophy's perspective on why we teach, what we teach, and how we teach. Essentialism focuses on basic skills and knowledge, progressivism emphasizes experiential learning and problem-solving, perennialism centers on developing rational thinking through great books, existentialism supports self-directed learning to understand one's self, and behaviorism arranges environments to shape responses to stimuli. The document also briefly mentions other philosophies like reconstructionism and examines which philosophies influence existing educational systems.
1. Philosophies of
Education
Sherwin E. Balbuena
EdD Educ’l Leadership
DR. EMILIO B. ESPINOSA, SR. MEMORIAL STATE COLLEGE OF AGRICULTURE AND TECHNOLOGY
2. Existential
Questions
What is life?
Who am I?
Why am I here?
What am I living for?
What is reality?
Is the universe real?
What is good to do?
How should I live life meaningfully?
3. In the school
context…
Why do I teach?
What should I teach?
How should I teach?
What is the nature of the learner?
How do we learn?
6. Essentialism
What to teach?
Basic skills or the fundamental R’s --
reading, ‘riting, ‘rithmetic, right
conduct-- as these are essential to
the acquisition of higher or more
complex skills needed in
preparation for adult life.
Curriculum includes the traditional
disciplines such as math, natural
sciences, history, foreign language,
and literature.
9. Progressivism
What to teach?
Need-based and relevant curriculum.This is
a curriculum that “responds to students’
needs and that relates to students’ personal
lives and experiences.”
More concerned with teaching the learners
the skills to cope change. Change is the only
thing that does not change.
Natural and social sciences.Teachers expose
students to many new scientific,
technological, and social developments,
reflecting the progressivist notion that
progress and change are fundamental.
10. Progressivism
How to teach?
Progressivists teachers employ experiential
methods.They believe that one learns by
doing. (John Dewey)
Problem-solving method makes use of the
scientific method.
“Hands-on-minds-on” teaching
methodology (e.g., field trips during which
students interact with nature or society).
Teachers also stimulate students through
thought-provoking games and puzzles.
11. Perennialism
(Rational
Humanism)
Why teach?
To develop the students’ rational and
moral powers.
Belief in the primacy of reason and in the
human’s ability to make rational
judgments about the goodness of things
(Adler & Hutchins).
12. Perennialism
What to teach?
The perennialist curriculum is a universal
one on the view that all human beings
possess the same essential nature.
Heavy on humanities and general
education.
Great Books.
13. Perennialism
How to teach?
The perennialist classrooms are “centred
around teachers”.The teachers do not
allow the students’ interests or
experiences to substantially dictate what
they teach.They apply whatever creative
techniques and other tried and true
methods which are believed to be most
conducive to disciplining the students’
minds.
14. Existentialism
Why teach?
To help students understand and
appreciate themselves as unique
individuals who accept complete
responsibility for their thoughts, feelings,
and actions.
Existence precedes essence.
Education of the whole person, not just
the mind.
15. Existentialism
What to teach?
Gives a wide variety of options from
which to choose.
Emphasis on the humanities.
Vocational education to teach children
about themselves and their potentials.
In the arts, students are encouraged to
practice individual creativity and
imagination.
16. Existentialism
How to teach?
Focuses on the individual.
Learning is self-paced, self-directed.
Individual contact with the teacher.
Teachers remain non-judgmental and
take care not to impose their values on
the students; since values are personal.
19. Behaviorism
How to teach?
Arranges environmental conditions
so that students can make the
responses to stimuli.
e.g., well-managed classroom, use
of attention catchers and incentives.
