Sie sind auf Seite 1von 3

Seven

Philosophies of
Education
Examples Why Teach? (Objectives) What to Teach? (Cuiculum) !o" to Teach? (Teachin#
State#ies)
Educato$Philosophe Othe %nfomation Symbol
Essentialism *Back-to the Basics
Movement,
Conduct of NAT
learning
competencies,
authoritarian
approach to
teaching
*For learners to acuire
!"A
*To transmit the
traditional moral values
*#AT$%NA&
T#A'$T$%NA&
'$"C$(&$NE" e)g) Math,
&iterature
*"u*+ect Matter-%riented
*More academic content
,r-s . reading, riting,
rithmetic, right conduct ,
less vocational course
* little emphasis on
students- interest
* master/ of su*+ect matter
* o*serve core
reuirements, longer
school da/s, prescri*ed
te0t*ooks, drill method,
memori1ation, discipline
* 2illiam Bagle/ *
(rogressivism *Non authoritarian
approach to
learning
*For learners to *e
enlightened, intelligent
* &ive life full/
* Education as &ife
*Need-*ased and relevant
to students- e0periences
,natural and social
sciences3
* "kills4(rocesses .to cope
5ith C6AN7E
* student-centered teaching
* accept the impermanence
of life
*(ro*lem-"olving Method
* "imulation4Animals learn
to interpla/
* E0periential methods
,learning */ doing3
*6ands-on-Minds-on-
6earts-on e)g) field trip,
pu11les
* 8ohn 'e5e/ *Education is
life not a
preparation for
life
*Book learning
is no su*stitute
for actual
e0perience
* "timulate in
the classroom
life in the outside
5orld
(erennialism *Authoritarian
approach
*to develop their
rational and moral
po5ers
*reasoning skills
*9N$:E#"A& . all
human *eings possess the
same essential nature
* su*+ect matter-oriented
*7ENE#A&$"T and not
specialist
*less vocational4technical
education
*7#EAT B%%!"
* teacher-centered
e)g) mutual inuir/
sessions, "ocratic dialogue
*Mortimer Adler
* #o*ert 6utchins
*7reat Books;
*ancient,
medieval, and
modern times
*has the same
essential nature
5ith others
E0istentialism *Non-authoritarian *to help students define *C6%$CE ,variet/ of *$N'$:$'9A& 4 o5n pace *8ean (aul "artre *man is nothing
their o5n essence
*demands the education
of the 5hole person
*e0istence precedes
essence
*has rational and moral
po5ers
options3
*more vocational
*student-centered teaching
* values clarification
strateg/
*2illiam
Thackera/
else *ut 5hat he
makes of himself
4 e0istence
precedes essence
No universal
nature
*life is 5hat /ou
make it
Behaviorism *No choice, No
free 5ill
*M%'$F$CAT$%N and
shaping students-
*ehavior */ providing a
favoura*le environment
*"T$M9&9"-#E"(%N"E
in the environment
* control4arrange
environmental conditions
*make stimuli clear and
interesting
*provide appropriate
re5ards4incentives to
reinforce ,<3 response
*8ohn 2atson *
*students are
product of their
environment
&inguistic
(hilosoph/
*Mother tongue *to develop
communication skills of
the learner
*ver*al ,oral45ritten3 .
content of our message,
choice4arrangement of
5ords
*Non-ver*al . *od/
language
*(ara ver*al . ho5 5e sa/
5hat 5e sa/ e)g) tone,
pacing, volume
E0pand their voca*ularies
*E=(E#$ENCE
*facilitates dialogue among
learners
*8urgen 6a*ermas
*6ans 7eorg
7adamer
*8ohn (o5ell
*Chip #ose
*
*
* listening in
dialogue>
*5hen a
relationship is
5orking>
Constructivism *!no5ledge to
meaning
*To construct
kno5ledge and make
meaning of them
*learning processes and
skills ,searching,
evaluating, critiuing,
reflecting, relating,
constructing ne5
kno5ledge
*$NTE#ACT$:E
classroom
*provide students 5ith data
or e0periences
*facilitates dialogue among
learners
* kno5ledge is constructed
*/ learners
* read/ to *e ?mid5ifed@
*/ the teacher
*N% teaching
methodolog/ of
?telling@
'epEd
MissionA to provide ualit/ *asic education that is accessi*le to all and la/s the foundation of lifelong learning and service for common good
:isionA B/ BCDC, 'epEd is glo*all/ recogni1ed for good governance and develops functionall/ literate and 7od loving Filipinos
Core :aluesA Culture of E0cellence, $ntegrit/ and Accounta*ilit/, Maka 'i/os, Maka Ba/an, Maka !alikasan