PERENNIALISM

Philosophical
Derived from the word
Theories
perennial which means
everlasting
Ideas lasted over centuries and
are still relevant today, should
be the foci of education
ESSENTIALISM
Asserts that reality is a world of
reasons
Refers to traditional or back-to-the
Some truths are revealed
basics approach to education.
through
The basicstudy
idea isand
thatsometimes
there are
through
divine
acts
certain essentials that all men
Goodness
is to be found in
ought to know.
oneself.
Individuals should be able to
The
roots of
perennialism
lie in
distinguish
between
the essentials
the
and philiosophy
non-essentials
ofin
Plato,
ones
existence.and St. Thomas
Aristotle
Aquinas
was too rigid to prepare students

for adult life.

Believed that knowledge can be
obtained anywhere.
Emphasizes instruction in natural
science rather than philosophy
and comparative religion
Owes its underpinnings to both
realism and idelism

Aim: rigorously develop students,

intellectual powers first, and moral
qualities,Educational
second
Practices
- Internalize
truths that are
universal and constant
- Develop rational thinking and
intellectual mind
- Develop learner into a rational
Aim: Instill the essentials of academic
and intuitive being
knowledge and character
Curriculum: Theological principles
development
and
ideas; subject-centered
- Develops
individuals to perform
- Focused on Arts and Sciences
justly, skillfully, and
- Great ideas or universal
magnanimously
principles
- Adjust in cultural demands and live
- Moral,
aesthetic,
together
in peace religion, and
intellectual
topics
Curriculum:
The
3 Rs; Essential
Teaching:
Learning
Process
subjects such as English,
Sciences,
-History,
scientific
processes
Math and Foreign Languages,
-Literature
learning concepts and
application
- meaningful
Core skills like
reading, writing,
- reasoning
for
and arithmetic analytical, deep
- thinking,
Teaching of
essentialand
facts and
flexibility
concepts of Science,
Literature,
imaginative
development
Health,
and
PE
Methods
Hard sciences,
technical,
and
-- Socratic
dialogues
between
vocational courses
teachers and students
- Arts for aesthetic expression
- application of scientific
- Values of disciplines, hard work,
processes
and respect for authority
-Teaching:
Subject-centered
Learning Process
-- Method
mind
students of
aredisciplining
required to the
master
through
reading
and discussion
information
and basic
techniques,
- Lecture
gradually moving from simple to
- Discussion
complex
Role
of Teachers
Methods
of Teaching:
-- Known
writing masters of the
- disciplines
measurement
- Discipline
computing pupils intellectually
- through
application
of knowledge
in reala study
of literature
life-situations
Role
of School
- return to the essentials of reading,
- Produce elite individuals to
writing, arithmetic, history and
become intellectual
English
- Surround students with Great
- Deductive method
- Books
Recitation
Proponents:
- Assignments and Homework
Analysis and
synthesis
- Mortimer
Adler
Race and
social heritage over
- Robert
Hutchins
experiences
- St.
Thomas Aquinas
Role of Teachers
- Provide stimulating activities for
learning

PROGRESSIVISM

Claims that childs growth and

development as an individual
depends on his experiences and
self-activity.
Educational concern must be on
the learners interests, desires,
and freedom as an individual.
Believes that improvement and
reform in the human condition are
possible and desirable.
Asserts that the human beings are
capable of improving and
perfecting their environment.
Recognizes the principle of
individual differences.
Includes practical subjects such as
industrial arts and home
economics

Prepare well-organized lessons to

prove he is an authority of
instruction
- Authoritative
- Disciplinarian
Role of School
- Ensures mastery of essential skills
- Prepares students for real life
situations
- Teaches students to communicate
clearly and logically
- Retains traditional method of
mental discipline
Proponent:
- William Bagley

Aim: Provide the individuals with

necessary skills to be able to interact
with his ever changing environment.
- Produce the whole man who will
become a responsible member of
society
- Gives strength and meaning to
community life
Curriculum: Activity and Experiencecentered
- Principle of Individual Differences
- No structured curriculum/childcentered curriculum
- Emphasis on life experience
- 4 Hs (health, head, heart, hand)
for physical, intellectual,
emotional, social, and
manipulative skills
Teaching: Learning Process
- School as microcosm of society, a
model of democracy
- Teachers is passive acts only as a
guide, facilitator, group leader and
consultant
- Students are participative and
active
Methods of Teaching:
- Group activities
- Brain storming
- Field trip
- Socialized recitation
- Reading
- Learning by doing
- Problem solving/Reflective

strategies
Cooperative learning strategies
Conferences/Consultation
Observation and participation
Experiential and social
development
Role of Teachers
- Act as a resource person
- Serve as advisers, counselors, and
guides
- Teach students how to learn and
become active problem solvers
Role of School
- Teach to develop personal and
social values
- Set up a democratic classroom
environment
- Provide atmosphere for group
thinking
Proponent:
- John Dewey
-