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Definition/Philosophers Implication/Application
Philosophies
One should teach the things that This philosophy promulgates
one deems to be of everlasting importance teacher as a manager in
to all people everywhere. Believe that the attaining pleasant and positive
most important topics develop a person. classroom atmosphere where
Since details of fact change constantly, they solely manipulate the
these cannot be the most important. teaching- learning process by
Therefore, one should teach principles, not integrating and preserving the
facts. Since people are human, one should tradition of culture, in which it is
teach first about humans, not machines or defined as the set of learned
techniques. Since people are people first, behaviors, beliefs, attitudes,
and workers second if at all, one should values that are characteristics of
teach liberal topics first, not vocational a particular society or population
topics. The focus is primarily on teaching (Ember, 1999).
reasoning and wisdom rather than facts, Even though the learners
the liberal arts rather than vocational are cosidered to be the first
training. customers of the teaching-
The most conservative, traditional, learning process but the
or inflexible of the five philosophies is teachers do not let their
perennialism, a philosophy drawing heavily experiences and interests to
from classical definitions of education. dictate what they teach for they
Perennialists believe that education, like apply their own or perceived
Perennialism
human nature, is a constant. Because the strategies which is believed to
distinguishing characteristic of humans is be true as a way of feeding and
the ability to reason, education should disciplining the learners’ minds.
focus on developing rationality. Education, In fact, this philosophy
for the perennialist, is a preparation for life,contradicts to the dynamics of
and students should be taught the world's teaching where continuous
permanencies through structured study. interaction is being deprived
since the teachers dominated
the process of information
For the perennialist, reality is a world of transmission and formulation of
reason. Such truths are revealed to us ideas.
through study and sometimes through
divine acts. Goodness is to be found in
rationality itself. Perennialists would favor a
curriculum of subjects and doctrine, taught
through highly disciplined drill and behavior
control. Schools for the perennialist exist
primarily to reveal reason by teaching
eternal truths. The teacher interprets and
tells. The student is a passive recipient.
Because truth is eternal, all change in the
immediate school environment is largely
superficial.
Secular perennialism
Suggests something that lasts an
indefinitely long time, recurs again and
again, or is self-renewing. As promoted
primarily by Robert Hutchins and Mortimer
Adler, a universal curriculum based upon
the common and essential nature of all
human beings is recommended.
Comprises the humanist and
scientific traditions
Espouse the idea that education
should focus on the historical development
of a continually developing common base
of human knowledge and art, the timeless
value of classic thought on central human
issues by landmark thinkers, and
revolutionary ideas critical to historical
paradigm shifts or changes in world view.
A program of studies which is highly
general, nonspecialized, and
nonvocational is advocated.
Religious Perrenialism
Perennialism was originally religious
in nature, developed first by Thomas
Aquinas in the thirteenth century in his
work De Magistro.
"We may, I think, discover certain common “Change is the only constant in
principles amid the variety of progressive this world”, a very common
schools now existing. To imposition from mantra but it is worth living for.
above is opposed expression and In fact, in the book English
cultivation of individuality; to external Expressways for secondary (p.
Progressivism
discipline is opposed free activity; to 45), George Bernard Shaw
learning from texts and teachers, learning discussed that there are two
through experience; to acquisition of' kinds of people in the world, the
isolated skills and techniques by drill is reasonable and unreasonable.
opposed acquisition of them as means of The reasonable man adapts
attaining ends which make direct vital himself to the world; the
appeal; to preparation for a more or less unreasonable one persists in
remote future is opposed making the most trying to adapt the world to
of the opportunities of present life; to himself. Therefore, all progress
statistics and materials is opposed depends on the unreasonable
acquaintance with a changing world." man.
In addition, the teachers used
themselves as bridges over
which they invite their students
to cross over the defiance of
John Dewey learning situations and giving
them quintessential range of
information that would respond
believe that education should to their needs and the
focus on the whole child, rather destitution of the working
than on the content or the industry. The exposure of the
teacher. This educational students to new technological
philosophy stresses that manoeuvre, scientific and social
students should test ideas by developments helped them to
active experimentation. Learning embrace education as a key to
is rooted in the questions of change their lives and boost
learners that arise through their way of thinking through
experiencing the world. It is problem- solving method in
active, not passive. The learner achieving progress.
is a problem solver and thinker Moreover, the teachers are
who makes meaning through his probably using one of the
or her individual experience in learning styles coined by
the physical and cultural context. Harvey F. Silver which is the
Effective teachers provide mastery (sensing- thinking) style
experiences so that students can where the learners learns best
learn by doing. Curriculum from drill, demonstration,
content is derived from student practice and hands- on
interests and questions. The experience. If the students
scientific method is used by become mastery learners, they
progressivist educators so that prefers to learn by seeing
students can study matter and tangible results, practicing what
events systematically and first they have learned and being
hand. The emphasis is on active rather than passive. True
process-how one comes to indeed, experience is the best
know. The Progressive teacher and it can never be
education philosophy was found even in the greatest book
established in America from the in the world since we should
mid 1920s through the mid consider the big difference of
1950s. John Dewey was its imagination from actuality.
foremost proponent. One of his
tenets was that the school
should improve the way of life of
our citizens through
experiencing freedom and
democracy in schools. Shared
decision making, planning of
teachers
with students, student-selected
topics are all aspects. Books are
tools, rather than authority.
Existentialism as an Educational
Philosophy
John Locke –
“The business of education is not,
as I think, to make them perfect in
any one of the sciences, but so to
open and dispose their minds as
may best make them capable of
any, when they shall apply
themselves to it." Expressed the
belief that education maketh the
man, or, more fundamentally, that
the mind is an "empty cabinet", with
the statement, "I think I may say
that of all the men we meet with,
nine parts of ten are what they are,
good or evil, useful or not, by their
education
Jean Jacques Rousseau-
held that there was one
developmental process common to
all humans. This was an intrinsic,
natural process, of which the
primary behavioral manifestation
was curiosity. Said that a child
should grow up without adult
interference and that the child must
be guided to suffer from the
experience of the natural
consequences of his own acts or
behaviour. When he experiences
the consequences of his own acts,
he advises himself.
Mortimore Jerome Adler-
was a proponent of educational
perennialism.
Harry S. Broudy-
based on the tradition of classical
realism, dealing with truth,
goodness, and beauty. However he
was also influenced by the modern
philosophy existentialism and
instrumentalism.
In his textbook Building a Philosophy of
Education he has two major ideas that are
the main points to his philosophical
outlook: The first is truth and the second is
universal structures to be found in
humanity's struggle for education and the
good life. Broudy also studied issues on
society's demands on school. He thought
education would be a link to unify the
diverse society and urged the society to
put more trust and a commitment to the
schools and a good education.
fragments of Aristotle's treatise On
Education are still in existence
considered human nature, habit and
reason to be equally important
forces to be cultivated in education