SULTAN KUDARAT EDUCATIONAL INSTITUTUION

College of Nursing, Education, School of Midwifery and Technical Vocational Courses

Tacurong City, Sultan Kudarat

NAME: Dimalanes, Brenda

DATE: August 10, 2019
HOMEWORK RESEARCH/PROJECT
EDUC 8 (TEACHING AS PROFESSION)

Philosophies of Education Author Meaning What to Teach Why Teach How to Teach

1.ESSENTIALISM  Aristotle  - an essence of a thing is  -basic skills  This philosophy Teacher

that which it is said to be such, Reading, state that must
per se. It is that which is writing and teacher teach knowledgable
most irreducible, right conduct. for learners to to emphasize
unchanging, and therefore acquire basic the mastery
constitutive of a thing. A knowledge , of subject
thing's essence is that skills and matter, and
property without which the values. expected to
thing would cease to exist be the role
as itself. Each individual model of their
thing is one and the same students
as its essence, necessarily
and not accidentally.
2. PROGRESSIVISM  John  Progressivism -is an  More concern  Teacher teach  eacher must
Dewey educational movement in teaching learners to teach an
started by John Dewey that learners and develop and authentic
says that students learn skills to cope becoming more method. A
through their own changes. enlightened and hands-on
experiences. Progressivism Teacher intelligent. activity.
revolves around the emphasize the
 students' needs, including student needs
teaching students to be and relate how
good citizens as well as this philosophy
good learners, a concept can relate to
known as focusing on the their personal
whole child. lives and
experience.
3. PERENNIALISM  St.  Perennialism is a belief that  teacher must  to develop  Teacher will
Thomas centers on topics and teach rational and not allow the
Aquinas, concepts that are humanities and moral powers. students to
Aristotle, meaningful to human the values of be failed and
and Plato. nature. The roots of human being that’s the
perennialism can be traced that they are reason why
back to St. Thomas possess the teacher teach
Aquinas, Aristotle, and same nature. various and
Plato. Perennialists believe authentic
that education should methods that
revolve around human seems to be
values, rather than specific conducive to
facts and details. discipline
students
minds.
4. EXISTENTIALISM  Jean-Paul  Existentialism is a  Gives a wide  to be able for  Teacher must
Sartre, philosophy acclaiming the variety of students to focus on
French freedom of the individual opinions for know their worth individual
novelist, human being. what to choose as a human learning and
playwright and which to being and to notice the
choose. feel them that ability of
Teaching the every student or every
students about children is a individuals
themselves special and not just two
and their unique or three of
skills/potential.
 them but all
of them.
5. BEHAVIORSM  B.F  Behaviorism is a worldview  teacher will  student’s  Organized a
Skinner that operates on a principle teach students behavior is the conducive
of “stimulus-response.” All to responds product of environment
behavior caused by accurately in his/her so that
external stimuli (operant various stimuli environment. students can
conditioning). All behavior in the responds well
can be explained without environment. in stimuli.
the need to consider
internal mental states or
consciousness.
6. EMPIRICISM  John  knowledge come only or  Teach learners  to develop  it will be
Locke primarily from sensory to be an learners teacher-
experience. John Locke is observant, sensory skills. centred.
one of the most well-known observe Learners can
empiricists; he claimed the everything in learn thru their
mind is a tabula rasa, or the sensory
blank slate, at birth. Locke environment. experience.
asserts that our experience
of the world provides us
with knowledge.
7. EPICUREANISM  Epicurus  Epicureanism emphasizes  Teaches  to build a good  Teacher will
the neutrality of the gods, students a citizen with a show the
that they do not interfere right conduct. good interest in beauty of
with human lives. society status. universe
when there is
peaceful
environment
and people-
oriented.
8. ROUSSEAU’S PH  Rousseau  Rousseau’s theory of  teaches  To enhance  allow
PHILOSOPHY education emphasized the students to be their skills and students to
importance of expression existentialist. be a smart one. grow. And be
to produce a well-balanced, Know deeply a guidance of
freethinking child. He their potential them.
believed that if children are and teach
allowed to develop them what
naturally without their needs.
constraints imposed on
them by society they will
develop towards their
fullest potential, both
educationally and morally.
9. LOGICAL POTISIVISM  Vienna  characterised by the view  teaches  it is a basis that  allow
Circle that scientific knowledge is students that whatever exists students to
the only kind of factual this is a can be verified experiments
knowledge and that all philosophical thru the real
traditional metaphysical system deeply experiments answer of
doctrines are to be rejected rooted in and their curiosity
as meaningless. science and observations. and let them
mathematics. observe
enable for
them to learn.
10 .CONFUCIANISM  Confucius  The main thrust of  teaches  for them to  present the
Confucius' teachings was students a realize that practical
creating a moral and just right conduct, everything in experience in
society in this world. The to this world will every
foundation of this society, have values in exist and religion.
according to Confucius, all aspects. respect every
should be mutual respect in individuals.
all its forms: respect for
one another, respect for
 culture and tradition,
respect for institutions, etc.
11. IDEALISM  Plato  The birth process checks  teaches  for them to  let them to
this perfection, so students to show their participate
education requires bringing discover their abilities that can individually.
latent ideas (fully formed inner talent help also to
concepts) to and potential. society.
consciousness. In idealism,
the aim of education is to
discover and develop each
individual's abilities and full
moral excellence in order
to better serve society.
12. REALISM  Aristotle  Realism is the belief  focuses on  to broaden their  give a
developed by Aristotle that logical knowledge and situational
there is an absolute reality, problems. skills. scenario.
and educational realism
attempts to teach students
how to find that reality
through logical processes.
Study of the natural world,
as well as the skill of
inquiry, and the scientific
method, are all important
parts of a realist classroom.
13. PRAGMATISM  John  Education should be about  teaches  to encourage  allow
Dewey life and growth. students the individual to students to
provision of grow by it itself. explore and
real life experiments
situation. To a new
be practical in learnings
life. both life and
academics.
14. NEO MARXISM  Karl Max  is a loose term, and tends  : teaches  to respect and  relate the
to encompass most of the students the appreciate philosophy to
trends of Marxist social equality individuals. the real
Philosophy. Neo Marxism and liberty. experience of
seeks to answer questions the students.
traditional or orthodox
Marxism cannot.
15.RECONSTRUCTIONISM  Theodore  is a philosophy that  the awareness  To guide every  Explaining all
Brameld(1 emphasises the addressing of students on individuals to subject
904-1987) of social questions and facing the real look the reality matter by
quest to create a better status of facing by relating in
society and worldwide society or society. real world.
democracy. nation.

MICHAEL VINCENT Q. BUGARIN Received:

Instructor ATE: AUGUST 10, 2019 TIME:____