PHILOSOPHIES OF EDUCATION

PHILOSOPHY WHY TEACH? WHAT TO TEACH? HOW TO TEACH?

* we are all - universal curriculum - classrooms are centered

rational animals that views that all around teachers
human beings possess
*schools should the same essential -teachers do not allow
develop the nature. students’ interests or
students’ rational experiences to substantially
and moral powers - a generalist dictate what they teach
PERENNIALISM curriculum and not a
* “if we neglect the specialist one - apply whatever creative
students’ reasoning techniques and other tried
skills, we deprive - more on the and tested methods
them of the ability humanities and
to use their higher general education - students engaged in
faculties to control Socratic dialogues or mutual
their passions and - Mortimer Adler inquiry sessions to develop
appetites an understanding of history’s
(Aristotle) most timeless concepts

* contends that - emphasis on - emphasize mastery of

teachers teach for academic content for subject matter
learners to students to learn the
acquire basic basic skills or the - teachers are expected to be
knowledge, skills fundamental intellectual and moral models
and values “r’s”(reading, ‘riting, of their students.
‘rithmetic, right - teachers are seen as
* teachers teach conduct) as these are
not to radically “fountain” of information and
essential to the as “paragon of virtue”
reshape society but acquisition of higher
ESSENTIALISM rather to transmit or more complex skills - mastery of basic skills by
the traditional needed in preparation observing to “core
moral values and for adult life. requirements”, longer school
intellectual days, longer academic year.
knowledge that - curriculum includes
students need to the “traditional - teachers rely heavily on the
become model discipline” use of prescribed textbooks,
citizens drill method, and other
- teachers and methods that will enable
administrators decide them to cover as much
what is important for academic content as possible
the students to learn (ex. Lecture method)

- heavy stress on
memorization and discipline)

* teachers teach to - identified with need- - employ experiential

develop learners based and relevant methods
into becoming curriculum.
enlightened and - believe that one learns by
intelligent citizens - a curriculum that doing
of a democratic responds to students
needs and that relates - “book learning is no
society. substitute for actual
to students personal
* teachers teach lives and experiences. experience (John Dewey)
PROGRESSIVISM
learners so they - problem-solving method
may live life fully - accept the
impermanence of life and other “hands-on-minds-
NOW not to on” teaching methodology
prepare them for and the inevitability of
change. (ex. Field trips, games,
adult life puzzles)
 - teachers teach
learners the skills to
cope with change.

- focus on teaching
skills or processes in
gathering and
evaluating information
and in problem-
solving.

- emphasize natural
and social sciences

* concerns on - curriculum gives - teaching method focus on

helping students students a wide the individual
understand and variety of options
appreciate from which to choose. - learning is self-paced, self-
themselves as directed,
unique individuals - students are
afforded great latitude - includes individual contact
who accept with the teacher, who relates
complete in their choice of
subject matter to students openly and
responsibility for honestly.
their thoughts, - emphasizes the
EXISTENTIALISM feelings and - teachers employ values
humanities in order to
actions. provide students with clarification strategy –
vicarious experiences teachers remain non-
* teachers role is judgmental and take care not
to help students that will unleash their
own creativity and to impose their values on
define their own their students since values
essence by self-expression.
are personal.
exposing them to - vocational education
various paths they is regarded more as a
take in life and means of teaching
creating an students about
environment in themselves and their
which they freely potential than of
choose their own earning a livelihood.
preferred way

* demands
education of the
whole person, not
just the mind

* improve and - skills and subjects - teachers serve as agent of

reconstruct society; needed to identify and change and reform, acts as
to educate for ameliorate society’s project director and research
change and social problems leader; helps students
reform become aware of problems
- emphasis on social confronting humankind
sciences and social
RECONSTRUCTIONISM research methods;
examination of social,
economic and pollical
problems; focus on
present and future
trends as well as on
national and
international issues