PHILOSOPHIES OF EDUCATION
PHILOSOPHY Why teach?
- learners to acquire basic
Essentialism knowledge, skills and values.
- to transmit the traditional
moral values and intellectual
knowledge that students need to
become model citizens
- to develop learners into
Progressivism becoming enlightened and
intelligent citizens of a
democratic society.
- teach learners so they may
live life fully NOW
What to teach?
- programs are
academically rigorous - the
basic skill or the
fundamental r’s – reading,
‘riting, ‘rithmetic, right
conduct needed in
preparation for adult life.
- traditional discipline
– Math, natural Science,
History, Foreign
Languages and Literature -
frown upon vocational
courses -what is most
important and place little
emphasis on students
interest
- need-based and relevant
curriculum - curriculum
that respond to students’
need and relates to
students’ lives and
experiences
- accept the impermanence
of life and inevitability of
change, everything else
change
How to teach?
- emphasize mastery of
subject matter
- teachers fountain of
information and paragon of
virtue
- teachers observe “core
requirements, longer school
days and a longer academic
year”
- rely heavily on the use of
prescribed textbooks
- heavy stress on
memorization and
discipline.
- employ experiential
methods
- learns by doing
-John Dewey – advocate of
Progressivism - heavily rely
on the problem-solving
method (Scientific method)
- Hands-on-minds-on
teaching method like field
trips and thought-provoking
games.
 -concerned with teaching
the learners the skill to
cope with change
- give focus to teaching of
skills or process in
gathering and evaluating
information and in problem
solving.
- give emphasis on natural
and social sciences

- we are all rational animals - curriculum is universal or - centered around teachers -

Perennialism - develop the students’ rational
and moral powers
- to help students understand
Existentialism and appreciate themselves as
unique individual who accept
complete responsibility for their
thoughts, feelings and action.
- to help students define their
own essence by exposing them
to various paths
-education of the whole person
general
- heavy on the humanities,
general education
- less emphasis on
vocational and technical
education
- what the perennialist
teachers teach are lifted
from the Great Books
- students are given a wide
variety of options from
which they to choose
-tremendous emphasis is
given to Humanities to
provide students with
vicarious experiences that
will help unleash their own
creativity and self-
expression - vocational
education is regarded more
students engaged in
Socratic dialogues or
mutual inquiry sessions to
develop an understanding
of history’s most timeless
concepts.
- Focus on individual
- learning is self-paced,
self directed.
- grate deal of individual
contact with the teacher
-employ values
clarification strategy

- modification and shaping of
Behaviorism student’s behavior by providing
a favorable environment
- to develop the communication
Linguistic skills of the learners
- to develop in the learner the
skill to send message clearly
and receive messages correctly.
-encourage creativity and
imagination
- look people and other
animals as complex
combination of matter that
act only in response to
internally or externally
physical stimuli. - teach
students to respond
favorably to various stimuli
in the environment.
- learners should be taught
to communicate clearly
- Communication takes
place in three ways: verbal,
nonverbal and paraverbal.
Verbal – the content of our
message, the choice and
arrangement of our words.
This can be oral or written.
Nonverbal – the message
we send through body
language.
Paraverbal – refers to how
we say what we say – tone,
pacing and volume of our
voices.
 teach learners to use
language that is correct,
- ought to arrange
environment conditions
- ought to make the stimuli
clear and interesting to
capture and hold the
learners’ attention.
- ought to provide
appropriate incentives to
reinforce positive responses
to awaken or eliminate
negative ones.
- teach language and
communication through
experiential way.
- make the classroom a
place for the interplay of
minds and hearts.
- facilitates dialogue among
learners because in the
exchange of words there is
also an exchange of ideas.
 precise, grammatical,
coherent, accurate.
 help student expand their
vocabularies
 teach the learner how to
communicate clearly
 caution the learners of
the verbal and non-verbal
barriers of communication
 teach the learner to
speak as many languages
as you can.

-teaching philosophy 1. The human person, the -Teach philosophy in a way

Philosophy is important because a
clear philosophy of teaching can
lead to a change
in teaching behavior and foster
professional and personal
growth.
- to develop intrinsically
Constructivism motivated and independent
learners adequately equipped
with learning skills for them to
be able to construct knowledge
and make meaning of them.
learner in particular and the
educated person.
2. what is true and good
and therefore must be
taught.
3. how a learner must be
taught in order to come
close to the truth.
4. how learner must be
taught in order to come
close to the truth.
- learners are taught how to
learn, learning processes
and skills
that students also learn to
formulate their own
philosophy in life
particularly in teaching.
- teacher provides students
with data or experiences
that allow them to
hypothesize, predict,
manipulate objects, pose
questions, research,
investigate, imagine and
invent.
- constructivist classroom is
interactive
- promotes dialogical
exchange of ideas among
learners and between
teachers and students.
- teacher’s role is to
facilitate the process.
o knowledge is
constructed by
learners through an
active, mental
process of
development.
o the minds are full of
ideas waiting to be
midwifed by the
teacher with his/her
skillful facilitating
skills.