CHAPTER 8 - PHILOSOPHIES OF EDUCATION
[Link] OUTCOMES:
1. Explain the seven philosophies of education and be able to formulate one’s own
philosophy of education
II. CONCEPTS:
A. THE SEVEN PHILOSOPHIES OF EDUCATION
1. CONSTRUCTIVISM
Constructivism is a theory in education that recognizes the learners' understanding
and knowledge based on their own experiences prior to entering school. The origin of the
theory is also linked to Jean Piaget's theory of cognitive development.
WHY TEACH – to develop intrinsically motivated and independent learners
adequately equipped with learning skills for them to be able to construct
knowledge and make meaning of them.
WHAT TO TEACH – learners are taught to learn, taught learning skills such as
searching, critiquing and evaluating information, relating these pieces of
information, reflecting on them, making meaning out of them…constructing
new knowledge out of these bits of information learned.
HOW TO TEACH – the teacher provides students with data or experiences that
allow them to hypothesize, predict, manipulate objects, pose questions, etc. the
classroom is interactive, teacher’s role is to facilitate the process.
2. ESSENTIALISM
Essentialism is an educational philosophy whose adherents believe that children
should learn the traditional basic subjects thoroughly. The aim is to instill students with the
"essentials" of academic knowledge, enacting a back-to-basics approach. It ensures that the
accumulated wisdom of our civilization as taught in the traditional academic disciplines is
passed on from teacher to student. It include Reading, Writing, Literature, Foreign
Languages, History, Mathematics, Science, Art, and Music. This traditional approach is
meant to train the mind, promote reasoning and ensure a common culture.
WHY TEACH – contends that teachers learners to acquire basic knowledge,
skills and values. Teachers teach not to radically reshape society but rather to
transmit moral values and intellectual knowledge that students need to
become model citizens.
WHAT TO TEACH – programs are academically rigorous. The emphasis is on
academic content for the students to learn the basic skills, basic and the
complex skills in preparation for adult life.
HOW TO TEACH – teachers emphasize mastery of the subject matter. They are
expected to be intellectual and moral models of their students. Teachers rely
heavily on the use of prescribed textbooks, the drill method and other
methods that enable them to cover much academic content using lecture
method.
3. PROGRESSIVISM
Progressivists believe that education should focus on the whole child, rather than on
the content or the teacher. This educational philosophy stresses that students should test ideas
by active experimentation. Learning is rooted in the questions of learners that arise through
experiencing the world. It is active, not passive. The learner is a problem solver and thinker who
makes meaning through his or her individual experience in the physical and cultural context.
WHY TEACH – teachers teach to develop learners into becoming enlightened
and intelligent citizens of a democratic society. They teach students to live
fully now and not prepare for adult life.
WHAT TO TEACH – teachers use need-based and relevant curriculum that
responds to students needs and relates to students personal lives and
experiences.
HOW TO TEACH – teachers employ experiential methods. Students learn by
doing. Teachers rely on problem solving method. Teachers also stimulate
students by using thought-provoking games and puzzles.
4. PERENNIALISM
The aim of education is to ensure that students acquire understandings about the
great ideas of Western civilization. These ideas have the potential for solving problems in any
era. The focus is to teach ideas that are everlasting, to seek enduring truths which are constant,
not changing, as the natural and human worlds at their most essential level, do not change.
WHY TEACH – schools should develop students’ rational and moral powers.
If students’ reasoning skills are neglected, they will be deprived them to use
their higher faculties to control their passions and appetites.
WHAT TO TEACH – curriculum is heavy on humanities or general education,
not a specialist curriculum but a general one. There is less emphasis on
vocational and technical education.
HOW TO TEACH - classrooms are centered around teachers, they do not
allow students’ interests or experiences to dictate what they teach.
5. EXISTENTIALISM
The nature of reality for Existentialists is subjective, and lies within the individual.
The physical world has no inherent meaning outside of human existence. Individual choice and
individual standards rather than external standards are central. Existence comes before any
definition of what we are. We define ourselves in relationship to that existence by the choices
we make. We should not accept anyone else's predetermined philosophical system; rather, we
must take responsibility for deciding who we are. The focus is on freedom, the development of
authentic individuals, as we make meaning of our lives.
WHY TEACH – the main concern is to help students understand and
appreciate themselves as unique individuals who accept complete
responsibility for their thoughts, feelings and actions.
WHAT TO TEACH – students are given a wide variety of options from which to
choose. Humanities are given tremendous emphasis to help them unleash
their own creativity and self-expression.
HOW TO TEACH – methods are focused on the individual. Learning is self-
paced and self-directed. Includes a great deal of individual contact with the
teacher who relates to each student openly and honestly.
6. BEHAVIORISM
Behaviorists believe that behavior is shaped deliberately by forces in the
environment a and that the type of person and actions desired can be the product of design.
Behavior is determined by others, rather than by our own free will. By carefully shaping
desirable behavior, morality and information is learned. Learners will acquire and remember
responses that lead to satisfying aftereffects. Repetition of a meaningful connection results in
learning. If the student is ready for the connection, learning is enhanced; if not, learning is
inhibited. Motivation to learn is the satisfying after- effect or reinforcement.
WHY TEACH – concerned with the modification and shaping of students
’behavior by providing a favorable environment.
WHAT TO TEACH – teachers teach students to respond favorably to various
stimuli in the environment.
HOW TO TEACH – teachers ought to arrange environmental conditions so
that students can make the responses to stimuli. They ought to provide
appropriate incentives to reinforce positive responses and eliminate the
negative ones.
7. LINGUISTIC PHILOSOPHY
Linguistic philosophy is the view that many or all philosophical problems can be
solved (or dissolved) by paying closer attention to language, either by reforming language or by
understanding the everyday language that we presently use better. The former position is that
of ideal language philosophy, one prominent example being logical atomism. The latter is the
view defended in ordinary language philosophy.
WHY TEACH – to develop the communication skills of the learner because the
ability to articulate, to voice out the meaning and value of things that one
obtains from experience and the world is the very essence of man. Teachers
develop in the learner the skill to send messages clearly and receive it
correctly.
WHAT TO TEACH – learners are taught to communicate clearly.
Communication takes place in three ways: verbal, non-verbal and paraverbal.
It refers to content, the message we send through body language and how we
say what we say.
HOW TO TEACH – teaching language and communication the experiential
way or learning by doing.
III. REFERENCES:
A. BOOKS
Bilbao, Purita P.; et al, The Teaching Profession, Lorimar Publishing Inc., c. 2018
B. INTERNET SOURCES:
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