Philosophies of Education Essentialist programs are academically rigorous. The emphasis is on academic
content for students to learn the basic skills or the fundamental R’s-reading, writing,
Philosophy - is your attitude, viewpoint, thinking, and way of life, values or beliefs. Your
arithmetic, right conduct- as these are essential to the acquisition of higher or more
philosophy of education is your “window” to the world and “compass” in life.
complex skills needed in preparation for adult life. The essentialist curriculum includes
Philosophies differ in their concepts of the learner and values, in why do, we teach
the “traditional disciplines such as Math, Natural Science, History, Foreign Language and
(objectives), what should be taught (curriculum) and how should the curriculum be
Literature. Essentialists frown upon vocational courses or other courses with watered
taught (teaching strategies). However, there exist also some similarities among the
down academic content. The teachers and administrators decide what is most important
philosophies.
for the students to learn and place little emphasis on student interests, particularly when
they divert time and attention from the academic curriculum
IDEALISM
How to Teach
• Ideas are the only true reality, the ultimate truths for matter is nothing but just a
Essentialist teachers emphasize mastery of subject matter. They were expected to be
mere representation of ideas.
intellectual and moral models of their students. They are seen as “fountain” of
• Emphasis is given on knowledge obtained by speculation and reasoning for its
information and as paragon of virtue, if ever there is such a person. To gain mastery of
central tenet is that ideas are the only thing worth knowing for.
basic skills, teachers have to observe “core requirements, longer school day, a longer
• Focus in on conscious reasoning of the mind in order to attain truth. This includes academic year. With mastery of academic content as primary focus, teachers rely on the
the activities pertinent to the human mind such as introspection and intuition and use of prescribed textbooks, and drill method and other methods that will enable them
the use of logic. to cover as much academic content as possible like the lecture method. There is a heavy
Idealism in Education: stress on memorization and discipline.
• Aims to discover the full potentials in child and cultivates it in order to prepare him
for a better position in the society and for him to serve the society. PRAGMATISM
• Emphasis is given on subjects – philosophy, literature, religion and history that will • What is experienced and observed is true. Hence, what is useful is tru
help develop and enhance the mind of a child. • Synonymous to functionality and practicality
• Methods used in teaching include lecture, discussion,= and the Socratic dialogue. • Thought must produce actions/realizations rather than continue lying inside the
• Character development is through emulation of examples and heroes. mind and leading into uncertainty
• Involves student to work in groups
REALISM
• Includes experimentation, project making, and problem solving
• Concerns with the actualities of life, what is real
• Stresses on the application of what have learned rather than the transfer of the
• Ultimate reality is the world of physical object. Hence, reality is independent of the organized body of knowledge
human mind.
• Objective existence of the world and beings in it. PROGRESSIVISM
• Knowability of these objects as they are in themselves. Why Teach
• Advocates: Aristotle, St. Thomas and Jonathan Herbart Progressivist teachers teach to develop learners into becoming enlightened and
Realism on Education: intelligent citizens of a democratic society. This group of teachers teaches learners so
• The most effective way to find about reality is to study it through organized, they may live life fully now not to prepare them for adult life.
separate and systematically arranged matter – emphasis is on subject matter What to Teach
concerning Science and mathematics. The progressivists are identified with need based and relevant curriculum. This is a
• Method used in teaching include recitation, experimentation and demonstration curriculum that responds to students’ needs and that relates to students’ personal lives
• Character development is through training in the rules of conduct. and experiences. Progressivists accept the impermanence of life and the inevitability of
change. For the progressivists, everything else changes. Change is the only thing that
ESSENTIALISM does not change. Hence, progressivist teachers are more concerned with teaching the
Why Teach? learners the skills to cope with change. Instead of occupying themselves with teaching
This philosophy contends that teachers teach for learners to acquire basic facts or bits of information that are true today but become obsolete tomorrow, they
knowledge, skills and values. Teachers teach “not to radically reshape society” but would rather focus their teaching on the teaching of skills or processes in gathering and
rather” to transmit the traditional moral values and intellectual knowledge that students evaluating information and in problem-solving. The subjects that are given emphasis in
need to become model citizens.” progressivist schools are the Natural and Social Sciences. Teachers expose students to
What to Teach? many new scientific, technological and social developments, reflecting the progressivist
, notion that progress and change are fundamental. In addition, students solve problems in vicarious experiences that will help unleash their own creativity and self-expression. For
the classroom similar to those they will encounter outside of the schoolhouse. example, rather than emphasizing historical events, existentialists focus upon the actions
How to Teach of historical individuals, each of whom provides possible models for the students’ own
Progressivist teachers employ experiential methods. They believe that one learns by behavior. Moreover, vocational education is regarded more as a means of teaching
doing. For John Dewey, the most popular advocate of progressivism, book learning is no students about themselves and their potential than of earning a livelihood. In teaching
substitute for actual experience. One experiential teaching method that progressivist art, existentialism encourages individual creativity and imagination more than copying
teachers heavily rely on is the problem-solving method. This makes use of the scientific and imitating established models.
method. Other hands-on-minds-on-hearts-on teaching methods used are field trips How to Teach
during which students interact with nature or society. Teachers also stimulate students Existentialist methods focus on the individual. Learning is self-paced, self-directed. It
through thought-provoking games and puzzles. includes a great deal of individual contact with the teacher, who relates to each student
openly and honestly. To help students know themselves and their place in society,
PERENNIALISM teachers employ values clarification strategy. In the use of such strategy, teachers
Why Teach remain non- judgmental and take care not to impose their values on their students since
We are all rational animals. Schools should therefore, develop the students’ rational values are personal.
and moral powers. According to Aristotle, if we neglect the students’ reasoning skills, we
deprive them of the ability to use their higher faculties to control their passions and BEHAVIORISM
appetites. Why Teach
What to Teach Behaviorist schools are concerned with the modification and shaping of students’
The perennialist curriculum is a universal one on the view that all human beings behavior by providing for a favorable environment, since they believe that they are a
possess the same essential nature. It is heavy on the humanities, on general education. product of their environment. They are after students who exhibit desirable behavior in
It is not a specialist curriculum but rather a general one. There is less emphasis on society.
vocational and technical education. Philosopher Mortimer Adler claims that the Great What to Teach
Books of ancient and medieval as well as modern times are repository of knowledge and Because behaviorists look at “ people and other animals as complex
wisdom, a tradition of culture which must initiate each generation”. What the combinations of matter that act only in response to internally or externally generated
perrenialist teachers teach are lifted from the Great Books. physical stimuli, behaviorist teachers teach students to respond favorably to various
How to Teach stimuli in the environment.
The perennialist classrooms are “centered around teachers”. The teachers do not How to Teach
allow the students’ interests or experience to substantially dictate what they teach. They Behaviorist teachers ought to arrange environmental conditions so that students can
apply whatever creative techniques and others tried and true methods which are make the responses to stimuli. Physical variables like light, temperature, arrangement of
believed to be most conducive to disciplining the students’ minds. Students engaged in furniture, size and quantity of visual aids have controlled to get the desired responses
Socratic dialogues or mutual inquiry sessions to develop an understanding of history’s from learners. Teachers ought to make the stimuli clear and interesting to capture and
most timeless concepts.” hold the learners’ attentions. They ought to provide appropriate incentives to reinforce
positive responses and weaken or eliminate negative ones.
EXISTENTIALISM
Why Teach LINGUISTIC PHILOSOPHY
The main concern of the existentialists is “to help students understand and appreciate Why Teach
themselves as unique individuals who accept complete responsibility for their thoughts, To develop the communication skills of the learner because the ability to articulate,
feelings and actions”. Since “existence precedes essence”, the existentialist teacher’s to voice out the meanings and values of things that one obtains from his experience of
role is to help students define their own essence by exposing them to various paths they life and the world is the very essence of man. It is through his ability to express himself
take in life and by creating an environment in which they freely choose their own clearly, to get his ideas across, to make known to others the values that he has imbibed,
preferred way. Since feeling is not divorced from reason in decision making, the the beauty that he has seen, the ugliness that he rejects and the truth that she has
existentialist demands the education of the whole person, not just the mind. discovered. Teachers teach to develop in the learner the skill to send messages clearly
What to teach and receive messages correctly.
In an existentialist curriculum, students are given a wide variety of options from What to Teach
which to choose. Students are afforded great latitude in their choice of subject matter. Learners should be taught to communicate clearly-how to send clear, concise
The humanities, however, are given tremendous emphasis” to provide students with messages and how to receive and correctly understand messages sent. Communication
content for students to learn the basic skills or the fundamental R’s-reading, writing,
Philosophy - is your attitude, viewpoint, thinking, and way of life, values or beliefs. Your
arithmetic, right conduct- as these are essential to the acquisition of higher or more
philosophy of education is your “window” to the world and “compass” in life.
complex skills needed in preparation for adult life. The essentialist curriculum includes
Philosophies differ in their concepts of the learner and values, in why do, we teach
the “traditional disciplines such as Math, Natural Science, History, Foreign Language and
(objectives), what should be taught (curriculum) and how should the curriculum be
Literature. Essentialists frown upon vocational courses or other courses with watered
taught (teaching strategies). However, there exist also some similarities among the
down academic content. The teachers and administrators decide what is most important
philosophies.
for the students to learn and place little emphasis on student interests, particularly when
they divert time and attention from the academic curriculum
IDEALISM
How to Teach
• Ideas are the only true reality, the ultimate truths for matter is nothing but just a
Essentialist teachers emphasize mastery of subject matter. They were expected to be
mere representation of ideas.
intellectual and moral models of their students. They are seen as “fountain” of
• Emphasis is given on knowledge obtained by speculation and reasoning for its
information and as paragon of virtue, if ever there is such a person. To gain mastery of
central tenet is that ideas are the only thing worth knowing for.
basic skills, teachers have to observe “core requirements, longer school day, a longer
• Focus in on conscious reasoning of the mind in order to attain truth. This includes academic year. With mastery of academic content as primary focus, teachers rely on the
the activities pertinent to the human mind such as introspection and intuition and use of prescribed textbooks, and drill method and other methods that will enable them
the use of logic. to cover as much academic content as possible like the lecture method. There is a heavy
Idealism in Education: stress on memorization and discipline.
• Aims to discover the full potentials in child and cultivates it in order to prepare him
for a better position in the society and for him to serve the society. PRAGMATISM
• Emphasis is given on subjects – philosophy, literature, religion and history that will • What is experienced and observed is true. Hence, what is useful is tru
help develop and enhance the mind of a child. • Synonymous to functionality and practicality
• Methods used in teaching include lecture, discussion,= and the Socratic dialogue. • Thought must produce actions/realizations rather than continue lying inside the
• Character development is through emulation of examples and heroes. mind and leading into uncertainty
• Involves student to work in groups
REALISM
• Includes experimentation, project making, and problem solving
• Concerns with the actualities of life, what is real
• Stresses on the application of what have learned rather than the transfer of the
• Ultimate reality is the world of physical object. Hence, reality is independent of the organized body of knowledge
human mind.
• Objective existence of the world and beings in it. PROGRESSIVISM
• Knowability of these objects as they are in themselves. Why Teach
• Advocates: Aristotle, St. Thomas and Jonathan Herbart Progressivist teachers teach to develop learners into becoming enlightened and
Realism on Education: intelligent citizens of a democratic society. This group of teachers teaches learners so
• The most effective way to find about reality is to study it through organized, they may live life fully now not to prepare them for adult life.
separate and systematically arranged matter – emphasis is on subject matter What to Teach
concerning Science and mathematics. The progressivists are identified with need based and relevant curriculum. This is a
• Method used in teaching include recitation, experimentation and demonstration curriculum that responds to students’ needs and that relates to students’ personal lives
• Character development is through training in the rules of conduct. and experiences. Progressivists accept the impermanence of life and the inevitability of
change. For the progressivists, everything else changes. Change is the only thing that
ESSENTIALISM does not change. Hence, progressivist teachers are more concerned with teaching the
Why Teach? learners the skills to cope with change. Instead of occupying themselves with teaching
This philosophy contends that teachers teach for learners to acquire basic facts or bits of information that are true today but become obsolete tomorrow, they
knowledge, skills and values. Teachers teach “not to radically reshape society” but would rather focus their teaching on the teaching of skills or processes in gathering and
rather” to transmit the traditional moral values and intellectual knowledge that students evaluating information and in problem-solving. The subjects that are given emphasis in
need to become model citizens.” progressivist schools are the Natural and Social Sciences. Teachers expose students to
What to Teach? many new scientific, technological and social developments, reflecting the progressivist
, notion that progress and change are fundamental. In addition, students solve problems in vicarious experiences that will help unleash their own creativity and self-expression. For
the classroom similar to those they will encounter outside of the schoolhouse. example, rather than emphasizing historical events, existentialists focus upon the actions
How to Teach of historical individuals, each of whom provides possible models for the students’ own
Progressivist teachers employ experiential methods. They believe that one learns by behavior. Moreover, vocational education is regarded more as a means of teaching
doing. For John Dewey, the most popular advocate of progressivism, book learning is no students about themselves and their potential than of earning a livelihood. In teaching
substitute for actual experience. One experiential teaching method that progressivist art, existentialism encourages individual creativity and imagination more than copying
teachers heavily rely on is the problem-solving method. This makes use of the scientific and imitating established models.
method. Other hands-on-minds-on-hearts-on teaching methods used are field trips How to Teach
during which students interact with nature or society. Teachers also stimulate students Existentialist methods focus on the individual. Learning is self-paced, self-directed. It
through thought-provoking games and puzzles. includes a great deal of individual contact with the teacher, who relates to each student
openly and honestly. To help students know themselves and their place in society,
PERENNIALISM teachers employ values clarification strategy. In the use of such strategy, teachers
Why Teach remain non- judgmental and take care not to impose their values on their students since
We are all rational animals. Schools should therefore, develop the students’ rational values are personal.
and moral powers. According to Aristotle, if we neglect the students’ reasoning skills, we
deprive them of the ability to use their higher faculties to control their passions and BEHAVIORISM
appetites. Why Teach
What to Teach Behaviorist schools are concerned with the modification and shaping of students’
The perennialist curriculum is a universal one on the view that all human beings behavior by providing for a favorable environment, since they believe that they are a
possess the same essential nature. It is heavy on the humanities, on general education. product of their environment. They are after students who exhibit desirable behavior in
It is not a specialist curriculum but rather a general one. There is less emphasis on society.
vocational and technical education. Philosopher Mortimer Adler claims that the Great What to Teach
Books of ancient and medieval as well as modern times are repository of knowledge and Because behaviorists look at “ people and other animals as complex
wisdom, a tradition of culture which must initiate each generation”. What the combinations of matter that act only in response to internally or externally generated
perrenialist teachers teach are lifted from the Great Books. physical stimuli, behaviorist teachers teach students to respond favorably to various
How to Teach stimuli in the environment.
The perennialist classrooms are “centered around teachers”. The teachers do not How to Teach
allow the students’ interests or experience to substantially dictate what they teach. They Behaviorist teachers ought to arrange environmental conditions so that students can
apply whatever creative techniques and others tried and true methods which are make the responses to stimuli. Physical variables like light, temperature, arrangement of
believed to be most conducive to disciplining the students’ minds. Students engaged in furniture, size and quantity of visual aids have controlled to get the desired responses
Socratic dialogues or mutual inquiry sessions to develop an understanding of history’s from learners. Teachers ought to make the stimuli clear and interesting to capture and
most timeless concepts.” hold the learners’ attentions. They ought to provide appropriate incentives to reinforce
positive responses and weaken or eliminate negative ones.
EXISTENTIALISM
Why Teach LINGUISTIC PHILOSOPHY
The main concern of the existentialists is “to help students understand and appreciate Why Teach
themselves as unique individuals who accept complete responsibility for their thoughts, To develop the communication skills of the learner because the ability to articulate,
feelings and actions”. Since “existence precedes essence”, the existentialist teacher’s to voice out the meanings and values of things that one obtains from his experience of
role is to help students define their own essence by exposing them to various paths they life and the world is the very essence of man. It is through his ability to express himself
take in life and by creating an environment in which they freely choose their own clearly, to get his ideas across, to make known to others the values that he has imbibed,
preferred way. Since feeling is not divorced from reason in decision making, the the beauty that he has seen, the ugliness that he rejects and the truth that she has
existentialist demands the education of the whole person, not just the mind. discovered. Teachers teach to develop in the learner the skill to send messages clearly
What to teach and receive messages correctly.
In an existentialist curriculum, students are given a wide variety of options from What to Teach
which to choose. Students are afforded great latitude in their choice of subject matter. Learners should be taught to communicate clearly-how to send clear, concise
The humanities, however, are given tremendous emphasis” to provide students with messages and how to receive and correctly understand messages sent. Communication
