9/5/2017 TEACHER'S WORK: Reading Materials for LET (7 Philosophies of Education)

Reading Materials for LET (7 Philosophies of Education)

Seven Philosophies of Education

Essentialism

Why Teach this philosophy contends that teachers teach for learners to acquire
basic knowledge, skills and values. Teachers teach not to radically reshape
society but rather to transmit the traditional moral values and intellectual
knowledge that students need to become model citizen.

What to Teach? Essentialist program are academically rigorous. The emphasis

is on academic content for student to learn the basic skill or the fundamental rs
reading, riting, rithmetic, right conduct as these are essential to the acquisition of
higher or morecomplex skills needed in preparation for adult life. The essentialist
curriculum includes the traditional disciplines such as math, natural science,
history, foreign language, and literature. Essentialist frown upon vocational
courses. Or other courses with watered down academic content. The teachers and
administrator decide what is most important for the student to learn and place little
emphasis on student interests, particularly when they divert time and attention from
the academic curriculum.

How to Teach Essentialist teachers emphasize mastery of subject matter. They

are expected to be intellectual and moral models of their students. They are seen
as fountain of information and as Paragon of virtue, if ever there is such a
person, to gain mastery of basic skills, teachers have to observe core
requirements, longer school day, a longer academic year

Progressivism

Why Teach progressivist teachers teach to develop learners into becoming

enlightened and intelligent citizens of a democratic society. This group of teachers
teaches learners so they may live life fully NOW not to prepare them for adult life.

What to teach the progressivists are identified with need based and relevant
curriculum. This is a curriculum that responds to students needs and that relates
to students personal lives and experiences.

Progressivists accept the impermanence of life and inevitability of change. For the
progressivists , everything else changes. Change is the only thing that does not
change. Hence, progressivists teachers are more concerned with teaching facts or
bits of information that are true today but become obsolete tomorrow, they would
rather focus their teaching on the teaching of skills or processes in gathering and
evaluating information and in problem solving. The subjects that are given
emphasis in progressivists schools are the natural and Social sciences. Teachers
expose students to many new scientific, technological, and social development,
reflecting the progressivists otion that progress and change are fundamental.

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9/5/2017 TEACHER'S WORK: Reading Materials for LET (7 Philosophies of Education)

Perennialism

Why Teach We are all rational animals. Schools should, therefore, develop the
students rational 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 appetites.

What to Teach the Perennialist curriculum is a universal one on the view that all
human beings possess the same essential nature. It is heavy on the humanities,
on general education. It is not a specialist curriculum but rather a general one.
There is less emphasis on vocational and technical education. Philosopher
Mortimer Adler claims that the Great Books of ancient and medieval as well as
modern times are a repository of knowledge and wisdom, a tradition of culture
which must initiate each generation. What the Perennialist teachers teach are
lifted from the Great Books.

How to Teach the Perennialist classroom are centered around Teacher. The
teachers do not allow the students interest or experiences to substantially dictate
what they teach. They apply whatever creative techniques and other tried and true
methods which are believed to be most conducive to disciplining the students
minds. Students engaged in Socratic dialogues, or mutual inquiry sessions to
develop an understanding of historys most timeless concepts.

Existentialism

Why Teach the main concern of the existentialists is to help students

understand and appreciate themselves as unique individuals who accept complete
responsibility for their thoughts, feelings and actions Since existence precedes
essence the existentialist teachers role is to help students define their own
essence by exposing them to various paths they take in life and by creating an
environment in which they freely choose their own preferred way. Since feeling is
not divorced from reason in decision making, the existentialist demands the
education of the whole person, not just the mind.

What to Teach In an existentialist curriculum, students are given a wide variety

of options from which to choose. Students are afforded great latitude in their
choice of subject matter. The humanities, however are given tremendous emphasis
to provide students with vicarious experiences that will help unleash their own
creativity and self-expression. For example, rather than emphasizing historical
events, existentialist focus upon the actions of historical individuals, each of whom
provide possible models for the students own behaviour.

How to Teach existentialist methods focus on the individual. Learning is self-

paced, self-directed. It includes a great deal of individual contact with the teacher,
who relates to each student openly and honestly. To help students known
themselves and their place in society, teachers employ values clarification strategy.

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In the use of such strategy, teachers remain non-judgmental and take care not to
impose their values on their students since values are persona.

Behaviorism

Why Teach Behaviorist school are concerned with the modification and shaping
of students behaviour by providing for a favourable environment, since they
believe that they are a product of their environment. They are after students who
exhibit desirable behaviour in society.

What to Teach Because behaviourists look at people and other animals as

complex combinations of matter that act only in response to internally or externally
generated physical stimuli, behaviourist teachers teach students to respond
favourably to various stimuli in the environment.

How to Teach behaviourists teachers ought to arrange environmental

conditions so that students can make the responses to stimuli. Physical variables
like light, temperature, arrangement of furniture, size and quantity of visual aids
have to be controlled to get the desired responses from the learners. Teachers
ought to make the stimuli clear and interesting to capture and hold the learners
attention. They ought to provide appropriate incentives to reinforce positive
responses and weaken or eliminate negatives ones. (Trespeces, 1995)

Linguistic Philosophy

Why Teach to develop the communication skills of the learner because the
ability to articulate, to voice out the meaning and values of things that one obtains
from his/her experiences of life and the world is the very essence of man. It is
through his/her ability to express himself/herself clearly, to get his/her ideas across,
to make known to others the values that he/she has imbibed, the beauty that
he/she has seen, the ugliness that he rejects and the truth that he/she has
discovered. Teachers in the learner the skill to send messages clearly and receive
messages correctly.

What to Teach Learners should be taught to communicate clearly how to send

clear concise messages and how to receive and correctly understand messages
sent. Communication takes place in three (3) ways verbal nonverbal, and
paraverbal. Verbal component refers to the content of our message, the choice and
arrangement of our words. This can be oral or written. Nonverbal component refers
to the message we send through our body languages while paraverbal component
refers to how we say what we say the tone, pacing and volume of our voices.
There is need to teach learners to use language that is correct, precise,
grammatical, coherent, accurate so that they are able to communicate clearly and
precisely their thoughts and feelings. There is need to help students expand their
vocabularies to enhance their communication skills. There is need to teach the
learners how to communicate clearly through non-verbal means and consistently
though para-verbal means.

How to Teach the most effective way to teach language and communication is
the experiential way. Make them experience sending and receiving messages
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through verbal, non-verbal and paraverbal manner. Teacher should make the
classroom a place for the interplay of minds and hearts. The teacher facilities
dialogue among learners and between him/her and his/her students because in the
exchange of words there is also an exchange of ideas.

Constructivism

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 the learners are taught how to learn. They are taught learning
processes and skill such as searching, critiquing and evaluating information,
relating these pieces of information, reflecting on the same, making meaning out
of them, drawing insights, posing questions, researching and constructing new
knowledge out of these bits of information learned.

How to Teach in the constructivist classroom, the teacher provides students

with data or experiences that allow them to hypothesize, predict, manipulate
objects, pose questions, research, investigate, imagine, and invent. The
constructivist classroom is interactive. It promotes dialogical exchange of ideas
among learners and between teachers and learners. The teachers role is to
facilitate this process.

1. The department of the Education gives greater emphasis on the development of basic
skills. What is the philosophical basis of this?
a. Essentialism
b. Pragmatism
c. Existentialism
d. Perennialism

2. Mr.Olivar views his students as unique, free-choosing and responsible individuals. All
classroom activities revolve around the said premise. What theory underlies this?
a. Realism
b. Progressivism
c. Essentialism
d. Existentialism

3. Religious ritual in the classroom and in the school programs prove the deep natural
religiosity of the Filipinos. Which philosophy has greatly contributed to this tradition?
a. Islam
b. Budhism
c. Hinduism
d. Confucianism

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4. In order to make Roman education truly utilitarian, the day-to-day lessons were
a. Taught in the students native dialect
b. Taught interestingly through the play way method
c. Related and linked to the events happening in everyday life
d. Practiced at home under the guidance of their respective parents

5. Which program of the government seems to be aligned to the Christian humanitarian

principle for respect for the human personality?
a. The study of the Philippine Constitution
b. The massive housing program to house the poor Filipinos
c. The promotion of the basic human rights of the Filipinos
d. The functional literacy program for the out-of-school youth and adults

6. The military training requirements among students in the secondary and tertiary
levels can be traced as a strong influence of the
a. Greeks
b. Romans
c. Orientals
d. Chinese

7. The educational objective to indoctrinate Filipinos to accept the teaching of the

catholic church which is to foster faith in God is bedrocked in the philosophy called
a. Realism
b. Pragmatism
c. Idealism
d. Existentialism

8. Virtue as one component in the teaching of Rizal as a course focuses on the teaching
of good and beauty consistent with the good and beauty in God. Which philosophy
supports this?
a. Idealism
b. Progressivism
c. Existentialism
d. Social reconstructionism

9. Giving the highest budgetary allocation, the Philippine government recognizes the
possible contribution of its future citizens to the national development gosals of the
Philippine society.This goal of education for social transformation was stressed by the
early
a. Greek education
b. Roman education
c. Athenian education
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d. Followers of Christ

10. The progressivists emphasized the individuality of the child, the reconstructionists
were more concerned with
a. Subjectivity
b. Experiential learning
c. Social change
d. Social problem

11. One of the following questions does not conform to the Christian doctrine of education
for humanitarianism. Which one is it?
a. Love thy neighbour as thyself
b. Do unto as you would like others do unto you
c. Whatever good things we do our poor helpless brother, we do it for God
d. Not on bread alone is man to live but on every utterance that comes from the
mouth of God.

12. Scouting and Citizens Army Training (CAT) give training in character-building
citizenship training etc. Which leads to the creation of a new social order and a new
society eventually. What philosophy support this?
a. Perennialism
b. Progressivism
c. Existentialism
d. Social reconstructionism

13. Mr. Peralta demonstrated the technique on how to group students according to their
needs and interests and how to use self-paced instructional materials. This activity is a
manifestation of the philosophy of
a. Pragmatism
b. Progressivism
c. Essentialism
d. Reconstructionism

14. Mrs. Peralta, a Christian Living teacher, puts so much significance on values
development and discipline. What could be her educational philosophy?
a. Realism
b. Pragmatism
c. Idealism
d. Progressivism

15. The class of VI Molave was asked to recite a poem out of memory which described
this method?
a. Jesus Christ parable method
b. Early Christians catechetical method
c. Scholastics method of logical analysis
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d. Socratic method of question and answer

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