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 citizens.

***What to Teach?

Essentialist programs are academically rigorous. The emphasis is on academic content for students to learn the basic
skills or the fundamental r's - reading, 'riting, 'rithmetic, right conduct - as these are essential to the acquisition of higher
or more complex skills needed in preparation for adult life. The essentialist, curriculum includes the "traditional
disciplines such as math, natural science, history, foreign language, and literature. Essentialists from upon vocational
courses or other courses with 'watered down academic content.' The teachers and administrators decide what is most
important for the students 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..."

With mastery of academic content as primary focus, teachers rely heavily on the use of prescribed textbooks, the drill
method and other methods that will enable them to cover as much academic content as possible like the lecture
method. There is a heavy stress on memorization and discipline.

PROGRESSIVISM
**Why Teach?

Progressivist teachers teach to develop learners into becoming enlightened and intelligent citizens of a democratic
society. This group of teachers teach learners so they may live 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 the inevitability of change. For the progressivists, everything else
changes. Change is the only thing that does not change. Hence, progressivist teachers are more concerned with
teaching the learners the skills to cope with change. Instead of occupying themselves 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 progressivist schools are the "natural and social sciences. Teachers expose
students to many new scientific, technological, and social developments, reflecting the progressivist notion that
progress and change are fundamental. In addition, students solve problems in the classroom similar to those they will
encounter outside of the schoolhouse."
How to teach?
Progressivist teachers employ experiential methods. They believe that one learns by doing. For John Dewey, the most
popular advocate of progressivism , book learning is no substitute for actual experience. One experiential teaching
method that progressivist teachers heavily rely on is the problem-solving method.

This problem-solving method makes use of the scientific method. Other "hands-on-minds-on" teaching methodology
that progressivist teachers use are field trips which students interact with nature or society. Teachers also stimulate
students through thought-provoking games, and puzzles.

BEHAVIORISM

*Why Teach?

Behaviorist schools are connected with the modification and shaping of student's behavior by providing for a favorable
environment, since they believe that they are a product of their environment. They are after students who exhibit
desirable behavior in society.

**What to Teach?

Because behaviorists look at "people and other animals... as complex combinations of matter that act only in response
to internally or externally generated physical stimuli", behaviorist teachers teach students to respond favorably to
various stimuli in the environment.

*** How to teach?

Behaviorist 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 negative ones." (Trespeces, 1995)

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 classrooms are "centered around teachers" The teachers do not allow the students' interests 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 history's 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 teacher's 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 that emphasizing historical events, existentialists focus upon the actions of historical individuals, each of
whom provides possible models for the students' own behavior.

Moreover, vocational education is regarded more as a means of teaching students about themselves and their potential
than of earning a livelihood. In teaching art, existentialism encourages individual creativity and imagination more than
copying and imitating established models."

***How to teach?

"Existentialist methods focus on the individual. Learning is self-paced, self-directed. It include 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, teachers employ values clarification strategy. In the use of such strategy, teachers remain non-
judgmental and take care not to impose their values on their students since values are personal."

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 experience of life and the world is the very essence of man.
It is tthrough his/her ability to express himself, herself clearly, to get his/her ideas across, to make known to others the
bvalues that he/she has imbeded, the beauty that he/she has seen, the ugliness that he rejects and the truth that
he/she has discovered. Teachers teach to develop in the learner the skill to send messages clearly and receive message
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 language
while paraverbal component refers to how we say what we say - the tone, pacing and volume of our voices.

How to teach - the most effective way to teach language and communication is the experiential may. Make
them experience sending and receiving messages through verbal, nonverbal and paraverbal manner. Teacher should
make the classroom a place for the interplay of minds and hearts. The teacher facilitates dialogues 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 skills such as searching,
critiquing and evaluating information, relating these pieces of information, reflecting on the same, making meaning out
of them, drawing insight, posing questions, researching and constructing new knowledge out of these bits of information
learned.
How to teach - in the constructivists classroom, the teacher provides students with data or experience that allow them
to hypothesize, predict, manipulate objects, pose questions, research, investigate, imagine, and invent. The
constructivists’ classroom is interactive. It promotes dialogical exchange of ideas among learners and between teachers
and learners. The teacher's role is to facilitate this process.

Essentialism in Education
What is Essentialism?
Essentialism in Education is a movement started by William C. Bagley. The reason for the movement was to emphasize
the teacher’s authority in the classroom. The advocates of this movement condemn all styles of teaching that are not in
line with essentialism. Supporters’ of essentialism are of the view that the standards in the schools have been lowered
by the greater educational opportunities and they also feel that the subject matter should be the center of the
curriculum. Progressives, who stress on providing education based on the interests of the child through hands-on
activity, are also criticized by the essentialists.
The points included in the tenets of the essentialists’ state that education is a fine combination of hard work and effort.
If the student is interested in the subject he/she is studying that’s good, but if not, the interest of the student must be
developed in that subject area, as the student doesn’t what he/she may be needing in the future and student must
perform all the tasks regardless of the fact, whether the teacher is providing him/her with sound motivation or no.
Importance of the Teacher
A teacher’s hold and order in the class is of the essence, no education or learning can take place in a noisy environment.
Students should be directed and helped by their parents and adults regarding their future, as students cannot think of
what’s best for their future, and should be helped in order to overcome their desires, and what should be their objective
in their future. A vital part of the classroom is the teacher. The whole classroom’s educational environment is centered
on the teacher, so it is the teacher who is responsible for the student’s mental and intellectual growth as well as
directing their future’s in the right direction.
History of the Essentialism Movement
The Movement of Essentialism begin as a counter act to the student center educational institutes in 1930’s and 1940’s in
America. The essentialists were of the view that due to the student centered education environment, students were
getting the education that they require for their future. According to the essentialists, the reason for schooling is to
educate the students in such a way that they can make a beneficent contribution to the society. And teach them what is
necessary to live well through modern day life.
According to essentialists, the study material of the students of the elementary schools must concentrate upon the basic
skills, and as for the secondary school, the curriculum shall concentrate upon that particular discipline that student is
going for. The term essentialism is generally used in three meanings. Firstly, it uses biological, physiological and,
increasingly, genetic causes to explain the unchangeable human behavior. Secondly, term essentialism is used when
generalized statements are asserted that make no reference to cross-cultural differences or previous historical variation.
Sometimes it is also known as universalism. The third and final use of the term refers to all the everyday conversations
or academic writings in which we make use of the unified concepts. Essentialism in Education is a fast rising trend that
looks to benefit education in the future.
Lack of student interest and motivation can be quite a challenge for teachers to combat.
Many of the following methods are researched based and shown to be effective in getting your students motivated and eager to
learn.
Be Warm and Inviting in Your Classroom
No one wants to enter a home where they do not feel welcome. The same goes for your students. You and your classroom should be
an inviting place where students feel safe and accepted.
This observation is steeped in research for over 50 years. Gary Anderson suggested in his report Effects of Classroom Social Climate
on Individual Learning (1970) that classes have a distinctive personality or “climate” which influences the learning efficiency of their
members.
"The properties that make up a classroom environment include interpersonal relationships among students, relationships between
students and their teachers, relationships between students and both the subject being studied and the method of learning, and the
students’ perception of the structure of the class."
Give Choice
Once students have learned a skill or have become familiar with some content, there is always an opportunity to offer a student a
choice.
The research shows that giving students choice is critical to increasing student engagement. In a report to the Carnegie
Foundation, Reading Next—A Vision for Action and Research in Middle and High School Literacy, researchers Biancarosa and Snow
(2006) explain that choice is important for secondary school students:
"As students progress through the grades, they become increasingly “tuned out,” and building student choices into the school day is
an important way to reawaken student engagement."
The report notes: "One of the easiest ways to build some choice into the students’ school day is to incorporate independent reading
time in which they can read whatever they choose."
In all disciplines, students can be given a choice of questions to answer or a choice between writing prompts. Students can make
choices on topics for research. Problem-solving activities give students a chance to try different strategies. Teachers can provide
activities that allow students to have more control over learning to a greater sense of ownership and interest.
Authentic Learning
Research has shown over the years that students are more engaged when they feel that what they are learning is connected to life
outside the classroom. Great Schools Partnership defines authentic learning in the following way:
"The basic idea is that students are more likely to be interested in what they are learning, more motivated to learn new concepts
and skills, and better prepared to succeed in college, careers, and adulthood if what they are learning mirrors real-life contexts,
equips them with practical and useful skills, and addresses topics that are relevant and applicable to their lives outside of school."
Therefore, we must as educators attempt to show real-world connections to the lesson we are teaching as often as possible.
Use Project-Based Learning
Solving real-world problems as the beginning of the educational process instead of the end is quite motivating.
Great Schools Partnership defines project-based learning (PBL) as:
"It can improve student engagement in school, increase their interest in what is being taught, strengthen their motivation to learn,
and make learning experiences more relevant and meaningful."
The process of project-based learning takes place when students start with a problem to solve, complete research, and then finally
solve the problem using tools and information that you would typically teach in a number of lessons. Instead of learning information
away from its application, or out of context, this shows students how what they learn can be used to solve problems.
Make Learning Objectives Obvious
Many times what appears to be a lack of interest is really just a student afraid to reveal how overwhelmed they fell. Certain topics
can be overwhelming because of the amount of information and details involved. Providing students with a road map through
accurate learning objectives that shows them exactly what it is you want them to learn can help allay some of these concerns.
Make Cross-Curricular Connections
Sometimes students do not see how what they learn in one class intersects with what they are learning in other classes. Cross-
curricular connections can provide students with a sense of context while increasing interest in all classes involved. For example,
having an English teacher assign students to read Huckleberry Finn while students in an American History class are learning
about slavery and the pre-Civil War era can lead to a deeper understanding in both classes.
Magnet schools that are based around specific themes like health, engineering, or the arts take advantage of this by having all
classes in the curriculum find ways to integrate the students' career interests into their classroom lessons.
Show How Students Can Use This Information in the Future
Some students are not interested because they see no point in what they are learning. A common theme among students is, "Why
do I need to know this?" Instead of waiting for them to ask this question, why not make it part of the lesson plans that you create.
Add a line in your lesson plan template that specifically relates to how students might apply this information in the future. Then
make this clear to students as you teach the lesson.
Provide Incentives for Learning
 While some people do not like the idea of giving students incentives to learn, an occasional reward can nudge the unmotivated and
uninterested student to get involved. Incentives and rewards can be everything from free time at the end of a class to a 'popcorn
and movie' party (provided this is cleared by the school administration). Make it clear to students exactly what they need to do to
earn their reward and keep them involved as they work towards it together as a class.
Give the Students a Goal Larger Than Themselves
Ask students the following questions based on the research by William Glasser:
 What do you want?
 What are you doing to achieve what you want?
 Is it working?
 What are your plans or options?
Having students answer think about these questions can lead students to work towards a worthy goal. Maybe you can partner with
a school in another country or work towards a service project as a group. Any type of activity that provides students with a reason to
be involved and interested can reap huge benefits in your class. Scientific studies even prove that charitable activities are related to
better health and well-being.
Use Hands-On Learning and Include Supporting Materials
The research is clear, hands-on learning motivates students.
A white paper from the Resource Area For Teaching notes,
"Well-designed hands-on activities focus learners on the world around them, spark their curiosity, and guide them through engaging
experiences—all while achieving the expected learning outcomes."
By involving more senses than simply sight and/or sound, student learning is taken to a new level. When students are able to feel
artifacts or be involved in experiments, the information being taught can acquire more meaning and spark more interest.

DEALING WITH STUDENTS WHO HAVE NO INTEREST IN THE LESSON

A student who has no interest in lessons and anything you say and do, can have a terrible impact on the rest of the class. What you
must remember however is that this student probably wants to succeed – most do, at heart – but has virtually given up due to a
succession of failures, discouragement and low self-image. It may take time to reach this student and help him see life (including
your lessons) differently but there are definitely steps to take which will help turn the situation round more quickly.
1. Look to sincerely praise anything and everything you can. Students with a very low self-image may be uncomfortable receiving praise
in front of others so begin by using written praise. Send notes home, leave post-it notes or written comments in their books, send
them cards or typed letters on school-headed paper stating how pleased you are with their efforts, and include anything positive
you have heard from another teacher. This young person needs to know he has potential and that somebody is taking the time to
notice. Sincere praise is one of the most powerful tools you possess and as long as he understands that you actually do want to help
him – and not just ‘get him to listen because it’s your job’ – this student will respond.
2. Do some research. Speak to other teachers, their form tutor or head of year to find out if there are any underlying issues you should
be aware of. A tutor who has a good relationship with a particularly hard to reach student can give you ‘insider tips’ to connect with
this student as well as notify you of any issues to avoid.
3. Schedule a ‘1 to 1’ meeting with the student. Purpose: to ask why they are so uninterested, ask their advice on making lessons more
engaging for them and help them to see the relevance of what they are being asked to do.
If you feel they are unlikely to turn up for a 1:1 meeting, don’t worry – you can increase the chances by proposing it at the right time.
There’s no point telling them you want to see them in your office when they’re in their ‘I hate you and your lessons’ mood; they
won’t be interested. Wait, instead, for a time when they are going to be more receptive. A good time is when they’ve done
something well, when you’ve praised them for a job well done, when you’ve just complimented them on their work, or a new pair of
shoes, or a haircut, or creative use of smiling muscles – i.e. when they are more receptive.
For example, if they play football on the school team, try and find the time to go and watch the game. They’ll see you on the side
line and will appreciate it. Next time you see them you can mention the game and talk about the goal they scored or their part in the
brilliant teamwork. Now they’re listening, they know you have interest in them and they know that you want to help them. This
would be a better time to suggest the meeting.
4. Change seating. Put them with a partner or other group members who will encourage them and help them.
5. Put them in a mixed ability learning team of 3-4 and give them a definite role or responsibility. Assign them a role that plays to their
strengths or abilities. For example, f they are good at drawing let them be in charge of graphics or illustrations. If they have trouble
sitting still let them be a ‘runner’ in charge of collating materials, equipment and resources.
6. Involve parents/carers. Having parents on board is a big advantage dealing with any student problems – the more we can present a
united front between school and home, the better. The problem, as we all know, is that some parents just don’t seem interested –
or the student doesn’t think they are.
It’s a huge problem when parents and other family members have deeply entrenched, negative experiences of school going back
through several generations; they’ll be hesitant in dealings with teachers. If they themselves failed at school and consequently aren’t
living the life of their dreams, it’s not surprising that they lack the faith in education we expect and need them to have. If in addition
their child has been a source of constant distress at school, any contact the parents have had with staff at the school is likely to have
 been negative. They’ll have been told when he has been missing school, when he’s repeatedly failed to hand in homework, when
he’s been in a fight and when he’s been abusive to a member of staff.
They won’t have heard a word when he’s done something well. A good way, if not the only way, to start to get these parents on side
is to change their expectation that every communication from school will be a negative one. The more time you spend connecting
with them through regular positive contact, the more they will get used to the idea that a call from school doesn’t automatically ruin
their day.
A 30-second update a couple of times a week – “Hi Maureen, just a quickie to let you know he’s been great this week; homework
was in on time and he managed to keep it together in maths again.” – goes a long way towards doing this. And despite what anyone
says, I’ve witnessed enough ‘hard’ fathers and ‘rough’ mothers breaking down in tears in my office when given news of a son or
daughter’s good progress to believe that this is worth doing.
For a complete resource kit on harnessing support from parents see one of our titles – ‘Get The Parents On Board’.
7. Give them a taste of success. Students who are reluctant to take part probably see no value in learning because they never feel
they’ve learned anything. Here’s a practical way to give them a sense of accomplishment and leave your lesson feeling they’ve
actually had some success. When they leave feeling like that, they will return in a more positive frame of mind…
i.) Ask them a question at the start of the lesson related to the lesson content. They will probably refuse to answer but that’s okay –
it’s probably their fear of looking ‘too clever’ or fear of making a fool of themselves.
ii.) Take the pressure off them by offering them to nominate a friend who can help them answer the question/answer it for them.
This is easy for them to do – but the key is that they will see themselves as being involved in the answering process.
iii.) Ask them to paraphrase what their friend said so that they answer the question themselves.
iv.) Later in the lesson, when other students are involved in independent study, coach the student further by getting them to answer
the question for you again on a 1:1 basis. Encourage them to break the answer down into clear steps so that they are totally sure of
the process. Offer a little extra ‘in-depth’ information to add to their answer and ask them once more to show off their new
knowledge and tell you ‘all they know’ about the subject. Congratulate them and tell them you will be asking them at the end of the
lesson to repeat their answer to help the other students remember (the extra ‘in-depth’ knowledge you’ve given them will give
them the opportunity to shine if they wish).
v.) At the end of the lesson let them leave on a high by answering the question again as part of your plenary session.
vi.) Get them to answer the question next lesson as part of your starter.
Remember that you don’t need to limit this strategy to just one student during a lesson. You can feasibly have four or five students
all leaving class feeling that they’ve actually learned something.
8. Use Questions to Grab Your Students’ Attention and Get Them Involved
Before I present a near fool-proof way of getting a challenging group of students involved at the start of the lesson let’s look at
something you should try to avoid: asking the wrong type of questions. It’s the most effective way to lose their interest.
Many teachers will start a lesson with a question relating to the topic focus. For example, in a lesson on the circulatory system, the
opening question might be: “How many of you can explain what a blood vessel is?”
Questions like this may generate some participation but for every hand that goes up there will be ten more that don’t. Most of the
students, particularly in a low ability or challenging group, will simply ignore this question because it demands something they don’t
like to (or cannot) display – evidence of prior knowledge about the subject. Let’s face it, in a challenging group it’s not always cool to
know the answers.
A reliable way to get more of your students involved at the start of the lesson – particularly the non-volunteers who don’t seem to
want to learn – is simply to change the type of questions you ask them.

http://coolteacher28.blogspot.com/2013/02/reviewer-for-licensure-exam-for.html
Q:Which disciplines offer contributions of Essentialism on Education?
A:The Essentialism in Education focus on numerous disciplines of learning and education. These include Reading, Art, Literature, Writing, Foreign
Languages, Mathematics, History, Science, and also Music.
Q:What is Essentialism in Education's strongest criticism?
A:One of the greatest criticism of Essentialism in Education is the fact that this idea stresses solely on teaching the traditional basic subjects to the
maximum level, meaning there is less capacity to teach more contemporary and creative education and "manufacturing" students that do not think
by themselves.
Q:What is the contribution of essentialism to primary education?
A:Contribution of essentialism to primary education has been greatly considered. It pinpoints the key importance of early childhood learning and
how it is positively affected by essentialism. Essentialism states that a sound body of basic knowledge has to be attained before further learning
can take place. Young students who develop a strong educational foundation can learn better at higher levels of school and college.
Q:What are the views of parents about child centered education?
A:Most of the parents in the United States are in favor of the essentialism in education since they themselves were taught the traditional way of
learning things. However, with the increase in ethnic mix in the country, we can see a much more wider approach being taken to compete with the
orthodox methods.
Q:What is the major essentialism contribution to the education?
A:Essentialism is a concept that focuses on primary and basic teaching. Essentialism provides students with strong basic education such as reading
writing, listening, speaking, drawing, etc. it has largely contributed to the education field, enabling students to develop a sound foundation of basic
knowledge. Apart from just academic knowledge, essentialism also instills moral values and ethics in students, proving them with the sense to
become educated good human beings.
Q:What are state specific essentialist school grants or teaching grants?
A:State specific grants for teaching and essentialist in education are types of financial aid that is offered by a number of public and private
institutions. Students wishing attain higher education in this field but have little means to do so can apply for state grants. State grants vary from
state to state and each have a unique feature which makes it different from other states. These grants are disbursed to students coming from low
income areas and have a desire to become teaching professionals.
Q:As I read about educational essentialism and technology, I came across the Early Childhood Literacy course. Can you please tell me what are the
highlighting points of this course?
A:The Early Childhood Literacy course is part of many educational courses of elementary level in the United States and has about 3 credits. It gives
an intro as to how to make children read as well as write in their preschool phase. Progression of communication, literacy, language and listening
are covered in the course. It also uses the literature of children to help facilitate literacy development in the early childhood.
Q:As I read about the educational essentialism history, I got to know about the importance of sociology. Can you please tell me in what form is this
subject taught at schools?
A:Educational Essentialism History is filled with references to sociology. Most of the undergraduate degrees in education have the 3 credits worth
course on Essentials of Sociology. This course stresses on areas of study such as the various terminologies, questions, queries and theories that are
used by the sociologists. These theories are used in studying how the groups, institutions, cultures, values and norms are involved in shaping up
societies and the global views.
Q:What can you tell me of courses of essentialism education in business, such as E-Business?
A:E-Business is a contemporary joint of business studies. As the course name suggests, E-Business relates to the business strategies with the help of
Information Technology. The course stresses on gaining competitive advantage over the virtual marketplace. Some of the topics included in this
course are networking, foundations of business over the internet, security and ethics of online business etc.
Q:Can you briefly tell me about Essentialism in Education and family role in it?
A:Essentialism in Education emphasis on the fact that children cannot think of what is good for their future, so the teacher and parents should plan
out a proper future for them and guide them accordingly with a proper discipline and system. Family plays a vital role, because according to basic
principles of Essentialism in Education, parent's guidance is the most essential part.
Q:What is the importance of a teacher’s role in essentialism in education?
A:Teachers play a major role in essentialism in education. They need to be patient, have a positive attitude and need to effectively communicate
with the student in order to assist in development of a students mind and body. This phenomenon has become widely popular in the as it not only
focuses on academic growth but also helps student to become better human beings.
Q:As I read about the sense of Essentialism in Education, there was mention of the course on World Geography. What are the contents of this
course?
A:It is common to see the mention of course on World Geography while going through the article on sense of Essentialism in Education. This is a 4
credits worth course and is designed to make the students understand the attributes of human as well as physical terms, which offer diversity and
uniqueness to the patterns of different regions of the world.
Q:As I read on what is the contribution of Essentialism to Education, there was mention of the course on Personal Finance. Can you please tell me
more about this course?
A:Whenever students read on what is the contribution of Essentialism to Education they get to read about the course on Personal Finance.
Personal Finance is a 3 credits worth course and stresses on the application of algebraic concepts to the various business problems that are used in
development and improving of technical, critical and quantitative thinking. analysis of business issues is also studied.
Q:Reading about should schools use educational essentialism mentioned ‘cultural lag’. How is this related?
A:Cultural lag would be mentioned when reading if schools should use educational essentialism. It is one of the issues raised by critics of this
subject. Critics believe that by stressing on the importance of traditional subjects, it would create a vacuum where the new generation will not be
able to keep up with the constantly changing world. This delay would not only be harmful but also create a prominent difference between
generations.
Q:Reading about a story with using essentialism in education mentioned E.D Hirsch. What is the significance of this person?
A:E.D Hirsch would be mentioned when reading about a story with essentialism in education. E.D Hirsch is an American educator and a literary
critic who with William Bagley is a strong supporter of essentialism in education. Hirsch has authored several books in support of essentialism and
has also been a vocal supporter for the cause. He used quotations and examples in his most popular book Cultural Literacy to support his argument
on essentialism.
Q:What is the history of Essentialism in Education?
A:Back in 1940's, when the student centered educational institutes were introduced in America, the people who did not agree to the idea started
an anti-student centered education movement led by William C. Bagley called Essentialism in Education. According to this theory, a student cannot
decide the best of his/her future thus requires the constant guidance of teachers and parents.
Q:Reading about criticism of educational essentialism mentioned the Great Man Theory. What is the premise of this theory?
A:Great Man Theory would be mentioned when searching for criticism of educational essentialism. This theory deals with the concept popularized
by Thomas Carlyle, who explained that history can be understood because of the actions and decisions of great men. This theory has been
countered by other prolific writers, however it remain closely associated with the concept of essentialism in education.
Q:Reading about essentialism and education, I also came across neoessentialism. What is the premise of this school of thought?
A:Neoessentialism would be mentioned when reading about essentialism and education. This is a recent branch that is considered to be a counter
culture movement. This school of thought is in response the original movement 1930's and its criticism. Neoessentialism has called for the addition
of computer science in order to adapt to the latest changes. Both of these movements are extremely important for the advancement of education
in the United States.
Q:Is Humanism And Essentialism Alike?
A:No, humanism and essentialism are not alike. Essentialism deals with the study of attributes that make up ones personality and membership in
the society. On the other hand humanism is a study approach that has a more general view and includes social science. So the major difference
between the both is that essentialism focuses on a n individual whereas humanism focuses on the whole humanity.
Q:My search for what is the proponents of essentialism mentioned the constructivist theory. What is it all about?
A:The constructivist theory would be mentioned when searching for what are the proponents of essentialism. This theory discusses the possibility
of human learning from their experiences, interactions and ideas. This theory has formed the basis of education reforms and teaching methods in
the past and present. Constructivism is integral part of the general topic of learning theory. .
Q:Reading on how to explain educational proponents of essentialism mentioned William Bagely. What is the significance of this person?
A:William Bagely would be mentioned when searching on how to explain educational proponents of essentialism. William Bagley played an
important part in the history of essentialism and was one of its most notable admirers. He is responsible for publishing the Essentialist's platform in
which he discussed three important points on essentialism in education.
Q:What is essentialism in education?
A:William C. Bagley came up with the concept of Essentialism in Education. This mode of teaching emphasizes on the teacher being the ultimate
authority in the classroom. Supporters of this ideology criticize all other more liberal modes of teaching if they are not in line with basics of
essentialism. Supporters' of essentialism are convinced that the depreciation of educational standards is due to the fact that the teacher and the
subject matter are no longer the focus of the curriculum.
Q:While I was reading about essentialism in education philosophy, I came across the principles of essentialism. Can you explain this?
A:Essentialism is a education philosophy in which knowledge of the society and civilization is taught to student through classroom curriculum's.
This involves the study of the current natural environment, natural laws, character development, patriotism, and academic knowledge. The core
aim of essentialism is to promote a more common American culture.
Q:Educational essentialism is beneficial in what ways?
A:Essentialism is referred to an educational philosophy that reflects standardized classroom studies. Some of the major benefits of educational
essentialism are that students are provided with strong academic foundations, hard work is encouraged, discipline is maintained, and basic skills
are focused upon. However, this philosophy is highly debated across many states.
Q:What is essentialism in education?
A:William C. Bagley Was the founder of this movement. The essence of essentialism of education is that the teacher is the authority. Supporters of
this ideology are known to discourage all other forms of teaching; the further an idea is from this concept the more it will be frowned upon.
Supporters' of essentialism believe that quality of education is falling and schools are failing in bringing out the best in students mainly because the
position of teachers as the main authority figure has been challenged and the subject matter is no longer the center of the curriculum.
Q:Is essentialism philosophy of education included in the course structure of master of science in education?
A:Essentialism philosophy of education is a basic pillar of any education system and practiced all over the world despite whatever is said against or
in favor of it. Therefore yes its ideology and history is taught not just in the master of science in education course, but any course focused on
exploring the field of education in depth and in general.
Q:Could you give me some background on educational essentialism?
A:Educational Essentialism was initiated in 1930's and 40's in America. The basic idea of this movement is that in terms of education, students
should be educated in a way that it prepares them for the future and they could contribute in society as a healthy and beneficial element. It
revolves around teaching student skills which help them live a healthy and positive life in the modern society.
Q:How does education essentialism focus on character building?
A:Education essentialism not only focuses on traditional subjects but aims to develop character by instilling in them respect for authority. Emphasis
is laid on ethics, values, morals and discipline, things that are not learnt by books. With focus on personality and character traits the individuals get
academic education in a more constructive manner.
Q:In today's time how is essentialist education viewed?
A:Modern times have changed, changing the needs and the education requirements. Many new progressive subjects have been introduced in the
curriculum. On the other hand, essentialist education aims to focus on the basic subjects only with an emphasis on character building. The
importance of focusing on personality development cannot be denied in any age or time even if some may criticize is as a conservative approach.
Q:What are the features of essentialist classroom?
A:The different features of essentialist classroom stress the role of the teacher as the primary focus. A teacher is considered the most important
source for transferring knowledge. They are responsible for instilling respect for authority and for guiding the students towards a better future. The
features also emphasize on the significance of curriculum which means that all subjects must be studied by the students regardless of the interest
factor as they might prove beneficial in future.
Q:Why was essentialism in education started?
A:The essentialism movement was initiated to emphasize the role of teachers in the classroom. It promoted a style of teaching that focused upon
teachers' authority. Supporters of the movement have the view that the education standards had been lowered due to an increase in academic
opportunities. Essentialism also stated that subject matter should be the centre of the curriculum in education.
MY REALIZATIONS ABOUT TEACHING
Aug 15
MY REALIZATIONS ABOUT TEACHING:

1. I realized that teaching isn’t an easy job. It requires our full dedication, love and compassion on the profession and
learners.
Dedicated in a sense that, teachers have the ability to inspire us students through their approaches, actions, and even through the
lessons or activities they engage us in. Although all teachers possess this potential, only there are some teachers who stand out in our
minds as truly great and dedicated teachers. These are the teachers whom I find very inspiring. There are many qualities of a great
and dedicated teacher; however, there is one common quality which all great teachers possess—an unshakable passion for their
work. A teacher who has the necessary command over the subject matter he or she teaches. This way he or she can be comfortable
while explaining things. Teachers with a full understanding of subject matter are able to help students understand, by explaining
concepts thoroughly and being able to answer all questions accurately. Teachers cannot teach what they do not know. And in teaching,
things that should be taught must be good, true, and correct. Teachers set a positive example for us students, and encourage us to
explore new areas of knowledge. They motivate us in enhancing our skills. They tend to create a positive environment in which
students feel comfortable when learning. They truly believe in the students’ capacity to succeed. And they are dedicated to help us,
students in achieving this success.

2. I realized that teaching requires an ability to communicate fluently.

It is important that teachers must be a good communicator. He or she should be comfortable explaining things and enjoy doing
it. Teachers talks the whole day at school. So a good communication skill is important. Her communication skill is a medium for the
students to understand the subject that he or she is teaching. If she can explain his or her lesson well, the students can comprehend
well and effective comprehension will takes place. There will be no gap between the teacher and the students. A good sense of humor
is another great tool that helps a teacher in even the most difficult classroom. Humor in the right form can play a huge role in a
successful learning experience for students.

3. I realized that teachers must be a good time manager.

In teaching, teachers must be also a good manager of their time. There are a lot of things to do and a lot of responsibilities. So teacher
must know how to manage their own time and inside the classroom. A dedicated teacher must have good time management skills and
always value the importance of time. A teacher should be dedicated towards his or her work; not just kill time in the classroom and
wait for the bell to ring. He or She can think of some ways how to make time useful and productive both to her and the students.

. I realized that teachers are fountain of knowledge

Teachers are said to be fountain of knowledge. It’s a very heavy statement but somehow true. Teachers are life-long learners. Their
learning process doesn’t end up in their doctorate degree. It’s a continuous process that they can impart to the students. A dedicated
teacher keeps on learning something new for him or her to impart to her students. They are always ready to give their opinion on a
certain topic which may seem vague to students; they can think of creative ways on how to deliver their lessons that would be
appealing for the students and more exciting to learn. She can impart wisdom that somehow would motivate students and help them
in their lives.

5. I realized that teachers are paragon of virtues

Teachers are the model of students. Students listens to them, follow what they say and sometimes obey them more that the parents.
Teachers as a student’s model need to be a paragon of virtues. They have to live what they teach and be a good example to the
students who are following them. They are being looked up by people around them and the community. So they have to live in the
norms and conduct of a good teacher.
 Children Learn What They Live
By Dorothy Law Nolte, Ph.D.

If children live with criticism, they learn to condemn.

If children live with hostility, they learn to fight.
If children live with fear, they learn to be apprehensive.
If children live with pity, they learn to feel sorry for themselves.
If children live with ridicule, they learn to feel shy.
If children live with jealousy, they learn to feel envy.
If children live with shame, they learn to feel guilty.
If children live with encouragement, they learn confidence.
If children live with tolerance, they learn patience.
If children live with praise, they learn appreciation.
If children live with acceptance, they learn to love.
If children live with approval, they learn to like themselves.
If children live with recognition, they learn it is good to have a goal.
If children live with sharing, they learn generosity.
If children live with honesty, they learn truthfulness.
If children live with fairness, they learn justice.
If children live with kindness and consideration, they learn respect.
If children live with security, they learn to have faith in themselves and in
those about them.
If children live with friendliness, they learn the world is a nice place in
which to live.
Copyright © 1972 by Dorothy Law Nolte