Philosophies Aims in Nature of Role of Role of Method of Nature of Source of Influences on Proponents

Education Curriculum Teacher Learners Teaching Classroom Knowing the Present

Educational
System
Essentialism The emphasis in The core of the The teacher Students should focus on facts-the Classrooms A common To instill all James D.
this conservative curriculum is should serve as be taught hard objective reality should be core of students with Koerner
perspective is on essential an intellectual work, respect for out there--and "the teacher- knowledge the most (1959), H. G.
intellectual and knowledge and and moral role authority, and basics," training oriented. It is that needs to essential or Rickover
moral standards skills and model for the discipline. students to read, centered on be basic academic (1959), Paul
that schools academic rigor. students. The write, speak, and students being transmitted knowledge and Copperman
should teach. Curriculum is teachers also compute clearly taught about the to students skills and (1978), and
based on focus on and logically. people, events, in a character Theodore
traditional achievement test ideas, and systematic, development. Sizer (1985).
disciplines such scores as a institutions that disciplined Essentialists
as math, natural means of have shaped way. believe that
science, history, evaluating American teachers should
foreign language, progress. society. try to embed
and literature. traditional moral
values and
virtues such as
respect for
authority,
perseverance,
fidelity to duty,
consideration
for others, and
practicality and
intellectual
knowledge that
students need to
become model
citizens.
Existentialism The focus is on The teacher's Learner must Learning is self- In the Examining Character
freedom, the role is to help confront others' paced, self- existentialist life through development Soren
development of students define views to clarify directed, and classroom, authentic emphasizes Kierkegaard
authentic their own his or her own. includes a great subject matter thinking individual (1813-1855)
 individuals, as essence by deal of individual takes second involves responsibility
we make exposing them contact with the place to helping students in for decisions.
meaning of our to various paths teacher, who the students genuine
lives. they may take in relates to each understand and learning
life and creating student openly and appreciate experiences.
an environment honestly. themselves as
in which they unique
may freely individuals who
choose their accept complete
own preferred responsibility
way for their
thoughts,
feelings, and
actions
Progressivism Education Curriculum The teachers The learner is a The students The method is Learning is
should focus on content is derived provide problem solver should test ideas used by rooted in the John Dewey
the whole child, from student experiences so and thinker who by active progressivist questions of
rather than on interests and that students can makes meaning experimentation. educators so learners that
the content or questions. learn by doing. through his or her that students arise through
the teacher. individual can study matter experiencing the
experience in the and events world.
physical and systematically
cultural context. and first hand.
Perennialism is to ensure that curriculum The teacher The students The focus is to cultivation of Robert
students acquire focuses on disseminates, receptacle, teach ideas that are the intellect is Maynard
understandings attaining cultural lectures, receives everlasting, to seek the highest Hutchins who
about the great literacy, stressing dominates knowledge, enduring truths priority in a developed a
ideas of Western students' growth instruction passive which are constant, worthwhile Great Books
civilization. in enduring not changing, as education. program in
disciplines. the natural and 1963 and
human worlds at Mortimer
their most essential Adler
level, do not
change.
Behaviorism To promote and Curriculum The teacher help Learners will Rely on step-by- Ivan Pavlov's
modify should be students learn acquire and step structured B.F. Skinner
observable organized so by conditioning remember methods for (1904-1990)
behavior. It students them through responses that learning. and James B.
 considers experience identifying the lead to satisfying Watson
learning to be a success in master desired aftereffects. (1878-1958).
behavior that the subject behaviors in Learner is the
shows matter. measurable, key player
acquisition of Behaviorism in observable
knowledge or curriculum terms, recording
skills includes careful these behaviors
analyzing and and their
sequencing of the frequencies,
learners’ needs identifying
and behaviors. appropriate
reinforces for
each desired
behavior, and
providing the
reinforce as
soon as the
student displays
the behavior.
Idealism Is to discover The curricular Teaching methods In a search for Plato
and develop emphasis is focus on handling truth, beauty,
each individual's subject matter of ideas through and justice that
abilities and full mind: literature, lecture, discussion, is enduring and
moral history, and Socratic everlasting, the
excellence in philosophy, and dialogue (a method focus is on
order to better religion. of teaching that conscious
serve society. uses questioning to reasoning in the
help students mind.
discover and
clarify
knowledge).
Realism the aim is to curriculum The teacher Students must Teaching methods Aristotle
understand emphasizes the organizes and also demonstrate focus on mastery
objective reality subject matter of presents content the ability to of facts and basic
through "the the physical systematically think critically skills through
diligent and world, within a and scientifically, demonstration and
unsparing particularly discipline, using observation recitation.
scrutiny of all science and demonstrating
 observable mathematics. It use of criteria in and
data." should be making experimentation.
scientifically decisions.
approached,
standardized, and
distinct-discipline
based.
Social emphasizes the curriculum Educators focus Strategies for To do so humans must Theodore
reconstructionism addressing of focuses on on a curriculum dealing with requires dialog learn to resist Brameld
social questions student that highlights controversial and critical oppression and (1904-1987)
and a quest to experience and social reform as issues (particularly consciousness, not become its George
create a better taking social the aim of in social studies the victims, nor Counts (1889-
society and action on real education. and literature), development of oppress others. 1974)
worldwide problems, such as inquiry, dialogue, awareness to
democracy. violence, hunger, and multiple overcome
international perspectives are domination and
terrorism, the focus. oppression.
inflation, and Community-based
inequality. learning and
bringing the world
into the classroom
are.
Pragmatism Is to enable the Curriculum The main task learners should Focus on hands-on It conceives Prepares Charles
child to create should bring the of educator is to apply their problem solving, education as students for Sanders
values in his disciplines put the educand knowledge to real experimenting, and a dynamic citizenship, Peirce (1839-
life. Education together to focus into a position situations projects, often and life-long daily living, and 1914)
deals with on solving to develop through having students process. future careers. John Dewey
human life. It problems in an values for experimental work in groups. Man always (1859-1952)
must help the interdisciplinary himself’. The inquiry. creates new
children to way. The teacher is of a values and
fulfill their curriculum guide and education
biological and should be framed adviser. He is should help
social needs. on the basis of the helper and him in doing
certain basic prompter. He so.
principles. These should teach
are utility, “his pupils to
interest, think and act for
themselves to
 experience and do rather than to
integration. know, to
originate rather
than to repeat.”
Hinduism
Buddhism Education Curriculum was The teacher is The student The Core of The Buddha
system chiefly spiritual responsible for needs to arrange Buddha’s teaching (born as
developed on in nature. It was any treatment of everything for the contains three Prince
the basis of because the chief the students daily routine of major points, Siddhartha)
some basic aim of education whenever he fell the teacher. discipline,
principles. This was to attain ill. meditation and
education gave liberation. wisdom.
emphasis on the
moral, mental
and physical
development
and also to
divert the
students towards
the Sangha rules
and guide them
to follow it.
Confucianism focused on the An educator Confucius
"Six Arts": was to teach
archery, people to live
calligraphy, with integrity.•
computation,
music, chariot-
driving and
ritual.•
Taoism Taoist wisdom Lao Tsu
of individuality,
pluralism, and
diversity has
great
philosophical
value and
practical
 revelation to the
modern
education.
Zen Buddhism To understand The master's task
the meaning of is to pass on an
life directly, experiential
without being understanding of
misled by the tradition, not
logical thought an intellectual one.
or language. Methodology for
teaching came to
involve three
principles. The
first was to "never
tell too plainly"
and the second was
to shock by doing
such things as
boxing a student's
ears or shouting.
The third was to
encourage students
to travel from
teacher to teacher
to keep them from
settling into
habitual patterns.
Islam It is entirely Is to provide The teacher is Islamic education Allah
focused as it human with given the status implements the Prophet
highlights the sufficient of spiritual holistic approach. Muhammad
contribution of knowledge in father. the
knowledge, order to make teacher is
belief, and them know and supposed to
practice within realize their have a qualities
human’s life. creation, of tolerance,
responsibility, patience,
and the way they hardworking
should manage
the responsibility honesty and
as the caliph of punctuality.
Allah.