CAVITE STATE UNIVERSITY

Don Severino de las Alas Campus

Indang, Cavite
College of Education
Teacher Education Department

EDUC 39
The Teaching Profession

Activity # 2

Name: Kristine Mae M. Ferma Student No. 2019-17946 Score_________

Professor: AMMIE P. FERRER, PhD Date of Submission: March 7, 2020

Philosophy Proponent Metaphysics Epistemology Axiology Aims of Curriculum Role of the Role of Teaching
Education /Subject Teacher the Methods
matter/Con Learner
tent.
PERENNIALISM Robert The meaning The truth and Believes The aim of perennialist The teacher The They
Hutchins of life is the knowledge that to know education is curriculum must have student is recommend
and pursuit for are the truth to ensure is universal the ability to seen as a that schools
Mortimer consistent unchanging, about that students and is work with the rational spend more
Adler truth found in disclosed something acquire based on natural being with time teaching
the common through is to know understandin their view tendencies of tendencies about
wisdom of guided its essence gs about the that all the students toward concepts and
Western reflection & in great ideas of human toward Truth and explaining they
culture. classics of Western beings reason. He knowledge. are meaningful
Western civilization. possess the must serve But the to students.
culture. These ideas same as a learner The only
have the essential benevolent also has a example I can
potential for nature. taskmaster, spiritual think of would
solving exercising side. It is be a class
problems in the minds of the about religion
any era. the students responsibili or history. The
in order to ty of the instructor
help them school to would use
develop their help him religious books
rational develop and historical
faculties. both documents.
ESSENTIALISM William What is Truth exists It is Prepare Strong Expert of is there to Avoids
C. relevant is in classics determined students to emphasis Knowledge. listen and methodological
Bagley what helps and modern by the be on basic Teachers learn. frills and soft
the indivifual science. natural productive, skills and essential pedagogy and
live well and Must learn order of contributing on knowledge. concentrated
what benefits process and things. members of disciplined Maintains on sound,
humanity content. Values exist society. knowledge task-oriented proven
Knowledge is in the best and focus. instructional
gained of culture. scholastic methods.
through achievemen
interaction t in
and rational secondary
thought schools.
PROGRESSIVISM John Reality is in Knowledge is Determined Progressivist Curriculum Effective The The scientific
Dewey flux and ever gain via by each s believe that content is teachers learner is a method is
changing so individual individual in education derived provide problem used by
the context of experience. interaction should focus from experiences solver and progressivist
individual Truth is with his on the whole student so that thinker educators so
who is a individually culture, child, rather interests students can who makes that students
problem defined so based on than on the and learn by meaning can study
solver. the emphasis the shared content or questions. doing. through his matter and
is on learning values of the teacher. or her events
how to learn. the individual systematically
community. experience and first hand.
in the The emphasis
physical is on process-
and how one
cultural comes to
contex know.
RECONSTRU Theodore The The The asserts that Curriculum teachers help engage in Teaching
CTIONISM/ Brameld metaphysics epistemologi axiological society focuses on their students many methodologies
CRITICAL of cal tells us tells us that needs to student understand different include
THEORY reconstructio that learning we need to be changed experience the validity activities to simulation,
nist tells us comes make life (reconstructe and taking and urgency study the role-playing,
that there are through better than d) and that social of social agreed-on group work,
both ideal social it was or is. schools are action on problems. topic, such internships,
and practical interaction the ideal real as work-study
uses of any and the instrument to problems, researchin programs, and
view. cultural fabric foster such such as g through other forms of
in which we changes. violence, the cooperation
exist. hunger, Internet, with the
 The international reading community
axiological terrorism, case and its
tells us that inflation, histories, resources
we need to and analyzing
make life inequality multiple
better than it aspects of
was or is. the
topic,
formulating
predictions
, proposing
and
justifying
workable
revisions
and
solutions,
and taking
action to
implement
these
solutions.
INFORMATIO George
N A. Miller
PROCESSING
THEORY
BEHAVIORISIM Ivan The only Stresses Considers Help To Help the Learns Identification of
Pavlov reality is the scientific our sense students encourage students depending the desired
B. F physical information of beauty learn by subjects to learn by on behaviors in
Skinner world that we and was conditioning; learn new conditioning; readiness measurable,
discern observation, environmen observes a information observes a and level observable
through rather than tally formed. person’s and change person’s of terms.
careful, subjective or The reason response to their response to motivation Identifying
scientific metaphysical lies in the the attitudes the appropriate
observation; realities; way our environment through environment reinforces for
that behavior search for environmen and then altering and then each desired
is shaped laws that t has manipulate conditions manipulate behavior and
deliberately govern shaped our stimuli in the in stimuli in the providing the
by forces in human tastes. environment environmen environment reinforce as
the behavior to bring t and to bring soon as the
environment about reinforcing about student display
 and that the learning and positive learning and the behavior.
type of behaviour behaviours behavior Drill and
person and change change. practice
actions programs;
desired can operant
be the conditioning.
product of
design
CONSTRUCTIVISM -Vygotsky View that views all of theory of We have to Typically Teachers Learners learning
-Jean there are our knowledge focus on the contrasted cooperate construct occurs as
Piaget normative knowledge that argues learner in with a with children knowledge learners are
truths. Truths as that thinking transmissio in terms of for actively
about what "constructed" humans about ns (or what themselves involved in a
we ought to in that it is generate learning not objectivist) teachers try ---each process of
do, they are contingent on knowledge on the model of to do. They learner meaning and
in some convention, and subject or learning. try (1) to individually knowledge
sense human meaning lesson to be That is, understand (and construction as
determined perception from an taught. instead of children's socially) opposed to
by an and social interaction focusing on reasoning, constructs passively
idealized experience. between learning and (2) to meaning--- receiving
process of Therefore, their objects facilitate as he or information.
rational our experiences which are children's she learns.
deliberation, knowledge and their transmitted construction 3Constructi
choice, or does not ideas from one and ng
agreement necessarily person to knowledge. meaning is
reflect any another, learning;
external or students there is no
"transcenden and other kind
t" realities. teachers
are
engaged in
a
community
in which
learning is
the result of
interactions,
reflections,
and
experiences
HUMANISM/ Francesco believes that knowledge is the baseline It serves as a According Should Students discovery
NATURALISM Petrarca reality is gained of value is mean to to create and also need learning and
basically through the that which attain present naturalists facilitate to take inquiry
matter, rather senses. is natural - as well as curriculum learning responsibili learning where
than spirit. Reality that future must be situations or ty for their the teacher
For the exists in the is, that happiness. child environment own needs to let
Naturalist, material which is in centered so that learning the students
the thing is object, not in conformity according to students and keep discover and
more real the with nature. the present learns their goals inquire by their
than the idea. immaterial and future themselves. realistic own.
mind. needs of
the child.