ALLONDRA O.

ROSALES BSED SS3-1 October 19, 2020

MTh 9:00 – 10:30 PROFED 110 The Teacher and the Community,
School Culture and Organizational Leadership

Activity 1
Philosophies Meaning Proponent Implications References

Essentialism This philosophy James D. The learner https://oregonstate.edu/

teaches basic skills Koerner mainly instruct/ed416/PP3.html
and advocates acquires the
training the mind of H. G. basic https://www.theedadvocate.
the learner. It states Rickover knowledge, org/edupedia/content/what-is-
that children should skills, and essentialism/
learn the traditional Paul values.
basic subjects and Copperma
that these should be n
learned thoroughly
and rigorously. An Theodore
essentialist program Sizer
normally teaches
children William C.
progressively, from Bagley
less complex skills to
more complex.

Behaviorism This states that Ivan The students https://oregonstate.edu/

behavior is shaped Pavlov are able to instruct/ed416/PP4.html
deliberately by forces respond
in the environment B.F favorably in a
and that the type of Skinner various
person and actions environment
desired can be the John B. and the
product of design. By Watson learners are
carefully shaping managed
desirable behavior, and well-
morality and behaved to
information is learned. what was set
Learners will acquire by the
and remember teacher.
responses that lead to
satisfying aftereffects.

Existentialism This focuses on the Jean-Paul The students https://shodhganga.inflibnet.ac.

individual, seeking out Sartre understand in/bitstream/10603/63628/10/
a personal and 10_chapter%205.pdf
understanding of the Soren appreciate
world. Thus each Kierkegaar themselves https://www.slideshare.net/
individual d as unique sherwinbalbuena/philosophies-
characterizes for individuals of-education-35587809
himself or herself the Friedrich who accept
concepts of reality, Nietzsche complete
truth and goodness responsibility
and as a result, Fyodor for their
 schools exist to aid Dostoevsk thoughts,
children in knowing y feelings, and
themselves and their actions. With
place in society. that they
learn
something
beyond the
academic
aspect.

Constructivis Constructivism is the Jean The students http://www.buffalo.edu/ubcei/

m theory that says Piaget are able to enhance/learning/
learners construct explore their constructivism.html
knowledge rather than Jerome own ideas
just passively take in Bruner and share https://www.slideshare.net/
information. As concepts sherwinbalbuena/philosophies-
people experience the Lev with one of-education-35587809
world and reflect upon Vygotsky another in
those experiences, nontraditiona
they build their own l ways.
representations and
incorporate new
information into their
pre-existing
knowledge or the
schemas.

Progressivism This educational John The learners https://oregonstate.edu/

philosophy stresses Dewey are instruct/ed416/PP3.html
that students should developed
test ideas by active into
experimentation. becoming
Learning is rooted in enlightened
the questions of and
learners that arise intelligent
through experiencing citizens of
the world. It is active, the society.
not passive. The They fully
learner is a problem live the life
solver and thinker they have
who makes meaning now. Thus,
through his or her the
individual experience curriculum
in the physical and content is
cultural context. derived from
Effective teachers student
provide experiences interests and
so that students can questions.
learn by doing.

Perennialism This is a teacher- Mortimer The students https://graduatefoundations

centered educational Adler are able to moduleela.wordpress.com/
philosophy develop perennialism/
that focuses on Jacques moral and
everlasting ideas and Maritain rational
universal truths. This powers
educational philosoph Robert
y aims to prepare Hutchins
students for life by
developing their
intellectual and moral
qualities through
emphasizing
knowledge and the
meaning of
knowledge, servings
to enhance student’s
critical thinking skills
in their search for
individual freedoms,
human rights and
responsibilities
through nature.