`Educational Proponent Aims/ Focus
Philosophy
Perennialism  The focus of education
should be the ideas that
have lasted over centuries.
They believe the ideas are
as relevant and meaningful
today as when they were
Mortimer J. Adler written.
 Achieving cultural
awareness, emphasizing the
development of students in
enduring disciplines
 The aim of education is to
ensure that learners grasp
Robert Maynard the great ideas of Western
Hutchins civilization.
Essentialism  Promote and instill cultural
literacy in all students;
provide a common core of
cultural knowledge
 Academic and moral values
that should be taught by
William Bagley schools.
Progressivism  Education, rather than the
Effects Application on curriculum
 In every age, these  Students should not be
concepts have the taught information that
potential for solving may soon be outdated or
problems. The found to be incorrect.
emphasis is on  Disapprove of teachers
teaching timeless requiring students to
concepts, finding absorb massive amounts
enduring truths that of disconnected
are constant, not information.
evolving, as the  Schools spend more time
natural and human teaching about concepts
worlds do not change and explaining they are
at their most basic meaningful to students.
level.
 Essentialists' goals are  Schooling should be
to instill students with realistic, preparing
the "essentials" of students to become
academic knowledge, valuable members of
patriotism, and society. It should
character development concentrate on facts-the
through traditional (or objective truth out there
back-to-basic) —and "the principles,"
approaches. This is to teaching students to
promote reasoning, simply and objectively
train the mind, and read, write, speak, and
ensure a common compute.
culture for all citizens.  Schools do not seek to set
rules or control them.
Hard labour, reverence
for authority, and
discipline should be
taught to students.
 Through  The school could
 material or the teacher,
should concentrate on the
entire child.
 The learner is a
 Good teachers gain
constructive strengthen the way of
exploration, students life of our people. All
can evaluate ideas. aspects are joint
Learning is rooted in decision-making,
learners' concerns preparation of teachers
that emerge from with students, student-
observing the selected subjects.
environment. It is Rather than authority,
not passive, but books are instruments.
aggressive.
problem solver and
thinker who
generates meaning
in the physical and
cultural sense
through his or her
individual
experience.
suggestions so that
learners can learn by
doing so.

Reconstructionism  Focuses on student  social problems and  Community-based

experience of social working to develop a learning and bringing
reconstructionists and sustainable the world into the
critical theorists and community and classroom.
takes social action on real democracy
problems such as worldwide
Theodore Brameld violence, hunger,  to transcend
international terrorism, inequality and
inflation and inequality. enhance human
  The focus is on strategies
to deal with controversial
problems (especially in
social studies and
literature), inquiry,
dialogue, and multiple
perspectives.
Existentialism  Focused on individual  Existentialism
human lives and the
poignant inevitability of
suffering and choice for
each individual whereas
romanticism tended to be
more oriented to the whole
Soren Kierkegaard of nature and saw human
beings as a part of that
wider picture.
Jean-Paul Sartre  Each of us has a free
circumstances,
processes must be
modified
In the existentialist
rejects the existence classroom, subject
of any source of matter takes second
objective, place to helping the
authoritative truth students understand
about metaphysics, and appreciate
epistemology, and themselves as unique
ethics. Instead, individuals who accept
individuals are complete
responsible for responsibility for their
determining what is thoughts, feelings, and
true or false, right or actions. The teacher's
wrong. role is to help students
define their own
will to develop as we essence by exposing
fit. them to various paths
they may take in life
and creating an
environment in which
they may 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.

Although many
existentialist
educators provide
some curricular
structure,
existentialism, more
than other educational
philosophies, affords
students great latitude
in their choice of
subject matter. In an
existentialist
curriculum, students
are given a wide
variety of options
from which to choose.

To the extent that

the staff, rather than
the students,
influence the
curriculum, the
humanities are
commonly given
tremendous
emphasis. They are
explored as a means
of providing
students with
vicarious
experiences that will
help unleash their
own creativity and
self- expression. For
example, rather than
emphasizing
historical events,
existentialists focus
upon the actions of
historical
individuals, each of
whom provides
possible models for
the students' own
behavior. In contrast
to the humanities,
math and the natural
sciences may be de-
emphasized,
presumably because
their subject matter
would be considered
"cold," "dry,"
"objective," and
therefore less
fruitful to self-
awareness.
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.

Existentialist methods
focus on the
individual. Learning is
self-paced, self
directed, and includes
a great deal of
individual contact
with the teacher, who
relates to each student
openly and honestly.

Submitted by: Thet O. Salazar

Submitted to: Ms. Aida V. Musa
Subject: Foundation of Education 2
Date: February 21, 2021