THEORIES OF EDUCATION AND THEIR APPLICATION

TO CLASSROOM SETTING

SOCIAL RECONSTRUCTIONISM
In the educational philosophy of social reconstructionism, learning happens on
both affective and psychomotor experiences. It focuses on students being able to hold
discussions on controversial issues by developing strategies on how to deal with them
and understanding that there are multiple perspective and beliefs on each topic
discussed. These affective experiences result in a variety of learning taking place,
including increasing one’s perspectives in inquiry, dialogue, and multiple perspectives
through learning about other people’s opinions.

This follows student-centered setting wherein teachers act merely as a

facilitator, not as an instructor during class discussions and activities. When the
instruction is placed on the students, they become active participants in the learning,
oftentimes through doing, which results in psychomotor experiences (Social
Reconstructionism). Allowing the students to create their own classroom rules is an
example of student-centered teaching which would then encourage the reconstruction
of society through education. It should be every educator’s goal to provide students
with the resources and the ability to live successful lives where they can work to
change the injustices that so many marginalized people face. Teaching students to
have the belief that they can make changes to society can be very hard to do, but
allowing them to create the rules of the classroom will help them gain the confidence
to do so. When students are able to collaborate and make their own classroom rules,
they feel as if they can be powerful people who can use their voice to make a change.
When students feel like their voice is important, they will be more inclined to use them
to make changes to society which is the goal of social reconstructionism.

As a facilitator of discussions, teachers need to teach their students a multitude

of viewpoints on varying issues so they are able to create their own beliefs on issues,
thereby guiding them on the process. Focusing on social injustices on the curriculum
of this philosophy, the students need to begin learning how to form opinions on their
own and having discussions on topics where all viewpoints are included where they
are required to respect each other’s opinion. This skill can begin at a young age as it
is one all people will need throughout their lives.

PROGRESSIVISM
Progressivism educational philosophy is where teachers believe that each
child is unique and will learn individually based on what is significant for that
person's life to know and understand. As a progressivist teacher, they will guide and
coach in the classroom. As it gives more importance to experience rather than formal
learning which concentrates on developing the child’s talents, the teacher will have a
lot of group work to have the students work together to find curiosity and feed off
what one already knows. The students interact with one another and develop social
qualities such as cooperation and tolerance for different points of view. The teacher
will also be able to tend to children more one on one, allowing time to help each
child meet their own needs. This type of environment promotes curiosity, fun, and
is a safe place for children to explore their own minds without being told they are
wrong. Another thing about a progressivist teacher is that they use a lot of real life
examples as they are preparing children for the "real world." In addition, students
solve problems in the classroom similar to those they will encounter in their everyday
lives.

As the progressivist classroom is about exploration and experience, teachers act

as facilitators where students actively learning to explore physical, mental, moral, and
social growth. Common sights in a progressivist classroom may include: small groups
debating, custom-made activities and learning stations.
There are five steps to create a progressive, student-centered classroom:
1. Create ongoing projects. The ongoing project plays an essential role in
promoting mastery.
2. Integrate technology.
3. Replace homework with engaging in-class activities.
4. Eliminate rules and consequences.
5. Involve students in evaluation